| Autores: | Ignacio de los Ríos Carmenado, Fernando Rodríguez López y Cristina Pérez García |
| Título: | Promoting Professional Project Management Skills in Engineering Higher Education: Project-Based Learning (PBL) Strategy |
| Revista: | International Journal of Engineering Education 149X/91 |
| Volumen: | 31 (1) |
| Páginas: | inicial: 184 final: 198 |
| Fecha: | 2015 |
| Lugar de Publicación: | Gran Bretaña |
| Enlace: | pinche aquí |
ABSTRACT
The objective of this paper is to address the methodological process of promoting professional project management skills in Engineering Higher Education, evolving from Graduate to Postgraduate Programs. The strategy was born from a cooperative model of Project Based Learning (PBL) created with the experience of the GIE-Project, Educational Innovation Group (EIG) of the Technical University of Madrid (UPM), in collaboration with other EIG and industry stakeholders external to the university. The model has evolved and undergone various phases until being inserted in the European Space of Higher Education with the International Project Management Association (IPMA) competences. Over time GIE-Project strategy has developed into a process, an approach to designing, developing, implementing, evaluating and promoting professional Project Management skills in first (Graduate), second (Postgraduate) and third (PhD) cycle degree programmes. The results show how phasing in teaching aimed across diÄerent educational levels facilitates a gradual training in the 46 elements of professional competences required to obtain the IPMA’s certification on Project Management. The educational strategy is conceived as a new teaching dimension within the framework of the EHEA, taking the course projects—Preliminary course, Final Degree Course Project and Final Master’s Course Project—as an educational component suited for generating a »pre-work experience» to link teaching activity to the business and industrial environment. This paper shows the main success factors in the process that was carried out: the links between teaching-professional certification, the evaluation of professional competences, Project Based Learning, teaching subjects in connection with real-world problems, cooperative learning, mobility activities and integration and applied teaching-research.
