Sustainability is one of the most important challenges of our time. How can we develop prosperity, without compromising the life of future generations? Companies are integrating ideas of sustainability in their marketing, corporate communications, annual reports and in their actions. Projects as instrument of change are crucial to sustainable development. Association for Project Management (past-) chairman Tom Taylor recognizes that “Project and Program Managers are significantly placed to make contributions to Sustainable Management practices”. And at the 2008 IPMA World Congress, Vice-President Mary McKinlay stated “the further development of the project management profession requires project managers to take responsibility for sustainability”. It is for that reason inevitable that „sustainability‟ will find its way to project management methodologies and practices in the very near future. But how is this responsibility put to practice? This paper explores the concept of sustainability and its application to project management. Based on the studies on the application of these principles in project management we will build the argument that the project management profession should take responsibility for not just for the process of delivering a project, but also for the content and the results of the project itself. Including the sustainability aspects of that result.
This thesis presents an exploration of ‘how entrepreneurship education pedagogy can enhance undergraduate business students’ autonomous motivation for self-directed learning’. It has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. The work addresses the lack of pedagogical research in entrepreneurship education that focuses on learner development, with a specific aim at development of self-directed learning skills for lifelong learning. The research is approached with a concurrent, mixed methods design, comparing pre- and a post-EE, self-assessment survey results from 245 students, enrolled in a Young Enterprise venture creation programme, and a control group at a Dutch university. With the use of open-question surveys among the same population, during and after the EE modules, as well as from focus group discussions with a selection of participating students and teachers, explanation was sought for the observations drawn from the quantitative study. Significant relationships were found between students’ self-reported maturity of autonomy, self-efficacy, and motivation for learning, and in how these relate to self-directed learning readiness. Entrepreneurship education was found to significantly moderate the relationship between the learning characteristics and self-directed learning, and to strengthen of the students’ perceived readiness for self-directed learning. Explanation for the impact of EE were found to be related to the stage-wise, mixed pedagogy approach to learning, that combines authentic learning with a hierarchical approach to competence development, and supportive team dynamics. The research contributes to practice with a proposed conceptual framework for understanding how to prepare for self-directed learning readiness and a teaching-learning framework for its development in formal educational settings. It contributes to knowledge with its deeper understanding of how students experience learning in EE and how that affects their willingness to pursue learning opportunities.
MULTIFILE
