Transformative learning in engineering education: the project management ability becoming second nature outcome

Abstract

In this article, the authors discuss the transformative learning outcome of project management ability becoming second nature. This outcome was realised within an engineering education context. A study was conducted by the authors, whereby four outcomes and three factors related to transformative learning in engineering education were identified [1]. The four outcomes were: improved people and relational skills, project management ability becoming second nature, changes in ways of thinking and increased resilience. The three factors that facilitated them were: the need to break out of comfort zones, the need to have crucial learning experiences, which were experiential in nature, and the importance of staying motivated throughout the entire process of transformation until the process is completed. This present article discusses one of these outcomes in greater detail; namely, that of project management ability becoming second nature. The authors’ considerations presented in this article, which constitute a new research contribution, are supported by the interview data from their earlier study [1].