Content uploaded by Ignacio De Los Rios
Author content
All content in this area was uploaded by Ignacio De Los Rios on Feb 24, 2015
Content may be subject to copyright.
Promoting Professional Project Management Skills in
Engineering Higher Education: Project-Based Learning
(PBL) Strategy*
IGNACIO DE LOS RI
´OS-CARMENADO
Projects and Rural Planning Department, Higher Technical School of Agricultural Engineering, Technical University of Madrid,
GIE- Project. Research Group GESPLAN. E-mail: ignacio.delosrios@upm.es
FERNANDO RODRIGUEZ LO
´PEZ
Civil Engineering in Construction Department, Higher Technical School of Civil Engineering, Technical University of Madrid,
GIE-Project. Research Group GESPLAN. E-mail: fernando.rodriguez@upm.es
CRISTINA PE
´REZ GARCI
´A
Agroforestry Engineering Department, Forest Engineering School, Technical University of Madrid, GIE-Project, Research Group
GESPLAN. E-mail: mariacristina.perez@upm.es
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.
Keywords: professional skills; Engineering; higher education; assessment and certification of professional competencies; cooperative
education; project-based learning
1. Introduction
Since late last century, a European Higher Educa-
tion Area (EHEA) is proposed within the European
Union. The EHEA proposes a new methodology
for educational learning and invites to implement a
model based on the development of competences.
The purpose is providing students with certain
competences that allow them to keep learning and
find by themselves new knowledge paths and
acquire problem solving abilities. Equally, it aims
to improve technical education and give training to
future professionals, giving them combined skills
that helps both, the academic scope and the profes-
sional one [1]. Currently, we are involved in a wide-
reaching process of reflection and change oriented
toward promoting a qualitative leap in the educa-
tional model of European Union universities stem-
ming from diÄerent agreements reached in the EU
to construct a EHEA that will be the basis of a new
knowledge-based economy that responds to the
challenges of globalisation [2]. One of the greatest
challenges the university’s system has to face is to
demonstrate a strong adaptation capacity to the
changes in today’s society and its new demands, and
where the concept of profession focuses on what are
called professional competences. To solve the enter-
prises’ problems, technology is not enough; instead
more humanism is necessary. Engineering educa-
tion has to give technical knowledge and capacity,
and the flexibility and understanding of the social
context where it is located [3].
On the other hand, the American Society for
Engineering Education (ASEE) says that engineer-
ing education should not only focus on theory and
experimentation, it has to have relevant, attractive
and with connected programs that prepare the
students for continuous learning [4]. In this new
* Accepted 15 July 2014.184
International Journal of Engineering Education Vol. 31, No. 1(B), pp. 184–198, 2015 0949-149X/91 $3.00+0.00
Printed in Great Britain #2015 TEMPUS Publications.
context, the conception of competences constitutes
the essential foundation in the professional world,
and therefore, it becomes a key element of any
educational model. Today, enterprises demand for
experimented experts, more than competent profes-
sionals. Moreover, in the sphere of the EHEA it is
stressed that one of the measures necessary for
achieving employability is developing transversal
skills and competences, such as communication and
languages, the ability to handle information, to
solve problems, to work in teams, and to lead
social processes. Based on the context of engineer-
ing professional practice, the implications of its
teaching are relatively clear. We must firmly focus
the education in the timeless aspects of the profes-
sional context: focus on the customer’s needs,
products and systems delivery, new inventions and
technology incorporation, contribute to the devel-
opment of their products and do it while working in
engineering organizations. It is implicit that, the
engineering alumni shall evolve as reflective and
matures individuals [5].
1.1 Professional competency for engineering
programs
The evolution of the concept of professional com-
petences has been developed in various stages,
taking into account various historical contributions
of the concept, as well as an open, flexible, and trans
-disciplinary perspective. Competence is an ampli-
fication of the concept of ability and qualification
resulting from the rapid technological evolution
in work organization and planning activities [6].
Professional competence is thus the sum of the
essential competences for well carrying out a profes-
sional task. There are certain qualities, beliefs,
characteristics and skills that give an individual
the potential to develop the behaviorisms that
permit the individual to successfully complete his
role in a particular organization [7]. Professional
competence is a package of knowledge, attitude,
skills and relevant experience, which is required to
be successful in a particular job [8].
Among all the professional competence
approaches, the holistic approach defines profes-
sional competence as the result of a mixture of
personal underlying issues, as communication, self
development, creativity, problem solving and ana-
lysis; all of them set as target competences, as they
allow the existence of cognitive, functional, beha-
vioural and ethical-value competences that in gen-
eral determine professional competence [6].
Without any doubt, one can say that in the knowl-
edge based society of the new millennium, the profile
of a good engineer has to be based on: capacity and
will to learn, solid knowledge of the basic natural
sciences and the deep knowledge of some technol-
ogy area, besides the general human values. More-
over, the engineer has to be prepared for permanent
learning as well as being capable of communicating
and team-working. Technical competences are not
suÅcient for today’s world [9]. The engineer must
take advantage of new opportunities and the tech-
nical education of the future has to be more inte-
grative. In this context arises the interest of the
Massachusetts Institute of Technology (MIT) on
having support to build a frame of appropriate
generic competences and curricula that develop
competences, as they believe that today engineers
should be involved in all stages of the product’s life
cycle system. The CDIO (Conceive, Design, Imple-
ment and Operate) proposal is based on the cer-
tainty that higher education’s role is educating
students to be modern engineers, capable of parti-
cipating and eventually becoming leaders in con-
ception, design, implementation and operation of
the cycles where their activity is developed. To do so,
the alumni have to be technical experts, socially
responsible and innovative. This CDIO’s system
initially developed by the MIT and the Swedish
University of Chalmers today is used in almost 40
engineering programs around the world; it defines a
list of competences (syllabus) in diÄerent levels, and
promotes the competences learning as a context for
the development of subjects [10]. CDIO’s proposal
defines a list of competences (syllabus) in several
levels. It Sets a product’s life cycle as the ideal
environment for engineering education and pro-
motes competence learning as a context for
module development. This list of competences is
divided in two groups: a group of five ‘‘hard’’ skills
and a second group called ‘‘professional’’ skills. The
11 ABET criteria, show a codification in basic
competences that is useful for accreditation and is
considered indispensable for engineering graduates.
ABET defines a way towards an engineering educa-
tionist excellence which is integrative and respon-
sible [11]. The ‘‘hard skills’’ are a, b, c, e and k, while
the ‘‘soft’’ ones or professionals are d, f, g, h, i and j:
(a) an ability to apply knowledge of mathematics,
science, and engineering; (b) an ability to design and
conduct experiments, as well as to analyze and
interpret data; (c) an ability to design a system,
component, or process to meet desired needs
within realistic constraints such as economic, envir-
onmental, social, political, ethical, health and
safety, manufacturability, and sustainability; (d)
an ability to function on multidisciplinary teams;
(e) an ability to identify, formulate, and solve
engineering problems; (f) an understanding of pro-
fessional and ethical responsibility; (g) an ability to
communicate eÄectively; (h) the broad education
necessary to understand the impact of engineering
solutions in a global, economic, environmental, and
Promoting professional Project Management skills in Engineering Higher Education 185
societal context; (i) a recognition of the need for,
and an ability to engage in life-long learning; (j) a
knowledge of contemporary issues; (k) an ability to
use the techniques, skills, and modern engineering
tools necessary for engineering practice [12].
1.2 Engineering and Professional Project
Management skills
Contemporary project management practice
demands that engineering professionals not only
master engineering, as well, they should know
about technical concepts and have a strong back-
ground on project management methods. Project
management is now big business. International
tendencies show that professional project manage-
ment skills are seen as a key element and include
concepts such as: benchmarking, maturity, certifi-
cation, learning and knowledge [13, 15]. Today
Project Management graduates and postgraduates
find a wide range of employment opportunities in all
industries and the public sector, especially in engi-
neering consulting, construction and energy firms,
as well as in the public sector [14].
Project management trainers and researches have
put more emphasis on the rational models—‘‘hard
systems’’ models—focused on the technical project
dimension, especially on planning and control [16].
Other researches prove the importance of social
sciences on project management models, integrating
organization behavioural competences [17, 25, 26,
28]. In addition, other trainers and researchers
recognise the importance of project management
models to integrate contextual competences that
consider the exogenous factors that influence the
projects [16, 29, 30].
In an increasingly global economy, project engi-
neering professionals need guidance to help them
understand the basic principles of managing pro-
jects. International standards can help those
involved in projects to improve the success of a
wide variety of project types. ISO 21500 is the first
in a planned family of professional project manage-
ment standards. It is also a basic guide, aimed at the
informed reader without an in-depth knowledge of
project management [19]. IPMA has defined a group
of competence elements for Project management,
with a holistic an detailed approach, that makes it
suitable to serve as base in determining the compe-
tence codification required by a superior education
graduate. It is a universal certification model for
project management skills at the four IPMA 4LC
levels. The IPMA’s universal certification model for
4LC skills is applied in 50 countries through their
respective national accreditation bodies, and is
based on the IPMA’s ICB3 Competence Baseline
V3 and the National Competence Baseline NCB.V3
[20]. At the time of writing this study, fifteen NCB3s
were identified in fifteen diÄerent languages, and all
of these contain a minimum of 3 parts and 46 skill
components of the ICB3. The comparison between
CDIO and IPMA shows that IPMA contains the
ones found also in CDIO [1]. This allows to use
IPMA codification in the competences definition of
an engineering student being confident that the
ABET certification will be passed.
1.3 Project-based learning and competency—based
approach
On the other hand, within this general framework,
numerous studies around the world have proposed
project-based learning [21, 22] as the most suitable
means of achieving eÄective engineering compe-
tence-based education [37, 38, 39] that integrates
knowledge, skills and values. The models integrat-
ing project-based learning have their scientific basis
on generating learning processes in which students
are not passive recipients of knowledge [21]. Follow-
ing the trends of the psychology of knowledge,
project-based learning is grounded in the belief
that humans construct new knowledge on an already
established base of what is known and has been
experienced, which is made available through active
participation and interaction with others [23, 24].
This paper presents a methodology of coopera-
tive education, which was applied over 20 consecu-
tive years and which integrates the scientific basis of
project-based learning (PBL) in Engineering Higher
Education. Over this extended period, we were able
to extract the main advantages and diÅculties that
have appeared during the process, from its initial
phase as an innovative pilot experience in an under-
graduate course, up to its consolidation within an
entire educational strategy completely adapted to
EHEA that covers both undergraduate and gradu-
ate programs.
2. Project-Based Learning (PBL) strategy:
teaching-learning methodology
In 1987 an educational methodology was applied
with students of the fifth year of the program of the
Agronomic Engineer Technical School of the Tech-
nical University of Madrid (Universidad Polite
´c-
nica de Madrid), fruit of a collaboration agreement
for integrated studies in region development,
between the ETSIA Department of Projects and
Rural Planning and the Government of the Com-
munity of Madrid. This agreement and the subse-
quent projects implemented in the course of twenty
years were the foundation for consolidating the
project-based learning approach that has permitted
adapting methodological aspects developed in
teaching to real problems. Over this extended
period (20 consecutive years) the main advantages
Ignacio de los Rı
´os-Carmenado et al.186
and diÅculties that have appeared during the pro-
cess have been extracted [23]. Currently, the PBL-
strategy is inserted into a full process of adaptation
of the university to EHEA, consequent with the
challenge of converting the European Union into a
society based on more competitive and dynamic
knowledge [2]. This demands for new models of
educational innovation based on competences and
aptitudes; it implies new course designs and new
learning objectives, aÄecting both teaching-learning
methodologies and evaluation.
In this new context the PBL-strategy is based on
the implementation of one Educational Innovation
Program (EI-Program) for promoting professional
Project Management skills in Engineering Higher
Education. This strategy is part of the adaptation
process to the EHEA in the UPM. In the former
changing context, the EIP has its origins in the
policies adopted by the UPM to promote the
restructuring of university as a strategic line of
action of all the Colleges within the Technical
University of Madrid. For this restructuring, the
UPM decided, as main line of action, to promote
‘‘Educational Innovation Groups (EIG)’’. This body
was established as an original investment in the
current university scene. Within this framework
and following the first UPM call for EIG, the
EIG-Project in 2005 was oÅcially approved as a
group set up by people that show a career, experi-
ence, training and a future project of suÅcient
consistency in the fields of engineering and profes-
sional project management skills. EIG-Project
starts with the main objective of conceiving a new
teaching dimension around Projects as educational
elements suitable to generate an early professional
experience and training from competences [25].
In order to obtain the strategic objective to
develop the competences from the international
standard perspective [20], the EI-Program has dif-
ferent phases, being implemented trough the EI-
Projects. These EI-Projects may be renewed
annually subject to satisfactory progress and
results. The renovation requires the external evalua-
tion of the EI-Project, on the part of an independent
Advisory Committee, incorporating learning pro-
cesses with the application of participatory techni-
ques [26]. This approach has also enabled achieving
the following objectives: (a) making knowledge and
experience of those involved the main source of
information for program management [15, 27]; (b)
encourage the learning of all actors [18]; (c) focus
changes from the beneficiaries of the actions view-
point [28]. The following scheme (Fig. 1) shows the
process followed in the EIP implementation accord-
ing to the program management phases [29]: (1)
Initiation, (2) Definition and Teaching Planning,
(3) EI-Projects delivery (Teaching and Assessment)
(4) Review (Learning) (5) dissolution.
Table 1 shows the process followed in the EIP,
since the formal approval of the interdisciplinary
team teaching (Innovative Education Group, IEG)
in 2005. After 20 years, in which the strategy was
validated for under-graduates, the change in curri-
culum in this university and the adaptation process
to the EHEA in 2005 constitutes the beginning of a
new phase. In this period, the application of the PBL
strategy was extended to postgraduates. This way,
PBL strategy is used simultaneously for undergrad-
uate—common core Projects, courses 4th and 5th
year—and post graduate, OÅcial Master and Eras-
mus Mundus ‘‘Project Management and Rural
Development. The application of the PBL strategy
has been carried out in Project’s module lectures
from diÄerent Schools of Engineering at the Tech-
nical University of Madrid. The findings focus on
the evolution of this experience promoting profes-
sional Project Management skills in Engineering
Higher Education, and broadening its scope to an
entire educational strategy for undergraduate and
graduate programmes.
3. Main results and findings: actual
benefits for promoting professional skills
In this section the evolution of the PBL experience is
reviewed. The findings and main results are shown
Promoting professional Project Management skills in Engineering Higher Education 187
Fig. 1. Educational Innovation Programme: management phases.
according to the EIP management phases: (1) Initia-
tion, (2) Teaching Planning, (3) EI-Projects Deliv-
ery (outcomes) and (4) EI-Project renewal.
3.1 Initiation: international professional project
management standards
Driving the previous teaching strategy into a new
phase, the EI-project start has its background on the
EHEA, European Research Area and the interna-
tional professional Project Management standards.
This background is organized accordingly to certain
principles (quality, mobility, diversity, competitive-
ness) and it’s oriented towards the attainment of two
principal strategic objectives: (a) increasing employ-
ability and (b) the conversion of the ESHE a pole of
attraction for students and teachers from other
parts of the world. We also consider the interna-
tional standards related to the professional Project
Management skills: models of learning and Certifi-
cation of Competences [20] and international stan-
dards for project management [19]. This model has
been present in Spain since 1999, and is managed by
the Spanish Association for Project Management’s
(AEIPRO) Project Management Certification Body
(OCDP). This acts as a national association for the
IPMA. It is a body, accredited by the National
Accreditation Institute (ENAC), according to the
applicable international regulations [19], which
defines the necessary requirements for these orga-
nizations that certify people.
3.2 Teaching and learning strategic planning:
interdisciplinary team teaching
On the other hand, interdisciplinary team teaching
plays an important role in the planning of the
strategy, which is composed of teachers, researchers
and managers of international training programmes
involved in the faculty and come from diÄerent
departments with diÄerent technical specialties
(Agricultural Engineering, Forest Engineering,
Civil Engineering, Industrial Engineering, Techni-
cal Architecture, Public Works School). The oppor-
tunities for interdisciplinary cooperation [30, 31]
where each professor provides a unique strength
to the teaching teams: teachers are members of three
recognized and regulated work structures in the
UPM: GIE-Project (Educational Innovation
Group), GESPLAN Research Group (Agriculture
Faculty Technical School of Civil Engineering) and
Research Group for Sustainable Management
(TECNATURA, Forestry Faculty). GIE-Project,
has as main goal the development of individual’s
skills, from the PBL—Thesis and Master Thesis
Project—like an appropriate educational tool to
generate professional experience strengthening
cooperative learning [32, 33] and gradually addres-
sing project management competences [30, 34].
Moreover, GESPLAN Research Group and TEC-
NATURA, carry out research on Planning and
Sustainable Project Management, which comple-
ments teaching and extends postgraduate studies.
In the previous phases, work is pivoted directly and
exclusively around the professors involved in the
courses. Now, these professors are members of the
Educational Innovation Group (GIE-project) and
of the research groups; and many teachers and
researchers involved in the Teaching and Learning
Strategic Planning belong to both structures, facil-
itating the teaching-research integration within a
learning strategy around Project Management
Competences. This has brought about a substantial
change: more or less independent courses become
part of an entire educational strategy focused on
project management competences through project-
based learning. In any case, according to Robinson
and Schaible [35], it is recommended that collabora-
Ignacio de los Rı
´os-Carmenado et al.188
Table 1. Process followed in the Innovative Education Group: EI-Project
Stages
(Year) Annual EI-Projects: goals and key objectives
2005–06 Interdisciplinary team teaching: external assessment and approval of the EIG-project as consolidated Innovative Education
Group, set up by teachers related to Projects Engineering.
2006–07 New teaching dimension in Project Management, encouraging a multidisciplinary team and stable collaboration among
Projects Engineering: incorporates the technical competences.
2007–08 Implement and validate an active methodology (PBL Project-based learning): in order to spread the contextual competences
in Project Management in the End of Degree Projects, in collaboration with business and industry.
2008–09 Learning and assessment model which incorporates the behavioural competences in Project Management within IPMA
international standards, reinforcing the comprehensive training of the students by the acquisition of competences and
transversal values.
2009–10 The implementation of the news qualifications within the framework of the EHEA: reception and orientation process in the
oÅcial Master’s Program ‘‘Project Planning of Rural Development and Sustainable Management’’.
2010–11 Engineering Professional skills: Proposal of an operational model in the UPM.
2011–12 Design and the setting-up of a system for assessing the professional skills in the framework of undergraduate and graduated:
implementation of the project management competences.
2012–13 DiÄusion and dissemination: information for the whole university community, in co-operation with companies and other
external stakeholders.
tive team teaching be limited to two people, as good
team teaching is too complex if performed by more
than two teachers.
Figure 2 shows the Teaching and Learning Stra-
tegic Planning. The strategy extends to postgradu-
ate education, including other actors-national and
international- coordinated by teachers from GES-
PLAN, TECNATURA and GIE Project. This
strategy should be aimed towards developing a
gradual process of knowledge, values, and skills
acquirement that students will be able to use early
in his professional career by connecting the skills
obtained on the project management’s field. This
way, teaching and research are integrated in a four
level scheme, similar to the IPMA certification
model, which gradually provides escalated training
to students in the three spheres of professional
competence. Their knowledge increases and their
attitudes are shaped as they journey over this
educational ‘road’; they are given opportunities to
acquire certain basic experience in advance, begin-
ning with project modules that work as the basis of
this methodology. This Strategic Planning includes
the steps followed for integrating IPMA profes-
sional skills into educational programs. This inte-
gration involves a verification process for
confirming that these programs comply with the
criteria for being included in an enrolment system
within the International Project Management Asso-
ciation (IPMA) 4LC certification model.
The IPMA model has become the central compo-
nent around which the Erasmus Mundus program is
built on, and is a tool aimed at improving employ-
ability for project management professionals. It
consists of an integrated course, recognised by the
EU for its quality in the European Higher Educa-
tion Area, oÄered by a consortium of six universities
across six diÄerent European countries: UPM
(Spain), Montpellier (France), Wageningen Uni-
versity (Holland), Life University KVL (Denmark),
University of Cork (Ireland), University of Catania
(Italy). The international dimension of the teaching
and learning planning strategy is reinforced in two
ways: firstly by forming part of the international
organization NATURA Network related with rural
development and sustainable project management,
and created in October, 1988 in Louvain-Belgium.
Secondly, since 2006, the Masters program has
reinforced its international dimension through
Action 3 of Erasmus Mundus, establishing an
association with 8 higher education universities in
non-member UE countries. Through this action a
higher world profile has been achieved, with a
reinforced global presence, and associations with
higher education institutions in non-member coun-
tries have been created. These relationships enhance
the external mobility of students and academics,
creating the Sustainable Development alliance. The
characteristics of the teaching and learning strategy
are thus enriched with the criteria emanating from
the Erasmus Mundus programs: cooperation and
mobility within higher education in order to achieve
Promoting professional Project Management skills in Engineering Higher Education 189
Fig. 2. Teaching and Learning Strategic Planning. GESPLAN-UPM.
the objectives of improving European higher educa-
tion and promoting intercultural understanding
through cooperation with non-member countries
1
.
Erasmus Mundus reinforces European interna-
tional cooperation within higher education in the
field of sustainable rural development and project
management. The phases of the process and the
levels of the competences are summarized Fig. 2.
3.3 EI-projects delivery (teaching and assessment)
The teaching and learning strategy (being imple-
mented trough the EI-Projects), is composed by the
Educational Innovation Group and Research
Groups team—GESPLAN, TECNATURA and
GIE-Project providing professional contact with
the external agents (project client). Students are
included into this framework to participate in a
learning process and solve real problems in team-
work project. During this process the students are
enriched with external knowledge extracted from
the direct contact with project stakeholders. These
relationships and complementary information,
allow students to enrich their knowledge base to
build up new knowledge [23].
The teaching and assessment strategy amalga-
mated several activities in the project-based learning
methodology [21]. In terms of the course syllabus,
the content of the units integrated the knowledge of
46 competence elements needed for project manage-
ment and problem solving [8]. Although technical
competences are more relevant and essential for
project management, contextual and behavioural
competence elements are also considered. These
activities, which have been defined as ‘‘early profes-
sional experience’’ [23] part of the idea of ‘‘learning
by doing’’, learn from reality and extract adequate
knowledge. Participation in projects with real con-
tent, which respond to real needs, gives students the
opportunity to leave the classroom and get in touch
with external agents to solve real problems. This
characteristic is a dynamic element for the educa-
tional process where students learn to see how
organizations-projects customer relationship actu-
ally works.
Teaching and learning processes respond to a
logical structure according to the methodology
phases in formulating and evaluating projects [34].
The development of engineering Projects lectures is
basically a learning process designed to teach meth-
odologies, which have an organic process where
phases and concepts are linked to each other. This
logical teaching and learning process follow four
phases. Firstly, during the preparation stage for the
project formulation (1) the task forces are set, the
terms of reference are drawn up and the work plan is
prepared. In the second phase, analysis and diag-
nosis (2), students role-play the diÄerent aspects of
the specific situation of the project team. During this
phase, students receive training on research techni-
ques and analysis for the collection and examination
of qualitative and quantitative data (analysis) to
identify the main causes of the situation (diagnosis).
At the end of this phase, all teams must identify
possible proposals to improve the current situation
and to answer the following question: have the
needs and what needs to be done been understood
for the project situation? Taking as reference the
conclusions drawn during the analysis and diagno-
sis phase, teams proceed to the project design phase
(3) for a more detailed and precise elaboration of the
project to develop an investment proposal. During
this phase, students receive training in design and
planning tools in order to address the technical
specifications of the project components. Although
the specific level of detail depends on the nature of
the project, all teams should proceed with emphasis
on verifying systems, products and technology
viability. They must also define the project’s orga-
nization structure, its time program, resource man-
agement, and estimate costs and benefits. The main
question that teams must respond at the end of this
phase is, are we sure we know how to make the
project work? After completing and documenting
the previous phase, multicriteria assessment (4)
examine the eÄects and impacts that the project
could generate when implemented. Results of this
phase should guide the technological, economic,
financial, social and environmental viability of the
project. During this phase, the following elements of
competence are specifically addressed: resources,
cost and finance, business, safety, environment
and ethics. The Final phase is project documentation
(5), where deliverables and final reports are inte-
grated. Synthesis capability is critical for knowing
how to communicate properly to the team (teachers,
external stakeholders and colleagues) the relevant
information, and come up with an opinion on the
project.
During this learning process, the content of the
units are approached with greater flexibility, and an
enriching exchange of opinion is encouraged. Some
sessions are introduced with cooperative learning
activities [22], using the analogical or comparative
method, which aims to increase interdependence
among the groups, to establish comparisons of
project situations, and to come to new conclusions.
For example, occasionally, students analyse the
diÄerences in a way to deal with the phases and
partial results of the project. In postgraduate level
(Master program) some activities are posed with the
case study method using an inductive approach.
Ignacio de los Rı
´os-Carmenado et al.190
1
From the last academic years (2005–06 to 2009–10), 137 students
from 29 diÄerent countries and from very diÄerent educational
backgrounds have taken part in the Master EM.
Real situations are presented by the teaching staÄ,
debates are held and exercises related to diÄerent
phases of the methodology of project formulation
and evaluations are given. These sessions, in which
students must observe and analyse facts, help stu-
dents to link theory with reality. Finally, for project
presentations, an environment is created to promote
free expression of the student’s original ideas and
thus foster creativity. Table 2 reflects the type of
teaching activities and his weight (undergraduate
and postgraduate), which primes the collective type
and those that are supported by new technologies.
Teaching is supported on information technology
in the form of a web platform-GATE. Online
teaching support is simply an element to improve
communication between students and professors,
without activities of self-assessment. The good
results of the teaching and learning strategy led to
the introduction of a new link with the client: an
award for the best projects or viability studies for
the community of Madrid presented by students as
Final Projects. A joint committee formed by repre-
sentatives of the client and of the GIE-Project award
the prize of a monetary sum to the best project. This
way, as in the professional world, team competi-
tiveness is promoted. Also, many of the platforms
for supporting teaching and learning activities with
information technology, which began at that time in
the UPM, were in an experimental stage and the
teachers in a period of training.
Two important events happen during the last
period: firstly, in the year 2005, the educational
program was approved by the EU as Erasmus
Mundus Master of Science; on the other hand,
Tuning Initiative of UPM started as an original
web project space to promote professional skills.
These Tuning Initiative outcomes as well as its tools
are presented in a range of Tuning ‘‘virtual class-
room’’ and on-line publications, which institutions,
their students and academics are invited to test and
use in their own setting. One of these virtual class-
rooms, called ‘‘Project Management Competen-
cies’’, aims to facilitate the promotion of the
Certification of professional Project management
Competence (PM) in Engineering Higher Educa-
tion. This Personnel certification has become an
important element, verifying the competence of an
increasingly mobile and global workforce, under-
scoring the value of industry-recognized credentials
that can be carried out across national borders. In
response to this growing need, a new and improved
ISO/IEC International Standard aims to harmonize
the various procedures used around the world for
certifying the competence of personnel in diÄerent
occupations or professions (ISO/IEC, 2012). This
important milestone reinforces our teaching and
learning strategy. Thus, the standard of the Inter-
national Project Management Association (IPMA)
was adopted. More than forty national professional
associations from the entire world integrate this
organization. In this sense, adoption of this stan-
dard enabled the initiation of specialized training of
future professionals with more opportunities in the
outside world.
The IPMA certification schemes and systems of
certifying bodies—as defined in the UNE-EN ISO/
IEC 17024—are an incentive for project managers
and members of project management teams (i.e. the
project management personnel) to expand and
improve their technical, behavioural and contextual
Project Management (PM) competences, continu-
ing their education and experience in PM, improv-
ing the quality of PM, and last but not least,
successfully achieving the project, programme and
portfolio objectives [34]. The certification system is
organised around four levels, and combines all of
the elements of PM competences distributed in three
dimensions: technical, behavioural, and contextual
competences [19], containing fundamental terms,
tasks, practices, skills, functions, management pro-
cesses, methods, techniques and tools that are
commonly used in project management.
The teaching & assessment strategy tested up to
now, following the PBL approach, has met this
Promoting professional Project Management skills in Engineering Higher Education 191
Table 2. Types of teaching activities in the project-based learning methodology
Teaching activities in the learning strategy Undergraduate*Postgraduate**
Lectures (supported by presentations to present concepts) 20 15
Final group work outside the classroom for project formulation 28 23
Participative workshops for the course project (PBL) 20 25
Cooperative learning activities for group interdependence 10 10
Learning activities based on problems (problem-solving) 6 6
Activities pertinent to the case study method 2 15
Support from information technology (moodle platform) 15 15
Group tutoring for course projects 18 10
On-line tutoring for course projects 10 10
Assessment: self-assessment, ongoing evaluation 10 10
* Project oriented topics, for the graduation (6 ECTs).
** Specific teaching activities in Project Management (6 ECTs), Postgraduate Master’s Level Courses: Master of Science (MSc) ‘‘Planning
and Management of Sustainable Rural Development’’ Erasmus Mundus Masters, Agris Mundus (60 ECTs).
standard perfectly: the students conduct a pre-
professional experience connecting elements of
technical and contextual competences in the
sphere of rural development projects with the
needs of the productive sector and real problems
of the countryside. From an educational point of
view, elements of personal competences are also
developed: teamwork, communication, leadership,
commitment and motivation, openness, creativity,
outcome orientation, eÅciency, values and the
capacity for adaptation and innovation in problem
solving [23]. The GATE—Tele-education OÅce of
the Polytechnic University of Madrid—was impor-
tant in providing support services for activities on
educational innovation in general. During the
implementation of the Teaching and Learning strat-
egy, a number of structural problems were encoun-
tered, mainly adjusting annual course credits
(ECTS), teaching hours to four-month sessions,
lack of competence assessment and lack of suitable
classrooms for cooperative learning activities and
group interdependence.
3.4 Competencies assessment
In order to unify the criteria according to the IPMA
competence assessment, and in order to indicate the
level of opportunities for improving skills; the
interdisciplinary teaching team uses the same scale
for each skill element covered by the strategic
learning planning. Table 3 shows the scale proposed
by AEIPRO for indicating the learning objective
levels, integrating the technical and contextual
competences. Using this same scale will help com-
paring educational programmes and will allow
choosing the most suited one in order to obtain
the IPMA certification.
The objective of assessing competences is to
obtain evidence of a performance or learning in
order to help valuing judgments and decisions
making about the performance of a person, whether
in a job, a project or academic activity. Through
these years, diÄerent tools and methods for compe-
tence assessment have been identified, with their
respective activities and supporting elements that
have been progressively incorporated. These tools
and techniques used for competence assessment will
depend on the competences to be measured, the level
up to which the competence was developed and
should be related to the question of what and how
much evidence is enough to assess what needs to be
evaluated. We must consider that there are no
instruments that alone can provide all the necessary
information to make a judgment of value whether a
person is competent or not, instead we assume that
there are many tools and techniques that can be used
[36]. This way, we can integrate and combine
diÄerent ways of collecting evidence on whether
the competence was developed or acquired.
Consequently, our PBL strategy includes the
following assessment activities within the course:
(i) ongoing evaluation of skills, knowledge and
performance assessment (Multiple Choice Test,
Rubrics, Portfolio Assessment, Checklist); (ii)
Behavioural assessment between teammates and
supervising teachers (360-degree feedback and
Peer Assessment), a tool that provides each student
the opportunity to receive performance feedback
from his or her supervisor and four to eight staÄ
members (through these behaviour assessment each
student gives the top 5 strengths and 5 areas to
improve).
For competence assessment two instruments are
used: Self-assessment of their knowledge and
experience on the competence base of Project Man-
agement IPMA-AEIPRO (questionnaire Q1): Skill
questionnaire and attitude Scales (questionnaire
Ignacio de los Rı
´os-Carmenado et al.192
Table 3
Assessment of technical and contextual Skills
Level Knowledge of methods Practical application
1 Is aware of the name of one method. Is able to describe a few
steps of the application of the process.
Recognises, with hesitation, the method when they see it.
Can remember having participated when it was applied in
simple projects.
2 Understands the concept and use of a variant of the method.
Is aware of the majority of the steps involved.
Absolutely recognises the method. Is able to superficially
analyse situations in simple projects and individually apply
the appropriate method.
3 Understands several variants of the methods. Is awareof the
process for applying the most important methods. Is aware
of the simple criteria for choosing between the methods to
use.
Can analyse simple situations and is able to select which
method to use and describe most of the consequences of its
use. Can organise its application, involving others.
4 Solid understanding of various variants of the methods. Is
aware of the steps involved in applying the methods. Is
aware of some criteria for the successful use of each method
and can describe the most important consequences of its
use.
Analyses complex situations in projects and is thus able to
select methods and variants. Can describe how the
application of the methods will influence the project and
solve problems. Can organise the application, involving
several areas in complex projects.
Q2). Both instruments used a Likert scale [37],
commonly used in social sciences to assess percep-
tions and qualitative aspects and whose main pur-
pose is to stagger individuals [36]. Thus the main
objective of staggering is to determine the value of a
variable as accurately as possible, seeking thereby
its usefulness and therefore its quality [6].These two
instruments were applied during the last period
(since the year 2010–2013) to a total of 209 students
(142 undergraduate students enrolled in the Projects
Lecture of Engineering and 67 Postgraduate Mas-
ter’s students enrolled in ‘‘Project Management’’
Erasmus Mundus). The self-assessment tools were
made through Moodle (Virtual Platform of the
UPM).
Questionnaire 1 (self-assessment skills) was
implemented as a self-assessment survey at the
beginning and end of the academic period. This
assessment instrument was designed based on the
tool used by IPMA [20] for the evaluation and
certification of competences on Project Manage-
ment [38], which includes 92 items—46 on knowl-
edge of competence and 46 on experience—covering
three areas of competence: elements 20 technical,
11 contextual and 15 of professional behavioural,
according to the baseline from the Project Manage-
ment Competence from IPMA (NCB-IPMA
AEIPRO). Questionnaire 2 was applied at the end
of the course and was originally designed with 61
questions related to student participation (PBL
teamwork) in the course of the project and the
skills development associated to teamwork. This
questionnaire was developed based on diÄerent
variables used in previous studies [36, 39–41].
In order to validate the psychometric properties
of these instruments, an analysis of the reliability
were implemented, using internal consistency coef-
ficient Cronbach’s Alpha. Nunnally [42] proposes a
minimum of 0.700 and some authors claim that
reliabilities of less than 0.600 are not suitable for
making decisions about individuals and it is con-
tested because of the description of a group or
research in general. We remove some items, which
thus allow us to improve the reliability. Tables 4 and
5 show the final internal Consistency Results of the
Questionnaires with a Cronbach alpha reliability.
On the other hand, an analysis of construct
validity was carried out estimating through factor
analysis [43]. Because the self-assessment question-
naire (Q1) designed by IPMA [20] is being used as a
reference tool in the evaluation and certification of
skills in Project Management, there was no need to
validate it. Finally, the educational program has an
evaluation system in order for participants to eval-
uate the Master course, at each edition, with regards
to the content, organization and development of the
same. Similarly, the European Commission has
evaluated the program, as a case study within the
ex-post Erasmus Mundus evaluation [44]. The pro-
posals and conclusions of this assessment process,
allow learning to be established in order to improve
the integration of skills and training in future
editions. This Master’s assessment is composed by
two main aspects: a continuous and individual
evaluation process, and a final participative evalua-
tion session (empowerment evaluation). This final
participative evaluation is carried out with the
objective of completing the continuous evaluation
process, and contrasting by collectively discussing
the individual evaluations. It consists of two ses-
sions, an initial session with the students and a
second session with the Academic Committee and
management team.
3.5 Review (learning)
Results show that students, through the project-
based learning methodology, improve knowledge
and professional skills in three project management
areas (technical, contextual and behavioural). Table
6 shows the overall results (self-assessment survey at
the beginning and end of the academic period)
obtained in the three areas of skills.
In relation to competences it appears that at
Promoting professional Project Management skills in Engineering Higher Education 193
Table 4. Self-assessment Project Management (knowledge and
experience) (Q1)
Q1 Self Assessment Items Cronbach Alpha
Knowledge 46 0.958
Experience 46 0.945
Table 5. Internal Consistency Results (Q2)
Q2 Competence Items Cronbach Alpha
Creativity and Innovation 8 0.765
Leadership 15 0.848
Negotiation 9 0.712
Teamwork 19 0.864
Total 50 0.938
Table 6. Overall results of the evaluation of knowledge (Q1)
Skills Initial Final* Variation
Improvement in technical skills 40% 83% 43%
Improvement in behavioural skills 77% 92% 15%
Improvement in contextual skills 25% 74% 49%
* At the end of the Erasmus Mundus Master academic period.
group level (86% of students) achieved high compe-
tence development. This development means that
most of the population, after participating in the
teaching and learning PBL activities developed
other skills and behaviours. These skills, related to
teamwork, obtained high values: creativity (4.3),
leadership (4.1) and negotiation (4.0). It is clear
that the strong relation of PBL teamwork success,
with the development of other skills. After the
application of the questionnaire (Q2) at the end of
the academic period, the results show that the
students developed a set of skills associated with
teamwork (92%), creativity (87%), leadership (81%)
and negotiation (79%) within project activities.
Some of the most successful factors of the model
that stand out are the following: the link between
training and professional certification; the evalua-
tion of technical, contextual and behavioural pro-
fessional skills, using PBL techniques [32]; the
students’ exposure to real problems; cooperative
learning; and the mobility and integration of teach-
ing and research [44]. On the other hand relation-
ships between IPMA and the UPM model for the
certification of students are encouraged through
Project Management Classes: Tuning Initiative of
UPM (Puesta a Punto) that aims to oÄer compre-
hensive training to students as future project man-
agers in the international context. In this ‘‘Tuning
Initiative’’ the steps for international certification of
students in the IPMA system are set: a complemen-
tary postgraduate seminar and Certification IPMA-
AEIPRO. This international ‘‘Project Management
Competences’’ certification, aims to facilitate the
promotion of professional project management
skills in Engineering Higher Education.
4. Discussions
The experience that has been described has evolved
over the years from a simple Project Based Learning
(PBL) methodology in isolated subjects [23], to a
wider strategy of a Masters programme of 60 ECTS.
Project Based Learning has secured its place as the
most suitable educational tool for developing skills
and linking learning activities to the professional
environment of academic programs. The learning
techniques are based on cooperation [31], active
participation and interaction [33], oÄering several
possibilities for developing technical, contextual
and behavioural skills. The analysis and learning
of this model allows us to extract some features that
made the methodological process suitable for pro-
moting professional project management skills in
Engineering Higher Education; the evaluation of
this process provides a series of future issues and
general findings:
A methodological change has begun at the UPM,
within the framework of the European Higher
Education Area, and based on the standards of
the International Project Management Association
(IPMA). In these international tendencies, the pro-
fessional project management skills is seen as a key
element [13] and finds a wide range of employment
opportunities [45] in all industries, especially in
engineering consulting, construction and energy
firms, as well as in the public sector [14].
As a key element of the change, an interdisciplin-
ary team teaching (involving faculty from diÄerent
technical specialties Agricultural Engineering,
Forest Engineering, Civil Engineering, Industrial
Engineering, Technical Architecture, Public Works
School) has been created. With IPMA certified
professors, who speak a ‘‘common language’’, pro-
mote collaboration between Schools at the UPM,
opening new possibilities for communication, edu-
cational innovation and interdisciplinary coopera-
tion. We can highlight the qualitative leap that
accompanies the change from methodologies
based on the individual work of the professor to
those based on more complex structures. In this
experience, the relationship between Educational
Innovation Groups and Researchers Groups inte-
grates teaching and applied research and develops
an entire educational strategy for undergraduate
(project courses) and postgraduate programs
(PhD Thesis and Master Thesis Project).
Competences involve a wide range of knowledge,
procedures and attitudes that are combined and
integrated and that must be known individual in
order to become a professional [3]. It also incorpo-
rates ethics, values and practice as elements in the
domain, which will permit the individual acting
eÄectively in professional situations [5]. The learn-
ing and evaluation model has been designed and
implemented by the international stander’s ICB [8],
incorporating Project Based Learning (PBL) as well
Ignacio de los Rı
´os-Carmenado et al.194
Table 7. Results of the competence development (% of total students)
Level Teamwork Creativity Negotiation Leadership Overall
4 48 40 29 35 40
3 44 47 50 46 46
2 4 6 10 9 7
1 4 7 11 10 7
Strongly improvement (4), improvement, (3) slightly improved, (2) no improvement (1).
as focusing on technical, contextual and beha-
vioural skills for project management. The model
is gradually applied by the interdisciplinary team
teaching, modules at undergraduate and postgrad-
uate level, with students involved in the Masters
Programmes. This learning and evaluation model
requires that both teachers and students assume a
more active role, greater shared commitment, and in
the particular case of the students, greater respon-
sibility for their own learning. Throughout the
diÄerent levels and diÄerent phases, the scientific
basis of project-based learning is maintained to
generate learning processes. In this PBL process
the students are not passive recipients of knowledge,
but are immersed in a pre-professional experience
thanks to the link between the university and the
external agents, defining projects with real content,
which require students to integrate the knowledge
they have already gained from other courses with
new knowledge attained by developing the project.
On the basis of this PBL model and considering
that technical competences are not enough in the
actual world [9], personal competences (soft skills)
are also developed. Professionalism, respect, aware-
ness, ethics, environmental sustainability, decision-
making in extensive and participatory processes,
proper management of scarce resources, and so on
is integral. Students learn to work in teams, poten-
tiating their personality and taking them closer to
reality. The methodology arouses a spirit of inves-
tigation and innovation, creating new knowledge,
productive thought, and motivation to learn and
solve problems. According to CDIO and IPMA, the
list of professional competences is divided in two
groups: a group of ‘‘hard’’ skills (technical compe-
tences for project management) and a second group
called ‘‘contextual and behavioural skills’’ for pro-
ject management [1]. This allows to use IPMA
codification in the competence definition of an
engineering student and be confident that will the
ABET certification will be exceeded. Students
attested to an improvement in their own project
management skills: technical (with an improvement
of 43%), behavioural skills (an improvement of
15%) and especially in contextual skills (with an
improvement of 49%).
The operational instrument for the realization of
this Teaching and Learning strategy has been coop-
eration agreements between the university and the
external agents, setting the professional process as
the ideal environment for engineering education
and promotes the competence learning as a coop-
erative context. The results show the potential of
external agents—clients—in improving university
teaching models, opening up new spaces for educa-
tional innovation with cooperative learning models
based on projects. The ‘‘common language’’ (IPMA
elements) facilitated collaboration between diÄer-
ent UPM Schools and opened new possibilities for
communication, educational innovation, and coop-
eration with external and international agents
(industries, engineering consulting, as well as in
the administration and public sector). The necessary
competences approach advocated by EHEA and
the international professional Project Management
standards (IPMA) has been used as an opportunity
to establish a new connection with the professional
world by adopting the professional standard recog-
nized internationally as our referent. The funda-
mentals of the project management competences
defined by the International Project Management
Association (IPMA) are adapted to facilitate train-
ing in technical, behavioural and contextual com-
petences.
On the other hand, training has been linked with
the certification of professional skills, helping to
prepare graduates at UPM for the Certification of
Professional skills (IPMA). The educational pro-
gram should seek to link vocational training with
professional certification and assessment of compe-
tences. The certification of people means ensuring
that the professional meet certification require-
ments of the governing organization [19]. This
connection also permits linking university educa-
tion with a system of professional certification,
which opens up better future opportunities for our
graduates. The UPM has carried out certification
activities according to the IPMA 4LC model and
Tuning Initiative of UPM started as an original
project to promote professional skills and the Certi-
fication of professional Project management Com-
petence (PM) in Engineering Higher Education.
Professors from the Educational innovation
Group (GIE-Project) have been certified in order
to gain an in depth understanding of the model and
its evaluating mechanisms.
5. Conclusions
Technical competences are not suÅcient for today’s
world, and the technical education of the future
should be more integrative, supporting a frame-
work of appropriate generic competences and cur-
ricula that develop competences. Moreover, in an
increasingly global economy, engineering profes-
sionals need guidance in order for them to under-
stand the basic principles of project management.
During the past recent years, academia and
society in general have revealed that the main
factors for professional success, do not come from
exclusively technical knowledge, instead; success
comes from a competence dimension, and more
specifically from behavioral and contextual compe-
tencies. Certification processes that serve a pool of
Promoting professional Project Management skills in Engineering Higher Education 195
professions has also arisen to ensure that society’s
need of guaranteeing that people have the right
skills for a particular professional profile is met. It
is therefore logical to know and to integrate these
international standards as a necessary step for
adequate engineer training.
From the review of these trends and professional
certification systems, the training of new engineers
should incorporate skills from the three interrelated
dimensions. Firstly the traditional technical dimen-
sion of competencies, which provides knowledge in
order for engineers to be able to design technologies,
products and services that meet the demands and
problems of society. Moreover, the contextual
dimension ensures engineers are able to relate to a
changing and multicultural context: the political-
administrative sphere, the international framework,
and the legal and financial factors. Finally, the
ethical and social dimension of competencies
defines and establishes the ‘‘fundamental
values’’—define acceptable behavior and develop
character—as necessary elements for future profes-
sionals to overcome moral conflicts and influence
the enhancement of society.
Among all the professional competence
approaches, the holistic approach defines profes-
sional competence as the result of a mixture of
personal underlying issues that allow the existence
of cognitive, functional, behavioral and ethical-
value competences that determine professional
skills. IPMA has defined a group of competence
elements for project management, with a holistic
approach, that makes it suitable to serve as basis in
determining the competence codification required
by a superior education graduate. The current
proposal—Project based learning (PBL) strategy
with the IPMA approach—from the authors, is
based on the certainty that higher education’s role
is educating students to be modern engineers.
Versus the traditional technocratic vision of an
engineer, that tended to lack social issues considera-
tions, new models are emerging for Engineering
Higher Education, that aim to incorporate the
social dynamics of human beings and their social
relations. Teachers and education authorities have
the challenge of designing curricular schedules that
allow the students to enjoy autonomous learning
and integral development, from the three dimen-
sions of competencies that will help them thrive
successfully into today’s professional world.
References
1. M. Palma, I. De los Rios and E. Min˜ a
´n, Generic competences
in engineering field: a comparative study between Latin
America and European Union, Procedia Social and Beha-
vioral Sciences,15, 2011, pp. 576–585.
2. Commission of the European Communities, Conference of
Berlin. Berlin, September 2003, Communication, European
Commission, Ministers responsible for Higher Education.
3. K. S. Pister, A context for change in Engineering, Journal of
Engineering Education,82(2), 1993, pp. 66–69.
4. N. Augustine and C. Vest. Engineering Education for a
Changing World, Joint Project by the Engineering Deans
Council and the Corporate Roundtable of the American
Society for Engineering Education, ASEE, 1994.
5. E. F. Crawley, J. Malmqvist, S. O
¨stlund and D. Brodeur.
Rethinking engineering education: the CDIO approach.
Springer Science. 2007.
6. D. Guerrero and I. De los Rios-Carmenado, International
models of professional competence. DYNA Ingenierı
´ae
Industria,88-3, 2013, pp. 266–270.
7. B. Figueroa-Rodriguez and I. De los Rı
´os-Carmenado.
Approaches for the Competences Assessment in Higher
Education. Proceedings ICEEM International Conference
on Economic, Education and Management, International
Association of Education Science and Engineering, USA,
1, 2012, pp. 337–342.
8. IPMA, International Project Management Association.
National Competence Baseline.V3.0, 2009. Asociacio
´n
Espan˜ola de Ingenierı´a de Proyectos. Valencia. AEIPRO.
9. F. MaÅoli and A. Giuliano. Tuning engineering education
into the European higher education orchestra. European
Journal of the Engineering Education, 2003, pp. 251–273
10. L. Barroso and J. Morgan, Jim. Project Enhanced Learning:
addressing ABET outcomes and linking the curriculum.
Journal of professional issues in Engineering Education and
Practice, ASCE, Jan 2009, pp11–20.
11. R. M. Felderand R. Brent, Designing and Teaching Courses
to Satisfy the ABET Engineering Criteria, Journal of the
Engineering Education,92(1), 2003, pp. 7–25.
12. ABET, Engineering Accreditation Commission, http,
Accessed June 2012.
13. M. Winter, C. Smith, P. Morris and S. Cicmil, Directions for
future research in project management: The main findings of
a UK government-funded research network, International
Journal of Project Management,24, 2006, pp. 638–649.
14. I. Pant and B. Baroudi, Project management education: The
human skills imperative, International Journal of Project
Management, 2008, 26, pp. 124–128.
15. W. Kelly, Certification and Accreditation in Civil Engineer-
ing, Journal of Professional Issues in Engineering Education
and Practice,133(3), 2007, pp. 181–187.
16. P. Morris, Exploring the role of formal bodies of knowledge
in defining a profession: the case of project management,
International Journal of Project Management,24, 2006, pp.
710–21.
17. D. Hodgson, Disciplining the professional: the case of
project management, J. Manage Stud,39(6), 2002, pp. 803–
21.
18. A. Cazorla, I. De los Rios-Carmenado and M. Salvo, Work-
ing With People (WWP) in rural development projects: A
proposal from social learning, Cuadernos de Desarrollo
Rural,10(70), 2013, pp. 131–157.
19. ISO/IEC:17024. Conformity assessment: General require-
ments for bodies operating certification of persons. Switzer-
land: International Organization for Standardization. 2013.
20. IPMA, International Project Management Association.
IPMA Certification Yearbook, Editors: Werner Schmehr,
Hans Knoepfel. http://www.ipma.ch/certification 2012.
21. P. Chinnowsky, H. Brown, A. Szajnman and A. Realph.
Developing Knowledge Landscapes through Project-Based
Learning, Journal of Professional Issues in Engineering Edu-
cation and Practice,132(2), 2006, pp. 118–125.
22. P. A. Johnson, Project-Based, cooperative learning in the
engineering classroom, Journal of Professional Issues in
Engineering Education and Practice,125(1), 1999, pp. 8–11.
23. I. De los Rı
´os-Carmenado, A. Cazorla, J. M. Dı
´az-Puente
and J. L. Yagu
¨e, Project-based learning in engineering higher
education: two decades of teaching competences in real
environments, Procedia–Social and Behavioral Sciences,
2(2), 2010, pp. 1368–1378.
24. I. De los Rı
´os, A. Ros, I. Ortiz, A. Ferna
´ndez, M. Del Rı
´o and
A. Romera, Cooperative model for learning and assessment
Ignacio de los Rı
´os-Carmenado et al.196
of behavioural competences in project management accord-
ing to IPMA-NCB model, Selected Proceedings 13th Inter-
national Congress on Project Engineering, International
Project Management Association (IPMA), 2010, pp. 134–
146.
25. I. De los Rı
´os-Carmenado, I. Ortiz and J. M. Dı
´az-Puente.
Project management teaching in engineering higher educa-
tion: A new perspective for developing competencies,
Selected Proceedings 12th International Congress on Project
Engineering, AEIPRO. International Project Management
Association, 2009, pp. 418–427.
26. M. Q. Patton, Utilization-Focused Evaluation: The New
Century Text, 3rd ed. Thousand Oaks, CA: Sage. 1997.
27. I. Nikolaou, A. Gouras, M. Vakola and D. Bourantis,
Selecting change agents: exploring traits and skills in a
simulated environment, Journal of Change Management,7
(3/4), 2007, pp. 291–313.
28. A. Nieminen and M. Lehtonen, Organisational control in
programme teams: an empirical study in change programme
context, International Journal of Project Management,26(1),
2008, pp. 63–72.
29. S. Pellegrinelli, Programme management: organising pro-
ject-based change, International Journal of Project Manage-
ment,15(3), 1997, pp. 141–149.
30. I. De los Rı
´os-Carmenado, J. M. Dı
´az-Puente and J. L.
Yagu
¨e, The integration of project competences within the
post-graduate programme: a case study of the International
Masters in Rural Development Agris Mundus, Procedia–
Social and Behavioral Sciences,15, 2011, pp. 96–110.
31. P. Johnson, Project-Based, cooperative learning in the engi-
neering classroom, Journal of Professional Issues in Engineer-
ing Education and Practice,125(1), 1999, pp. 8–11.
32. K. R. Bartkus, Skills and Cooperative Education: A con-
ceptual Framework, Journal of Cooperative Education,36(1),
2001, pp. 17–24.
33. R. Hackett, G. Martin and D. Rosselli, Factors Related to
Performance Ratings of Engineering Students in Coopera-
tive Education Placements, Journal of Engineering Educa-
tion,87(4), 1998, pp. 445–458.
34. J. Martı
´nez-Almela and I. De los Rı
´os-Carmenado, Training
Project Management complexity in Postgraduate and con-
tinuing education programs, Organization, Technology and
Management in Construction: An International Journal,3,
2011, pp. 317–332.
35. B. Robinson and C. Schaible, Collaborative teaching: Reap-
ing the benefits, College Teaching,43, 1995, pp. 57–60.
36. D. Kember and D. Leung, Development of a questionnaire
for assessing students’ perceptions of the teaching and
learning environment and its use in quality assurance, Learn-
ing Environments Research,12, 2009, pp. 15–29.
37. R. Likert. A technique for the measurement of attitudes,
Archive of Psychology,140, 1932, pp. 1–55.
38. J. L. Cano, I. Lido
´n and R. Rebollar, Learning Project
Management through working for real clients, International
Journal of Engineering Education,24(6), 2005, pp. 1199–
1209.
39. J. Ainley, The Postgraduate Research Experience Question-
naire, Australian Council for Educational Research, 1999.
40. P. Ginns and R. Ellis, Quality in blended learning: exploring
the relationships between on-line and face-to-face teaching
and learning, Internet and Higher Education,10, 2007, pp.
53–64.
41. R. Muller and J. R. Turner, Matching the project manager’s
leadership style to project type, International Journal of
Project Management,25(1), 2007, pp. 21–32.
42. J. C. Nunnally and I. H. Bernstein, Psychometric Theory,
3rd. Ed. New York: McGraw-Hill, 1994, pp. 34–38.
43. G. A. Morgan, J. A. Gliner and R. J. Harmon, Measurement
Validity, Journal of the American Academy of Child and
Adolescents Psychiatry,40, 2001, pp. 729–731.
44. ECOTEC, Ex-post evaluation of Erasmus Mundus. Case
Studies. European Commission, 2009, pp. 125–132.
45. I. De los Rı
´os-Carmenado, J. M. Dı
´az-Puente and J. Martı
´-
nez-Almela, The EÄect That Project Management Certifica-
tion has on Employability: Agents’ Perceptions from Spain,
Communications in Computer and Information Science,208,
2011, pp. 35–47.
Ignacio De Los Rios, Ph D Agricultural Engineering Associate Professor Deputy Director of School of Agricultural
Engineering (UPM), Internship External Coordinator. Certified Project Manager (International Project Management,
IPMA). Coordinator Joint Doctorate Erasmus Mundus Programme of the European Union. Team Leader of Educational
Innovation Group GIE-Project, member of GESPLAN Research Group (Planning and Management of Sustainable
Rural-Local Development). He is a member of the Advisory Council of Educative Innovation UPM. Quality Manager,
Spanish Certification body accredited for person’s certification in project management (OCDP). Assessor IPMA. Director
of the Postgraduate course Certification in Project Management. During the last 20 years he cooperated with
Governments, Universities and Enterprises in the framework of Engineering Projects, Planning and Rural Development
in Europe and Latin America. He has participated on Planning and Rural Development in Latin America and other
underdeveloped countries. Wide experience in project management, networking for Rural Development, planning and
evaluation for development. He has participated in several projects at International in the framework of the Consultative
Group on International Agricultural Research (CGIAR) and in the ‘‘European Initiative for Agricultural Research for
Development’’ (EIARD). He has coordinated support for international research organizations, National Agricultural
Research Organizations in developing countries and Head of Innovation Unit for Sustainable Rural Development (2002–
2006). Director of 16 PhD. National Price for his PhD Doctoral Thesis (1998) and he won the Educational Innovation
Award in the UPM (2005). He has participated in 56 National and International Congress and Scientifics Meetings. He is
the author of more than 80 published (37 articles in scientific journals, 9 books and 38 book-chapters) and has gained
recognition for twelve years of international-quality research (complement 2 of research merits), from the national
committee for the assessment of the research action (CNEAI).
Fernando Rodriguez Lopez, PhD Civil Engineer. Civil Engineer and PhD in Civil Engineering of Technical University by
Madrid. Associate Professor. Currently Coordinator (Academic Head) of the thesis, School of Civil Engineers (UPM),
Department of Civil Engineering (Construction).Professor of Process Assessment, Professor of Teaching Unit Project and
Thesis, Acting Professor of Physics Teaching Unit, all in the School of Civil Engineering (UPM). Member of the Board of
School of Engineering School of Roads, Channels and Ports of the Technical University of Madrid since 1991 by choice,
and since 2004 by appointment of the Director of the School. Member of World Council of Civil Engineers (WCCE), with
Vice-President of Sustainable Certification Subcommittee, Vice President of Chair of the Subcommittee on Sustainable
Certification—Chairman of the Subcommittee on Insurance and Guarantees of Civil Engineering, Chair of the
Subcommittee on Insurance System and Warranties of Civil Engineering, and Vice-Chairman of Construction
Promoting professional Project Management skills in Engineering Higher Education 197
Committee—Vice President of the Standing Committee on Construction of the World Council of Civil Engineers—World
Council of Civil Engineers (WCCE). Director for the Sector 5 ‘‘Freelance and Consulting Engineers’’ General Council of
COICCP. Vice Chairman of the Advisory Committee on Visa and professional activity COICCP governing board. Board
Member General Council of the General Council COICCP Mesa. Member of the professional advisory and consulting
firms COICCP governing board. He has received several awards: in 2008 by the World Council of Civil Engineering
(WCCE) contributions and research achievements; Best department of the Polytechnic University of Madrid by the
General Foundation of the Polytechnic University of Madrid; Best Project for building better quality housing in the
Community of Madrid by the Housing Institute of Madrid-IVIMA; Award for best research work of concrete between
students of technical colleges by Hales. National Training Plan Scholarship Research StaÄby the Directorate General for
Science Policy; Grant Implementation and experimental PhD by the Technical Institute of Materials and Constructions
(INTEMAC).
Cristina Pe
´rez Garcı
´a, PhD Organic Chemistry from the Complutense University. Professor in the School of Forestry
Engineering, teaching and research in the Department of Science Applied to Agroforestry Engineering. Secretary-General
or Secretaryship of the Technical University of Madrid from April 2007, responsibility for which now continues. She has
worked in diÄerent fields of organic chemistry, which has developed research focused Chemistry Forestry physical-
mechanical characteristics of wood of diÄerent species. From 1999 he held the sub address University Extension and
Outreach Forestry EUIT. She is member of the Educational Innovation Group GIE-Project and member of GESPLAN
Research Group (Planning and Management of Sustainable Rural-Local Development). She is a member of the Advisory
Council of Educative Innovation UPM; Member of the Advisory Council of the Association of Fashion Design Madrid,
FUNDISMA. She has participated in several Educational Innovation Projects. She has gained recognition for years of
international-quality research (complement of research merits) from the national committee for the assessment of the
research action (CNEAI).
Ignacio de los Rı
´os-Carmenado et al.198
