@article{17785,
  keywords = {Project Management, Project-based unlearning, Project-based learning},
  title = {Contrasting Learning and Unlearning in Project Environments},
  abstract = {This study utilized a project assignment task within a master{\textquoteright}s course in project management to investigate the dynamics of learning, unlearning, and adaptation in project-based environments. The assignment aimed to enhance students{\textquoteright} understanding of effective project management, raise awareness of associated challenges, and develop crucial soft skills. The students were to plan, develop, and deliver a diverse range of products, emphasizing user value. From 34 groups, five were selected to provide representative reflections on their experiences. This study finds that in project-based tasks, learning is specific to product requirements, while unlearning is broader, impacting mainly beliefs and practices. Unlearning occurs in two forms: permanent and temporary. Permanent unlearning involves discarding outdated beliefs to facilitate deeper learning, aligning with project management literature. Temporary unlearning, however, is about setting aside current practices that don{\textquoteright}t fit the project but may be useful elsewhere. The findings underscore the importance of continuous reflection in identifying areas where unlearning might be necessary.},
  year = {2024},
  journal = {Procedia Computer Science},
  volume = {239},
  pages = {1246-1253},
  publisher = {Elsevier},
  issn = {1877-0509},
  url = {https://www.sciencedirect.com/science/article/pii/S1877050924015369},
  doi = {10.1016/j.procs.2024.06.293},
  editor = {Bertha Ngejera},
}