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This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework.

The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years.

Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates.

The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning.

Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

The purpose of this paper is to suggest and state that an individual or company who aims to follow through the strategic leadership improvement pathway will find Bloom’s taxonomy useful practically when it comes to self-evaluation and simplification.

The global leadership survey statistics and findings are stated to define why global leadership is important and needed. In addition, there is an emphasis on the global confluence of markets, economy and technology, and how in the upcoming decades individuals would be required to build the skills stated in Bloom’s taxonomy in order to sustain and enhance their employment value. A strategic leadership development toolkit is used. Then Bloom’s taxonomy is infused with it, hence providing a practical implementation of how taxonomy simplifies the strategic leadership development process in organizations.

Statistics and facts of global leadership and technological surveys and studies are highlighted to emphasize the significance of strategic leadership. The required abilities needed in strategic leadership are linked to the six levels of thinking in Bloom’s taxonomy, thus implying that it can be used in the strategic leadership development process.

It is suggested that Bloom’s taxonomy should not only be used for educational purposes but can aid leaders in their quest to develop strategic leadership abilities and simplify the process to start and sustain their organization’s prosperity.

The key performance indicators (KPIs) are frequently used in organizations, and they help to transmit the strategy at all levels of the organization. However, the implementation of these indicators in small- and medium-sized companies remains a challenge. Many studies reveal two challenges faced by these firms, the lack of knowledge about the KPIs and the lack of alignment of these with the business strategy. For this reason, this chapter investigated the current level of knowledge about KPIs in managers of small and medium enterprises in the wood and timber sector in Peru.

The level of knowledge was measured using the framework of Bloom's Taxonomy in 21 firms. The use and importance that managers assign to performance indicators were evaluated, in order to identify gaps that exist between the strategy and its use.

The results of a survey study show a high degree of variability in the knowledge of KPI-related concepts as well as an average low level of usage. The importance attributed to KPIs was seen as a necessary but not sufficient condition for attaining higher levels of KPI usage.

The Fashion Design Podcast Initiative educated students about podcasting by having the students share in the teaching activities as part of learning. The faculty implemented Lernen durch Lehren (LdL) or “Learning by Teaching” pedagogy and Bloom's revised taxonomy to encourage and support creativity, independence, confidence, and soft skills (i.e., teamwork, communication, decision making, research, exploration, and presentation skills) with emerging technologies. By creating educational podcasts, students developed skills in new technologies and disseminated information to educate others about fashion design. Faculty and students discovered the benefits and drawbacks with emerging technologies as teaching strategies.

This paper aims to explore the objectives and methods of teaching engineering and technology education (ETE) through the lens of three educational taxonomies in cognitive, knowledge and problem-solving perspectives. This analysis is useful in light of today's increasing interest in teaching engineering and technology in K-12 education, instead of crafts or manual skills.

This is an exploratory study. Technology and engineering education is a relatively new area in K-12 education, and little has been written about the use of general educational taxonomies for analysing and designing the teaching and learning of this subject.

The literature analysis teaches us that fostering students' higher-order capabilities such as design and problem solving in engineering and technology cannot take place in isolation from specific knowledge. Instruction should be designed to: develop a certain degree of factual, procedural, conceptual and meta-cognitive knowledge in relevant areas of technology, science and mathematics; and engage learners in assignments of increasing cognitive levels, from simple to complex ones.

This work is original and valuable in that it explores ETE through tools often used in the educational literature and research, rather than regarding technology education as an exceptional school subject. This could encourage making engineering and technology a core component in the overall curriculum.

This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory.

This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96).

Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid.

The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.

Currently, teachers meet difficulties when design the modern classes so that they respond to the requirements of new educational standards. Thus, the purpose of this paper is to justify the algorithm for applying the “foundations” for designing modern classes of different types and varied subject areas.

The author coordinates the “foundations” of constructing modern occupations in various subject areas on the example of lessons for children mastering the basic level of preparation and higher one. As the basis for building classes in modern conditions, the author considers the taxonomy of the pedagogical goals of B. Bloom and G. Gardner’s theory of multiple intelligences (MI).

The taxonomy of pedagogical goals can be one of the key foundations in the design of modern occupations of various types; the theory of MI – in the construction of classes of different subject areas. As examples for the argumentation, the author used the educational technologies of “problem education” and “project education.”

This study is a modest contribution to didactics (the science of theories and learning technologies). The results of the research actualize the work of B. Bloom and G. Gardner in the context of modern requirements for the results and content of education in general and vocational schools. The main provisions of the paper should supplement a number of such works where the solution of modern problems in education is built on the traditions and innovations balance.

The algorithm of applying the “foundations” in the modern studies’ planning can be used for lessons of various types and different subject areas. Further, research can be built in the context of interpreting the algorithm and testing its effectiveness using examples of other educational technologies.

This study used the Delphi technique with 31 seasoned leadership educators who, over the course of two rounds, were tasked to categorize the level of complexity of 60 leadership competencies. What resulted was a five-tier taxonomy based on the level of complexity of each of the 60 competencies assessed. The taxonomy also includes four categorical clusters of similar competencies and three domain levels of instructional design. A description of the Delphi technique, results of the study, the taxonomy model, and methods for employing the model are described.