ERIC Number: EJ954805
Record Type: Journal
Publication Date: 2011-Nov-28
Reference Count: N/A
Projecting Project Management's Future within the Academic Landscape
Halfond, Jay A.
New England Journal of Higher Education, Nov 2011
U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge, fueled by evidence-based scholarship, led by university faculty, and offered to students as advanced academic degrees. The nation's best research universities often paved the way--and once an academic pathway was established, there would be no retreat back to on-the-job shortcuts. "Project Management" is currently on the cusp of this transformation from professional designation to academic credential. But unlike emerging disciplines in the past, Project Management is at risk of deviating from this traditional path. The author asserts that the growth of Project Management is one of the major phenomena in professional development in recent years. The Project Management Institute estimates 1.2 million new positions annually on a global scale over the next decade. Given these vast job opportunities, it is far easier to explain the exploding demand side of this phenomenon than the more lethargic supply side: Why has traditional academe stayed on the sidelines and ceded this growing need to proprietary programs? The author argues that the very insularity, entrenchment and rigidity of mainstream universities render them oblivious to this important opportunity. In this article, the author shares his views on Project Management's future within the academic landscape.
Descriptors: Higher Education, Professional Occupations, Academic Degrees, Credentials, Professional Development, Certification, Proprietary Schools, Educational Demand, Employment Opportunities, College Faculty, Resistance to Change, Academic Standards
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States