Ensino e aprendizagem em Gestão de Projetos: quais são os desafios?

Carreiro, Eduardo de Lima Pinto; Maccari, Emerson Antonio; Scafuto, Isabel Cristina

Eduardo de Lima Pinto Carreiro E-mail: eduardolpcarreiro@gmail.com

1 – Eduardo de Lima Pinto Carreiro

Institution: University Nove de Julho

São Paulo, São Paulo, Brazil

PhD student in Administration at University Nove de Julho (UNINOVE)

Orcid: https://orcid.org/0000-0003-2216-8341

E-mail: eduardolpcarreiro@gmail.com

Definition of research problem

Development of hypotheses or research questions (empirical studies)

Development of theoretical propositions(theoretical work)

Theoretical foundation/Literature review

Definition of methodological procedures

Data collection

Statistical analysis

Analysis and interpretation of data

Critical revision of the manuscript

Manuscript writing

Universidade Nove de Julho, São Paulo, SP, Brazil

http://orcid.org/0000-0003-2216-8341

Emerson Antonio Maccari E-mail: emersonmaccari@gmail.com

2 – Emerson Antonio Maccari

Institution: University Nove de Julho

São Paulo, São Paulo, Brazil

PhD in Administration from University of São Paulo

Orcid: https://orcid.org/0000-0001-7085-224X

E-mail: emersonmaccari@gmail.com

Definition of research problem

Development of hypotheses or research questions (empirical studies)

Development of theoretical propositions(theoretical work)

Theoretical foundation/Literature review

Definition of methodological procedures

Statistical analysis

Analysis and interpretation of data

Manuscript writing

Universidade Nove de Julho, São Paulo, SP, Brazil

http://orcid.org/0000-0001-7085-224X

Isabel Cristina Scafuto E-mail: isabelscafuto@gmail.com

3 – Isabel Cristina Scafuto

Institution: University Nove de Julho

São Paulo, São Paulo, Brazil

PhD in Administration from University Nove de Julho

Orcid: https://orcid.org/0000-0002-6788-3325

E-mail: isabelscafuto@gmail.com

Definition of research problem

Development of hypotheses or research questions (empirical studies)

Development of theoretical propositions(theoretical work)

Theoretical foundation/Literature review

Definition of methodological procedures

Statistical analysis

Analysis and interpretation of data

Universidade Nove de Julho, São Paulo, SP, Brazil

http://orcid.org/0000-0002-6788-3325

E-mail: eduardolpcarreiro@gmail.com

E-mail: emersonmaccari@gmail.com

E-mail: isabelscafuto@gmail.com

Conflict of Interest The authors have stated that there is no conflict of interest.

Edited by

Jordana Marques Kneipp

Journal	H-Index	CiteScore
International Journal of Project Management	153	9,05
Impact Assessment and Project Appraisal	55	2,09
Project Management Journal	48	4,65
International Journal of Managing Projects in Business	38	3,15
International Journal of Project Organisation and Management	22	2,1
International Journal of Information Systems and Project Management	16	2,06
Impact Assessment and Project Appraisal	15	1,32
Journal of Modern Project Management	9	0,59
International Journal of Information Technology Project Management	6	1,13
Project Management and Risk Management in Complex Projects: Studies in Organizational Semiotics	3	-

Journal	Number of Articles
International Journal of Project Management	73
International Journal of Managing Projects in Business	24
Project Management Journal	15
Journal of Modern Project Management	4
International Journal of Information Technology Project Management	2
International Journal of Agile Systems and Management	1
International Journal of Information Systems and Project Management	1
International Journal of Project Organization and Management	0
Impact Assessment and Project Appraisal	0
Project Management and Risk Management in Complex Projects: Studies in Organizational Semiotics	0
Total	120

Category	Authors
Learning	Aerts, Dooms and Haezendonck (2017)Aerts, G., Dooms, M., & Haezendonck, E. (2017). Knowledge transfers and project-based learning in large scale infrastructure development projects: an exploratory and comparative ex-post analysis. International Journal of Project Management, 35(3), 224–240. Retrieved from https://www.sciencedirect.com/science/article/pii/S0263786316302770?via%3Dihub. doi: 10.1016/j.ijproman.2016.10.010 https://www.sciencedirect.com/science/ar... ; Agbejule, Rapo and Saarikoski (2021)Agbejule, A., Rapo, J., & Saarikoski, L. (2021). Vertical and horizontal trust and team learning: the role of organizational climate. International Journal of Managing Projects in Business, 14(7), 1425–1443. Retrieved from https://www.emerald.com/insight/content/doi/10.1108/IJMPB-05-2020-0155/full/html. doi: 10.1108/IJMPB-05-2020-0155 https://www.emerald.com/insight/content/... ; Ahern, Leavy and Byrne (2014)Ahern, T., Leavy, B., & Byrne, P. J. (2014). Knowledge formation and learning in the management of projects: A problem solving perspective. International Journal of Project Management, 32(8), 1423–1431. Retrieved from https://www.sciencedirect.com/science/article/pii/S026378631400026X?via%3Dihub. doi: 10.1016/j.ijproman.2014.02.004 https://www.sciencedirect.com/science/ar... ; Aramo-Immonen, Koskinen and Porkka (2011)Aramo-Immonen, H., Koskinen, K. U., & Porkka, P. L. (2011). The significance of formal training in project-based companies. International Journal of Managing Projects in Business, 4(2), 257–273. Retrieved from https://www.emerald.com/insight/content/doi/10.1108/17538371111120234/full/html. doi: 10.1108/17538371111120234 https://www.emerald.com/insight/content/... ; Ayas (1996)Ayas, K. (1996). Professional project management: A shift towards learning and a knowledge creating structure. International Journal of Project Management, 14(3), 131–136. 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The impact of multiple project team membership on individual and team learning: A micro-meso multi-level empirical study. International Journal of Project Management, 39(3), 308–320. Retrieved from https://www.sciencedirect.com/science/article/pii/S0263786320301174?via%3Dihub. doi: 10.1016/j.ijproman.2020.11.002 https://www.sciencedirect.com/science/ar... ; Chang, Wiewiora and Liu (2021)Chang, A., Wiewiora, A., & Liu, Y. (2021). A socio-cognitive approach to leading a learning project team: A proposed model and scale development. International Journal of Project Management, 39(6), 646–657. Retrieved from https://www.sciencedirect.com/science/article/pii/S0263786321000685?via%3Dihub. doi: 10.1016/j.ijproman.2021.05.003 https://www.sciencedirect.com/science/ar... ; Chipulu, Ojiako, Ashleigh and Maguire (2011)Chipulu, M., Ojiako, U., Ashleigh, M., & Maguire, S. (2011). An analysis of interrelationships between project management and student-experience constructs. 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The Influence of Project Risk Management Maturity and Organizational Learning on the Success of Power Plant Construction Projects. Project Management Journal, 49(5), 22–37. Retrieved from https://journals.sagepub.com/doi/10.1177/8756972818786661. doi: 10.1177/8756972818786661 https://journals.sagepub.com/doi/10.1177... ; Iftikhar, Ahola and Butt (2022)Iftikhar, R., Ahola, T., & Butt, A. (2022). Learning from interorganizational projects. International Journal of Managing Projects in Business, 15(1), 102–120. Retrieved from https://www.emerald.com/insight/content/doi/10.1108/IJMPB-11-2020-0361/full/html. doi: 10.1108/IJMPB-11-2020-0361 https://www.emerald.com/insight/content/... ; Jugdev and Mathur (2013)Jugdev, K., & Mathur, G. (2013). Bridging situated learning theory to the resource-based view of project management. International Journal of Managing Projects in Business, 6(4), 633–653. 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Teaching-Learning Techniques

Learning within the project and the organization

Training Courses

University courses

Serious Games,

Experiential Learning.

Business Games

Simulations

Service Learning

E-learning

Learning at organizational levels: individual, team, and organization.

Formal Learning

Informal Learning

Critical factors in the development of project managers

Educational Considerations

Development of skills to deal with complexity:

Adaptability critical thinking
Collaborative skills

Educational models:

(1) Must incorporate complexity as an interpretive paradigm of thinking,

(2) It must have sufficient flexibility to support and promote continuous change, creative and critical reflection, dealing with uncertainties and complexities,

(3) It must have a comprehensive development that considers project management’s technical and human aspects and allows professionals to select the appropriate combinations of technical and interpersonal knowledge. It must promote critical thinking and responsible decision-making,

(4) It should consider the multidisciplinary nature of project management, including: cross-disciplinary with other project managers, interdisciplinary with other leaders and managers, and multidisciplinary with groups,

(5) It should reflect on the learning content and the learning process at different levels of its curriculum, case studies, simulations of problem-based learning and project-based learning, role modeling, mentoring, and other active education methods that can facilitate this process.

Develop interpersonal and technical skills:

Technical abilities
Planning, estimating, and scheduling skills
Leadership
Interpersonal skills
Communication
Problem-solving skills
Team work

Educational models must:

(1) enable practitioners to select appropriate combinations of technical and interpersonal knowledge, practice, and behaviors that will increase self-awareness and the ability to build and contribute to high-performance teams.

(2) developing case studies, simulations of problem-based and project-based learning, role modeling, teamwork, mentoring, and other active teaching methods can facilitate this process.

Creating knowledge in the context of your application

Educational models:

(1) They must provide knowledge delivery in real contexts, such as simulations and real case studies,

(2) They should consider students (individually and collectively) as active agents in the construction of knowledge. Reconstruction between theory and practice at different levels is needed, including: course planning, teaching, research,

(3) They should encourage cooperation between universities and industries, as it provides a solid basis for both management development and capacity building.

(4) Requires faculty members in project management to have hands-on experience and be able to relate theory and practice.

Phase	Competencies
Initiation	Effective Questioning/Feedback Generation
	Persuasion/Marketing/Sales
	Listening Skill
	Guiding the Vision/Articulating Business Issues
	Consensus Building
Planning	Project management skills and knowledge
	Consensus Building
	Technical skills / Theoretical knowledge
Execution	Ability to live together/Team member
	Goal Orientation
	Be true/Honest
Closure	Writing Skills
	Share – Information and Trust
	Pride in workmanship/quality
	Be true/Honest

[1] E-mail: eduardolpcarreiro@gmail.com

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Ensino e aprendizagem em Gestão de Projetos: quais são os desafios?

RESUMO

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Desenho/metodologia/abordagem:

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