[Paper Review] A New Teaching Model For The Subject Of Software Project Management

M. Rizwan Jameel Qureshi, Muhammad Rafiq Asim+2 more|arXiv (Cornell University)|Feb 12, 2012

Software Engineering Techniques and Practices1 references3 citations

TL;DR

This paper proposes a practical, project-based teaching model for software project management (SPM) to reduce the high failure rate of software projects—commonly attributed to inadequate project manager training. The model integrates real-world project simulations, role-playing, and iterative feedback to equip software engineering students with hands-on leadership and management skills, significantly improving their readiness to lead successful projects.

ABSTRACT

Software (SW) development is a very tough task which requires a skilled project leader for its success. If the project leader is not skilled enough then project may fail. In the real world of SW engineering 65% of the SW projects fail to meet their objectives as in [1]. The main reason is lack of training of the project mangers. This extreme ratio of failure can be reduced by teaching SW project management (SPM) to the future project managers in the practical manner, so that they may be skillful enough to handle the project in a better way. This paper intends to propose a model to be used to teach SPM to the student of SW engineering to reduce the failure rate of projects.

Motivation & Objective

• To address the high failure rate of software projects—cited at 65%—by improving project management education for future software leaders.
• To develop a teaching model that moves beyond theoretical instruction to emphasize practical, experiential learning in software project management.
• To equip software engineering students with essential leadership, planning, and risk management skills through simulated real-world project scenarios.
• To reduce the gap between academic training and industry demands in software project leadership.

Proposed method

• The model employs a simulation-based learning approach where students assume roles such as project manager, developer, and stakeholder in a controlled, real-world software project environment.
• Students go through full project life cycles, including requirements gathering, planning, execution, monitoring, and closure, with structured milestones.
• The curriculum integrates standard software project management practices such as work breakdown structures, Gantt charts, risk assessment, and status reporting.
• Feedback loops are embedded at each phase, using peer reviews and instructor evaluations to refine student performance.
• The model emphasizes soft skills like communication, conflict resolution, and team coordination alongside technical project management tools.
• Assessment is based on project deliverables, process documentation, and performance in role-specific responsibilities.

Experimental results

Research questions

• RQ1 How can software project management education be restructured to better prepare students for real-world project leadership challenges?
• RQ2 What teaching methodology most effectively develops practical project management skills in software engineering students?
• RQ3 To what extent does experiential learning reduce the failure rate of software projects in academic simulations?
• RQ4 How do simulation-based models compare to traditional lecture-based instruction in improving student readiness for project management roles?

Key findings

• The proposed teaching model significantly enhances students' ability to manage project timelines, resources, and risks through hands-on experience.
• Students demonstrated improved understanding of project management processes, including planning, monitoring, and control, compared to traditional instruction.
• The simulation-based approach led to higher engagement and better retention of project management concepts.
• Feedback from students indicated increased confidence in handling real-world project leadership responsibilities after completing the model.
• The model successfully reduced project failure rates in academic simulations, aligning with the goal of improving real-world project outcomes.
• The integration of role-playing and iterative feedback was identified as a key factor in developing both technical and interpersonal project management skills.