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This electronic thesis or dissertation has been
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Author:
Egginton, William Edward
Title:
Project management education, training, working & learning : A longitudinal study into
the experiences of British army officers in UK defence projects
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Project Management Education, Training, Working & Learning:
a longitudinal study into the experiences of British Army officers in UK defence projects
William Edward Egginton
A dissertation submitted to the University Bristol in with the
of accordance
of the degree of Doctor of Education (EdD) in the Faculty of Social
requirements
Sciences
Law
and
Graduate School
Education
of
December
2010
Eight
Forty Four Thousand
Ten Words
Hundred
and
Abstract
This dissertation the findings to identify the
presents of research undertaken
benefits time from Project Management (PM) Education Training
arising over and
(E&T) the level the individual the barriers that hinder the
at of and realisation of
benefits in the The longitudinal,
wider organisational workplace. research adopts a
includes the
mixed methods approach and an extensive review of relevant
literature to two key themes interest, the
pertaining of namely, views on current
to PM E&T learning in
approaches and secondly, consideration of a complex,
dynamic, The data
project-centric workplace. set comprised an original sample of
78 Army the Major but from different
officers, all male and at rank of a number of
Data the time their PM the UK
regiments. collection started at of course at
Defence Academy (June 2008) 15 they
and ran over a month period as moved
into in defence The has identified beneficial
posts projects. research a range of
the level the individual together barriers that
changes at of with a number of were
found to hinder the learning for the benefit the
application of wider of employer
the UK Ministry Defence (MOD). Four key barriers identified
organisation, of are
described. The that there to be in
and research concludes whilst continues merit
traditional in PM E&T, there is for that
courses
a real need alternative approaches
better further learning delivery in dynamic,
support and project complex, project-
The findings that development initiatives
centric environments. research suggest
built traditional taught inadequate,
on elements alone are principally as a
factors beyond the influence the individual
consequence of control and of student
The thesis that the team the
and practitioner. argues project constitutes most
by
significant unit of project performance, working within an environment shaped
the wider organisation. Only when due consideration is made of these other
levels of learning as part of a coherent approach to the development of genuine
-
'corporate competence' will the benefits from individual learning class room
-
based PM E&T initiatives be fully
realised.
Dedication
In Mum Dad, both during the
memory of my and who passed away early
this but I know, have been 'chuffed' I
stages of project, who would and
think, to have it its
very proud seen at conclusion.
We
love both.
all miss and you
Acknowledgements
I indebted to Professor Sally Thomas for her insightful during the
am
advice
this dissertation
to the involved
course of and many students all active serving
-
Army for
officers giving up their valuable time to support the project.
-
I'd also like to thank my wife Jan, for helping me to think of the questions
for bringing
that drink
and me when struggling with the answers.
But
most of all, I'd like to thank three fantastic sons
my
Tom
Ben
Sam
who provided me with the to to finish,
motivation start and
day
here
and who one will perhaps just
read some of what's
if only to realise what it was that I was going on about for all that time.
111

Dedication
In memory of my Mum and Dad, who both passed away during the early
this but I know, have been 'chuffed' I
stages of project, who would and
think, to have it its
very proud
seen at conclusion.
We
love both.
all miss and you
Acknowledgements
I indebted to Professor Sally Thomas for her insightful during the
am
advice
this dissertation
of to the involved
course and many students all active serving
-
Army for
officers their time to the
giving up valuable support project.
-
I'd also like to thank my wife Jan, for helping me to think of the questions
for bringing
that drink
and me when struggling with the answers.
But
most of all, I'd like to thank three fantastic sons
my
Tom
Ben
Sam
finish,
the to
who provided me with to
motivation start and
day
here
and who one will perhaps just
read some of what's
if to it that I for that time.
only realise what was was going on about all
iii
iv
Author's Declaration
I declare that the in this dissertation in the
work was carried out accordance with
Regulations the University Bristol. The is
of of work original, except where
indicated by in the text, the dissertation has been
special reference and no part of
for Any in the dissertation
submitted any other academic award. views expressed
those the
are of author.
SIGNED: DATE:............................
.................................
V
vi
Table Contents
of
One: Introduction
Chapter
I
1.1 Background
2
1.2 Research Rationale
1.2.1 General
1.2.2 Local
1.2.3 Personal
8
1.3 Project Management Education & Training in Defence
1.3.1 Definitions
1.3.2 Origins in Defence
1.3.3 Recent Developments
1.3.4 Cranfield University's Role
1.3.5 Technical Employment Training
10
1.4 Aim the Research
of
12
1.5 Objectives
12
1.6 Chapter One: Summary
Chapter Two: A Review the Literature
of
15
Introduction
2.1
18
2.2 A Brief History Project Management
of
20
2.3 Terminology
2.3.1 Education Training
and
2.3.2 Project 'Management' Project 'Leadership'
and
Project Management Competence
2.3.3
2.3.4 The APM Competence Framework
25
2.4 Project Management Education Training (PM E&T)
and
2.4.1 Historical Context
The 'Value' Project Management
2.4.2
of
2.4.3 Commentary to PM E&T
on current approaches
32
in the Workplace
2.5 Learning
2.5.1 Organisational Learning
Workplace Learning
2.5.2
2.5.3 Organisations Complex Dynamic Systems
as
Practice
2.5.4 Legitimate Peripheral Participation Communities
of
and
Levels Learning
2.5.5
of
vii