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Purpose: This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom's Taxonomy framework. Design/methodology/approach: The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016-2018 academic years. Findings: Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom's Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates. Research limitations/implications: The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning. Practical implications: Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project's failure rates. Social implications: The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project's failure rates. Originality/value: To the researchers' knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom's Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

Project Management (PM) capability continues to be a highly desired skill set in many for-profit and not-for-profit organizations across a range of industries. However, the PM field faces a talent gap, and one approach that may increase the interest in PM education is having a learner-centered pedagogy. A learner-centered pedagogy seeks to create a community of learners through the implementation of several initiatives namely, sharing power between the teachers and the students, providing multiple assessments and evaluation avenues, specifying clear feedback mechanisms, and articulating a rationale for the course by tying the course content to the learning outcomes. The goal of this research is to conduct a descriptive content analysis to examine the nature and content of the PM syllabi to gain a better understanding of how they reflect and communicate the attributes of a learner-centered pedagogy and thus help in improving the learning, teaching, and delivery of the PM curriculum. This study makes use of a sample of 76 PM syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) schools in the United States. The results have implications for the academy and the PM practice and call for improvements in the design and content of PM syllabi by including language and activities that foster the creation of a community of learners, mechanisms for offering periodic feedback, and consistent teacher-student interactions. Furthermore, it is suggested that the assessments and evaluations should be tied to the learning outcomes and incorporate "real world" experiential projects aligned with the Project Management Body of Knowledge (PMBOK) areas and process groups.

ABSTRACT This paper explores and compares different data replications techniques generally utilized by organizations as well as the benefits accrued from them. A detailed discussion of mobile databases in relation [...]

Although women earn a greater number of college degrees (58% in 2010) than men, they comprise a smaller proportion of all employees who work in the Information Technology (IT) industry. Moreover, among the top four consumer electronics categories - LCD TVs, tablets, laptops, and smartphones, women score higher than men in their likelihood of purchasing the latter three. Women also spend more time on social networking sites and conduct more internet searches than men do. Even though, the positive impacts of having more women in top management positions are well documented, they are still under-represented in the middle and upper management positions. The goal of this exploratory research is to investigate the representation of women in the IT field based on two independent and objective data sets. The first data set shows the number of women graduating with IT degrees from 1971-2009 and the second data set shows the number of women who were hired as IT leaders from 2000-2010. The results reveal that the number of women graduating with IT degrees is declining. However, the IT field seems to be doing better when comparing the number of female IT executives to female CFOs and female CEOs who were employed by the 2010 Fortune 100 firms. [ABSTRACT FROM AUTHOR]

The current economic crisis which started in 2007 has disproportionately impacted African Americans by reducing their active labor force market participation as exemplified by the higher unemployment rates. As of March 2013, the overall national unemployment rate stood at 7.7% while that of the African Americans was reported to be around 13.9%. For an individual, one of the strategies of minimizing the negative effects associated with unemployment is to pursue a college degree that enhances the probability of continued labor force market participation and better paying careers. Using a five-year (2005-2009) longitudinal dataset from the National Center for Education Statistics, the U.S. Census Bureau, and the U.S. Bureau of Labor Statistics, this study analyzes the degrees awarded to undergraduate African American students. The academic majors of the earned degrees are also matched to the forecasted job and industry growth areas to reflect the potential of graduates' labor force market participation in general and employability in higher paying careers in particular. The results reveal that a significant number of African American students earn undergraduate degrees in academic fields associated with careers in labor intensive and low paying jobs. Also, there is a significant and worrying absence of African American graduates in Science, Technology, Engineering and Management (STEM) disciplines-a phenomenon that poses a threat to the advancement of African Americans in the STEM related industries. [ABSTRACT FROM AUTHOR]

The frequency and richness of the theories developed, tested, and used by researchers in an academic discipline exemplify several pertinent factors, namely, the growth, the maturity, the independence, the legitimacy, and the influence of the discipline. Although organizations have been working on projects for centuries, Project Management (PM) is a considerably new academic discipline with emerging research themes, models, methodologies, frameworks, and paradigms. These PM concepts are anchored on or reinforced by new or existing theories. This exploratory study aims to add to the existing PM body of knowledge by investigating the prevalence of theory use in PM research. A systematic content analysis of 9200 PM research articles published from 2000 to 2019 (20 years) in the leading PM journals identified 248 unique theories. These results reveal that the PM discipline is increasingly embracing the use of theories with game theory, fuzzy theory, agency theory, contingency theory, and stakeholder theory emerging as the most dominant theories in the reviewed research articles. Also, although PM is developing its theories, the results revealed that PM researchers continue to heavily use theories borrowed from other academic disciplines such as psychology, sociology, mathematics, and economics., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.