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Evaluating Project Management Courses in Higher Education with Problem-Based Learning Game Theory

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Title: Evaluating Project Management Courses in Higher Education with Problem-Based Learning Game Theory
Language: English
Authors: Kenneth David Strang, Narasimha Rao Vajjhala
Source: International Journal of Education in Mathematics, Science and Technology. 2025 13(2):244-259.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Management Development, Strategic Planning, Decision Making, Resource Allocation, Cognitive Ability, Problem Based Learning, Capstone Experiences, Benchmarking, Network Analysis, Game Theory, Feedback (Response), Learning Motivation, Vignettes, Task Analysis, Purchasing, Staff Development, Business, Real Estate, Rating Scales, Undergraduate Students
ISSN: 2147-611X
Abstract: This study examines the effectiveness of problem-based learning with game theory versus thesis format in graduate project management degrees as the capstone course. The project management body of knowledge based on ISO was established as the rules of play with modifications to fit into the classroom context. We supplied a work breakdown structure (WBS) and project charter to reduce cognitive overload associated with the initiation phase instead of focusing on the planning phase, so strategic decision-making was needed other than producing a proposed project plan as the deliverable. We developed three scenarios to fill three sections: Buying a house, training staff, or selecting an enterprise system. We contrasted the satisfaction of the three sections and then measured how learning compares to our historical program benchmark. We used project sponsor meetings to approve stakeholder registers and work breakdown structure resource allocations with network analysis Gantt charts, with instant feedback through sponsor panel questions and answers followed by substantiated yes/no decisions. All graded items were presented by teams (groups) and scored in classroom meetings, making it competitive with realistic motivation and engagement. The professors were the project sponsors, so they used constructive feedback to improve student learning, motivation, and engagement. We avoided materialistic outcomes disassociated with project theory, and there were no individual points or badges.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475447
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Evaluating Project Management Courses in Higher Education with Problem-Based Learning Game Theory
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  Data: <searchLink fieldCode="AR" term="%22Kenneth+David+Strang%22">Kenneth David Strang</searchLink><br /><searchLink fieldCode="AR" term="%22Narasimha+Rao+Vajjhala%22">Narasimha Rao Vajjhala</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2025 13(2):244-259.
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Management+Development%22">Management Development</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Capstone+Experiences%22">Capstone Experiences</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Theory%22">Game Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Purchasing%22">Purchasing</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Development%22">Staff Development</searchLink><br /><searchLink fieldCode="DE" term="%22Business%22">Business</searchLink><br /><searchLink fieldCode="DE" term="%22Real+Estate%22">Real Estate</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: 2147-611X
– Name: Abstract
  Label: Abstract
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  Data: This study examines the effectiveness of problem-based learning with game theory versus thesis format in graduate project management degrees as the capstone course. The project management body of knowledge based on ISO was established as the rules of play with modifications to fit into the classroom context. We supplied a work breakdown structure (WBS) and project charter to reduce cognitive overload associated with the initiation phase instead of focusing on the planning phase, so strategic decision-making was needed other than producing a proposed project plan as the deliverable. We developed three scenarios to fill three sections: Buying a house, training staff, or selecting an enterprise system. We contrasted the satisfaction of the three sections and then measured how learning compares to our historical program benchmark. We used project sponsor meetings to approve stakeholder registers and work breakdown structure resource allocations with network analysis Gantt charts, with instant feedback through sponsor panel questions and answers followed by substantiated yes/no decisions. All graded items were presented by teams (groups) and scored in classroom meetings, making it competitive with realistic motivation and engagement. The professors were the project sponsors, so they used constructive feedback to improve student learning, motivation, and engagement. We avoided materialistic outcomes disassociated with project theory, and there were no individual points or badges.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1475447
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 244
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Management Development
        Type: general
      – SubjectFull: Strategic Planning
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Resource Allocation
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Capstone Experiences
        Type: general
      – SubjectFull: Benchmarking
        Type: general
      – SubjectFull: Network Analysis
        Type: general
      – SubjectFull: Game Theory
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Purchasing
        Type: general
      – SubjectFull: Staff Development
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      – SubjectFull: Business
        Type: general
      – SubjectFull: Real Estate
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
    Titles:
      – TitleFull: Evaluating Project Management Courses in Higher Education with Problem-Based Learning Game Theory
        Type: main
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            NameFull: Kenneth David Strang
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            NameFull: Narasimha Rao Vajjhala
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              Type: published
              Y: 2025
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              Value: 2147-611X
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            – TitleFull: International Journal of Education in Mathematics, Science and Technology
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