PLAYING WITH DIVERSITY AND CONFORMITY IN DESIGN-ORIENTATED PROJECT MANAGEMENT EDUCATION
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
Author: BERNARDES, MAURICIO MOREIRA E SILVA; DE OLIVEIRA, GEISA GAIGER; FRAGA, PAULA GÖRGEN RADICI
Institution: FEDERAL UNIVERSITY OF RIO GRANDE DO SUL, Brazil
Section: Design and Engineering Education Practices
Teaching in higher education has been facing a series of challenges, both in terms of the nature of the demands and dynamics of the market, and also with respect to the continuous expansion and diversification of student populations. Thus, universities have been developing their own combined teaching strategies in order to teach contents. Instead of focusing only on rote learning, which is characteristic of conformity education, diversity education has emphasised the importance of reflection and individual inquiry, as well as problem-solving, collaborative learning and mastery of key concepts. In this contemporary educational scenario, feedback is considered as a powerful educational tool for promotion of student engagement and deep learning. Feedback can contribute to the improvement of both students and teachers, because it enables processes of reflection which lead to a better understanding of the content and provide valuable information to assist in the design of clearer guidelines. This study aims to demonstrate the importance of using feedback as a catalyst for combined practices for design-oriented project management education. Through the analysis of the case of a project management course offered to undergraduate students of design in a Brazilian university, it was found that the use of various feedback mechanisms, as a means of improving the course, can facilitate the combination of the conformity and diversity teaching strategies.