From the article: "The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning."
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Presented at Conference: IPMA World Conference 2014, At Rotterdam, The Netherlands, Volume: 28 A taxonomy is used for classifying things in general. For the purpose of this paper it is a systematic classification of competences into hierarchical groups where each sublevel constitutes a breakdown of the higher level. Although a vast amount of research has been done in project management competences, there is no standard set of project management competences used (Nijhuis, 2012). Important reasons for constructing a taxonomy for project management competences are found in comparing previous research and in identifying key fields for project management education in higher education. First a definition of competence is given, secondly the rationale of this research is given by discussing recent research. Several different published taxonomies of competences are reviewed. Finally a proposed taxonomy for project management competences is presented.
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From the article: A process focus for project management education is suggested based on a small qualitative sample as an alternative to competence focus. Commercial offerings of project management education are more focused on processes than competences. Review of the courses reveals that there is almost no offering for alongside, medior or senior project managers and that the scarce competences incorporated in the courses do not match with findings from previous research. There are several strong suggestions of a very weak curriculum consistency, like universal application, a diverse target audience and a strong bias towards planning, supporting earlier critique on project management education.
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From the article: "The vast amount of previous research on project management competence does not provide a basis for educational needs. Analyzing previous research poses two challenges: the lack of a uniform list of competences, necessitating a taxonomy, and the use of importance as a criterion, favoring general important competences. Criticality is introduced as the competence a project manager adds to the team. Validation research using criticality and the taxonomy among experienced Dutch project managers is more comprehensive and provides a less focus on general important competences than previous research. Criticality focuses more on the essence of the profession."
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Abstract Teaching project management is becoming a standard part of curricula in higher education. Assessing the added value of the teaching efforts needs pre- and post assessments. Given the wide variety of skills and knowledge project management embraces a proper assessment of project management is difficult. A method of assessing added value has been designed and tested on the first part of a professional Master in Project and Process Management. The design is based on students assessment of learning gains (SALG) with several extra criteria. The design was evaluated, updated and tested again. The third test with a tweaked design is being performed. The results do not convince that this SALG-based instrument can be used to measure added value. Presented at ICEE2015 : International conference on engineering education, 20th - 24th July 2015, Zagreb, Zadar (Croatia).
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Powerpoint presented at the IPMA (International Project Management Association) World Conference 2014, Rotterdam, The Netherlands; 09/2014.
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It is becoming clear that the project management practice must embrace sustainability in order to develop into a 'true profession' (Silvius et al., 2012). In project management, sustainability can be gained in both the product of the project and in the process of delivering the product. (Gareis et al., 2010) Nine sustainability principles have been identified that should be implemented in the project management practice. These nine principles are: (1) values and ethics; (2) holistic approach; (3) long term view; (4) large scale; (5) risk reduction; (6) participation; (7) accountability; (8) transparency; (9) stakeholder interest. In a case study it is researched which project and program management roles can exert an influence to have the sustainability principles implemented in the project management practice and how they can accomplish this implementation.
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Paper presented at the CARPE Conference Manchester 2013 Various programs in higher education feel a need to teach project management skills to students. Measuring the effect of education is a challenge especially when focused on behavioral skills. Research on learning gains often turns to the method of Students Assessment of Learning Gains (SALG). This article constructs five design criteria for an instrument that measures added value: measure satisfaction, use pre- and posttests, use perceived ability, account for learning stage one a nd account for attrition. A first design was tested on a semester of a professional master in project management. The test yields ambiguous results, further research is required.
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The relationship between project management and sustainable development is rapidly gaining interest from both practitioners and academics. Studies on the integration of the concepts of sustainability into project management, approach this topic mostly from a conceptual, logical or moral point of view. Given the fact that the relationship between sustainability and project management is still an emerging field of study, these approaches make sense. However, they do not diminish the need for more empirical studies to understand how the concepts of sustainable development are implemented in practice. This paper reports an analysis of 56 case studies on the integration of the concepts of sustainability in the way organizations initiate, develop and manage projects. The research question of the study was: To what extent, do organizations consider the concepts of sustainability in the initiation, development and management of projects? The study uses the maturity model for sustainability integration that was presented at the 2010 IPMA World Congress for the assessment of the level of sustainability consideration. The study found an overall average level of sustainability consideration in the actual situation of 25.9%. For the desired situation, this score is almost 10 percent higher, showing an ambition to take sustainability more into consideration. The study also showed that the way sustainability currently is considered, shows the traditional ‘less bad’ approach to sustainability integration and not a more modern social responsibility approach.
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From the article: "Various programs in higher education feel a need to teach project management skills to students. Measuring the effect of education is a challenge especially when focused on behavioral skills. Research on learning gains usually turns to the method of Students Assessment of Learning Gains (SALG), which can be questioned on reliability. This article constructs five design criteria for an improved Students Assessment of Learning Gains (SALG): measure satisfaction, use pre- and posttests, use perceived ability, account for learning stage one and account for attrition. A first test on a semester of a professional master in project management yields ambiguous results. The second test with a 360 degrees measurement is performed on the same semester with different students. The post test is scheduled for June 2014, results will be reported at the World Congress."
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