Paradigmatic change of dissertation research pattern: a qualitative assessment of project management education

Reflecting the learners’ experiences and expectations are not well-addressed in the current literature of project management (PM) education. The present study aims to clarify some new aspects of PM dissertation research from the perspective of PhD students. An abductive qualitative approach was adopted by applying the case study research method. Confronting theory with the empirical world through two concepts of ‘research methodology’ and ‘research governance’, led to the identification of four major research patterns, two of which arise from the theory including modern and participation (late modern) patterns, while the other two arise from the practice including two distinctive forms of the transitional pattern from modernism to participation, which are directed by drivers and inhibitors, under the two competing discourses. Research findings present new insights on paradigmatic changes of PM academic education in Iran, as well as a qualitative framework for the assessment of PM graduate programs.