Abstract

Abstract for: Teaching Project Management through System Dynamics: The Case of the Tamales Factory

Introduction Here we show a case for teaching the dynamics of project management (PM) through the use of SD. We built the case around a fictional entrepreneurial initiative that seeks to create a small factory producing traditional tamales. Across a storyline of three chapters and multiple parts, students play the role of consultants advising the managers of the new enterprise while the project faces progressively more difficult managerial challenges.
Approach The case uses the well-known PM models (e.g. Ford & Lyneis) built as a multi-part instructional package that includes: narrative, 8 simulations models, response templates, teaching notes, evaluation rubrics. The first chapter introduces the canonical rework cycle and the counterintuitive implications of accumulations and rework. The second chapter adds project-control decisions materialized in balancing feedback loops. The third chapter incorporates the unintended consequences through self-reinforcing ripple effects and knock-on effects.
Results The evidence we gathered suggest that the case succeeds in achieving its pedagogical purpose: enabling students to experience and reason about the dynamic complexity of projects. We highlight three convergent effects: (i) development of a systemic way of thinking that moves beyond linear cause–effect reasoning, (ii) the value of simulation-based, hands-on challenges for grasping otherwise abstract concepts, and (iii) the relevance of the case for real-world project management practice.
Discussion The case translates established system dynamics project-management models into a teachable format for non-modelers, bridging the gap between research and classroom use. It complements static tools with simulation-based learning that reveals feedback, delays, and accumulations. Its staged progression builds systemic thinking, while integrating narrative and modeling supports meaningful application. Additionally, it demonstrates how culturally grounded, context-specific cases can enhance engagement and deepen understanding in management education.

Introduction	Here we show a case for teaching the dynamics of project management (PM) through the use of SD. We built the case around a fictional entrepreneurial initiative that seeks to create a small factory producing traditional tamales. Across a storyline of three chapters and multiple parts, students play the role of consultants advising the managers of the new enterprise while the project faces progressively more difficult managerial challenges.
Approach	The case uses the well-known PM models (e.g. Ford & Lyneis) built as a multi-part instructional package that includes: narrative, 8 simulations models, response templates, teaching notes, evaluation rubrics. The first chapter introduces the canonical rework cycle and the counterintuitive implications of accumulations and rework. The second chapter adds project-control decisions materialized in balancing feedback loops. The third chapter incorporates the unintended consequences through self-reinforcing ripple effects and knock-on effects.
Results	The evidence we gathered suggest that the case succeeds in achieving its pedagogical purpose: enabling students to experience and reason about the dynamic complexity of projects. We highlight three convergent effects: (i) development of a systemic way of thinking that moves beyond linear cause–effect reasoning, (ii) the value of simulation-based, hands-on challenges for grasping otherwise abstract concepts, and (iii) the relevance of the case for real-world project management practice.
Discussion	The case translates established system dynamics project-management models into a teachable format for non-modelers, bridging the gap between research and classroom use. It complements static tools with simulation-based learning that reveals feedback, delays, and accumulations. Its staged progression builds systemic thinking, while integrating narrative and modeling supports meaningful application. Additionally, it demonstrates how culturally grounded, context-specific cases can enhance engagement and deepen understanding in management education.