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dc.contributor.authorKaloyanova, Kalinkaen_US
dc.contributor.authorKanabar, Vijayen_US
dc.date.accessioned2020-05-13T14:56:30Z
dc.date.available2020-05-13T14:56:30Z
dc.date.issued2019-03
dc.identifier.citationKalinka Kaloyanova, Vijay Kanabar. 2019. " Addressing challenges to teach traditional and agile project management in academia." INTED2019 Proceedings. 13th International Technology, Education and Development Conference. 2019-03-11 - 2019-03-13. https://doi.org/10.21125/inted.2019.0984
dc.identifier.urihttps://hdl.handle.net/2144/40819
dc.description.abstractIn order to prepare students for a professional IT career, most universities attempt to provide a current educational curriculum in the Project Management (PM) area to their students. This is usually based on the most promising methodologies used by the software industry. As instructors, we need to balance traditional methodologies focused on proven project planning and control processes leveraging widely accepted methods and tools along with the newer agile methodologies. Such new frameworks emphasize that software delivery should be done in a flexible and iterative manner and with significant collaboration with product owners and customers. In our experience agile methodologies have witnessed an exponential growth in many diverse software organizations, and the various agile PM tools and techniques will continue to see an increase in adoption in the software development sector. Reflecting on these changes, there is a critical need to accommodate best practices and current methodologies in our courses that deliver Project Management content. In this paper we analyse two of the most widely used methodologies for traditional and agile software development – the widely used ISO/PMBOK standard provided by the Project Management Institute and the well-accepted Scrum framework. We discuss how to overcome curriculum challenges and deliver a quality undergraduate PM course for a Computer Science and Information systems curricula. Based on our teaching experience in Europe and North America, we present a comprehensive comparison of the two approaches. Our research covers the main concepts, processes, and roles associated with the two PM frameworks and recommended learning outcomes. The paper should be of value to instructors who are keen to see their computing students graduate with a sound understanding of current PM methodologies and who can deliver real-world software products.en_US
dc.language.isoen_US
dc.publisherIATEDen_US
dc.relation.ispartofINTED2019 Proceedings
dc.subjectProject managementen_US
dc.subjectAgile frameworksen_US
dc.subjectComputer and information science educationen_US
dc.subjectInformation systems educationen_US
dc.titleAddressing challenges to teach traditional and agile project management in academiaen_US
dc.typeConference materialsen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.21125/inted.2019.0984
pubs.elements-sourcecrossrefen_US
pubs.notesEmbargo: Not knownen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Metropolitan Collegeen_US
pubs.publication-statusPublisheden_US
dc.identifier.orcid0000-0003-2595-0689 (Kanabar, Vijay)
dc.identifier.mycv541405


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