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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Powerpoint presented at the IPMA (International Project Management Association) World Conference 2014, Rotterdam, The Netherlands; 09/2014.
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Sustainable project management is one of the most important global project management trends today. And despite of several studies addressing the relationship between sustainable project management and success, this relationship is still inadequately addressed. Following the suggestion that project success is just as much influenced by subjective perceptions as it is by objective performance data, this study focuses on the subjective perception of the relationship between the dimensions of sustainable project management and the criteria of project success. Based on a quantitative survey-based research design, the study found a positive perceived relationship between sustainable project management and all criteria of project success. However, the participants of the study differentiated this positive relationship for the different criteria of project success. The study also found that practitioners perceive sustainable project manager as a single integrated construct and do not differentiate between the different dimensions of sustainable project management.
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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: "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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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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In dit stuk gaan we zien wat Web 2.0 is, de invloed ervan op projectmanagement en meer specifiek op de wijze waarop ICT-projecten volgens de principes van Web 2.0 zouden kunnen worden uitgevoerd. Daarbij kijken we uiteraard ook naar de veranderende rollen van degenen die vaak betrokken worden in dergelijke projecten; natuurlijk de projectmanager zelf, maar ook ontwikkelaars en, typisch Web 2.0, de gebruiker. Tenslotte komen een aantal project management 2.0 applicaties aan bod, maar laten we beginnen met de elementaire zaken.
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The transition towards more sustainable business practices requires the changing of products, services, processes, policies and resources of organizations. Acknowledging the role projects play in these changes, the concept of sustainability should be integrated in the way projects are selected, prioritized, performed, managed, governed and evaluated. This requires the integration of sustainability in the organizational strategy, project portfolio management and project management. However, studies on sustainability in business describes the application of the concepts of sustainability mostly on the above-mentioned level in isolation, with little or no attention to the linkages between the strategy, portfolio and project levels. A conceptual framework is presented indicating the interlinking practices of integrating sustainability into the organizational strategy, project portfolio management and project management. From this framework, empirical studies can be developed, and guidance is provided for organizations that aim to improve this integration and thereby embedding the deeper implementation of sustainability into their policies and practices.
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An Update on Social Media in Project Management
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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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