Exploring the Current Practices and Future Directions in Project Management Education and Training

Abstract

In light of the transformative influence of technologies and innovative methodologies associated with the Fourth Industrial Revolution, the paradigm of project management is undergoing a profound shift, prompting a re-examination of Project Management Education and Training (PMET). The escalating demand for project management expertise, juxtaposed with a scarcity of suitably qualified professionals, has yielded an increase in instances of faltering or challenging projects, thereby underscoring the amplified significance of PMET. A comprehensive assessment of the ongoing evolution of project management education and training is vital to shaping the trajectory of future educational strategies. In this context, bibliometric analysis has emerged as a pivotal tool, offering structured means to systematically present the expansive literature on PMET. This approach provides a panoramic view of the domain’s development, facilitating a more informed understanding of its current contours which is paramount for crafting effective educational strategies. Employing bibliometric analysis as its methodological backbone, this study endeavors to discern the existing landscape of project management education and training. For this purpose, a comprehensive analysis was conducted on a dataset comprising 435 documents related to PMET, spanning the years 1985 to August 2023. The results of this analysis indicate that PMET publications are predominantly situated within the context of engineering education. A prominent theme that emerges from the literature is the discernible requirement for novel and forward-thinking strategies in PMET development, with a pronounced emphasis on the cultivation of soft skills and the integration of contemporary training methodologies, including gamification and simulation.