Bridging Theory and Practice: An Experiential Learning Framework for Project Management Education and Professional Development
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| Title: | Bridging Theory and Practice: An Experiential Learning Framework for Project Management Education and Professional Development |
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| Language: | English |
| Authors: | Eduardo Carreiro, Emerson Antonio Maccari, Isabel Cristina Scafuto (ORCID |
| Source: | Education & Training. 2026 68(4):501-524. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Theory Practice Relationship, Experiential Learning, Program Administration, Administrator Education, Professional Development, Competency Based Education, Skill Development, Stakeholders |
| DOI: | 10.1108/ET-02-2025-0092 |
| ISSN: | 0040-0912 1758-6127 |
| Abstract: | Purpose: This study investigated how experiential learning approaches integrate theory and practice in project management education while promoting essential job market competencies. Building on experiential learning theory, the research addresses the theory-practice gap through systematic stakeholder analysis and framework development. Design/methodology/approach: Through in-depth interviews with 30 stakeholders across the education-practice continuum, the study employed systematic content analysis to identify critical gaps and develop the Integrated Experiential Learning Framework for Project Management Education (IELF-PM). The methodology integrated deductive and inductive approaches, utilizing Bardin's content analysis with MaxQda software for systematic coding and thematic analysis. Findings: The analysis revealed that the theory-practice gap manifests differently across stakeholder groups and educational contexts, requiring tailored solutions. The IELF-PM framework addresses these challenges through four integrated dimensions: Progressive Competency Development, Authentic Learning Environments, Assessment and Feedback Systems, and Industry-Academia Integration. These dimensions work synergistically to develop both technical and socio-emotional competencies while accommodating diverse educational modalities and institutional constraints. The findings provide guidance for curriculum design, assessment practices, and implementation strategies that align educational approaches with contemporary workplace requirements. Originality/value: This study contributes an integrative and empirically grounded framework that translates established experiential learning principles into implementable guidance for project management education across different educational modalities. Unlike previous frameworks, IELF-PM provides comprehensive integration of proven experiential learning principles across diverse educational contexts while addressing the complete spectrum of theory-practice integration challenges. The framework operationalizes experiential learning principles within structured implementation guidance, offering both academic rigor and practical applicability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506150 |
| Database: | ERIC |
| Abstract: | Purpose: This study investigated how experiential learning approaches integrate theory and practice in project management education while promoting essential job market competencies. Building on experiential learning theory, the research addresses the theory-practice gap through systematic stakeholder analysis and framework development. Design/methodology/approach: Through in-depth interviews with 30 stakeholders across the education-practice continuum, the study employed systematic content analysis to identify critical gaps and develop the Integrated Experiential Learning Framework for Project Management Education (IELF-PM). The methodology integrated deductive and inductive approaches, utilizing Bardin's content analysis with MaxQda software for systematic coding and thematic analysis. Findings: The analysis revealed that the theory-practice gap manifests differently across stakeholder groups and educational contexts, requiring tailored solutions. The IELF-PM framework addresses these challenges through four integrated dimensions: Progressive Competency Development, Authentic Learning Environments, Assessment and Feedback Systems, and Industry-Academia Integration. These dimensions work synergistically to develop both technical and socio-emotional competencies while accommodating diverse educational modalities and institutional constraints. The findings provide guidance for curriculum design, assessment practices, and implementation strategies that align educational approaches with contemporary workplace requirements. Originality/value: This study contributes an integrative and empirically grounded framework that translates established experiential learning principles into implementable guidance for project management education across different educational modalities. Unlike previous frameworks, IELF-PM provides comprehensive integration of proven experiential learning principles across diverse educational contexts while addressing the complete spectrum of theory-practice integration challenges. The framework operationalizes experiential learning principles within structured implementation guidance, offering both academic rigor and practical applicability. |
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| ISSN: | 0040-0912 1758-6127 |
| DOI: | 10.1108/ET-02-2025-0092 |
