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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.
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Conchado, Andrea, José Miguel Carot, and María Carmen Bas. "Competencies for knowledge management: development and validation of a scale." Journal of Knowledge Management 19, no. 4 (July 13, 2015): 836–55. http://dx.doi.org/10.1108/jkm-10-2014-0447.
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Purpose – The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach – A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings – The main competences acquired in higher education according to Spanish graduates can be grouped as follows: innovation, interpersonal, knowledge management, communication, organisational and professional development. Results indicated excellent fit indexes of this six-factor model to data. Research limitations/implications – This scale may be particularly useful to understand the process of transition of higher education systems according to Bologna principles. It also represents a significant contribution to the existing research in competency-based education. Practical implications – This paper may help higher education institutions to identify improvement areas in their study programmes. Besides, the proposed scale may offer crucial information in the determination of which Bologna principles have been successfully implemented. Social implications – Organisations may use these findings to design formal or informal training for new graduates hired by the organisation. Originality/value – Despite the recent increasing research in the field of competency-based learning and competences required in graduates’ workplaces, this is the first paper that aims to present a validated scale designed to measure graduate self-assessed competences.
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Holdsworth, Sarah, Ian Thomas, and Orana Sandri. "Assessing Graduate Sustainability Attributes Using a Vignette/Scenario Approach." Journal of Education for Sustainable Development 12, no. 2 (September 2018): 120–39. http://dx.doi.org/10.1177/0973408218792127.
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Equipping professionals with skills to make decisions in line with sustainability principles is essential for transitioning our societies towards sustainable development. Higher education is at the forefront of generating professionals with these skills. However, although sustainability has been included in many university graduate attribute statements, there exists little research on how graduates acknowledge and apply sustainability attributes in their workplace. This research project aimed to assess whether graduates of undergraduate programmes with sustainability attributes acknowledge and use sustainability capabilities after they have entered employment. The project developed a tool for assessing sustainability attribute uptake and application which took the form of a tested survey tool that uses a vignette/scenario-based question design to assess the level of attribute attainment. This tool was then tested on a graduate sample from the School of Property, Construction and Project Management at RMIT University, Australia. The project outcomes show promise for future applications of the scenario/vignette survey tool to provide educators with a feedback loop between curriculum design and pedagogy and professional application of course and programme learning outcomes. The purpose of this article is to present key results from the pilot and show how these can potentially be used in curriculum development and renewal to advance sustainability in higher education.
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Minin, M. G., E. V. Politsinskaya, and V. G. Lizunkov. "Readiness of Technical University Students to Entrepreneurship Activity." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 83–95. http://dx.doi.org/10.31992/0869-3617-2019-28-10-83-95.
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The article raises the problem of the formation of entrepreneurial competencies in response to the current situation in the country’s economy, which arose due to the lack of specialists capable of organizing innovation and technology business in the Territories of advanced socio-economic development (TOSED).The authors have analyzed the professional preferences of graduates of the National Research Tomsk Polytechnic University (Russia), the University of Zagreb (Croatia), and the University of Lyon (France) and identified the reasons why graduates do not create their own business. In order to determine the necessary cluster of entrepreneurial competencies of university graduates with basic technical education, a survey involving the representatives of Russian and foreign companies working in Russia, including TOSED residents, was conducted. As a result, the authors have received a list of key entrepreneurial competencies necessary for entrepreneurial activities and the formation of graduate competence in the field of management and business.The authors believe that for the formation of entrepreneurial competence, certain conditions must be created in the educational process for preparing a student for entrepreneurial activities, in particular a number of disciplines (entrepreneurship, technological entrepreneurship, project management, business planning) should be included in the curricula; interactive design training methods aimed to develop graduate’s readiness to create their own business should be applied. It is also necessary to provide an the interaction between universities and business structures, which are mostly the residents of TOSED.
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Wang, Yi, and Kam Cheng. "Expected Competencies of Construction Management Graduates Working in China." International Journal of Innovation, Management and Technology 13, no. 1 (2022): 16–24. http://dx.doi.org/10.18178/ijimt.2022.13.1.915.
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Construction manager competencies in today's construction industry are the key factors of project success. Compared to traditional roles, they are faced with a situation showing a gradual shift in their roles and functions especially projects nowadays are encountering more and more complicated issues during construction phase and the increasing complexity of projects poses huge demand for construction managers possessing competencies capable to adapt to this changing industry environment by their knowledge and skills gained through training especially during their early years of construction management education received in polytechnics or universities. Such kind of training builds the foundations for construction managers enabling to develop further a way to adapt to the escalating expectations of the clients and more important related to the development of leadership, management and problem-solving skills construction organisations are looking for. This paper aim to evaluate the expected competencies of construction management graduates in China focusing on the development of construction manager during their early training and how the education institutes can make sure their curriculums capable to prepare learners for the changing needs of construction industry in China. The result of this study is to provide a theoretical basis for the excellent construction management curriculum design, thus encouraging education institutes to adopt industry-oriented approach to deal with ever-changing construction industry.
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Nawai, Norhaziah. "EMPLOYERS’ PERCEPTIONS OF THE EMPLOYABILITY SKILLS OF ISLAMIC BUSINESS ADMINISTRATION GRADUATES IN UNIVERSITI SAINS ISLAM MALAYSIA." International Journal of Islamic Economics and Finance Research 4, no. 1 July (July 1, 2021): 41–52. http://dx.doi.org/10.53840/ijiefer47.
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This paper tries to investigate the perception of the employers towards the employability skills of the new graduates in their recruitment process. The paper examines the employability skills of the Islamic business administration graduates in Universiti Sains Islam Malaysia. The study used qualitative methodology through in-depth interviews with 31 employers in Klang Valley. Findings revealed that employers expect graduates to have a range of broader skills and attributes that include teamwork, communication, leadership, critical thinking, work independently, intellectual, and problem-solving skills. Besides, technical skills such as software proficiency, project management, data analysis, and common operating systems are also advantaging for new graduates to get offered in their companies. This paper, therefore, concludes that developing graduate employability skills and attributes should be included in faculties teaching and learning strategically. Active collaboration between university and industry with employers having a more active role is likely to have a greater and more sustained impact on graduate employability. Lastly, the need to continually promote and expand opportunities for students to access work-based learning is critical. These experiential opportunities can be an effective way of providing university students with relevant employment skills, knowledge, and awareness of employer culture. 3U1I program may be implemented to enhance graduate employability.
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PAĽOVÁ, DANA, and MARTIN VEJAČKA. "TRANSFORMATIVE EDUCATION WITH AGILE PROJECT MANAGEMENT AND PROJECT-BASED LEARNING." AD ALTA: Journal of Interdisciplinary Research 13, no. 2 (December 31, 2023): 197–206. http://dx.doi.org/10.33543/j.1302.197206.
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The present trend of automation and digitization of jobs has made the skills gap even more pronounced, indicating that graduates are not sufficiently prepared for the challenges they will face in their careers. The educational process needs to adapt quickly to the demands made by employers and the job market. Learning tasks, assignments, and activities should mimic the practice environment as far as possible, to best prepare students for practice. One of the best approaches appears to be the incorporation of agile project management techniques and project-based learning into the educational process. The primary aim of this research is to examine the effects of implementing agile management techniques and project-based learning into education on students' skill sets and performance improvement rates. The activities and results that the students produced throughout the semester were gathered and assessed over two academic years. The course feedback was also gathered to investigate students' opinions about the course and their involvement during the semester. An exploratory study was conducted in order to achieve the results. The influence of implemented innovations on the course was addressed, and the acquired outcomes were contrasted and appraised.
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Marthad Al-Mughairy and Preeti Shrivastava. "SKILLS AND COMPETENCIES REQUIREMENTS IN INDUSTRY 4.0 FOR ENTRY-LEVEL PROJECT MANAGEMENT POSITIONS: AN INDUSTRY PERSPECTIVE." International Journal of Industrial Management 15, no. 1 (November 30, 2022): 78–88. http://dx.doi.org/10.15282/ijim.15.1.2022.9002.
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There are very few studies done pertaining to the skills required in Industry 4.0 for Project Management (PM) employees, and no studies explicitly focused on entry-level skills requirement for PM graduates in the advent of Industry 4.0 especially from the industry perspective. The aim of the study is to investigate the required skills of project management graduates for entry-level project management positions in various Industries. It also highlights the current skills and competencies that are of high value to organisations in Industry 4.0. This research employed a qualitative research method, gathering information from 13 experienced respondents in the Sultanate of Oman in various positions and sectors. The study found that there is indeed a significant skill gap between what the graduates have and the requirements of the organisation. The researchers have emphasised that there must be an endeavour to pour more resources into fixing these skill gaps. The findings of this study have shown linkages with past research. The study has proposed strategies for the stakeholders to ensure that fresh graduates meet the demands of Industry 4.0 and might help the universities/colleges develop a curriculum that suits the industry's needs and requirements. The study had practical applicability and contributed to the body of research.
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AlMunifi, Abdullatif A., and Arwa Y. Aleryani. "Knowledge and Skills Level of Graduate Civil Engineers Employers and Graduates’ Perceptions." International Journal of Engineering Pedagogy (iJEP) 9, no. 1 (February 22, 2019): 84. http://dx.doi.org/10.3991/ijep.v9i1.9744.
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The Civil Engineering Program at Sana'a University, Yemen aims to provide quality education that develops students’ knowledge, skills and aspirations in preparation for a career, nationally and regionally. This research aims at finding out to which extent the employability skills are available to the program graduates. Comprehensive data collected through questionnaires and interviews on the main issue of this study, the focus of which is if the new graduates have the knowledge and interpersonal skills to meet the requirements of the labour market from the perception of graduates and employers. The output of the analysis shows that graduates gained sufficient technical knowledge, but missed on an early preparation to meet the challenges they may face in the workplace, particularly project management and key transferable skills. As this study might be the first of its type in engineering colleges in Yemen, the findings may provide appropriate inputs to improving engineering education, and particularly the program’s study plans.
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Ullah, Minhaj, Shakeel Khan, Afifa Anjum Khattak, and M. Hashim Khan. "Perception of University Graduates about the Project Management Education in Pakistan “Professional Perspective”." Review of Education, Administration & LAW 3, no. 2 (September 30, 2020): 249–63. http://dx.doi.org/10.47067/real.v3i2.56.
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This study examines the views of project management professionals (university graduates) about the Project Management education in Pakistan. It investigates current situation, problems, its causes, and suggestions for future improvements in the project management curriculum of Pakistan. The analysis is done through thematic analysis based on semi-structured interviews with 50 project management professionals in various sectors of Pakistan’s labour market. Interview method is employed to have detailed and in-depth discussion with practitioners about the subject matter. The research identified three major problems of project management education in Pakistan i.e., deficiency of skills, gap between theory and practice, and students’ interest during their study. Furthermore, the respondents provided suggestions to fix these problems through different means such as the revision of curriculum, provision of internships for students in national and international NGO’s, arrangement of training workshops for teachers as well as students, and a robust supervision from Higher Education Commission (HEC) of Pakistan.
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Chen, Siyu. "The Optimal Path of Cultivating and Promoting the Employment Ability of College Students Based on the Whole Process Management Mode of Construction Engineering Based on Computer Aided Technology." Wireless Communications and Mobile Computing 2022 (March 5, 2022): 1–8. http://dx.doi.org/10.1155/2022/4289413.
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The whole process management of construction project is to carry out all-round supervision and management of the whole stage of construction project implementation, which can realize the effective allocation of construction project (CP) funds and improve the construction quality at the same time. On this basis, this article analyzes the impact of the whole-process management (WPM) model on the employment ability (EA) of college students (CS), uses computer-aided technology to calculate the information of graduates in a construction company, and analyzes according to the work situation of the graduates in the enterprise and the evaluation of the EA of the graduates by the enterprise cultivation path of university students’ EA. The experimental results of this paper show that the evaluation of the four structural elements of EA of CS by construction companies is higher than that of college students’ self-evaluation, indicating that there is a difference between the EA of students and the needs of enterprise EA, which can be used as an entry point to train students EA.
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Turner, Michelle, Christina Scott-Young, and Sarah Holdsworth. "Developing the resilient project professional: examining the student experience." International Journal of Managing Projects in Business 12, no. 3 (September 2, 2019): 716–29. http://dx.doi.org/10.1108/ijmpb-01-2018-0001.
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Purpose Resilience development during university can increase the likelihood of positive employment outcomes for project management graduates in what is known as a stressful profession where the prevalence of project failure, job insecurity, and burnout is high. However, a focus on student resilience in project management education is scarce. The purpose of this paper is to address this gap by establishing a baseline profile of resilience for project management students, identifying priority areas of resilience development and exploring the relationship between resilience and well-being. Design/methodology/approach In total, 292 Australian students undertaking project management studies completed a survey comprising of the Resilience at University scale, the Short Warwick–Edinburgh Mental Well-being Scale and an item assessing sleep adequacy. Findings A resilience profile for undergraduate, postgraduate, male and female project management students was calculated. The resilience profile identified differences according to gender, and between undergraduate and postgraduate students. Mental well-being and adequate sleep were found to be significantly related to resilience. Practical implications Findings support the call for a greater emphasis on resilience development in the project management curriculum for undergraduates and postgraduates. One priority area likely to facilitate resilience is the ability to maintain perspective. As well as supporting academic achievement, it will assist graduates to navigate through complex, uncertain and challenging project environments. Originality/value This is the first known study of resilience for students undertaking project management studies in higher education.
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Thune, Taran, and Liv Anne Støren. "Study and labour market effects of graduate students’ interaction with work organisations during education." Education + Training 57, no. 7 (September 14, 2015): 702–22. http://dx.doi.org/10.1108/et-10-2014-0126.
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Purpose – The purpose of this paper is to present an empirically based discussion of how cooperation between higher education institutions and work organisations (WOs) can increase graduate learning experiences and employability. Design/methodology/approach – Data are based on an electronic and mail-based graduate survey among Norwegian master’s degree graduates six months after graduation. 2,232 master degree graduates responded to the survey, giving a 54 per cent response rate. All subject fields were represented. Findings – 77 per cent of the graduates have some forms of interactions with WOs during their studies. The level and mode of participation differ, however, very much, and the benefits of participating differ by mode of interaction. Project-based interaction is positively and significantly associated with completing studies on time. Further, graduates who have participated in either project-based interactions or practice periods have better labour market situation after graduation than their peers. The results hold also when controlling of subject field differences and students’ abilities. Research limitations/implications – The study indicates that it is important to look at a wide range of interaction activities and look at the benefits from these activities both in terms of effects on the quality of the learning experience, as well as benefits realised in the transition to work. The data on learning benefits of interaction with WO during higher education are, however, limited, and further studies are needed on this issue in particular. Practical implications – The study indicates that only certain forms of interactions between students and WOs have benefits for students; namely the ones that involve a certain degree of time and commitment. Programme officers in higher education should target more committed interaction forms, because the added value is significantly higher for the students. Originality/value – The study contributes new knowledge about the external networks of higher education institutions, by looking at the role of students in such networks and by measuring the benefits by using a representative sample of students.
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Tumpa, Roksana Jahan, Samer Skaik, Miriam Ham, and Ghulam Chaudhry. "Authentic Design and Administration of Group-Based Assessments to Improve the Job-Readiness of Project Management Graduates." Sustainability 14, no. 15 (August 5, 2022): 9679. http://dx.doi.org/10.3390/su14159679.
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Group-based assessments have been recognized as one of the ways of developing work-ready attributes in project management graduates. This paper is aimed at exploring the best practices for improving the administration process of group-based assessments to make it fit for purpose. The study adopted a systematic literature review and 22 semi-structured interviews with project management academics in higher education. The study found that teams should be small in size and formed by the faculty. Tasks should be based on a real-world context and be sufficiently challenging for students. The group should create a team charter to establish expectations and ground rules for group members. Group assessments should include team member peer evaluations and oral presentations to curb social loafing. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about the design and administration characteristics that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.
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Selvarajan, P., P. Sivapragasham, and G. Bandara. "An evaluation of career opportunities for project management graduates in Sri Lanka." Journal of Management Matters 8, no. 2 (December 31, 2021): 1. http://dx.doi.org/10.4038/jmm.v8i2.24.
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Khandare, Dr Anand, Megharani Patil, and Palak Furia. "Moving towards Quality Academic Project Development using Program Specific Research Activities in Engineering Education." Journal of Engineering Education Transformations 35, S2 (July 24, 2023): 9–17. http://dx.doi.org/10.16920/jeet/2022/v35is3/22133.
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Abstract: To improve engineering education quality of student, project is a major concern. Project experience provides a major pathway for student’s career either for their professional career or upgrading the qualification through Post Graduation or Ph.D. in Engineering. Being a very practical field, it requires experience and exposure to the real world to be expertise and successful in a certain domain. Project work integrates hands-on experiences with education which facilitate them while they are on their job desk and are being appreciated for their updated knowledge. Quality projects require effective project management. It is observed that there is very less studies done on the project management skills required for the engineering graduates. This will assist the students to learn and adequately apply their knowledge in their future project work which will help them to convey a superior focused on and more significant projects. To strengthen student project development, there is a need to incorporate innovative practices through set of program specific research activities with defined strategies. Also program specific research activities will attain higher values for program outcome. Keywords: Quality Academic Project Development, Program Specific Research Activities, Program Outcome
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Vinogradova, Anna V., and Olga G. Kotomenkova. "ASSESSMENT OF THE PREPARATION OF STUDENT MULTIPOTENTIAL TEAMS FOR PROFESSIONAL ACTIVITY." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/7, no. 141 (2023): 71–80. http://dx.doi.org/10.36871/ek.up.p.r.2023.12.07.008.
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The authors present the results of a survey of participants in the “Turnkey Team” project, implemented in the 2022/23 academic year by the Institute of Industrial Management of Economics and Trade of Peter the Great St. Petersburg Polytechnic University, on the readiness of graduates for professional activities. The survey involved three focus groups consisting of members of multi-student teams formed from graduate students studying in the areas of training for an enlarged group of specialties “Economics and Management”, representatives of employers and team mentors from the university with whom the teams interacted during the project. Analysis of the survey results showed high consistency in assessments of teams’ readiness for professional activities, the positive role of the project in building confidence and adapting students to professional activities at enterprises in the real sector of the economy. All parties emphasize the importance of systematic work to continue the implementation of the project for training interdisciplinary teams, work to attract specialized organizations to the project and systematically work with them in terms of forming a pool of cases, assignments and relevant topics for student teams to work on. The project participants expressed wishes for the start of work on projects of student teams earlier than the final year, closer interaction within the project between all interested parties, both from the university and from the specialized enterprise. Interaction should contribute to the unity of team members at the stage of creating teams and starting work on the project; a deeper understanding of the business model of the enterprise, the specifics of its work in general and individual structural divisions in particular.
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Mohd Yussof, Farrah Norizzah, Haifa Afieqah Hasbi, and Emma Marinie Ahmad Zawawi. "Employability Forecast Among Construction Management from The Employer’s Perspective in Malaysia Construction Industry." Built Environment Journal 18, no. 1 (February 28, 2021): 79. http://dx.doi.org/10.24191/bej.v18i1.12989.
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The tertiary education institutions in Malaysia are facing increasing demands from employers and stakeholders to ensure the graduates to be equipped with relevant skillset needed to secure a placement in the industry. The question arises, what are the skillsets required by employers contribute to the research gap which led to a comprehensive understanding on the expectation of employers towards the graduate’s employability. This study determined the employers' perspective skills by referring to five (5) field of employment consist of Developer, Contractor, Consultant, Supplier and Entrepreneur which consume of 57 (38%) respondents from 150 questionnaires distributed both on-site and on-line survey using random sampling technique. The content was referred on the program offered by Bachelor of Science in Construction Management, Universiti Teknologi MARA (UiTM). An exploratory factor analysis (EFA) was conducted using six (6) main categories of courses on hard skill to achieve the objective one and seven (7) soft skills to accomplish objective two. The finding indicates Project Management, Measurement and Estimating and Legal Study knowledge of hard skill critically required, whilst, interpersonal and communication soft skill is crucially needed. Those skills reveal as the fundamental knowledge in handling a construction works. In summary, this study able to facilitate the gap between graduates’ skills and employers’ expectation by providing a sufficient guidance platform referring to the respective field of employment as well as provides a significance implication to the educational institutions to align the program outcome toward the needs of the industry.Keywords: employability, forecast, graduates, employer
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Swartz, Stephanie, and Deveeshree Nayak. "Addressing the Need for Interculturality in Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 11, no. 1 (February 27, 2024): 5. http://dx.doi.org/10.53735/cisse.v11i1.176.
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This paper addresses the need for incorporating global virtual team (GVT) projects into cybersecurity education curricula in an effort to develop students’ understanding of different cultures and hone their abilities to work across multiple time zones, communicate using digital communication platforms as well as improve their virtual project and time management skills. An example of a GVTs project, Virtual Business Professional, is presented in order to illustrate how collaborative online international learning (COIL) can be embedded into IT-related coursework. It is the authors’ intention to encourage instructors and administrators at institutions of higher learning to support and carry out transdisciplinary GVT projects in order to best prepare graduates for the challenges of the 21st century global workplace.
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Albul, Iryna. "PROJECT MANAGEMENT COMPETENCE DEVELOPMENT IN APPLICANTS FOR PHD PROGRAMS." Social work and social education, no. 2(7) (September 29, 2021): 288–99. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244864.
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The article is devoted to the issues of applicants’ preparation for higher education at the third educational and scientific level of higher education, speciality 231 Social work.
In the research, based on normative documents, the necessity of project activity competencies development of future applicants of educational and scientific programs has been substantiated. It has been proved the importance of development in the new generation of future managers knowledge and skills to use a modern project approach to solving problems of management processes at different levels. Mastering project management methodology is a new progressive toolkit for social work management as a probable field of activity of PhD graduates in 231 Social Work. Possibilities of information work in project activity are opened, in particular search of information on grant offers, competitions of perspective projects and archival data on already realized. The Group Resource Center was presented as a leading national centre of public information and expertise, which is aimed at the development of civil society and the development of Ukraine. As well as the Public Space portal, which offers unique and up-to-date information on the development of civil society in Ukraine, provides an opportunity to be involved in public activities and important transformations in the country.
The article highlights and substantiates the feasibility of certain theoretical and practical recommendations for the formation of project skills of the future Doctor of Philosophy in social work, including achieving a level of unconscious competence in the development of project proposals, use of democratic governance tools in project activities, effective search, analysis and use of grant information, proposals, mastering the strategy and tactics of team project activities.
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Eric Nenzhelele, Tshilidzi, Nthabiseng Violet Moraka, and Kopano Kalvyn More. "The impact of practical entrepreneurship project on future entrepreneurial intentions." Problems and Perspectives in Management 14, no. 4 (December 14, 2016): 67–75. http://dx.doi.org/10.21511/ppm.14(4).2016.08.
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The recurrent struggle of seeking employment and the saturated labor market is a harsh reality in the lives of many university students. Entrepreneurship is arguably the most effective contributor to employment and economic growth. However, very few entrepreneurship graduates start businesses immediately after graduation. Moreover, while academic institutions invest in developing entrepreneurship curriculum and extending the body of knowledge, little is invested in practical programs. There is, therefore, a need to practically teach entrepreneurship. This research was aimed at establishing the impact of practical entrepreneurship project on future entrepreneurial intentions of students. The research was quantitative in nature and a questionnaire was used to collect data from the respondents. The research found that the practical entrepreneurship project had a positive impact on the future entrepreneurial intentions of the students. The sample for the survey reported in this article included 25 participants across various career fields. Keywords: entrepreneurship, entrepreneurial intentions, experiential learning, practical entrepreneurship project, student business initiative challenge. JEL Classification: L26
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Ivanova, Valentina, Olga Anichkina, Nikolay Chernegov, Alexander Tatochenko, and Anastasia Kuzmina. "Development of graduates’ training system with meta-subject competencies for Russian agro-industrial complex." E3S Web of Conferences 175 (2020): 15024. http://dx.doi.org/10.1051/e3sconf/202017515024.
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The needs of enterprises, the state and personnel in case of introduction of digital technologies, as well as the emergence of new types of products are considered. There was established that the response to the acceleration of business processes and a radical change in their technological content was the emergence of project management. The essence of its key differences from traditional organization of labor is demonstrated. It is shown that the increase in the efficiency of new business models is associated with the use of the project approach, as well as cooperation with leading universities. It is noted that the joint project activities of the enterprises, employees of HEIs and students’ project training allow to achieve a synergistic effect. Moscow State University of Technology and Management named after K.G. Razumovsky is given as an example of students project activities. Such an approach ensures implementation of effective developments for Russian agro-industrial complex to work in the new economic conditions. The competencies allow to take into account the emergence of demand in advance and to develop new products. Thus, the project activities at K.G. Razumovsky MSUTM contribute to the solution of Russian nationalprojects.
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Ocampo-López, Carlos, Fabio Castrillón-Hernández, and Hader Alzate-Gil. "Implementation of Integrative Projects as a Contribution to the Major Design Experience in Chemical Engineering." Sustainability 14, no. 10 (May 20, 2022): 6230. http://dx.doi.org/10.3390/su14106230.
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The training of chemical engineers requires creating dynamics that bring them closer to the reality of professional practice and providing active learning experiences to develop skills that strengthen critical thinking, autonomy, teamwork, and communication, as a contribution to sustainable engineering education. However, these experiences are isolated, and sometimes do not show an integrated vision between different areas of knowledge. This work aims to introduce the lessons learned by creating capstone integrative projects as tools for the design and control of processes in the Faculty of Chemical Engineering of the Universidad Pontificia Bolivariana. The capstone project was developed in randomly selected groups to develop a basic engineering proposal for an industrial process of local or national interest. Validation was carried out, consisting of surveys of 54 students in the last year of the program, an opinion query of 60 recent graduates, and a focus group of five graduates, with a profile of employers, management of innovation, development, and design of chemical processes. Between 2016 and 2020, more than 43 processes were evaluated with students, evidencing a significant improvement in the skills defined by the faculty in the graduation profile. A total of 94% of the graduates in that period recognize the capstone project as an integrator of design and process control, and it is concluded that this contributes positively to the professional development of the chemical engineer.
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Fridgeirsson, Thordur Vikingur, Helgi Thor Ingason, Haukur Ingi Jonasson, and Helena Gunnarsdottir. "A Qualitative Study on Artificial Intelligence and Its Impact on the Project Schedule, Cost and Risk Management Knowledge Areas as Presented in PMBOK®." Applied Sciences 13, no. 19 (October 8, 2023): 11081. http://dx.doi.org/10.3390/app131911081.
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The aim of this paper is to study the main areas in which artificial intelligence (AI) will impact the field of project management in relation to cost, risk and scheduling. The research model was based on a previous study of the ten project management knowledge areas presented in PMI’s PMBOK 6th edition, where project schedule, cost and risk management knowledge areas were identified as being the ones most likely to be affected by the development of AI. A group of graduates from a Master of Project Management program were assessed in an online questionnaire, reflecting the PMBOK’s elements of best practices and how AI will affect the project management profession in the future. Different elements of the three knowledge areas were considered to be affected more by AI than others. The schedule baseline is the element believed to be affected the most out of the project schedule management elements. For project cost management, the estimation of resource costs is believed to be affected the most. In the case of project risk management, the application of AI will have the strongest impact on the probability and impact formats.
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Smirnova, Svetlana B. "The Role of Project Practice in the Education of Young Engineering Specialists." Теория и практика общественного развития, no. 12 (December 27, 2023): 310–14. http://dx.doi.org/10.24158/tipor.2023.12.39.
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The rapid development of industrial enterprises in the Russian Federation, the progressive increase in capacity, and the opening of new production facilities have especially highlighted the existing problem with the training of engineering personnel. The number of university graduates trained in engineering and technical specialties and areas of training does not correspond to the required number of young specialists at enterprises. The exist-ing project practice of attracting young specialists – university graduates to industrial and construction enter-prises was formed in the last 10 years and did not take into account the situation of a large-scale shortage of qualified personnel. The research of many scientists is focused on analyzing the interaction between universi-ties and industrial enterprises in terms of the commercialization of scientific research, but the issue of as-sessing the effectiveness of project management to attract young specialists to industrial enterprises remains insufficiently studied.
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Kostenko, O., and T. Yaprynets. "FEATURES OF PROJECT MANAGEMENT USAGE IN THE COURSE OF TRAINING MASTERS OF PROFESSIONAL EDUCATION." Ukrainian professional education, no. 9-10 (September 7, 2021): 86–94. http://dx.doi.org/10.33989/2519-8254.2021.9-10.263597.
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The article reveals the peculiarities of project management usage in the course of master of professional education training. The theoretical aspects of project management as a technology of education transformation are considered. The relevance of using project management in the course of the selected category of specialist training is substantiated. The main advantages of the project approach as a methodological basis for the transformation of professional education, which allows establishing a balance between academic knowledge and practical skills of higher education graduates, have been studied.
«Project management» in education is interpreted as a managerial activity of a teacher-manager, aimed at creating favorable conditions for the development and implementation of projects as a specific professional activity oriented toward a short-term goal. Social and cultural design is considered an innovative, creative activity of future teachers of professional education, aimed at identifying the causes of socio-cultural problems, analyzing the actual state of the object, and developing ways and means of achieving the project goal. The key indicators of fluency in project management methods are determined as follows: knowledge of the principles and methods of project management (planning, organization, drawing up execution schedules, control over the implementation of project stages, management of progress to achieve the goal, tracking results); experience in the field of management, namely the application of management skills in creating a team and its activities to achieve the organization goals, taking into account specific conditions.
Conclusions have been made that the specified technology provides positive dynamics for the levels of professional competence of higher education seekers, the head of the educational program, and the head of the educational institution. It gives grounds for the assertion that the success and competitiveness of the educational institution can be ensured by using project management methods in the course of training future masters of professional education. This approach will contribute to the innovative development of educational institutions in a constantly changing educational environment.
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Bašková, Renáta, and Zuzana Struková. "Innovation of education for the development of key competencies of university graduates." Organization, Technology and Management in Construction: an International Journal 9, no. 1 (January 27, 2017): 1565–73. http://dx.doi.org/10.1515/otmcj-2016-0019.
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AbstractCompetency-based education is a new trend in the process of teaching to support and develop the competencies of graduates. This challenge of the European Union aimed at changes in learning processes contributes to improvement in the educational qualifications of the population. Recently, in Europe and Slovakia, several research studies aimed at key competencies of graduates have been conducted. This paper provides the results of the study aimed at identification of key competencies of graduates of the study program Construction Technology and Management. A proposal for innovations in learning forms is presented as an output of the national project “Universities as Engines of Knowledge Society Development”. The innovations will influence the development of profession-specific and transferable competencies of graduates of the afore-mentioned study program at the Faculty of Civil Engineering in Technical University of Košice, Slovakia.
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Budu, Joseph. "Higher-Order Learning Outcomes in an Undergraduate IT Project Management Course." International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 1–11. http://dx.doi.org/10.4018/ijicte.2019100101.
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Achieving higher order learning outcomes may be normal in developed country higher-education institutions, but it may not so for most of those in developing countries with resource poverty which manifests in high student-teacher ratios for instance. Lecturers in developing countries tend to use less student-centered teaching methods which hamper the achievement of higher order learning outcomes. Unfortunately, this issue has been ignored in the general information systems education literature. This article therefore explores the relationship between teaching methods and the achievement of higher order learning outcomes by presenting and evaluating evidence of changes a lecturer made in delivering an undergraduate IT Project Management course over two academic years in a developing country context. Two lessons emerge. First, lecturers in developing country contexts should focus on turning out graduates with higher order thinking skills. Second, such educators should consider using contextually relevant teaching methods that lead to higher learning outcomes.
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Babos, Alexandru, and Gabriel Manescu. "Leading a Project Team when Developing a New Academic Programme." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 1 (June 1, 2018): 252–56. http://dx.doi.org/10.1515/kbo-2018-0039.
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Abstract Within the transformation and modernization process of the Romanian Army the need for a better connection between the university specialization of the graduates and their military one emerged. In order to satisfy that need, a new programme is needed for the logistics officers and accountants. The new programme, the Accounting and Management Information Systems, is to develop a new category of professionals able to integrate much more easily on the work market, and also to exercise the officer position in a more performing manner
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Nottingham, Paula McIver. "Professional artefacts: evaluating creative outcomes for work-based inquiry." Journal of Work-Applied Management 12, no. 2 (June 16, 2020): 127–39. http://dx.doi.org/10.1108/jwam-03-2020-0014.
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PurposeThis paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences.Design/methodology/approachThe study was based on constructivist qualitative interviews with 14 graduates from a part-time professional practice in arts programme and used thematic analysis to interpret and discuss the findings.FindingsParticipants indicated a perceived value in the use of the professional artefact as a way of articulating their professional inquiry. Professional artefacts enable essential communication skills for professional contexts, have the capacity for engaging with professional audiences that are external to the university, have the potential for enabling further study and workplace employability, show awareness of project management and leadership capabilities and helped some individuals build on and share their own personal philosophy of practice with peer professionals.Research limitations/implicationsAs a small-scale research project that used purposive sampling, the findings are not representative, but could provide the creative means to develop professional artefacts within work-related educational programmes and workplace learning programmes.Practical implicationsIt is argued that the process and production of professional artefacts can provide the means for communicating work-based projects to professional audiences within workplace settings.Originality/valueProfessional artefacts explore and present developmental aspects of work-based inquiries with distinctive creative approaches to favour practice knowledge and innovation that can be expressively shared with peer professionals.
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Chrisyunianti Dewi, Francisca Poppy. "Penguatan Profil Pelajar Pancasila Melalui Projek Event Organizer (EO) di SMKN 1 Surakarta." Jurnal Indonesia Sosial Teknologi 4, no. 1 (January 14, 2023): 10–17. http://dx.doi.org/10.36418/jist.v4i1.565.
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This article examines business opportunities in the field of event organizers or event organizers that can be done by anyone. The narrow employment opportunities in Indonesia are not proportional to the increasing number of SMK and Bachelor graduates every year. The government's ability to create jobs in the country has been unable to provide space for vocational school graduates and recent graduates to work. Opportunities are still open to build new fields in the field of entrepreneurship, including the event management service sector or event organizer. Event organizer services or also known as EOs are a business sector that provides opportunities for effective job creation for the community, especially for vocational school graduates and college graduates so that they do not have to compete to find work but instead open up opportunities to create their own jobs as well as for others. . Starting a business in the EO field is not as difficult as people imagine. In this article the emphasis is on project-based learning which is realized in making EO at SMKN 1 Surakarta as a form of our efforts as educators in vocational schools so that graduates of SMK N 1 Surakarta have qualified skills in an EO so that in the future they are able to compete in the world of work, as well as a manifestation of The Pancasila Student Profile Strengthening Project is to provide opportunities for students to learn in informal situations, flexible learning structures, more interactive learning activities, and also be directly involved with the surrounding environment to strengthen various competencies
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Sarkisyan, Yu V. "School of creative management as a tool for creating careers of future managers." RUDN Journal of Public Administration 5, no. 4 (December 15, 2018): 383–90. http://dx.doi.org/10.22363/2312-8313-2018-5-4-383-390.
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The article is devoted to the formation of the professional competences of the student of the administrative higher education institution on the NIM RANEPA example of the creation of the School of Creative Management on the basis of the. This project provides an opportunity for future employment of the best students of the Institute and contributes to building a managerial career for proactive graduates, being a social elevator in modern vocational education.
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Mohamad, Armanurah. "Developing Entrepreneurial Skills Among University Students: a Case of Student Entrepreneurial Attachment Project." International Journal of Professional Business Review 8, no. 1 (January 31, 2023): e01088. http://dx.doi.org/10.26668/businessreview/2023.v8i1.1088.
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Purpose: This study aimed to explore entrepreneurial skills possess among university students after taking entrepreneurship subject, namely, Entrepreneurial Networking Management, where students have to run business under the Student Entrepreneurial. Theoretical framework: This study focused on three groups of SEAP students consisting of five to six members for each group who were attached with Campus Student Enterprise (CSE) which is the SINTOKYO business for a period of one semester. Design/methodology/approach: The study used a qualitative approch where document analysis were use to collect the data from the three group project reports and the students individual evaluation of SEAP at the end of semester. Findings: The study found that students undergone the hands-on business experience through SEAP have acquire entrepreneurial skills of know-who, namely entrepreneurial networking skills. In addition, students also acquired entrepreneurial skills of know-how, which is teamwork skills, communication skills, marketing skills, customer service skills, problem solving skills and time management skills. All these entrepreneurial skills are related to entrepreneurial networking skills in managing Sintoko business. Research, Practical & Social implications: The implication of this study showed that SEAP can be used as transformative teaching for Entrepreneurial Networking Management subject and other entrepreneurship subjects in developing entrepreneurial skills of know-who and know-how among university students. Originality/value: By exposing university students with real business experience, SEAP have potential to groom university students to be entrepreneurs during their study, thus helping university in producing graduate entrepreneurs and reducing unemployed graduates for the country.
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Gómez, Miguel Ángel, Rodrigo Fernando Herrera, Edison Atencio, and Felipe Cristóbal Munoz-La Rivera. "Key Management Skills for Integral Civil Engineering Education." International Journal of Engineering Pedagogy (iJEP) 11, no. 1 (January 19, 2021): 64. http://dx.doi.org/10.3991/ijep.v11i1.15259.
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Architecture, Engineering and Construction (AEC) industry requires many interactions between professionals of different areas. Thus, project managers in the AEC industry should have a set of management-aligned skills. International agreements and accreditation boards states the expected skills for engineering graduates, but they usually overrate technical skills. This study aims to identify the most relevant skills in management for civil engineer's education. To achieve this, a literature review was carried out and a list of 129 competencies was obtained. This list was summarized in 34 competencies, and his importance level was evaluated using a web-based survey, targeted to Chilean project managers and civil engineers. The collected skills were classified in management, technical and soft skills. According to respondents, the 34 skills described in this paper are important for the exercise of the profession. However, the most important skills in relative terms are soft skills, then management, and finally, technical skills.
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Sapan, Nur Shafiekah, Siti Katijah Johari, Nurul Ain Zulhaimi, Siti Nurul Aishah Abdul Hamid, and Siti Aishah Ramli. "PROJECT-BASED LEARNING EQUIPS UNDERGRADUATE STUDENTS WITH WORKPLACE SKILLS." International Journal of Modern Education 2, no. 7 (December 7, 2020): 13–26. http://dx.doi.org/10.35631/ijmoe.27002.
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The new emerging trend for recent employment is the employers expect the university graduates to have more than academic excellence to be employed. They prefer graduates who possess soft skills such as communication skills, creativity, teamwork, management, and problem-solving. As a result, many educators are forced to change and find a new teaching and learning strategy to be incorporated in the classroom that would facilitate the students to develop both academic as well as interpersonal skills which are commonly known as soft skills. The holistic approach of Project-Based Learning (PBL) which integrates learning through working collaboratively in a project and bringing in the authentic experiences of the real world beyond the classroom walls has proven that PBL is designed to do both. The present study aimed to investigate how PBL can prepare students with related workplace skills and their perception of PBL in developing their soft skills. A set of a questionnaire is designed and administered to 77 second-year students, who are taking English for Occupational Purposes subject at Universiti Malaysia Sabah Labuan International Campus. The result of the study showed that PBL has able to equip the students with work-related skills, and by completing the projects, they were able to improve their soft skills, mainly in communication and self-confidence. Hence, the findings of the study proved that PBL is a relevant approach in a classroom to help in developing students' soft skills.
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Spreckelsen, C., and C. Weßel. "Continued Multidisciplinary Project-based Learning – Implementation in Health Informatics." Methods of Information in Medicine 48, no. 06 (2009): 558–63. http://dx.doi.org/10.3414/me0586.
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Summary Objectives: Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. Methods: The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students’ work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team’s work the students are trained on professional skills. Results: A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students’ skills and a high participant satisfaction. Conclusions: Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.
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Glazunova, Olena, Tetyana Voloshyna, and Valentyna Korolchuk. "DEVELOPMENT OF SOFT SKILLS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS: METHODS, MEANS, EVALUATION INDICATORS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 93–106. http://dx.doi.org/10.28925/2414-0325.2019s8.
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This article proposes a soft skills framework. Successful employment of IT graduates in the IT industry depends essentially on the level of soft skills. Five soft skills groups are proposed: management, communication, personal effectiveness, strategic management and information management. Each group contains a specific list of skills and competencies that a graduate of the university's IT profession should possess. Indicators were developed to measure the level of soft skills development and a rating scale was proposed. A model for forming and developing the soft skills of future IT professionals has been developed. It includes: target, procedural, substantivemethodological, technological and diagnostic-resultant components. According to the developed model, the stages of formation of "soft skills" for future IT-specialists are grounded: preparatory (formation of communication and management skills), professional (skills of personal efficiency), integral (skills of strategic management, personal efficiency and information management). Content, methods, forms, cloud tools and services are defined for each stage. The effectiveness of the application of blended learning technology, which combines the use of project methodology, forms of individual and group work with the use of cloud tools for the implementation of collective and individual projects, is substantiated. In the course of the pedagogical experiment, soft skills were identified, the effectiveness of the developed model of software development of skills was proved. Soft skills, the level of development of which is most intensively explored, are explored. These are soft skills such as: understanding your own responsibility to the team while working on a project, being able to present the project to investors or your own team, working with colleagues and performing tasks independently, clearly formulating their needs and expectations for the team and the environment, the ability to unite the group and build effective team interaction to solve certain tasks, to form a communication system in the team using answers other cloud services, the ability to plan long-term based on the intermediate goals of the project, the willingness to delegate its authority to other team members, the ability to quickly identify important and minor, solve problems more effectively, more carefully and efficiently handle different tasks.
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Capili-Kummer, Marifel Grace, and Maria Leodevina C. Batugal. "Dynamic Alumni Monitoring with Decision Support System." International Journal of Recent Technology and Engineering 9, no. 5 (January 30, 2021): 279–84. http://dx.doi.org/10.35940/ijrte.f5308.019521.
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The present study focuses on gathering a real-time data on the employability of graduates. The web-based Dynamic Alumni Monitoring with Decision Support System is developed and linked to the institution’s website to gather alumni information. To realize the objective of this study, the agile method research design process is utilized. The agile methodology is a project management technique in software development process. The system has the capacity to monitor the graduates. It provides alumni verifications and confirmation after the pre-registration. The system has a platform in maintaining alumni data and notifications to periodically update the graduates’ profiles anytime and anywhere. The system has the capacity to make updates concerning alumni activities of the University. These are sent through their registered email addresses. Likewise, the system generates important reports needed by the school and its administrators.
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Kaarst-Brown, Michelle, and Indira R. Guzman. "Three Perspectives on the Value of Bridgers Within IT: A Longitudinal Study of Eight Years of Job Placement of IT Graduates." Communications of the Association for Information Systems 53, no. 1 (2023): 1072–98. http://dx.doi.org/10.17705/1cais.05346.
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Job placement data is important for understanding where graduates get jobs. We present an empirical study of eight years of undergraduate and graduate IT placement data to explore IT jobs obtained within IT functions. Niederman, Ferratt, and Trauth (2016) propose clustering IT jobs into four macro-level categories based on the knowledge, skills, and abilities (KSAs) required for these jobs: IT bridgers, technical specialists, application domain specialists, and IT managers. They argue an increased need for and value placed on “bridgers” who can fill bridging jobs within IT. Bridgers within IT possess both technical and “soft skills” like communications/managerial and change/project management and work within the IT function but can liaise between IT and business units. Using a longitudinal sample of 1,980 IT graduates from one Information School, the data supports that IT bridgers are hired within IT, are hired earlier, and are largely hired in consulting, technology, and finance industry sectors. Contributions include exploring the utility of the macro-level categorization of NFT IT job categories to analyze job placement, the importance of tracking IT job placement in employer sectors, and the overall value of IT placement data for IT educators and administrators.
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Akanpaadgi, Emmanuel. "Institutional reform and change management: The conversion of polytechnics to technical universities." African Educational Research Journal 9, no. 3 (July 14, 2021): 655–58. http://dx.doi.org/10.30918/aerj.93.20.117.
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This research paper sought to review the way and manner the conversion of polytechnics in Ghana to technical universities were done to ascertain whether the process conformed to standard best practice. The inequality in terms of placement of polytechnic graduates in the public sector as compared to the traditional university graduates, lack of direct academic progression for polytechnic graduates with Higher National Diploma, low enrollment and the departure of experienced staff from the polytechnics to the traditional universities due to poor conditions of service leaving the polytechnics with less staff compelled the government to initiate the reform. Institutional reform has been a long-standing practice in the educational sector; however, the implementation of new policies remains a challenge to many public institutions in Ghana. The one-size-fits-all approach to managing change must give way to a multi-faceted approach that takes into consideration the diversity of the various stakeholders affected by the change. The adoption of an appropriate change model and proper engagement of stakeholders as well as handling the transition as a project rather than treating it like the usual work of the ministry of education would have eased the tension and agitations which characterized the conversion process. Despite the conversion period spanning almost four years, the stakeholders are yet to reap the full benefits of the reform.
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Mazur, Oleksandr, and Oksana Denchyk. "Theoretical and methodological principles of international project management in institutions of higher education." Management of Development of Complex Systems, no. 55 (September 25, 2023): 69–82. http://dx.doi.org/10.32347/2412-9933.2023.55.69-82.
Full textAbstract:
The current state and trends in the development of the higher education system have been analyzed in accordance with the Strategy for the Development of Higher Education in Ukraine for 2022-2032. It has been determined that the vector for the internationalization of higher education in Ukraine involves the implementation of international projects by higher education institutions in order to meet the requirements for the recognition of Ukrainian educational qualifications in Europe and the world, the implementation of foreign educational experience, ensuring the dynamic growth of the number of foreign students in Ukraine and the adaptation of graduates of higher education institutions to life and work in a multicultural environment. It has been defined that the implementation of the project management methodology is an effective tool for accomplishing the set aims. At the same time, it was found that scientific papers do not pay enough attention to international projects in higher education institutions, namely, conducting an educational program for foreign students to obtain a bachelor's, master's or PhD degree, and therefore further research should be conducted to develop new tools for the successful implementation of these projects in contemporary realities. In addition, the theoretical and methodological foundations of international project management in higher education institutions have been described and typical forms of relevant projects have been specified. It was emphasized that in the presentday realities, the use of IT technologies and the principles of distributed teams are important aspects for the successful implementation of international projects. Stakeholders of typical international projects of providing educational programs to foreign students by higher education institutions have been identified. It has been noted that in order to reduce the risk of international projects, there is a necessity to identify and consider the differences in mentality and culture of the stakeholders in several projects, at the same time measures to conduct an analysis of cross-cultural differences have been proposed.