Cognitive computing tools in architectural project management education: Approach, process and evaluation

Abstract

The teaching of Project and Practice Management to architecture students doing professional masters degree programmes at the University of Pretoria incorporates a variety of aspects related to planning, scheduling, finance, monitoring and control. In an effort to train future professionals in skills for the workplace, the module on Practice Management is using commercial off-the-shelf software (COTS) as cognitive tools for simulating real-world architectural management. This paper reports on and evaluates the process whereby stu-dents generate their own framework of inter-linked spreadsheets and sched-uling charts and contextually apply it, within their personal thesis projects, to integrate key aspects of management and financial control. The tools are used to manipulate knowledge and their interactivity provides dynamic modelling for decision making and the exploration of alternatives. Use of these cognitive management tools synergistically fosters cognition, reflection and comprehen-sion of project management principles. Students’ perspectives on the venture are evaluated, the findings reported and discussed, and minor adjustments suggested for future offerings of the module.