Academic literature on the topic 'Project Management Graduates'
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Journal articles on the topic "Project Management Graduates"
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Hefley, William E., and Mário Bottion. "Skills of junior project management professionals and project success achieved by them." International Journal of Information Systems and Project Management 9, no. 1 (September 16, 2021): 56–75. http://dx.doi.org/10.12821/ijispm090103.
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New graduates are often placed into project management roles, but may face challenges in these roles. This study surveyed managers from Brazilian organizations and gathered information on the environment, practices and results of projects where new graduates were in project management roles. In-depth interviews were executed with a subset of these managers to further collect insights into issues surrounding new graduates’ performance in project management. This paper examines the preparation and performance of new graduates in project management roles. It addresses specific project management skills and competencies that are involved in delivering successful projects and how these relate to project success or failure. The conclusions determined that new graduates are often not fully prepared for project management roles and fail to conduct comprehensive project preparations, often missing risk management; their soft skills are not fully developed creating further challenges; and the corporate environment towards project management may not lead to developing well-prepared project managers.
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Borg, Jessica, and Christina M. Scott-Young. "Priming the Project Talent Pipeline: Examining Work Readiness in Undergraduate Project Management Degree Programs." Project Management Journal 51, no. 2 (February 27, 2020): 165–80. http://dx.doi.org/10.1177/8756972820904220.
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Undergraduate education is emerging as a direct pathway into the previously deemed ‘accidental profession’ of project management. We introduce the concept of graduate work readiness and explore whether undergraduate project management degrees are imparting industry-required work-readiness attributes. Documentary analysis of 12 Australian bachelor’s degree programs identified that many (but not all) of the work-ready attributes taught are consistent with those sought by industry. The results revealed that graduates’ work-readiness profiles vary according to university employer reputation. The findings suggest the need for a more industry-consultative approach to the way universities prepare their graduates for the project-based workplace.
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Lydia Fioravanti, Maria, Antonio Cesar Amaru Maximiano, and Ellen Francine Barbosa. "Practitioners’ Perspective on Software Project Management Education." RENOTE 17, no. 3 (December 31, 2019): 273–84. http://dx.doi.org/10.22456/1679-1916.99482.
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Despite Software project management (SPM) being one of the most relevant topicsin the area of software engineering that should be addressed in computing programs, SPM skills of recent graduates are not satisfactory yet. In this context, besides being important to know there are skill deficiencies, we also need to gather specific information on how to adjust and improve the education on the corresponding topics. In this paper we attempt to identify what knowledge deficiencies in SPM can persist after a student graduates from a computing degree program. We surveyed practitioners that graduated and worked as software project managers to gather the knowledge deficiencies from the industry perspective. In general, the results indicated that there is a number of professionals who seeks postgraduate programs to fill the deficiencies of the undergrad programs.
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Uzoka, Faith-Michael, Kalen Keavey, Janet Miller, Namrata Khemka, and Randy Connolly. "Critical IT Project Management Competencies." International Journal of Information Technology Project Management 9, no. 4 (October 2018): 1–16. http://dx.doi.org/10.4018/ijitpm.2018100101.
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Academic computing curricula generally focus on teaching the specific technological skills expected of new graduates in their disciplines. Yet when it comes to hiring these graduates, behavioral skills (also called soft skills) such as communication and personal integrity are almost always rated as being more important than the technological skills. This mixed-method research project adds to the understanding of skill expectations required for new hires by providing information from a global sample of project management professionals. Both the quantitative and qualitative results are in accord with the vast majority of the extant literature in that behavioral skills were seen as more critical than technical skills. Implications and recommendations for educators, curriculum developers, and prospective graduates are discussed.
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Borg, Jessica, and Christina M. Scott-Young. "Employers' perspectives on work readiness in construction: are project management graduates hitting the ground running?" International Journal of Managing Projects in Business 13, no. 6 (July 7, 2020): 1363–79. http://dx.doi.org/10.1108/ijmpb-10-2019-0238.
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PurposeThere is a need for graduates who can quickly adjust and thrive within the current increasingly dynamic project-based workplaces. The purpose of this paper is to present the employers' perspectives on the work readiness of project management graduates entering the Australian construction industry.Design/methodology/approachTo gain the industry's perspective, qualitative in-depth interviews were conducted with key informants from 18 different construction companies that employ project management graduates.FindingsThematic analysis revealed that from the employers' perspective, work readiness constitutes (1) empathic communication, (2) passion and (3) technical construction knowledge. Graduates' areas of strength (e.g. application of technology) and weakness (e.g. responding to confrontational situations) were identified.Practical implicationsThe findings provide valuable insights into employers' perspectives of the work readiness of project management graduates which can serve as feedback to universities to assist in aligning their educational programmes with industry needs.Social implicationsWhile employers recognize that the responsibility for fostering work readiness should be shared between themselves and universities, this research highlights that currently adequate collaboration does not occur. This paper advocates for both universities and employers to be open to engaging in the conversation to enhance graduate work readiness.Originality/valueNo research to date has investigated the work readiness of project management graduates, nor whether their work readiness levels meet employers' requirements. This paper addresses this gap.
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Vilapakkam Nagarajan, Srivalli, and Jenny Edwards. "Is the graduate attributes approach sufficient to develop work ready graduates?" Journal of Teaching and Learning for Graduate Employability 5, no. 1 (April 30, 2014): 12–28. http://dx.doi.org/10.21153/jtlge2014vol5no1art565.
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Many universities have graduate attributes often referred to as generic skills, soft skills or work ready skills. Our study of the professional work experiences of recent Australian Information Technology (IT) graduates found that communication, time management, teamwork, working with people, working across cultures, project management and business skills are some of the major categories of professional skills IT graduates believe are required for their work. This paper describes the study details and findings which raise questions about the adequacy of the graduate attributes approach in the development of professional skills such as the ability of graduates to work across cultures and on multiple projects which are major requirements in many IT (and other) workplaces. IT graduates’ gave views on the challenges they face at work, the typical professional skills requirements of their practice and how they acquired or developed them, the elements of their university study that are relevant to their work professional skills requirements and how well their studies prepared them to meet the professional needs of their practice.
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Gallagher, Padraig, and Simon Stephens. "Multiple roles, multiple perspectives: Graduates and manufacturing SMEs." Industry and Higher Education 34, no. 1 (August 19, 2019): 3–12. http://dx.doi.org/10.1177/0950422219869778.
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This article explores the workplace experience of seven science, engineering and technology graduates. The research design and methodology used in the study are exploratory, in-depth and qualitative in nature. The case study companies are located in the Republic of Ireland and Northern Ireland and employ the graduates under the FUSION project. The case study method is among a number of research techniques that has been used in a business setting to improve practice. The literature indicates that graduates need a broad range of knowledge and skills and personal attributes to operate in the workplace, including general and specific knowledge of the industry, discipline-based knowledge, technical competency, commercial awareness and management skills and key personal attributes and skills. The experience of the graduates is explored from three perspectives: the graduate, the academic and the workplace supervisor. The findings indicate that graduates undertake four key roles: technologist, project manager, team worker and graduate. Furthermore, their main responsibilities relate to knowledge of the industry, discipline knowledge, management skills and personal attributes. This article confirms the need for industry and higher education to develop and promote the workplace as a learning environment and to support graduates as they transition into the workplace.
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Kuchmezov, H. H., and S. I. Neizvestny. "Formation of Managers’ Competencies in The Field of Project Portfolio Management of The Enterprise." Open Education 26, no. 2 (March 15, 2022): 25–36. http://dx.doi.org/10.21686/1818-4243-2022-2-25-36.
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The purpose of this study is to analyze existing approaches to managing a portfolio of projects and programs, their further development and generalization, the creation of systems focused on creating the competence of specialists in the field of managing enterprise project portfolios. The substantiation and main reasons for the need to form the competencies of specialists in project portfolio management from the point of view of the effectiveness of project activities and business of the enterprise are discussed.In modern conditions, the functioning of any company is determined by a number of global trends - a change in business formats under the influence of digitalization, networkization of the economy, and changes in the structure of transaction costs, optimization of project portfolio management. This, in turn, entails a change in the requirements for the competencies of managers in managing enterprise project portfolios. The higher education system currently does not form the necessary set of competencies for university graduates, who should be functionally involved in managing a portfolio of projects and programs. Project portfolio management competencies are erroneously replaced by individual project management competencies, while almost all modern enterprises have a project portfolio. This is one of the reasons why the managers of the enterprise, when hiring yesterday’s university graduates, formulate an introductory requirement for them: - “Forget everything you were taught at the university”.Materials and methods. The study was conducted from 2019 to 2021 at the Financial University under the Government of the Russian Federation among 4th year students of the direction of study “Business Informatics”, studying in the profile “IT Management in Business”. The methodological basis of the study was a set of theories of innovation management, portfolio and project management. The typology of project portfolios is represented by the core competencies required by managers in managing project and program portfolios. An analysis of the existing education system shows that even after a master’s degree it is not capable of providing businesses with a professionally trained manager of large projects, not to mention a bachelor’s degree. Some limitations in the use of well-known portfolio management competencies due to their inconsistency with current business realities are noted. The main research method was the analysis of modern requirements for the functionality of the organization’s project portfolio management system.Results. It was revealed that the main requirements of modern business in specialists with competencies in managing a portfolio of projects and programs are significantly ahead of the existing competencies of university graduates. The main necessary competencies of project portfolio managers are determined. The gap in business requirements and existing competencies of university graduates in this direction of management is shown. The results obtained in the study can be used in the formation of competencies in the management of a portfolio of projects that the business presents to the education system.Conclusion. Project and program portfolio management is a significant factor in the development of an enterprise’s business. Business conditions are now such that enterprises simultaneously implement several projects and programs, these projects and programs are forced to be combined into portfolios. In portfolios, projects compete for the limited resources of the enterprise, and in the absence of systemic management of the project portfolio, lack of coordination between them, managerial chaos may arise that harm both individual projects and the entire business of the enterprise. Thus, combining individual projects into programs, and programs into portfolios, significantly increases the efficiency of project activities and the business of the enterprise as a whole.Using the example of Sberbank, the article compares the list of competencies required by the business functionality in the field of managing portfolios of projects and programs with the assessment of the competence of graduates in the direction of business informatics. The results obtained in the study can be used in the transformation of personnel training systems, in practical activities for managing portfolios of projects and programs of organizations of any type.
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Goode, Jennifer. "A Collaborative Multimedia Project Model for Online Graduate Students Supported by On-Campus Undergraduate Students." Journal of Technical Writing and Communication 51, no. 1 (December 11, 2020): 53–69. http://dx.doi.org/10.1177/0047281620977121.
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This descriptive narrative depicts an academic program that deploys a collaborative project model for delivering concurrent multimedia courses at the undergraduate and graduate levels. Applying this model, online master’s students who are studying the management of technical communication activities remotely manage teams of on-campus undergraduate students who are studying multimedia production skills. The author piloted the collaborative project model during a recent academic term. Student response to the format was overwhelmingly positive from both graduates and undergraduates, and the resulting projects were of exceptional quality and well received by their respective clients.
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McIlveen, Peter, and Dominic Pensiero. "Transition of graduates from backpack‐to‐briefcase: a case study." Education + Training 50, no. 6 (September 12, 2008): 489–99. http://dx.doi.org/10.1108/00400910810901818.
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PurposeThe purpose of this paper is to overview the Backpack‐to‐Briefcase project which established a set of prototype career development learning strategies for Australian university career services, with the aim of contributing to their services for supporting students and graduates to make a smoother transition into graduate employment and the world‐of‐work.Design/methodology/approachA case study analysis of the development and implementation of three career development learning interventions is described. These interventions include: employability skills workshops for students; career mentoring for students; and services to small and medium sized employers to support their recruitment and induction of new graduates into their worksites.FindingsThe prototype interventions developed in the project extended the work of the university's Career Service. The interventions were judged as having the capacity to be readily implemented by university career services. A key outcome was the success of the graduate‐induction initiative which engaged small and medium sized employers traditionally unfamiliar with or unable to enter the graduate recruitment market.Originality/valueThis case study highlights the value of university career services' contributions to undergraduate preparation for the world‐of‐work, particularly in regional areas. Furthermore, the case study highlights the importance of inter‐departmental cooperation within the university environment, and the value of university‐industry collaboration toward the goal of improving graduates' transitions into the workforce, particularly in rural and regional areas.
Dissertations / Theses on the topic "Project Management Graduates"
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Campana, Joe. "The soft skills of project management : a view from diploma graduates." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33246/1/Joe_Campana_Thesis.pdf.
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A research study was conducted in a key area of project management: stakeholder and relationship management through communication - ‘the soft skills’. It was conducted with Diploma of Project Management graduates from one Australian Registered Training Organisation (RTO), the Australian College of Project Management (ACPM). The study was designed to initially identify the qualifications and project management experience of the participants. Further, it identified the respondents’ understanding of and attitude to commonly held principles and literature within the project management field as it relates to the soft skills of projects. This is specifically connected to their project experience and knowledge, approach to project communications, and the stakeholder’s needs. Some of the literature showed that through the management and application of the project soft skills by project managers may actually be a recipe for project success. Hence, an important underpinning of this study was that the project manager can enhance project success (or reduce the impact of failure) by identifying and prioritising stakeholders, developing and implementing strategies for engaging and communicating with them. The use of a positivist approach to this research study allowed for the evaluation and understanding of respondents to the emergent theories of successful projects being delivered through the management of stakeholders, communications, and relationships. Consequently, a quantitative approach to this study was undertaken. The participants were drawn from graduates who completed (graduated) from the ACPM with the Diploma of Project Management between January 2004 and December 2007 only. A list of graduates was collated from this period indicating that a total of 656 graduates have completed and graduated with the qualification. The data collection for this study was done in one phase only. The questionnaire was emailed individually by the researcher directly to the selected potential respondents. Subsequently, a total of 44 responses were received, providing an overall response rate of 43%. Two key factors emerged from the survey questionnaire. Firstly, the need for the soft skills to be incorporated in project management curriculum and education programs, and secondly, that successful projects are delivered through the management and application of the project soft skills. It is expected that the findings of this study be provided across various forums (such as vocational education and training, and project management conferences) and via project management bodies such as the Australian Institute of Project Management (AIPM) to inform learning and provide greater insight into the soft skills of project management. It is the contention of the researcher that this quantitative study of Diploma of Project Management graduates’ views and attitudes highlights the importance of project soft skills and its importance in the delivery of successful projects as well as being part of the competencies of a successful project manager. This study also revealed the value of project experience and knowledge as it pertains to the management and application of the project soft skills.
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Beranek, Thomas R. "Global project management graduate course /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3756.
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Thesis (M.S.) -- University of Maryland, College Park, 2006.Thesis research directed by: Dept. of Civil and Environmental Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Huang, Jianyuan. "Computer science graduate project management system." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3250.
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This project is a development and tracking system for graduate students in the Department of Computer Science of CSUSB. This project will cover front-end web site development, back-end database design and security. This website provides secure access to information about ideas for projects, status on on-going projects, and reports of finished projects using My SQL and Apache Tomcat.
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Alho, Yasser, and Eillas Rostam Usef. "Learning time for graduated project manager." Thesis, Linköpings universitet, Kommunikations- och transportsystem, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131974.
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Byggbranschen står idag inför stora utmaningar gällande rekrytering av erfarna projektledare. Företagen har upplevt svårigheter med att hitta erfarna projektledare, detta beror på att det saknas nästan två generationer av projektledare samt att många går i pension. En lösning till problemet är att anställa nyexaminerade projektledare för att fylla luckan. Problemet med nyutexaminerade är att de saknar erfarenhet när de kommer ut i arbetslivet. Det är en utmaning för konsultföretagen, eftersom inlärningstiden för att bli projektledare vanligtvis är långa perioder. Syftet med denna studie är att förtydliga inlärningstiden för de nyutexaminerade projektledare samt att ge organisationen ett underlag för att de ska kunna se vad de bör skapa för förutsättningar och metoder. Huvudfrågorna som behandlas i vår studie är ”Vad innebär det att vara projektledare?” och ”Vad krävs för att man skall gå från att vara en nyutexaminerade byggingenjör till att bli projektledare?” Undersökningen är en kvalitativ studie som genomförts på WSP Management Östergötland. Den empiriska datainsamlingen har skett via personliga intervjuer med elva respondenter fördelade på Norrköping och Linköping kontoren. Studien visar på att vara projektledare kan variera mycket beroende på hur man väljer att tolka det, men inom byggbranschen handlar det om att leverera en produkt eller ett resultat till en begränsad budget och till en bestämd tid. Som projektledare är man beställarens ”högra hand” och ska uppfylla kundens önskemål i projektet. För att detta ska gå ihop krävs ständig kommunikation så att man förstår varandra och undviker missförstånd. Med utgångspunkt från undersökningen har vi även konstaterat att det som krävs för att man ska gå från att vara nyexaminerad byggingenjör till att bli projektledare inom området management, är rätt metod, rätt organisatoriska- och individuella förutsättningar samt att man övervinner krav och hinder som ställs från beställarsidan.
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Bothma, Stefan Frans. "Developing project management competencies in graduate engineers in the construction industry." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29385.
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Graduate engineers are often thrown in at the deep end when they start a career in the construction industry and they may be expected to manage a team of workers almost from the day they start. This could be a problem because of a lack of management education in their undergraduate degrees, compounded by the fact that there are few structured development programmes they can follow. In many cases, engineers from a mostly technical background are promoted into project management positions without any formal development or structured training in team or project management. One of the biggest effects of this is the poor management of construction projects.The study aimed to establish the most relevant project management competencies that graduate engineers in the construction industry need to be exposed to prior to leading large sections on a construction site. This aim was met by interviewing seven graduate engineers within two years after joining the construction industry, two human resources senior managers, and eight senior project managers, directors and managing directors of a large South African-based construction company. The data from the interviews were combined with data from a literature review to design questionnaires, which were distributed, and more data were obtained from 29 graduate engineers, 16 human resources professionals, and 42 senior project managers, directors and managing directors.The study identified seven competencies deemed the most important ones to be developed in graduate engineers – no significant difference in opinion on these competencies were found between the various respondent groups. The study also identified six methods that would be well suited to develop these, but found a significant difference in the opinions of the different respondent groups on which methods would be best suited. It seems that one of the main differences between the views held by the graduate engineers and those held by the more senior personnel is their opinion about physically working on a construction site and gaining experience in that way, as opposed to receiving formal training early on in their careers.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
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Vu, Dung Tien. "The web-based database management system for the computer science graduate program." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2557.
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The purpose of this project is to provide faculty and students a secure access to graduate student resources and it will also cover database design, web development, security, migration, and deployment of the new system.
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Chiang, Yen-Hsi. "Advising module: Graduate application system for the Computer Science Graduate Program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2725.
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The Advising Module: Graduate Application System is a Web-based application system that provides quality advice on coursework for prospective as well as continuing graduate students. It also serves as an improved tracking system for the graduate coordinator. Authorized parties may obtain access to status evaluations, master's options, and permitted course waivers, course listings, personal data, various advisement forms, application usage statistics, and automatic data updating process reports.
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Fang, Li-Chuan. "Improvement and deployment of the web-based database management system for computer science graduate program." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2988.
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In 2005 Mr. Dung Tien Vu completed a master's project for the California State University, San Bernardino Computer Science Department in which he designed a web-based database of department graduate student information. This project was designed to alter the system so that it conforms with current campus regulations, to make some improvements to the system, and to deploy it.
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Holler, Joseph Robert Jr. "System Dynamics Analysis of the Growth and Management of a Graduate Robotics Lab." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/47797.
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In November of 2012, a robotics research laboratory at a southeastern university began to work on a multi-million dollar robotics project to participate in a national level robotics competition. This project was led by a robotics lab referred to as the Southeastern Robotics Lab (SRL) in this report, and included three additional partners from other research centers, corporations, and universities (referred as Partner A, Partner B and Partner C). While SRL is an experienced robotics laboratory which had performed successfully on various large scale robotics projects, the new project was managerially much more complex due to the involvement of several external organizations, the size of the project, availability of financial resources, and the strictness of the deadlines. The project failed to meet its desired outcome with the project team unable to field a completed system as intended at the end of the scope of work (13 months from project start to conclusion). The failure was an example of common shortcomings in multi-organizational innovative projects. Using the SRL case, we offer a simulation-supported explanation for why complex high-tech projects frequently fail. We gather data through interviewing several researchers directly involved in the project, and conduct textual analysis of archival data through the project. Then we build a system dynamics model of the system and conduct simulation-based analysis of the case. The study offers managerial implications for similar large scale projects.Master of Science
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Darellas, Katherina. "Dual Master@3DS: proposal and design of a new career path at Dassault Systèmes." Master's thesis, 2019. http://hdl.handle.net/10071/19099.
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Investing in talent management is getting crucial for modern organizations due to the need
for businesses to become more strategic and competitive. Moreover, talent management is
motivated by the fact that it has been found to lead to higher corporate profits when connected
to the corporate strategy. The purpose of this project is to conceptualize a talent program at the
company Dassault Systèmes which connects the need to secure talents long-term. A survey was
concluded in support of the project. Data from 50 graduates revealed an insight of the perception
of the company Dassault Systèmes and the graduates’ expectations on the proposed project.
Moreover, the findings of the survey are compared to the project’s framework as well as to a
comprehensive literature review. The analysis leads to the project’s suggestions that Dassault
Systèmes understands the need to redefine its corporate strategy and that talent management
needs to integrate HR practices. Furthermore, long-term career paths and rewarding packages
emerged as important issues to the respondents of the survey. To guide the organization in
accelerating talent management and to support the transformation of the talent sourcing and
development policy, the project proposes a concept. Based on a developed strategy for the
company’s needs, the following is presented: Dual Master@3DS: proposal and design of a new
career path at Dassault Systèmes.O investimento tem vindo a tornar-se crucial para as organizações modernas devido à necessidade que os negócios têm de se tornarem mais estratégicos e competitivos. Adicionalmente, há uma motivação para gerir talento por este estar ligado a melhores resultados quando alinhado com a estratégia organizacional. O objetivo deste projeto é o de conceber um programa de talento na empresa Dassault Systèmes que responda à necessidade de reter talentos no longo prazo. Foi realizado um inquérito por questionário para apoiar o projeto. Os dados provenientes de 50 licenciados evidenciaram as suas perceções relativamente à empresa bem como as suas expectativas relativamente ao assunto do projeto. Adicionalmente, são comparados os resultados do inquérito com o quadro de referência do projeto bem como com a literatura revista. A análise levou a recomendações de que a Dassault Systèmes compreenda a necessidade de redefinir a sua estratégia organizacional e que a gestão de talento precisa de ser integrada nas práticas de RH. Mais ainda, emergiu a importância dos percursos de carreira de longo prazo e pacotes de recompensa para os participantes. Para guiar a organização na aceleração da gestão de talento e para apoiar a transformação da política de atração e desenvolvimento de talento, o projeto propõe um conceito. Com base numa estratégia desenvolvida para as necessidades da empresa, é apresentado o seguinte: Dual Master@3DS: proposta e desenho de um novo percurso de carreira na Dassault Systèmes.
Books on the topic "Project Management Graduates"
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Citeladze, David. Project management. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1817091.
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The textbook summarizes modern concepts and approaches in the field of project management and is intended for studying training courses on project Management. The textbook materials are based on the recommendations of the International Project Management Association IPMA (International Project Management Association) and international standards ISO 21500 and ISO 21502.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For undergraduate, graduate and MBA students of higher educational institutions studying in the direction of "Management". It can be used in practical activities by managers and specialists involved in project management in organizations of various profiles.
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Artyakov, Vladimir, and Aleksandr Chursin. Fundamentals of public-private partnership project management. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078233.
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The textbook contains the basics of the theory and practice of public-private partnership project management in the context of modern market trends. The article describes General theoretical provisions on public-private partnership, as well as tools and methods for selecting PPP projects for their further implementation. Practical aspects of public-private partnership relations and their stimulation in order to increase the pace of innovative development of the economy are considered.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
For master's and post-graduate students of higher education institutions studying in the fields of Economics and management, as well as for managers and specialists of organizations involved in the implementation of public-private partnership projects.
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Aliev, Vagif, and Dmitriy Chistov. Business planning using the Project Expert program (full course). ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1248243.
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The tutorial uses practical examples to describe the technology of developing and analyzing acceptable investment projects, as well as developing business plans for these projects using the popular Project Expert 7 program.
It is intended for students studying in the areas of "Finance and credit", "Accounting, analysis and audit", "Taxes and taxation", "Crisis management", "Mathematical methods in economics", teachers and graduate students of economic universities, heads of enterprises, organizations and firms involved in the preparation of expertise and implementation of business-plans or preparation of scientifically based recommendations on the acceptability of a ready-made investment project and business plan, including for advanced training courses in the direction of "Development and analysis of investment projects using modern information technologies".
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Mischenko, Aleksandr. Optimization models of investment management in logistics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1839692.
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The textbook is devoted to planning and modeling of investment projects for the development of logistics infrastructure and supply chain management. Both theoretical models of investment management in logistics and practical examples of the use of the proposed methodology in the selection of optimal production programs of the enterprise, management of wholesale purchases of trading firms, analysis of the effectiveness of projects for the creation of warehouse infrastructure, working capital management in the procurement of material resources in industrial logistics are presented.
For undergraduate and graduate students specializing in logistics and supply chain management.
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SAVEL'EVA, Ekaterina. Economy and real estate management. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/945341.
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The textbook examines the legal and financial aspects of the economy and real estate management, market analysis, real estate, investing (including project financing) and mortgage lending; the essence of development; principles and approaches to effective management of modern real estate, and also questions of technical exploitation and safety of buildings; current issues of taxation of real estate; methods of valuation of real estate.
Meets the requirements of Federal state educational standards of higher education of the last generation.
Designed for undergraduate students enrolled in fields of study 38.03.01 "Economics" (profile "Economics and management of real estate and investments", "Economy and property management") and 38.03.02 "Management" (specialization "Management of real estate"), as well as for students of other specialties, post-graduate students, teachers, beginners appraisers, analysts, specialists in consulting and a wide range of readers interested in the status and development prospects of the real estate market.
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Novosel'cev, Viktor, Sergey Kochedykov, Dar'ya Orlova, Kirill Plyuschik, L. Rossihina, and I. Goncharov. Conflict-active project management for the development of information security systems of infocommunication networks. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1921360.
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The object of study in the monograph is the conflict "information security system of infocommunication networks of critical socio-economic infrastructure objects — an attacker (criminal element)". The subject of the research is the development of a methodology for conflict-active project management for the development of information security systems for these networks, including models for supporting project decision-making. The theoretical basis of the above is the provisions of system analysis, the theory of management and decision-making, the theory of active systems, the theory of information security, the theory of mathematical modeling and conflict.
It is intended for researchers and specialists dealing with the problems of ensuring information security of infocommunication networks of socio-economic profile objects. It will be useful for graduate students and undergraduates studying in the scientific specialty 2.3.6 "Methods and systems of information protection, information security".
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SAVEL'EVA, Ekaterina, Anna Fedchenko, and Ol'ga Gegechkori. Fundamentals of labor organization in digital ecosystems. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1063619.
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The textbook comprehensively presents the regularities of the formation of the theory and practice of labor organization in digital ecosystems. The key issues of digital labor organization are considered: development and implementation of project-network forms of division and cooperation of labor; design of optimal labor processes based on modern information and communication technologies; formation of rational labor mobility and labor flows; development and implementation of sound norms and rules in the field of digital labor; training of labor agents to work in the digital space; creation of balanced remuneration systems, recruitment and retention of labor agents, etc. Methodological principles of digital labor organization are highlighted, as well as approaches for studying and solving theoretical and practical issues of modern labor organization.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students studying in the areas of training 38.03.03 "Personnel Management", 38.03.02 "Management", 38.03.01 "Economics", studying labor organization issues, as well as project managers, HR specialists, labor organization engineers, ergonomists, production coordinators in distributed communities, community development program coordinators, course students, graduate students, teachers.
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Shibaev, Mihail, Vladimir Bychkov, Irina Kuksova, and Irina Proskurina. Innovation in road transport. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1035881.
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The manual includes two sections. The first section outlines the basic provisions of innovative activity, forms of organization, cost management, programming and projects of investment innovation. The second section discusses the industry characteristics of innovation activity in road transport: the planning of innovation, the formation of the market of transport and car services, performance evaluation services, the use of innovative approach to organization of transport service of the industrial enterprises.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For undergraduate and graduate students, and also for teachers, entrepreneurs and researchers.
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Charaeva, Marina. Investment strategy. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1044720.
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The evolution, modern interpretation of an organization's investment strategy, the mechanism of its financial support, risk and time factors, and their impact on investment management are considered. The features of project activities in the financial service of the corporation are highlighted. Currently, the issues of the content of the corporate investment strategy, its transformation in the context of innovation and financial constraints are becoming particularly relevant. The modeling of corporate investment decisions is investigated. Risk is comprehensively characterized as a category accompanying investment decision-making.
It complies with the Federal State Educational Standard of Higher Education of the third generation.
For students studying in economic and managerial fields of study, graduate students, teachers and trainees of the system of additional professional education.
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Afanas'ev, Mihail, Mihail Bendikov, and Stanislav Korunov. Fundamentals of the economy of space activities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1018193.
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The textbook describes in detail the classification of space goods and services, the segments and sectors of the global space market, the development prospects and the positioning of Russian enterprises in them. The methodological feature of the course consists in new approaches to the segmentation of the market and areas of space activities, identifying their deep relationships with the space industry. The practical side of the course is aimed at studying the methodology and practice of space project management, space pricing, organization of placement and execution of space government orders, and market analytics. The tutorial contains test questions for each chapter, test tasks, and a wide selection of topics for course design. The subject of the course papers is related to the specific activities of the enterprises of the space industry. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for third-year undergraduate and graduate students specializing in the field of training 38.03.01 and 38.04.01 "Economics" in the specialties "Economics of Space activities", "Economics of high-tech industries".
Book chapters on the topic "Project Management Graduates"
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Pozdnyakova, Alina A., Galina V. Kuznetsova, Elena B. Nikitaeva, Vladimir V. Zotov, and Larisa Yu Morozova. "Managing the Labor Adaptation Process of Foreign Graduates of Russian Universities." In Strategies and Trends in Organizational and Project Management, 125–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94245-8_17.
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Tsygankova, Inga V., Lidiya R. Vakhitova, Olga S. Reznikova, Dmitry V. Kruglov, and Maria P. Soloveykina. "Success Rate of Graduates in the Labour Market: Expectations of Youth from Studying at the University." In Strategies and Trends in Organizational and Project Management, 704–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94245-8_96.
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Badiru, Adedeji B. "Graduate research management." In Project Management for Research, 70–88. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_5.
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Badiru, Adedeji B. "Graduate education process." In Project Management for Research, 1–19. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_1.
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Badiru, Adedeji B. "Graduate research planning." In Project Management for Research, 54–69. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_4.
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Badiru, Adedeji B. "Selecting a graduate school." In Project Management for Research, 20–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_2.
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Badiru, Adedeji B., Christina F. Rusnock, and Vhance V. Valencia. "Personal aspects of graduate education." In Project Management for Research, 15–22. Boca Raton, FL : CRC Press/Taylor & Francis Group, [2016]|: CRC Press, 2018. http://dx.doi.org/10.1201/9781315370897-2.
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Bande, Lindita, Asma Mohamed Abdulla Alblooshi, Alyazeia Tahanoon Mohammed Alnehayan, Fatmah Saeed Rashed Alsereidi, Salma Salem Haidar, Ariel Gomez, Mohammed Albattah, and Kim Young. "Graduation Project as an Application of COVID-19 Impact on Students’ Experience—Case Study Medical Center Al Ain, UAE." In Future Trends in Education Post COVID-19, 163–72. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_13.
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AbstractThe pandemic had a significant impact on the medical environment. With a surge of patients and limited facilities, managing the patients was challenging. This pandemic taught us how to redesign medical facilities in our cities for future events of such magnitude. In the academic environment, especially in the architectural engineering field, designing facilities that can operate as per the needs of the population is crucial. Based on the students’ individual experiences during the challenging time of COVID-19, Medical Center as a graduation project came to life. There are several Medical Center facilities in the UAE. Unfortunately, some of those facilities cannot provide enough treatment spaces, basic needs, and facilities that they would need. The project discussed in this report is COVID Ready Medical Facilities Construction Design and Management. The methodology follows the below main points: Define the project's objectives: This project's purpose is to provide medical facilities in UAE and build temporary Center that can be assembled on site and dismantled when required. The building must be assembled, dismantled, and removed easily and as fast as possible. Define the main points of sustainability and innovation: Innovative building technologies methods are intended to be used, as well as renewable sources of energy are applied. The building should be able to respond to various public health issues and future challenges. Based on the pandemic experience and the standards: Some suggested services are discussed as well to provide private, mediative, and natural light for patients and workers that intend to spend their time in the medical facility. Define construction systems for a sustainable building: Appropriate construction methods Analysis, risk management, and estimations for cost studies will be applied. Lessons learned and future applications in graduate project. The aim of this research is to show how the pandemic situation and the personal experience of students can have an impact on designing a Medical Center that can be moved and assembled in any site as required, also that can be dismantled later leaving the same condition of the site before assembly, the construction method should be easy and fast as the pandemic can occur at any time. The lessons learned and applied are an example of how experience can improve the academic environment.
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Shoenfelt, Elizabeth L. "Preparing for a Career." In Mastering the Job Market, 37–59. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190071172.003.0003.
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This chapter uses survey data from industrial-organizational (I-O) master’s graduates and their employers to identify essential competencies for success as an I-O practitioner. In addition to core I-O knowledge and skills, I-O graduates and their employers rated enabling competencies of oral communication, business acumen and consulting skills, and project management as most critical. Ethics and business/technical writing likewise were highly rated. By work sector, the top competencies identified by graduates were job analysis (in the government sector), data analysis (in the education sector), project management (in the nonprofit sector), and consulting skills (in the private sector and consulting). It is recommended that students seek I-O master’s programs that develop enabling competencies in addition to domain-specific I-O competencies.
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Alves, Luís M., Pedro Ribeiro, and Ricardo J. Machado. "Project-Based Learning." In Overcoming Challenges in Software Engineering Education, 230–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5800-4.ch012.
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The lack of preparation of Software Engineering (SE) graduates for a professional career is a common complaint raised by industry practitioners. One approach to solving, or at least mitigating, this problem is the adoption of the Project-Based Learning (PBL) training methodology. Additionally, the involvement of students in real industrial projects, incorporated as a part of the formal curriculum, is a well-accepted means for preparing students for their professional careers. The authors involve students from BSc, MSc, and PhD degrees in Computing in developing a software project required by a real client. This chapter explains the educational approach to training students for industry by involving them with real clients within the development of software projects. The educational approach is mainly based on PBL principles. With the approach, the teaching staff is responsible for creating an environment that enhances communications, teamwork, management, and engineering skills in the students involved.
Conference papers on the topic "Project Management Graduates"
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Lin, Xianrong, Renhua Wu, and Yuepeng Cui. "Empirical Analysis on Employer Satisfaction with Engineering Management Graduates." In The 10th International Symposium on Project Management, China. Riverwood, NSW, Australia: Aussino Academic Publishing House, 2022. http://dx.doi.org/10.52202/065147-0209.
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Saveleva, N. N., and Y. V. Savelev. "FORMATION OF PROFESSIONAL COMPETENCIES THROUGH THE APPLICATION OF PROJECT TRAINING." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/75.
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Monitoring of leading specialists of employers was carried out. As a result of the analysis of the survey of employers, shortcomings in the training of specialists at the university were identified. The main disadvantage is the lack of preparedness of graduates in project activities as part of a team. In accordance with this, project-based learning was introduced at the Tyumen Industrial University. The curriculum of future technical specialists was supplemented with the disciplines “Project activity”, “Team building”, “Stress management”, “Time management”, “Fundamentals of oratory and others. A system of practical training for students in the divisions of industrial enterprises was designed.
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Swartz, Stephanie. "Experiential learning using short-term global virtual team projects." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16070.
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Institutions of higher education are facing new challenges when preparing their graduates for today’s global workplace. Digital communication and project management skills as well as intercultural competence are imperative in light of the transitions to remote and virtual teamwork. Global virtual team (GVT) projects provide students with experiential learning opportunities, increasing their chances at employability and professional success. This qualitative study involves a client-based GVT project conducted over the course of four semesters and engaging approximately 400 students enrolled at universities in Germany and the United States. Responses regarding students’ perceptions of the project’s value for self-efficacy and employability confirm the importance of incorporating short-term GVT projects in university curricula in order to offer students opportunities for professional development.
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Torres Torres, Francisco, Eva Kopecká, Núria Garrido Soriano, Helena Pechová, Santiago Silvestre Bergés, Jaromír Hrad, and Tomáš Zeman. "New tools to motivate STEM students towards early-career self-management." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1331.
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The Universitat Politècnica de Catalunya (UPC), the Czech Technical University in Prague (CTU) and the Universidade de Lisboa have recently undertaken the Engine4STEMers project, a joint initiative devoted to generating a new culture of young STEM graduates willing to assume early-career responsibilities, oriented to satisfy societal challenges. It also aims to provide guidance and motivation to help young graduates adopt early-career leadership and managerial skills. In this context, this short article describes the objectives and content of a short pilot seminar that is currently taking place at UPC and that is dedicated to the concept of service, a central educational tool of Engine4STEMers that aims to motivate students to proactively manage a successful transition from university to the labour market.
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Cote´, Mark A. "An Industry-Centered Capstone Experience for an Engineering Technology Program." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41972.
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Industry-centered education has been an integral part of the educational program at Maine Maritime Academy (MMA) since the founding of the college in 1941. This has included extensive use of cooperative education as part of all MMA academic programs. Employers, graduates, and potential students describe MMA’s “hands-on” focus, reflected in these cooperative education experiences, to be one of the main advantages of an MMA education. The MMA Engineering Department decided to build on this strength as a core component of a new Power Engineering Technology (PET) Capstone experience. The Capstone experience was developed in 2003 as a two-course, nine credit hour sequence that included both individual and team projects. The courses build on previous course material, the student’s cooperative education experience, and include specific new material on project management and teamwork skills. The courses conclude with a major project where teams of students are paired with a local industrial facility. At this facility, the students work with an inhouse mentor and, using project management techniques, with faculty oversight, complete a study of a topic of interest for that facility. The teams then prepare formal written reports and presentations documenting their results. The Capstone experience has become a key feature of the PET program and continues to evolve and improve, receiving positive feedback from graduates and industry participants. This feedback, combined with other improvement efforts, is used to strengthen and improve the Capstone experience and the PET program.
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Yadin, Aharon. ""CONTINUE THE STORY" - A SIMPLE GAME, PROFOUND IMPLICATIONS FOR KNOWLEDGE MANAGEMENT." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-123.
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In the modern information society, knowledge sharing and management contributes to the organizations' flexibility and its ability to respond to the market changing requirements. Due to the increased complexity of modern applications, knowledge management (KM) has become one of the critical success factors of software development projects. This paper describes a course structure that was designed to increase the students understanding about the importance of knowledge sharing and management. The Software Engineering (SE) course which is intended to familiarize the students with all aspects of the software development life cycle (SLDC) was taught twice by the same lecturer and used team based assignments that followed the SDLC. In the first version each team was responsible for its own project and all the project's assignments were performed by the same team. However, due to the increased understanding, in recent years, about the importance of soft skills to the future graduates' vocation, the course was changed to address the issue of KM as well. In the second version, the course used "rolling" assignments like the "Continue the Story" game. Each project was divided among three teams and each team had to continue and enhance the assignment that was previously prepared by another team. Utilizing this mechanism, knowledge sharing plays an important role and each team is both influenced by other teams and influences other teams. This interconnected network of dependencies enhanced the students understanding about the importance of sharing information and knowledge, as was demonstrated by the assignments' grades (on average) that in spite the additional work needed, were very similar to the grades of a first version of the course.
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Schmaltz, Kevin, Christopher Moore, and Joel Lenoir. "Professional Tools Instruction Within an Overall ME Design Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11150.
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The Mechanical Engineering faculty at Western Kentucky University have developed and implemented a Professional Plan to assure that graduates of the program have experienced key areas of the engineering profession and demonstrated their abilities to perform in a professional manner. The Professional Components within the plan include Engineering Design, Professional Communications, Professional Tools and Engineering Ethics; students receive instruction in at least one course per academic year and are expected to develop within each component. This paper will detail the Professional Tools component, which provides students with computational design tools and prototype realization skills supporting the Engineering Design demands placed on them. Computational tools include software for traditional communication and data processing, solid modeling and analysis, engineering computation and project management. Prototype realization skills encompass the typical metal machining operations necessary to create a functioning reciprocating air-powered engine and activities required for electro-mechanical device construction and testing. Higher level prototyping skills, such as rapid prototyping and CNC machining, are presented to students who can choose to become proficient with these activities or can engage other trained students to assist with their design project needs. The foundation of the four-year Professional Plan is centered on engineering design and problem solving. By exposing freshmen to hands-on projects, sophomores to design-analyze-and-build internal projects, and juniors to team-based prototype realization and external projects, a meaningful senior capstone design sequence involving external customers can validate and refine professional competencies of graduates, rather than introducing students to project activities. Professional tools instruction is interwoven with the other Professional Component instruction. While prototyping training is structured to provide a safe and efficient environment for the students at all times, computational tools are sometimes introduced as required for a project, and at other times well before needed for projects. Refinement to the Professional Plan has been guided by ongoing assessment, which is performed at course level at the end of a semester, and through program outcome assessment reviewed on an annual basis. The paper will detail the Western Kentucky University Professional Tools component of the overall Professional Plan, which provides a framework developing necessary student competencies, building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that departing graduates will be capable of immediately contribute in their professional careers.
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Mustata, Ioan cristian. "CASE STUDY: THE "GENERAL MANAGEMENT II" BUSINESS SIMULATION GAME IN CLASSROOM." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-050.
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The paper is based on the 7 years of experience of the author with the "General Management II" Business Simulation Game from Topsim. The aim of the paper is to reveal the benefits and potentials of the "General Management II" Business Simulation Game and the experiences and results of working together with the master-students while using it. "General Management II" enables the participating teams to simulate real management decisions, based on a technical product within 6 to 8 game periods. The research design is consistent with the requirements of the case study method and fits excellent for the proposed exploratory aims. The paper describes the experiences of the author with the business simulation game and also analyses the results and potentials of the simulation game from the users point of view based on a qualitative survey with graduates who successfully experienced it. A special focus of the survey is the identification of those key competencies which could be developed using "General Management II", as well as the role of the professors in this specific context. The exploratory survey from December 2013 to February 2014 ensures that the information is up-to-date. The survey uses classical survey instruments for collecting data. The data analysis is using the Microsoft Excel enhanced Analysis Toolpak launched with the 2010 version. Both univariate and bivariate analysis of the researched variables contribute to identify and display the benefits and lacks of the business simulation, from the professors and the graduates point of view, as well as possible correlations and differences between variables corresponding to key elements of the research project. The paper is finalized with the most important conclusions of the case study.
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Zhukov, Yury, and Bing Dai. "Understanding the Development of Dynamic Informal Capabilities in Enhancing Project-Based Assessments and Facilitating Programme Development." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302009.
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Within the tertiary education system of Aotearoa New Zealand, polytechnics are positioned as institutions with a focus on applied, experiential and employment-oriented learning. Considering the pace of change in the workplace, it is highly unlikely that educational programmes that develop and capture only formal learning outcomes can effectively prepare work-ready graduates. Capitalising on informal achievement and recognising competencies outside of the learning outcomes or the graduate outcomes is critical. The goal of this research is to explore the transitioning of emergent spontaneous demonstrations of competencies into facilitated competencies to enhance the consistency of informal achievement across different courses and use them as a mechanism for versatile adaptation to the job-market needs. In this case, spontaneous informal achievements are defined as capabilities demonstrated by students that had not been planned for or expected in the formal programme documents, whereas the facilitated informal achievements are planned through course design, yet not recognised in the learning outcomes for the programme (hence, informal). The data collected for the case study includes multiple data sets from ten practical student-team projects, which were implemented in two study blocks in 2020 as part of Leadership in Action, an undergraduate course in the Applied Management programme of studies at Otago Polytechnic Auckland International Campus (OPAIC). The analysis found that across all ten projects the students demonstrated a total of 36 different competencies, with 17 formal competencies, 13 informal facilitated competencies, and six informal spontaneous competencies. The research explored the key competency areas and suggested a workflow model to implement a culture of recognising informal achievements in vocational education organisations. The implementation of the workflow model is expected to increase levels of student engagement and satisfaction with project work, and allow them to develop skills and competencies that would otherwise be overlooked in their formal programme of studies.
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Torres Torres, Francisco, Ana Moura Santos, Antoni Elias Fusté, Maria de Fátima Grilo da Costa Montemor, and Miguel Cacho Teixeira. "Tackling perception and deception in STEM: a critical thinking skill for early-career development." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1334.
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The Universitat Politècnica de Catalunya (UPC), the Instituto Superior Técnico (ISTUniversidade de Lisboa) and the Czech Technical University (CTU) have recently launched the Engine4STEMers project, a joint initiative whose objective, among others, is to guide young graduates in their transition to the job market and motivate them to adopt management and leadership skills early in their careers. In this context, this short paper describes the objectives and contents of a Critical Thinking seminar, currently underway at UPC, which is aimed at motivating young STEM graduates to develop the principles of a skeptical attitude towards the information and stimuli that we perceive in order to face uncertainty, biased information and hidden agendas. Engine4STEMers needs analysis has revealed the importance of a good understanding of the concepts of perception and deception to develop effective interpersonal skills and, more importantly, to ease decision-making processes in a VUCA (volatile, uncertain, complex and ambiguous) environment.
Reports on the topic "Project Management Graduates"
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Peale, Melody S. Cast Study: National Naval Medical Center, A Graduate Management Project. Fort Belvoir, VA: Defense Technical Information Center, June 2002. http://dx.doi.org/10.21236/ada477410.
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Geolingo, Harld J. Graduate Management Project: Optimizing Cardiology and Radiology Services at Evans Army Community Hospital. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada432710.
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Fleming, Jr, and Steve V. Recommendations for Establishing Policy for Electronic Prescribing in the State of Texas: Graduate Management Project. Fort Belvoir, VA: Defense Technical Information Center, June 2008. http://dx.doi.org/10.21236/ada493825.
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Killmeyer, Matthew. Graduate Management Project: A Qualitative Case Study on the Implementation and Effectiveness of a Purchase Order Automation System. Fort Belvoir, VA: Defense Technical Information Center, July 1997. http://dx.doi.org/10.21236/ada372190.
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Rosa III, Eduardo J. Graduate Management Project. The Pursuit of Quality in Military Health Care: Are We Held to a Higher Standard? Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada473580.
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McGowan, Colleen A. Graduate Management Project: The Capital Equipment Acquisition Process at The Johns Hopkins Hospital Evaluating Acquisition Strategies Through Financial Analysis. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada364207.
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Barnes, Timothy D. Demand Analysis for Proposed Medical Services at the Future Naval Health Clinic Charleston, South Carolina: A Graduate Management Project. Fort Belvoir, VA: Defense Technical Information Center, April 2006. http://dx.doi.org/10.21236/ada473554.
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McGill, Karis, and Eleanor Turner. Return on Investment Analysis of Private Sector Facilitation Funds for Rwandan Agribusinesses. RTI Press, August 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0042.2008.
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This study analyzes the return on investment for an agribusiness facilitation fund implemented in Rwanda. Combining project monitoring data with supplementary surveys and interviews of recipient agribusinesses, we find a positive return on investment in terms of farmer income generated per dollar spent by the US government. To determine the commercial viability of the investments, we estimate the payback period and find the median time it will take a firm to recoup the entire investment through profits is 3.7 years. We estimate the net present value of the entire fund portfolio to be $12.5 million. These estimates rely on conservative assumptions and likely underrepresent the profitability of the investments. Given the positive returns and commercial viability of the agribusinesses, we examine the fund’s role as a first step to “graduate” firms toward investment readiness. Although three firms did access equity investment, we find that the majority of the businesses in the portfolio do not meet investor requirements for deal size and management capacity and are more appropriately financed by commercial lenders. We conclude with recommendations for the implementation and measurement of similar funds.
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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.
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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Tweet, Justin, Holley Flora, Summer Weeks, Eathan McIntyre, and Vincent Santucci. Grand Canyon-Parashant National Monument: Paleontological resource inventory (public version). National Park Service, December 2021. http://dx.doi.org/10.36967/nrr-2289972.
Full textAbstract:
Grand Canyon-Parashant National Monument (PARA) in northwestern Arizona has significant paleontological resources, which are recognized in the establishing presidential proclamation. Because of the challenges of working in this remote area, there has been little documentation of these resources over the years. PARA also has an unusual management situation which complicates resource management. The majority of PARA is administered by the Bureau of Land Management (BLM; this land is described here as PARA-BLM), while about 20% of the monument is administered by the National Park Service (NPS; this land is described here as PARA-NPS) in conjunction with Lake Mead National Recreation Area (LAKE). Parcels of state and private land are scattered throughout the monument. Reports of fossils within what is now PARA go back to at least 1914. Geologic and paleontologic reports have been sporadic over the past century. Much of what was known of the paleontology before the 2020 field inventory was documented by geologists focused on nearby Grand Canyon National Park (GRCA) and LAKE, or by students working on graduate projects; in either case, paleontology was a secondary topic of interest. The historical record of fossil discoveries in PARA is dominated by Edwin McKee, who reported fossils from localities in PARA-NPS and PARA-BLM as part of larger regional projects published from the 1930s to the 1980s. The U.S. Geological Survey (USGS) has mapped the geology of PARA in a series of publications since the early 1980s. Unpublished reports by researchers from regional institutions have documented paleontological resources in Quaternary caves and rock shelters. From September to December 2020, a field inventory was conducted to better understand the scope and distribution of paleontological resources at PARA. Thirty-eight localities distributed across the monument and throughout its numerous geologic units were documented extensively, including more than 420 GPS points and 1,300 photos, and a small number of fossil specimens were collected and catalogued under 38 numbers. In addition, interviews were conducted with staff to document the status of paleontology at PARA, and potential directions for future management, research, protection, and interpretation. In geologic terms, PARA is located on the boundary of the Colorado Plateau and the Basin and Range provinces. Before the uplift of the Colorado Plateau near the end of the Cretaceous 66 million years ago, this area was much lower in elevation and subject to flooding by shallow continental seas. This led to prolonged episodes of marine deposition as well as complex stratigraphic intervals of alternating terrestrial and marine strata. Most of the rock formations that are exposed in the monument belong to the Paleozoic part of the Grand Canyon section, deposited between approximately 510 and 270 million years ago in mostly shallow marine settings. These rocks have abundant fossils of marine invertebrates such as sponges, corals, bryozoans, brachiopods, bivalves, gastropods, crinoids, and echinoids. The Cambrian–Devonian portion of the Grand Canyon Paleozoic section is represented in only a few areas of PARA. The bulk of the Paleozoic rocks at PARA are Mississippian to Permian in age, approximately 360 to 270 million years old, and belong to the Redwall Limestone through the Kaibab Formation. While the Grand Canyon section has only small remnants of younger Mesozoic rocks, several Mesozoic formations are exposed within PARA, mostly ranging in age from the Early Triassic to the Early Jurassic (approximately 252 to 175 million years ago), as well as some middle Cretaceous rocks deposited approximately 100 million years ago. Mesozoic fossils in PARA include marine fossils in the Moenkopi Formation and petrified wood and invertebrate trace fossils in the Chinle Formation and undivided Moenave and Kayenta Formations.