Learning and making sense of project phenomena in information systems education
Kosheek Sewchurran, Elsje Scott · 2009
One out of three IT/IS projects fail because such projects either miss the targets or fail to deliver the required business functionality [27, 32]. Project management practice for IS and IT and education is aligned to certification programs such as the PMBOK. These programs and practices primarily focus on defined processes, templates and concepts that require an almost instrumental application. Key assumptions made about project phenomena in approaches such as PMBOK are that projects already have an existing structure, and implementation is mostly linear, sequential and more about control through measurement and monitoring. The popularity of agility implies that these assumptions do not necessary hold for IS projects. There is thus a need for alternative educational discourses that promote learning and sense making.