Experiential learning makes simulation as a good pedagogical tool for working professionals. Success of project management training depends on factors such as the right blend of simulation and theory, concept and content of the simulation, link between the simulation and professional activities etc. Paper proposes a simple model representing links of the simulation with other relevant elements of professional training. The model has been tested in the specific case of project management education. PM Trainings were conducted using simulation tool and participant’s responses were received. The qualitative responses of participants were processed using Analytic Hierarchy Process (AHP) and the findings are presented in the paper. The study identified three significant characteristics of simulation game namely Reality, Relevance & Reliability that are to be given due consideration while designing simulation based project management pedagogical practice.
In this contribution, we question the knowledge-practice divide by drawing inspiration from contemporary interest in theories of practice. We focus especially on recent renewed interest in the Aristotelian notions of phroenesis and praxis (or, to put simply, the doing of practical wisdom). Rather than to turn knowledge into practice – as the theme of this symposium suggests – we argue that knowledge is practice. We stress that practical knowledge is not just what practitioners do, but simultaneously a condition and consequence of the recursive interplay between matter and meaning. That is, to fully comprehend what practical knowledge means for project management practitioners, one must become more attentive to the material and bodily artifacts (e.g. project documentation, symbols of project performances, use of space), and more sensitive to social processes of meaning-making, meaning-breaking and meaning-hiding. We apply our thinking to a case of managing change in a construction business to show how practical wisdom creates and is created by the recursive interplay of matter and meaning. This reflection has significant implications for the ways we know about project management, and calls for deeper, more engaged forms of practical scholarship. Our contribution closes with a few suggestions. These include a call to move away from ‘grab-and-go’ methods of knowledge creation to consider the power of ethnography and ethnomethodology in co-creating practical wisdom in project management. We offer the model of the Professional Doctorate in the University of Manchester as a possible means of developing practitioners as co-researchers in putting practical wisdom to work.