Learning from project stories

Key Concept and Why You Are Interested In It

Learning from project stories is important in project management. Project stories provide narratives of how various projects were handled from start to finish. That said, key information about a project is displayed in project stories, and a reader will be able to capture critical aspects in project management. It is apparent that an individual will get to understand different projects and how they are managed. Besides, it assists future project managers in learning and determining the risks as well as learn the lead to success.

Through the project stories, a reader will understand why the project was successful or why it failed. The readers will be able to understand all the key processes that are required to complete a project. I am interested in conducting further research on “learning from project stories” to understand its benefits to the students especially those who desire to become project managers. It is true that the project stories on different projects completed are an important source of learning to students to derive and learn more about projects. Therefore, further research on the topic will reveal critical information about the topic.

Explanation of the key concepts

The key concept, in this case are, project, project stories, and learning. A project is a task to create something unique and is progressively elaborated. It means that a project progresses in steps and goes on through increments. Thus, a project is first described initially, and as it continues, the description is re-looked for more clarity to be added on the scope and the existing assumptions of the project. Project stories are narratives that are given about projects that are already completed. On the other hand, learning is the acquisition of knowledge and skills through a study or experience.

Major article summary

Mistry, J., Bignante, E., & Berardi, A. (2016). Why are we doing it? Exploring participant motivations within a participatory video project. Area, 48(4), 412-418.

Participatory video project provides narratives and clips about aspects that are important to the viewers in learning about project management. Mistry, Bignante, and Berardi describe the differential motivation of the video and how it influences decision making. From the article, it is clear that the video provides a guide that assists the viewers in learning the experiences of research that is carried out by researchers through the collaboration with the community. Through this, individuals can derive significant aspects that are carried out during a project. For example, in this case, an individual will understand the value of collaboration between the teams that are involved in the completion of the project. Moreover, they are also able to discuss and negotiate the expectation of researchers as well as participants.


Both the cited work and my explanation describes something about learning through project stories. For instance, my explanation is based on the fact that project stories can change the perception and understanding on how a project is carried out from the start to its completion and the factors that are to be considered. Similarly, the cited work describes how a participatory video allows for social change, empowerment, and advocacy. The viewers were able to learn about the collaboration between the researchers and participants which is a key factor in project completion. Moreover, the content of the module is about management which is well displayed in the cited work through the learning process.

The cited work relates to different articles are shown. Just as the cited work describes the value of learning through project video or stories, Duffield & Whitty (2016), describes the lessons that are learned through projects. The article explains actions on research cycle in a large divisional branch of a government organization. It explains how the model enabled the management to conceptualize how an organization is wired or rather designed. Moreover, Petersen & Nassaji (2016) expound on project-based learning through the teachers and students. Similar to the cited work, it captures the role of project stories in learning. Different case studies are used to explain and make learning more real compared to before.

Just as the cited work expounds on the differential motivation of project video to the viewers in understanding important aspects about management, an article by Habók & Nagy (2016), provides expound on a different area of project-based learning which is also key in management. It is apparent that the two article shares a similar aspect of learning through project stories. For instance, the teacher provides a perception combined with case study analysis which provides insights about a different project that were completed before. In addition, another article by Saadé & Shah (2016) brings in another aspect of project management based on agile learning activity. It involves exploring agile learning operations to teach agile project management. Therefore, both the article and cited work explores key issues in learning that are obtained from project stories. The stories are displayed through the video, writings, and teacher reading case studies on projects. 


Duffield, S. M., & Whitty, S. J. (2016). Application of the systemic lessons learned knowledge model for organizational learning through projects. International journal of project management, 34(7), 1280-1293.

Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. Springer Plus, 5(1), 83.

Mistry, J., Bignante, E., & Berardi, A. (2016). Why are we doing it? Exploring participant motivations within a participatory video project. Area, 48(4), 412-418.

Petersen, C., & Nassaji, H. (2016). Project-based learning through the eyes of teachers and students in adult ESL classrooms. Canadian Modern Language Review, 72(1), 13-39.

Saadé, R. G., & Shah, S. (2016). Exploring an agile learning activity to teach agile project management. In Proceedings of Informing Science & IT Education Conference (InSITE) 2016 (pp. 95-101).