IPMA STANDARD ELEMENTS AND FEEDBACK IN PROJECT MANAGEMENT TEACHING

Authors

  • Jan Bartoška Czech University of Life Sciences Prague
  • Radka Svobodová Czech University of Life Sciences Prague
  • Martina Jarkovská Czech University of Life Sciences Prague

Keywords:

Project management, Competence, Teaching, IPMA standard, Feedback,

Abstract

The paper proposes the concept of project management teaching including the International Project Management Association (IPMA) standard. The concept of teaching is theoretical and derives from the notion of competence, which the IPMA standard is based on. The paper presents a brief description of the IPMA standard and endeavours to define the notion of competence. The competence is worked with in respect to hierarchical recognition. The proposed teaching concept works with the concepts of information, knowledge and skills. The teaching proposal stems from the structure and contents of the IPMA standard elements. Furthermore, the paper elaborates the issue of embedding the elements of the IPMA standard competences into training courses. In the article, the eye of the IPMA competences is further enhanced with possible training courses and specialist areas in which the standard elements can thematically be included. The paper states that the competence elements and training courses cross one another and overlap in a manifold way. The authors also propose a way which could verify into what extent the students have actually acquired taught IPMA competence elements. The paper contains the proposal of feedback quantification for the IPMA standard and project management teaching. The results of the paper can be used as a starting premise for future research. Both the verification proposal and the embedding of the elements into teaching are derived from on-going academic experience of the authors of the article.

References

Bedrnová, E. (2000) ‘Kompetence jako zdroj a základní projev optimálního uplatnění člověka v životě a práci’, Psychologie v ekonomické praxi, Karolinum, Praha, vol. 35, no. 1-2, pp. 7-15.

Caupin, G. et al (2006) ICB – IPMA Competence Baseline, version 3.0, International Project Management Association,. 

Dixon, G. (2011) ‘Service learning and integrated, collaborative project management’, Project Management Journal, vol. 42, no. 1, pp. 42–58.

Knecht et al (2010) ‘Příležitosti k rozvíjení kompetence k řešení problémů ve výuce na základních školách’, Orbis scholae, vol. 4, no. 3, pp. 37-62, ISSN 1802-4637.

Michelman, B. (2007) U.S. Students Need 21st Century Skills to Compete in a Global Economy [online], The Partnership for 21st Century Skills, Available: http://www.p21.org/.

Pitaš, J. et al (2008) Národní standard kompetencí projektového řízení, Společnost pro projektové řízení, o. s.

Söderlund, J.,Vaagaasar, A. L., and Andersen, E. S. (2008) ‘Relating, reflecting and routinizing: Developing project competence in cooperation with others’, International Journal of Project Management, vol. 26, pp. 517–526.

Additional Files

Published

2011-09-30

How to Cite

Bartoška, J., Svobodová, R. and Jarkovská, M. (2011) ’IPMA STANDARD ELEMENTS AND FEEDBACK IN PROJECT MANAGEMENT TEACHING’, Journal on Efficiency and Responsibility in Education and Science, vol. 4, no. 3, pp. 142-153 Retrieved from https://www.eriesjournal.com/index.php/eries/article/view/41.

Issue

Section

Short communication