Abstract:
The objective of this paper is to address the methodological process of a teaching strategy for trainig project management complexity in postgraduate programs. The proposal is made up
of different methods —intuitive, comparative, deductive, case study,
problem-solving Project-Based Learning— and different activities inside
and outside the classroom. This integration of methods motivated the
current use of the concept of “learning strategy”. The strategy has two
phases: firstly, the integration of the competences —technical, behavioral
and contextual—in real projects; and secondly, the learning activity
was oriented in upper level of knowledge, the evaluating the complexity
for projects management in real situations. Both the competences in
the learning strategy and the Project Complexity Evaluation are based
on the ICB of IPMA. The learning strategy is applied in an international
Postgraduate Program —Erasmus Mundus Master of Science— with the
participation of five Universities of the European Union. This master program
is fruit of a cooperative experience from one Educative Innovation
Group of the UPM -GIE-Project-, two Research Groups of the UPM and
the collaboration with other external agents to the university. Some reflections
on the experience and the main success factors in the learning
strategy were presented in the paper.
Keywords:
Project Management,
Complexity, evaluation
models, Project–Based
Learning, competence,
engineering higher
education
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