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Paper—Key Management Skills for Integral Civil Engineering Education
Key Management Skills for Integral Civil
Engineering Education
https://doi.org/10.3991/ijep.v11i1.15259
Miguel A. Gómez (), Rodrigo F. Herrera, Edison Atencio,
Felipe C. Muñoz-La Rivera
Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
miguel.gomez.f@pucv.cl
Abstract—Architecture, Engineering, and Construction (AEC) industry
requires many interactions between professionals in different areas. Thus, project
managers in the AEC industry should have a set of management-aligned skills.
International agreements and accreditation boards state the expected skills for
engineering graduates, but they usually overrate technical skills. This study aims
to identify the most relevant skills in management for civil engineer's education.
To achieve this, a literature review was carried out, and a list of 129 competencies
was obtained. This list was summarized in 34 competencies, and his importance
level was evaluated using a web-based survey, targeted to Chilean project man-
agers and civil engineers. The collected skills were classified in management,
technical and soft skills. According to respondents, the 34 skills described in this
paper are important for the exercise of the profession. However, the most im-
portant skills in relative terms are soft skills, then management, and finally, tech-
nical skills.
Keywords—AEC industry, civil engineering education, competencies, manage-
ment skills
1 Introduction
The Architecture, Engineering, and Construction (AEC) industry is characterized for
its fragmentation into many fields of specialization, each one of which takes part in the
different phases of the product lifecycle [1], [2]. Even though this fragmentation leads
to higher levels of professional expertise in every area, and improves the local perfor-
mances, the increase of parts in which the project is divided creates more and more
complex interactions between the professionals [3]. Thus, to improve the global perfor-
mance, high levels of collaboration and interactions get necessary, in order to achieve
a better understanding between every area.
Weak interactions between workgroup members can lead to deficient performance
levels, both in every project phase (design, construction, maintenance, operation, de-
construction) and at the global level in the product lifecycle [4]. Poor performance is
caused by the realization of non-value-adding activities, which generate waste to the
project (reworks, waiting times, among others) [5], and affect the entire project
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Paper—Key Management Skills for Integral Civil Engineering Education
productivity [6]. Therefore, project managers and planners should have a set of essential
management-aligned competencies [7] that allows them to maximize the product/ser-
vice value generated by their projects through a systematic waste reduction [6].
Management skills and competencies are highly recommended by the main interna-
tional accords in the engineering education context and demanded by the main accred-
itation boards. To demonstrate knowledge and understanding of management, decision-
making, project leadership, interdisciplinary work, effective communication, and con-
textual empathy concepts allow the graduates to insert and participate in their projects
actively [8]. Within the Accreditation Board for Engineering and Technology criteria
is stated that graduates should have a global vision of the engineering problems, con-
sidering technical, cultural, social, economic, safety, and wellness aspects; the capabil-
ity to communicate effectively, recognize their ethical responsibilities, work as effec-
tive team members in collaborative and inclusive environments; and high self-manage-
ment abilities [9]. The criteria and guidelines of the European Network for Accredita-
tion of Engineering Education state as teaching areas for engineering, non-technical
evaluation aspects, applicable to the analyses and designs in engineering, and the nec-
essary knowledge in economic, organizational, management, communication, and
teamwork issues [10].
In this context, there is an increasing offer of management training for engineers
from higher education institutions. These programs seek to strengthen the capabilities
and skills associated with project management in its many edges, covering the demand
of the companies for integral professionals [11].
As stated above, there is a large volume of competencies aligned with project man-
agement; however, there is no study that seeks to prioritize the competencies that should
be developed in civil engineering degree programs. Indeed, many of the research car-
ried out to state the skills and competencies that are fundamental for civil engineers, is
focused in identifying the differences between the accreditation institutions criteria for
the science and technology programs all over the world, and recognize if they are ap-
propriate for the requirements of the 21st-century engineering [12]–[17]. The most cited
accreditation institutions and boards, namely ABET, Accreditation Agency for Degree
Programmes in Engineering, Informatics, Natural Sciences and Mathematics (ASIIN),
American Society of Civil Engineers (ASCE), the European Network for Accreditation
of Engineering Education (ENAEE), and Engineers Australia, have very similar criteria
[16], in particular, those related to the student outcomes. However, they are quite ge-
neric, as they have to apply to many engineering areas. Skills like “the ability to func-
tion in multidisciplinary teams” (ABET), “communicate effectively” (ABET), “organ-
ize and evaluate concepts and planning procedures […]” (ASIIN), “develop concepts
in team […]” (ASIIN) and “to demonstrate knowledge and understanding of engineer-
ing management principles, and economic decision-making […]” (Engineers Aus-
tralia), are some examples of management-aligned competencies, present in the stu-
dent-outcomes criteria of some of the mentioned accreditation boards and institutions,
for engineering programs.
Nevertheless, some researchers have observed the accreditation institutions trend to
overrate the technical competencies in detriment of the others, setting the focus in the
contents, and not in the thought process that has to be carried out by an engineer [18]–
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Paper—Key Management Skills for Integral Civil Engineering Education
[20]. This can be detrimental to students, who end up their studies with a large set of
technical skills but lacking management and key transferable skills, which are essential
to their professional development and labor insertion [21]. For this reason, identifying
the most valued-by-employer skills and competencies has become a main issue, also
considering the increasing demand for non-technical or behavioral skills like oral or
written communication.
In this context, this study aims to determine which are the main management skills
that civil engineers should have, and how they can be classified, according to recent
literature. Also, we seek to evaluate what are the competencies that should be prioritized
in the formation of engineers, according to experts and practitioners of engineering
management.
2 Research Method
The present study is divided into three steps, as summarized in Figure 1. In the first
step, a literature review was carried out to gather a list of skills and competencies re-
quired for project management civil engineers. The search was mainly concentrated,
but not exclusively made in review papers (Web of Science and Scopus libraries), ac-
creditation and other engineering education boards and committees, and main confer-
ence proceedings between 2004 and 2019. The search topics were: “engineering edu-
cation”, “competencies and skills in civil engineering”, “engineering management
skills”, and “student outcomes for accreditation criteria”. As a second step, the authors
made a categorization and condensation of the list of skills and competencies. The cat-
egories in which the competencies are divided is also defined according to the literature
review. The third step consists of the design, planning, and implementation of a survey,
where practitioners civil engineers in Chile answered the level of importance of each
condensed skill. The results of the survey are latter analyzed using the Relative Im-
portance Index, as defined by [22].
STAGE RESEARCH TOO LS ACTIVITIES OUTCOMES
Search for com petences in papers (Sc opus +
WoS), confer ence proceedings,
accreditation boa rds (ABET, ASIIN, ASC E,
Eng. Aust ralia), and specialized documents/
institutions (Was hington Accord, PMBOK )
(1)
Gathering of
competences List of c ompetences (unc ategorized)
Literature revie w
Literature Revi ew Condensat ion and categorization o f
competences , written according to
specialized e ducation literature
(2)
Condensation o f
competences
Reduced list of c ompetences, written
as action + context
Relative Imp ortance
Index
Design and conduct a survey to as sess the
importance of the condensed competenc es
between project management practitioners
in Chile
(3)
Competences
prioritization Pr ioritization of conden sed
competences , and of groups of
competences
Survey
Expert Judg ement
Calculation of t he RII to assess the relative
importance between the competences
Fig. 1. Research method.
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Paper—Key Management Skills for Integral Civil Engineering Education
All the collected competencies can be grouped in the defined categories, which re-
sults in a 16.81% of management skills (MS), 40.71% of technical skills (TS) and
42.48% of soft skills (SS). As expected, it can be observed a very high conceptual si-
militude between some of the competencies retrieved. Then, by expert judgment, a re-
duction process was carried out, consisting of grouping the similar competencies in just
one. According to [23], an effective competence needs three parts:
1) A verb that describes an observable action
2) A context in which the action is to be carried out
3) The acceptable performance levels
Since it is not the intention of this study to provide a scale to evaluate students, the
performance level is not included, so the competencies only consist of the action and
the context.
Then, from 129 skills, the list was reduced to 34. After the grouping of similar com-
petencies and dividing them into the three defined categories, the distribution results in
a 23.53% of management skills (MS), 35.29% of technical skills (TS), and 41.48% of
soft skills (SS). Tables 1 to 3 present the management, technical, and soft skills and
competencies, respectively, and the corresponding references.
2.1 Management skills (MS)
As stated above, management skills include all the non-technical skills directly re-
lated to the project management context. For example, “to delegate authority”, “group
creation and administration”, “human resources management”, “understanding the role
in a group”, are all individual skills related to the competence MS8 in Table 1: “Plans,
organizes and directs the efforts of one or more work teams”. Also, contextual
knowledge of the project is included in this category, with competencies MS6 and MS7.
MS6 involves the knowledge of the local population and a wide range of stakeholders’
commitments. In MS7, are grouped skills like: “Project orientation”, “project
knowledge”, “to know how the project success is measured” and “to know the available
resources”.
Knowledge about business and public administration (MS3), procurement and con-
tract (MS2), forms and documents (MS4), problem-solving (MS5), and sustainable pro-
cesses (MS1) are also non-technical skills and competencies that are closely related to
project management and then included in this category.
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Table 1. Organizational and management skills
Type
Code
Competence
References
Organizational and
Management Skills
MS1
Understand and applies the principles of sustainable
design in his/her professional practice
[8], [16], [24], [25]
MS2
Possesses and applies up-to-date procurement and con-
tract knowledge in the preparation of the project tech-
nical documents
[15], [24], [26], [27]
MS3
Knows and applies business and public administration
concepts and processes in project planning and control
[8], [16], [25], [26],
[28], [29]
MS4
Knows the appropriate forms and documents to incor-
porate into the planning of a project
[24], [26], [28]
MS5
Is capable to identify and analyze problems, and the
roots of a problem, to design and implement a solution
[8], [15], [16], [24],
[26]
MS6
Is skillful in identifying the commitments of a wide
range of stakeholders in the development of a project
[8], [20], [24], [26],
[28]
MS7
Understands the objectives, limitations, and scope of a
project in a global context
[24], [26], [27], [29]
MS8
Plans, organizes and directs the efforts of one or more
work teams
[8], [15], [20], [24],
[26]–[29]
2.2 Technical skills
In this category are included the competencies related to the theoretical framework
of the project manager. As a consequence of this definition, all of the skills here men-
tioned can be trained in traditional expositive classes. As an example, TS12 “Under-
stand project management methods, processes and procedures”, includes knowledge in
standard up-to-date management processes, the project management context, and or-
ganizational structures. The other competencies cover knowledge in: execution of ex-
periments to processes improvement (TS1), math and basic sciences (TS2), processes
and engineering design (TS3), PMBOK 10 areas (TS4), foreign language (TS5), special
discipline techniques (TS6), use of technologies and computer software (TS7), quality
standards and norms (TS8), new techniques and tools (TS9), tools for performance as-
sessment of projects (TS10), and multidisciplinary approach to engineering (TS11).
Table 2. Technical skills
Type
Code
Competence
References
Technical
Skills
TS1
Designs, executes and interprets experiments that allow him/her
to apply the results in the improvement of processes
[8], [9], [16], [25],
[28], [29]
TS2
Selects and applies knowledge and techniques of physical sci-
ences and mathematics in engineering problem solving
[8], [9], [15], [16],
[20], [25], [28], [29]
TS3
Design systems, components or processes to solve engineering
problems
[8], [9], [15], [16],
[20], [25], [28]
TS4
Understand the processes and techniques of the ten areas of pro-
ject management knowledge (PMBOK)
[8], [24], [26], [27]
TS5
Speaks and understands more than one language, in a technical
context
[16]
TS6
Selects and applies the appropriate knowledge and techniques of
his/her discipline in engineering problem solving
[8], [15], [16], [24],
[25], [29]
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Paper—Key Management Skills for Integral Civil Engineering Education
Type
Code
Competence
References
TS7
Knows and applies available computer technologies for planning
and project management
[8], [15], [16], [24],
[26]
TS8
Knows the quality standards and norms to work on
[8], [16], [24], [27]–
[29]
TS9
He/She quickly adapts to the new tools available for the exercise
of his/her profession
[9], [24], [25]
TS10
He/She can analyze the performance of a project in a systematic
and judicious way
[15], [16], [28]
TS11
He/She possesses a multidisciplinary knowledge that allows
him/her to understand the project as a whole
[8], [9], [16], [28],
[29]
TS12
Understand project management methods, processes, and proce-
dures
[24], [26], [29]
2.3 Soft skills
This category includes the behavioral component expected from a project manage-
ment engineer. Local context knowledge (SS1), professional attitudes (SS2), social
awareness (SS3), long-life learning (SS4), improvisation (SS5), confidence (SS6),
feedback provision and receiving (SS7), decision-making (SS8), adequate contact for
requirements (SS9), negotiation (SS10), proactivity and creativity (SS11), team work-
ing (SS12), ethical behavior (SS13) and effective communication (SS14) are the con-
cepts that resume the condensed soft skills gathered from the literature review. These
competencies are detailed in Table 3, with their corresponding references.
Table 3. Soft Skills
Type
Code
Competence
References
Soft
Skills
SS1
He/She is constantly updated to the local context throw newspapers,
social networks, etc.
[9], [15], [16], [24],
[27]
SS2
Recognizes and demonstrates attitudes that contribute to the practice
of his/her profession
[15], [25]–[28]
SS3
Recognizes the impacts of engineering solutions in a social and
global context
[8], [15], [16], [24],
[26], [28]
SS4
Recognizes the importance of continuous self-directed professional
development, according to his/her needing
[8], [9], [15], [16],
[26], [28], [29]
SS5
He/She can intuit and improvise a quick solution to project manage-
ment related problems
[15], [24], [26]
SS6
Acts with confidence in the face of ambiguity, changes and adverse
situations that may arise in the directions of a project
[15], [24], [26], [27]
SS7
Accepts and provides feedback in a constructive and considered man-
ner
[15], [16], [26]
SS8
Makes decisions with confidence and prior knowledge of the conse-
quences when required
[8], [15], [24], [26]
SS9
Know who to contact in case of a question or requirement
[24], [26]
SS10
Possesses negotiation skills for conflict resolution
[15], [24], [26]
SS11
He/She is proactive, creative and innovative in problem solving
[8], [9], [15], [16],
[24]–[26]
SS12
Works effectively as a member or leader of a technical team
[8], [9], [15], [16],
[24]–[29]
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Paper—Key Management Skills for Integral Civil Engineering Education
Type
Code
Competence
References
SS13
Understands and undertakes to act ethically, responsibly and respect-
fully in the personal, social, cultural and professional contexts
[8], [9], [15], [16],
[24]–[26], [29]
SS14
Communicates effectively and confidently both orally and in writing,
in technical and non-technical environments
[8], [9], [15], [16],
[20], [24]–[27], [29]
3 Survey: Relative Importance of Management / Technical /
Soft Skills
To define the most important skills and competencies, it was designed and conducted
a web-based survey, in which the respondents (project managers and Civil Engineers
practitioners), had to select an absolute importance level for every competency in a
Likert scale format ranging from 1 to 5, where 1 represents null importance, and 5 rep-
resents that the competence is imperative. To avoid respondents bias, the competencies
were not grouped in the survey, but it was only given a list of the 34 written competen-
cies.
A total of 104 complete surveys were fully answered. Background information about
respondents of the survey is presented in Table 4. Most of the respondents have more
than ten years of experience (41.35%). Additionally, 75.0% of the respondents are male,
and 25.0% are female.
Table 4. Survey background information
Gender
Respondents experience (Years)
0 to 2
2 to 5
5 to 10
10 +
Total
Male
12
15
16
35
78 (75.0%)
Female
7
6
5
8
26 (25.0%)
Total
19 (18.27%)
21 (20.19%)
21 (20.19%)
43 (41.35%)
104 (100%)
Relative importance index (RII) analysis was selected in this study to rank the crite-
ria according to their relative importance [22]. Equation 1 is used to determine the rel-
ative index:
(1)
Where is the assigned weighting by each respondent (1 to 5), is the highest
weighting possible (5), and is the total number of the sample (104). The RII was
calculated for all of the 34 competencies. Figures 2,3 and 4 show the relative importance
index (RII) for all the surveyed competencies, divided into the three already defined
categories, management skills (MS), technical skills (TS), and soft skills (SS), respec-
tively.
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Paper—Key Management Skills for Integral Civil Engineering Education
Fig. 2. Relative importance index obtained for management skills
Fig. 3. Relative importance index obtained for technical skills
Fig. 4. Relative importance index obtained for soft skills
0.70 0.75 0.80 0.85 0.90 0.95 1.00
MS8
MS7
MS6
MS5
MS4
MS3
MS2
MS1 Management Skills
0.70 0.75 0.80 0.85 0.90 0.95 1.00
TS12
TS11
TS10
TS9
TS8
TS7
TS6
TS5
TS4
TS3
TS2
TS1 Technical Skills
0.70 0.75 0.80 0.85 0.90 0.95 1.00
SS14
SS13
SS12
SS11
SS10
SS9
SS8
SS7
SS6
SS5
SS4
SS3
SS2
SS1 Soft Skills
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4 Discussion
Within the management skills (Figure 2), the most important are those related to the
organization of teams, project management, commitment management, and problem-
solving. These competencies are undoubtedly key in day-to-day civil engineering, and
it is consistent with other authors [27], [30]. On the other hand, competencies associated
with administrative procedures and processes have a lower RII, since these are more
specific to each organization, therefore, what is required is that the professional can
quickly learn the procedures of the organization. The main cause of attention is that the
competency with the lowest RII is aligned with the application of sustainability princi-
ples. This is worrying in a global world where sustainability has to be a fundamental
element in the development of engineering.
Among the most important technical skills (Figure 3) are understanding project man-
agement methods, multidisciplinary knowledge, performance analysis, and learning
new tools and technologies. Once again, there are elements associated with interaction
with different professionals, and the capacity for self-learning, elements that are very
important in a globalized and fast-moving world. The competencies with a lower RII
are those that respond to specific topics of engineering areas, so it is understood that
they are not so important for the sample of professionals who answered the survey.
The competencies of the soft skills category are those that have the highest RII
compared to the other categories. Within this category, those associated with effective
communication, ethical and respectful behavior with the environment, leadership, and
proactivity stand out. Interestingly, the competency related to respect society and the
environment has one of the highest RIIs while applying a sustainable design has one of
the lowest. This may be since the principles of sustainability are still at a strategic level
that has not been able to decant what an operational design is. Therefore, the importance
of sustainable development is highly valued at the conceptual level but has yet to be
implemented in practice. This may change as sustainability concepts are added to pro-
grams for new students. Regarding this issue, in [31] is demonstrated how a project-
based approach can develop management skills while raising awareness of sustainabil-
ity concepts in the early stages of an engineering course.
The results indicate that all of the surveyed competencies have a high relative im-
portance index, beyond 0.7. Then, all of the presented plots were scaled to start the
abscise axis in 0.7 to emphasize the differences. As it can be observed, 100% of the
competencies have a relative importance index beyond 0.7. Figure 5 shows the percent-
age of skills by category that has an RII greater than 0.7, 0.8, and 0.9, respectively. The
amount of soft skills (SS) with a relative importance index greater than 0.8 and 0.9 is
greater than the number of technical and management skills that meet the same require-
ment. Also, this same behavior makes management skills prevail over technical. This
trend highlights the fact that soft skills are seen as the key skills to develop management
and technical expertise, and also that they are the most difficult-to-train group of com-
petencies, which is consistent with the accreditation institutions trend to overestimates
technical over behavioral skills. Thus, efforts have been concentrated over the past
years into form engineers to develop technical skills, neglecting the soft ones.
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Paper—Key Management Skills for Integral Civil Engineering Education
Fig. 5. Percentage of skills over an RII by category
If a cutoff is taken in the RII of 0.9, there is no technical skill whit such relative
importance. The most important technical skills are the understanding of project man-
agement methods (TS12), and the multidisciplinary knowledge (TS11), both with an
RII of 0.899. Then, employers seek professionals with a multidisciplinary approach to
civil engineering, capable of using existent project management methods to coordinate
the team efforts. This role is more evident, considering the management skills with an
RII greater than 0.9. Indeed, to plan and organize the efforts of a team (MS8) is the
most important of this group, with an RII of 0.918, and is clearly related to multidisci-
plinary teamwork, closely followed by the contextual knowledge of the project (MS7),
with an RII of 0.916.
From the soft skills, a larger number of competencies have an RII greater than 0.9
than for the other categories. The most important skills of this group, and their corre-
sponding RIIs are: Decision making (SS8), 0.900; consulting (SS9) 0.904; negotiation
for conflict resolution (SS10), 0.908; proactivity and innovation (SS11), 0.908; effec-
tive teamwork (SS12), 0.915; ethical behavior (SS13), 0.926; and effective communi-
cation (SS14), 0.940. Again, these skills are related to teamwork and multidisciplinary
problem solving, except for SS13, which is most concerns a value system, and the emo-
tional intelligence of the engineer. Why is it so important to behave ethically, for the
success of a project? This is currently a subject of study. A recent study performed in
Pakistan shows that general fairness, quality of the treatment, and ethical behavior can
reduce the contractors’ potential to claims [32]. There is evidence that even students
see professional ethics as a key factor in their future professional development, and that
it should be included in their engineering courses [33]. Even though ethics is seen as a
key competence, there is not yet much interest in investigating its effects, both in the
construction industry and in other productive activities [34].
100%
75%
25%
100%
58%
0%
100% 93%
50%
>0.7 >0.8 >0.9
% Skills by category
RII
MS TS SS
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5 Conclusion
There were 129 competencies/skills aligned with the management that civil engi-
neers are required to hold. This list of 129 can be reduced to 34 competencies that man-
aged to classify in three groups: Management skills, technical skills, soft skills. Accord-
ing to civil engineering practitioners, the 34 skills described in this paper are important
for the exercise of the profession, being the range of RII in all cases greater than 0.7.
However, the most important group of skills in relative terms is soft skills, then man-
agement, and finally, technical skills. This can be attributed to the fact that soft skills
are the engine of change to develop management and technical skills, being the most
important TS and MS-related also to teamwork and multidisciplinary problem-solving.
Indeed, among the most important skills are effective communication, team leadership
and multi-disciplinary interaction, proactivity and self-learning, and the use of project
management tools, which can be seen as the key skills required of a project management
engineer today. To act ethically in the professional environment is also a very valuable
skill, and can help to improve the project performance, but still more research is being
necessary to clearly assess and understand the effects of ethics in the AEC industry.
This study allows civil engineering academics to prioritize the competencies that are
key to the development of civil engineering students and empirically demonstrate that
soft skills are a necessity of the professional world. The results presented herein
As mentioned in the research methodology, the survey was answered by 104 practi-
tioners, all from Chile. This corresponds to a limitation of this study, so the new stages
of this work consist of
1) Internationalize the survey, also seeking to increase the sample, and
2) Analyze other possibilities of questions in the survey, to make more visible the dif-
ferences in prioritization.
6 Acknowledgement
This research is funded by Project CORFO 14ENI2-26905 Ingeniería 2030-PUCV
and housed in the Collaborative Group of Engineering Education of the Pontificia Uni-
versidad Católica de Valparaiso. The doctoral studies of R. Herrera are financed by
CONICYT-PCHA/National Doctorate/2018 - 21180884. Muñoz's doctoral studies are
financed by CONICYT-PCHA/International Doctorate/2019 – 72200300. The doctoral
studies of E. Atencio are financed by the Pontificia Universidad Católica de Valparaíso.
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Paper—Key Management Skills for Integral Civil Engineering Education
8 Authors
Miguel A. Gómez is a Civil Engineer and Bachelor of Science Engineering from the
Pontificia Universidad Católica de Valparaíso. He is a researcher and professor at the
School of Civil Engineering at the Pontificia Universidad Católica de Valparaíso, Chile.
His current research is Structural Engineering and Engineering Education.
Rodrigo F. Herrera is a Civil Engineer and Bachelor of Science Engineering from
the Pontificia Universidad Católica de Valparaíso and has a Master’s in project man-
agement at the University of Viña del Mar. He is currently a Ph.D. candidate in Engi-
neering Sciences at the Pontificia Universidad Católica de Chile and Universitat
Politécnica de Valencia. He is currently professor of the courses “Planning and Project
Control”, “Project Management”, and “Lean Project Management” at the School of
Civil Engineering at the Pontificia Universidad Católica de Valparaíso, Chile. His cur-
rent research is AEC Technologies, Lean Project Management, and Engineering Edu-
cation.
Edison Atencio is a Civil Engineer and Bachelor of Science Engineering from the
Pontificia Universidad Católica de Valparaíso and has a Master’s in Industrial Engi-
neering and is currently a Ph.D. candidate in Industrial Engineering at the Pontificia
Universidad Católica de Valparaíso. He is currently professor courses “Applied Com-
puter Science”, “Planning and Project Control” and “Preparation and Project Evalua-
tion” at the School of Civil Engineering at the Pontificia Universidad Católica de Val-
paraíso, Chile. His current research is AEC Technologies, Project Management, and
Engineering Education.
Felipe C. Muñoz-La Rivera is Civil Engineer a Bachelor of Science Engineering
from the Pontificia Universidad Católica de Valparaíso and Master in BIM Manage-
ment and Ph.D. candidate in Civil Engineering at Universitat Politécanica de Catalunya.
His current research is AEC Technologies, Building Information Modeling (BIM), Pro-
ject Management, and Engineering Education.
Article submitted 2020-04-27. Resubmitted 2020-06-19. Final acceptance 2020-06-24. Final version pub-
lished as submitted by the authors.
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