From the article: "The vast amount of previous research on project management competence does not provide a basis for educational needs. Analyzing previous research poses two challenges: the lack of a uniform list of competences, necessitating a taxonomy, and the use of importance as a criterion, favoring general important competences. Criticality is introduced as the competence a project manager adds to the team. Validation research using criticality and the taxonomy among experienced Dutch project managers is more comprehensive and provides a less focus on general important competences than previous research. Criticality focuses more on the essence of the profession."
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Postdisciplinarity makes claims on ontological, epistemic, and methodological levels, but it is inevitably a personal philosophical stance. This article represents an existentialist approach to the discourse on postdisciplinarity, offering reflective narratives of three academics. Tomas Pernecky discusses creativity, criticality, freedom, and methodological and epistemic pluralism; Ana María Munar reveals her journey of epistemological awakening; and Brian Wheeller underscores the importance of researchers' subjective and emotive voice. Jointly, the authors depict postdisciplinarity as an invitation to conceptual and interpretive eclecticism, critical analysis, and creative problem solving.
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Europeans live their lives at a time when certain collective expectations of how the world should function no longer seem to describe their experience of what actually happens. This bifurcation of experience and expectation is causing some severe symptoms of dislocation. Truth turns relative and his- tory seems in need of radical revision. Even time itself seems topsy-turvy, in a way that some Messianic beliefs find very much to their taste. This is the hallmark of the contemporary moment and why, this essay will argue, that in lieu of any other generalising term, we need to make the most use of ‘contemporary’ and ‘contemporaneity’ for emancipatory purposes.
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After the violent disintegration of Yugoslavia, a flourishing cultural scene was established in Croatia’s capital Zagreb. The scene calls itself: independent culture. In this book, Sepp Eckenhaussen explores the history of Zagreb’s independent culture through three questions: How were independent cultures born? To whom do they belong? And what is the independence in independent culture? The result is a genealogy, a personal travel log, a mapping of cores of criticality, a search for futurologies, and a theory of the scene.Once again, it turns out that localist perspectives have become urgent to culture. The untranslatability of the local term ‘independent culture’ makes it hard for the outsider to get a thorough understanding of it. But it also makes the term into a crystal of significance and a catalyst of meaning-making towards a theory of independent culture.
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“Critical Making in Collaboration with Nature”, discusses the outcomes of the Making Sustainability Work project from Fall 2020. With support of CoECI Zaaigelden scheme, the Critical Making learning community put together a group of makers from research, education and industry to explore the implications of designing with natural materials and biological processes, such as biopolymers, fungal composites and bacteria dye. By following a selection of modules from the Fabricademy global training program, participants explored hands-on techniques to create their own design materials and colours from renewable and biodegradable resources and documented their journeys. The shared experience was reflected upon in a series of interviews and essays touching on the following questions: • In what way do unruly natural materials challenge ways of doing and teaching design? • How do grown materials fit into or challenge makers’ goals of sustainability?• What is needed to bring biological processes into communities of practice in the field of design, art and making?• How and when does criticality emerge in the making process? • How do processes of thinking and doing intersect and what is the role of social interactions and collaboration?
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Onderzoek naar het aanbod aan projectmanagementonderwijs in Nederland.
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From the article: A process focus for project management education is suggested based on a small qualitative sample as an alternative to competence focus. Commercial offerings of project management education are more focused on processes than competences. Review of the courses reveals that there is almost no offering for alongside, medior or senior project managers and that the scarce competences incorporated in the courses do not match with findings from previous research. There are several strong suggestions of a very weak curriculum consistency, like universal application, a diverse target audience and a strong bias towards planning, supporting earlier critique on project management education.
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Chapter in the book "Designs, Methods and Practices for Research of Project Management" edited by Beverly Pasian. http://www.ashgate.com/isbn/9781409448808
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Conducting research as part of a PhD study offers students a unique opportunity to explore new methods and methodologies. Although we each based our PhD studies on a more traditional participatory action research (PAR) methodology, we also took the opportunity to experiment with a new data analysis method. Working from a critical social science paradigm (Fay, 1987) that translates into critical and collaborative research practice with an emancipatory intent, our scope of freedom as to how to process data, perform the analyses, then synthesise and report the results, became restricted. We felt that if we were to be genuine in involving practitioners in data analysis, as co-researchers, we needed to adopt approaches that allowed the expression of all ways of knowing. Using the creative arts proved to be an innovative way of working and learning, facilitating the complex interpretation of narrative data, identifying patterns, themes and connections. As in all qualitative research, in order to enhance process and outcome rigour, the (learning) strategies and methods used by researchers should be congruent with the principles characteristic of the chosen methodology. In this chapter, we want to offer you, the reader, a deeper insight into the key principles underlying this method for data analysis, before describing how we "danced" with them in each of our studies. Building on the original work of Boomer and McCormack (2010), who used the key principles of practice development, namely participation, inclusion and collaboration,i we developed a "critical and creative data analysis framework". This framework rests on the three main philosophical principles of hermeneutics,criticality, and creativity. Applying these principles to data analysis we have learned that multiple perspectives usually show more similarities than differences, which we express visually and poetically in Figure 22.1. The interface between two perspectives is not a juxtaposition but a fluid transition, where the sky meets the sea and the sea meets the sand. Each is separate and yet part of the whole, bigger picture.
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The hard side in total quality management of measurement and data analysis can only be successful if it is replenished with the soft side, the people side. This conclusion has serious consequences for the education of professionals, especially managers. Managers should be trained in soft skills, trained in managing themselves and their relations with others. The recent research done by Meduprof-S focuses on the question which skills are needed and on the extent to which business schools quality standards consider soft skills to be important in the education of managers .
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