Process competences to incorporate in higher education curricula

Nijhuis, S. A.; Endedijk, M. D.; Kessels, W. F. M.; Vrijhoef, R.

doi:10.1016/j.plas.2023.100105

Process competences to incorporate in higher education curricula

Title

Process competences to incorporate in higher education curricula

Author

Nijhuis, S. A. (University of Twente)
Endedijk, M. D. (University of Twente)
Kessels, W. F. M. (University of Twente)
Vrijhoef, R. (TU Delft Design & Construction Management)

Date

2024

Abstract

This study reports on a survey on project managers' priorities. The survey used ISO 21500 as a scaffold to ask various respondents, like junior, experienced, and senior project managers, project sponsors, and students, to share their perceptions on the priorities for junior project managers. The respondent groups shared similar perceptions. Furthermore, project type and sector had little effect on junior project managers' priorities. Experienced and senior project managers shared their own priorities as well. The perceptions of priorities for junior, experienced, and senior project managers were mostly alike. However, experienced and senior project managers' priorities seemed slightly more affected by project type and sector. A session with experts in project management and teaching project management highlighted that the results for junior project managers could provide accents for introducing project management to students in higher education, provided the entire playing field of project management is also introduced.

Subject

Competences
Experience
Higher education
Processes
Project types
Respondent types

To reference this document use:

http://resolver.tudelft.nl/uuid:a97d8a06-8661-4755-8548-350a7736ef6b

DOI

https://doi.org/10.1016/j.plas.2023.100105

ISSN

2666-7215

Source

Project Leadership and Society, 5

Part of collection

Institutional Repository