| This study was grounded in the rethinking project management research agenda and addressed gaps in literature for knowledge on practitioner development, the actuality of project life, and skills needed to manage complex projects. Kolb's experiential learning theory was used as the theoretical framework to answer the research question, How do U.S.-based aerospace project management graduates describe their experiential learning (concrete experience, reflective observation, abstract conceptualization, active experimentation)? To contribute further knowledge on this significant phenomenon, an exploratory multiple-case study research design was used to gain insights about aerospace project managers' experiential learning. Semistructured qualitative interviews were conducted with 10 recent graduates of three university types: large private, large state, and small private or state. Information from university curricula supplemented data analysis from interviews. Data were analyzed using the NVivo 10 software process and Microsoft Excel. The findings of the cross-case analysis identified how university programs institute the experiential learning four-stage learning cycle and the types of skills learned by graduates. The data revealed the graduates developed a blend of soft interpersonal and technical skills using experiential learning educational techniques such as case studies, capstone projects, working in teams, and group projects. Moreover, the graduates applied theory learned in the classroom to their practice of managing complex projects. Academic institutions can use the findings of this research to structure and sequence curriculum to improve student learning. Programs can be structured to include multiple opportunities for learning through the four-stage cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experiential learning pedagogy offers educators tools for transforming student experiences, while also developing the skill set that addresses the needs of graduates, employers, and accreditation bodies. Recommendations for future research are to conduct studies on experiential learning of project management graduates in other industries, university types, and countries. |
