Abstract:The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.

The purpose of the study on which this paper is based was to conduct a performance evaluation of student learning for an introductory course in project management in a higher educational institution in Norway. This was done by utilizing performance measurement philosophy to evaluate perceived student learning after a project-based assignment was applied as an instructional tool. The evaluation was conducted at the end of the semester to determine whether it facilitated learning effectiveness by providing an authentic learning experience. Relevant learning criteria were identified from existing literature and were measured by means of a questionnaire survey. Ten measurement scales were established using a 5-point Likert scale. The survey was then rolled out for the same subject for two consecutive semesters for just over 100 project management students. The results indicated that the incorporation of project-based assignments has a positive impact on student learning, motivation, and performance both in the short and long term. The study finally revealed that the incorporation of project-based assignments enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies.

Over the past two decades, business process reengineering (BPR) has become a popular approach to improve the efficiency and effectiveness of organizations. An examination of relevant BPR literature reveals that available BPR models that have been widely in use have some serious limitations and fail to take into consideration human factors and change management aspects. Both academic researchers and industrial practitioners have acknowledged the existence of this theoretical gap. This article proposes a BPR model that is named process reengineering integrated spiral model (PRISM). PRISM is a systematic agile model that would improve the chances for organizations to successfully carry out BPR initiatives and projects.

This study focuses on three important shared values-trust, openness, and commitment-and examines the impact of these values on project performance and outcomes, specifically for science and innovation research projects. To this end, 12 in-depth interviews were conducted with researchers, research managers, and research leaders at the largest research institution in Scandinavia. The findings indicate that the three values (trust, openness, and commitment) are practiced at this research institution and are essential to effective teamwork. The findings also show that trust and openness promote shared understanding, and encourage commitment.

Project-based learning has been explored in a variety of contexts and different phases of education. Several implementation challenges are associated with project-based learning. Among these challenges is ensuring collaboration between students enrolled in a project assignment. The purpose of this study was to present several practical insights on how to tackle collaboration challenges in project-based learning. The study is based on the qualitative analysis of 67 reflections reports submitted by students who were enrolled in a project-based learning assignment in engineering education. The results suggest that collaboration challenges can be traced to priority conflicts between students as well as to the uncertainty in the project assignment. The results further suggest that these challenges can be successfully addressed by applying a structured project-management approach to planning, communication, and follow up. In addition, the findings suggest this structured approached should be supported by a mindset that recognizes the importance of adaptations and flexibility as the project develops. Moreover, the findings suggest that a collaboration environment based on inclusion, openness, and support enables students to respond to emerging problems and disagreements. The paper outlines several recommendations on how to improve students’ collaboration ability within project teams in the context of project-based assignments.