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ScienceDirect
Available online at www.sciencedirect.com
Procedia Computer Science 192 (2021) 5003–5014
1877-0509 © 2021 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International.
10.1016/j.procs.2021.09.278
10.1016/j.procs.2021.09.278 1877-0509
© 2021 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientic committee of KES International.
Available online at www.sciencedirect.com
ScienceDirect
Procedia Computer Science 00 (2019) 000–000
www.elsevier.com/locate/procedia
1877-0509 © 2021 The Authors. Published by ELSEVIER B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International
25th International Conference on Knowledge-Based and Intelligent Information & Engineering
Systems
Using CRM Tools for Learning Development – The IPMA-Student
Portal Example
Joanna Rzempała
*
a, Rafał Szymańskib
a Institute of Management, University of Szczecin, Al. Papieża Jana Pawła II 22a, Szczecin 70-453, Poland
bInstitute of Spatial Management and Socio-Economic Geography, University of Szczecin, Al. Papieża Jana Pawła II 22a, Szczecin 70-453,
Poland
Abstract
The aim of the paper is to analyse the possibilities of using IT tools supporting education for customer relationship management
on the example of IPMA-Student Portal. The tool was created to support partner universities and their students in the development
of competencies and certification in project management; however, by way of putting it to use, collecting information about users,
and communicating with them, the tool can be treated as a means of strengthening and improving relationships with universities
and students. The IPMA-Student Portal is a basic communication tool, adapted to the needs of lecturers and students, bringing
benefits both to the IPMA Poland Association and the academic community.
Click here and insert your abstract text.
© 2021 The Authors. Published by ELSEVIER B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International
Keywords: client relations, marketing; development of competencies, education
1. Introduction
Recent years have seen significant changes in the market situation, driven by increasing competition,
globalisation of the economy, rising customer expectations resulting from increasing awareness, and new technologies.
These changes make the subject of consumer behaviour one of the most interesting issues today. In a changing
environment, one of the most valuable assets of any enterprise is the customer and knowledge about them. Professional
associations that base their activities on promoting the idea of good practices in individual industries, companies,
* Corresponding author. Tel.: +48-500-048-452 fax: +48-91-444-31-15.
E-mail address: joanna.rzempala@usz.edu.pl
Available online at www.sciencedirect.com
ScienceDirect
Procedia Computer Science 00 (2019) 000–000
www.elsevier.com/locate/procedia
1877-0509 © 2021 The Authors. Published by ELSEVIER B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International
25th International Conference on Knowledge-Based and Intelligent Information & Engineering
Systems
Using CRM Tools for Learning Development – The IPMA-Student
Portal Example
Joanna Rzempała*a, Rafał Szymańskib
a Institute of Management, University of Szczecin, Al. Papieża Jana Pawła II 22a, Szczecin 70-453, Poland
bInstitute of Spatial Management and Socio-Economic Geography, University of Szczecin, Al. Papieża Jana Pawła II 22a, Szczecin 70-453,
Poland
Abstract
The aim of the paper is to analyse the possibilities of using IT tools supporting education for customer relationship management
on the example of IPMA-Student Portal. The tool was created to support partner universities and their students in the development
of competencies and certification in project management; however, by way of putting it to use, collecting information about users,
and communicating with them, the tool can be treated as a means of strengthening and improving relationships with universities
and students. The IPMA-Student Portal is a basic communication tool, adapted to the needs of lecturers and students, bringing
benefits both to the IPMA Poland Association and the academic community.
Click here and insert your abstract text.
© 2021 The Authors. Published by ELSEVIER B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International
Keywords: client relations, marketing; development of competencies, education
1. Introduction
Recent years have seen significant changes in the market situation, driven by increasing competition,
globalisation of the economy, rising customer expectations resulting from increasing awareness, and new technologies.
These changes make the subject of consumer behaviour one of the most interesting issues today. In a changing
environment, one of the most valuable assets of any enterprise is the customer and knowledge about them. Professional
associations that base their activities on promoting the idea of good practices in individual industries, companies,
* Corresponding author. Tel.: +48-500-048-452 fax: +48-91-444-31-15.
E-mail address: joanna.rzempala@usz.edu.pl
5004 Joanna Rzempała et al. / Procedia Computer Science 192 (2021) 5003–5014
2 Joanna Rzempała, Rafał Szymański/ Procedia Computer Science 00 (2019) 000–000
institutions and other entities across the country have noticed the need for contact with universities, which shape
competencies of young people. These organisations affiliate the education system, offer student certification systems
and support in contacts with the business environment. These activities are an attempt to establish relations with the
generation entering the labour market. The aim of the paper is to analyse the possibilities of using IT tools supporting
this kind of education activity for customer relationship management on the example of IPMA-Student Portal. That
is basic foundation for effective functioning in the market is customer relationship management (CRM).
2. IPMA –Student Program
IPMA -Student Program is the result of cooperation between IPMA Poland† and universities and business
representatives. In 2013, work was completed on a system of accreditation of curricula at Polish universities and the
assumptions for certification of students in the field of project management. The Association, through the IPMA-
Student accreditation program, offers universities the opportunity to confirm the compliance of project management
curricula offered as part of undergraduate and graduate studies with the competence requirements, consistent with the
global standard IPMA 4-L-C. The pilot of the Program was conducted in 2014 at the SGH Warsaw School of
Economics; currently more than a dozen universities in the country have implemented and are pursuing the activities
of the Program. This means that at these universities the students' learning paths have been analysed and found to be
in line with the IPMA international competence model. The vocabulary used, definitions and terms related to project
management are unified, and students and lecturers use common teaching tools. A network of qualified university
coordinators enables students to verify and certify their competences.
It is worth noting that among the universities that have received IPMA-Student accreditation, in addition to
those that merely confirmed the compliance of their curricula with IPMA-Student requirements, there are also those
that have launched new programs based on IPMA-Student learning outcomes. The development of the IPMA-Student
certification program is based on a periodic analysis of the requirements related to project management positions and
practices as well as the requirements and considerations of higher education. The analysis is carried out by the
Certification Program Committee at least once every five years.
3. Principles of Stakeholder Relationship Management based on the example of IPMA Student participants
The implementation of a CRM system as part of the IPMA – Student program is intended to provide specific
benefits. The literature on the subject systematizes the value propositions that may come from proper management of
relations with the organization's stakeholders. First of all, the effect of activities related to the implementation of CRM
in the company is to be improvement of the profitability index of the organisation and its activities. Hence, the principle
of using existing relationships with stakeholders to maximise revenue has been listed first. CRM class systems focus
on creating tightened relationships with all partners in specific projects, which is the main objective of IPMA Poland
when implementing the IPMA-Student program. The value of these partners is measured in the long term and can be
increased through various group-oriented loyalty programs.
†
International Project Management Association Poland (IPMA Poland) is an association of project management professionals and is a part of
International Project Management Association (IPMA). IPMA is an international non-profit organization affiliating national associations in
the field of project management in 62 countries around the world. The mission of the international association is to create a global space for
research that shapes the future of project management. This vision is realised by promoting and supporting concentrated efforts in three
areas: standards, learning and development as well as promotion of good project management practices. The main objective of the
association is to build a platform for the exchange of practical experience in project management.
Joanna Rzempała et al. / Procedia Computer Science 192 (2021) 5003–5014 5005
Author name / Procedia Computer Science 00 (2019) 000–000 3
CRM class systems enable long-term maximisation of the value of partners. The costs associated with
acquiring these partners for new projects are much lower than the costs of acquiring new ones. In the context of the
IPMA – Student program, convincing an already acquired partner of the IPMA-Student certification program to
participate in subsequent projects is much easier than searching for a new one. Establishing cooperation with a proven
provider, such as IPMA Poland, in further educational or student-activating projects, e.g. certification of additional
students or students' participation in competitions or academic and educational events which the university or the
company wants to introduce for its students or employees, carries much less risk and is burdened with much lower
costs than searching for a new provider for the task. Because long-standing relationships are mutually beneficial,
organisations tend to use a lock-in strategy that results in less cost to the other party in the relationship as well. This is
due to the fact that this strategy involves deliberately raising the costs that the stakeholder has to pay if they would
like to change relationship partners. The commitment of time and energy spent by the partner on previously building
this relationship is so high that it is not worthwhile for them to build a new one.
The principle of using knowledge about customers to serve them at a consistently high level is firmly
established in the CRM philosophy. According to the authors, observing it has the greatest impact on maintaining the
organization's competitive advantage in the long term. Properly selected CRM allows you to surprise your partner with
your knowledge about them. In addition, thanks to an efficient CRM system, all departments within the organization
know about all interactions taking place in the organization's relationship with the partner. Stakeholders are therefore
not "plagued" with requests for the same information coming from different points of contact between the organization
and the partner. Over time, the knowledge gained by the organization allows to individualize the cooperation and make
the partner "permanently" attached to it.
Developing repeatable processes of cooperation requires the use of knowledge about transactions to date in
subsequent contacts with new and existing partners. Effective use of CRM class systems means that the company's
stakeholders can always count on consistent, reliable and accurate answers to their questions. This perspective on the
relationship positively impacts its value. Delivering value and increasing partner loyalty have many benefits. Firstly,
we know more about loyal partners. With this knowledge, we can resolve troublesome issues before they become
problems. Secondly, we can suggest solutions in areas that present challenges to the partner that they are not yet aware
of. Presenting partners with needs they are not yet aware of is another CRM principle. Knowing these principles and
applying them in the process of managing relationships with partners is essential if CRM systems are to be properly
used in the organization.
4. Goals of using CRM class systems
When defining the CRM philosophy, it is well-based to identify the objectives pursued by the organization
that has or intends to implement a CRM class system. It should be emphasized that because of the fact that the
orientation of an organization such as IPMA Poland on an individual approach to its partners should appear already at
the stage of creating a vision and mission along with a strategy of action, also the objectives that the CRM class
systems face should be defined at this stage. Their definition is the responsibility of the management, while the
implementation belongs to the entire team. According to J. Adamczyk, the goal of CRM "should be to increase the
value of the relationship for the customer, with visible benefits for them, and at the same time with a profit for the
company." In order to meet the needs of partners which may be for example universities or students, the organization
using CRM system should first fully identify these needs and then strive to meet them. The purpose of CRM, based
on the definition of "partnership and loyalty", is to maintain partnership relations with all stakeholders of the company
as well as to skilfully cultivate them and repeat the implemented processes in mutual contacts . It should also be
considered as the goal of CRM to increase the profit level of the organization by multiplying the number of loyal
stakeholders while at the same time evoking the greatest possible satisfaction in them. This makes it possible to
maximize their value. Finally, the goal that is most often mentioned in the literature is by definition focus on customer
satisfaction.
Since it is possible to determine the objectives to which the implementation of a CRM system in the
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organization should lead, it is reasonable to identify exemplary metrics for achieving the objectives of the CRM
implementation project. Sample measures proposed by the authors are presented in Table 1. It should be remembered
that achieving these goals will not be possible only through the purchase or independent development of CRM class
software. The information technology itself can be only one of the areas in which to create relationships with the
customer. To achieve success, it is necessary to change the mindset of the entire organization in accordance with the
CRM philosophy.
Breakdown by
Characteristics of a sample metrics
employees' skills
number of incorrectly entered order documents
perception of the
organization
time from initiating contact with a client to closing the transaction
market share
the process and its results
duration of contact between the company representative and the customer
value of the signed purchase order
time
number of meetings with a partner counted on an ongoing basis
total value of a partner, i.e. the value of actual or potential transactions
past/future
increase in turnover (relative to future periods)
increase in market segments
level of partner loyalty
company's share of transactions carried out by a partner in a given industry
percentage of repeat customers
customer value
revenue from a given partner over a specified period of time
profitability transactions with a partner over a specified period of time
financial/non-financial
metrics
the margin achieved from the relationship with a given partner
partner satisfaction measured and tracked through interviews and surveys
Table 1. Metrics of CRM goal achievement
Source: Own study based on K. Stefaniak, Goals and metrics in CRM project, "Manager" 2001, no. 2, p. 18.
In view of the above, the understanding of CRM philosophy should become easier upon getting acquainted
with the architecture of IT tools. In the case of the IPMA Student program, the tool for cooperation and communication
between partners is the IPMA-Student Portal. This tool is based on the Moodle platform.
5. Moodle-based IPMA Student platform as a CRM tool
Moodle (Modular Object Oriented Dynamic Learning Environment ) is an online platform for teaching and
learning. In more official language, it is a Content Management System (CMS) specialised in e-learning. Currently,
the most popular educational content management system is Moodle. It is a very flexible, user-friendly, safe and,
above all, free platform designed for remote teaching. It is widely used by schools, universities and companies. The
first version of the platform was released in 2002. Currently, the project is being built by a wide group of people and
funded by a network of institutions keen to see it gain steam. From the moment it is installed on a server, Moodle is
equipped with features such as a grade book, calendar or modules for quick knowledge checks and file uploads.
The Moodle platform is an online remote learning environment available in web browsers. It enables the
creation and administration of online courses - thus managing the entire process of remote learning. It is a development
project aimed at supporting its didactic and methodical aspect of education. Currently, it is used in more than 215
countries across the world. The number of users and supporters of this platform has been growing steadily for years.
Gartner's research indicates that for a significant portion of CRM offerings, the promised flexibility is most
often limited to the customization of menu and the ability to disable certain program functions. As a result,
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customisation of CRM solutions rests on limiting the functionality of modules that are included as standard in the
bundles of programs for which licences must be purchased, regardless of whether the customer will use all of the
application’s functions. Maximising the use of various CRM applications’ functionalities is facilitated by a thorough
knowledge of the systems’ structure and thus the ability to adapt the CRM project to the customer's needs. This allows
the organisation using the solution to avoid the multiplication of costs associated with the implementation of a
"customised" system, and to rely, as is the case of the IPMA-Student Portal, on open source software. The decision-
makers behind the launch of the IPMA-Student Portal were aware that a system made available free of charge under
the General Public License (GPL) would meet their expectations, and that any conceivable adaptation to specific
requirements would be possible using already built-in functions.
Features of the Moodle platform:
● Open source software – this means that it is made available free of charge under the General Public License
GPL. Everyone has access to the full source code cost-free and can make required changes to it.
● Available on web browsers, does not require installation of any software on the user's computer. It only
requires access to the Internet.
● Easy to use for users (especially for trainees) - basic web browser skills are required.
Modular structure – division into sections makes it organized and easy to create courses and add content to them.
In the CRM system architecture, there can be distinguished three main parts: operational, analytical and
interactive. Before discussing the individual parts of CRM, attention should be called to the fact that the systems of
this class should be implemented in such a way that they interact with those already existing in the organization. Hence,
the presented division is influenced by practice, which has shown that ERP, MRP and other systems can still function
in the organisation, and their operation is subject to the CRM philosophy, i.e. it actually becomes a part of this system.
The CRM class system is a kind of a binder – it connects all the systems existing in the company and enriches them
with analyses and functions allowing for better contact with the individual customer.
6. Analysis of the design of the IPMA Student Portal has revealed similarities to CRM class systems in several
areas.
Operational CRM covers company functions directly related to contacts with customers. It contains data on
transactions or contacts made during the ordering or sales process, among others. The data refers to customers, the
company's products, employees handling a given transaction as well as information about competitors. Analytical
CRM processes data from operational CRM for the purpose of supporting decisions on marketing campaigns, customer
segmentation, and preparing the company's strategic plans. Numerous studies, statements, articles, and definitions
attest to the great interest in analytical knowledge management. Interactive CRM improves the quality of direct
contacts with customers, partners, and employees of a company.
Operational CRM is, in terms of functionality, similar to ERP. The most common functions in these systems
include typical business utilities: customer service, order management, sales management. In operational CRM class
systems, employees' actions are supported by raw data coming from data warehouses. All data about business partners
is much easier to access than if it were stored in different systems. Hence, operational CRMs are evolving to the role
of systems that integrate the company's existing systems in this class. However, data analysis is only the responsibility
of the employee handling this database, therefore the effectiveness of the activiti es depends on the experience and
skills of the individual. This in turn often depends on the attitude (conservative, receptive or pioneering) of the
employee towards the new system.
Unlike operational CRM, analytical CRM is a system that builds predictive models using data mining from
a data warehouse. With analytical CRM, customer service employees receive a set of guidelines on how to serve
customers most effectively. Thanks to analytical CRM, it is possible to categorize a given stakeholder, assign them a
status from among those defined by the company, and manage knowledge about them. By using analytical CRM,
marketers gain an extremely useful analytical tool. However, it should not be forgotten that in every case of
implementation of CRM systems in the company, it is important that there is a need for the implication of its various
elements. Therefore, the organization should first answer the question of whether in this industry, with such a method
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and scale of operations, the implementation of the analytical part of CRM will be necessary. It should be emphasized
that its proper functioning depends on the resources in the data warehouse, which compiles data and facilitates access
to it. The analyses used by the analytical CRM include RFM or LTV, among others. RMF allows for clustering
stakeholders based on their past behaviour and predicting their future behaviour. LTV makes it possible to estimate
the profits that can be achieved by maintaining contact with a given partner.
Both analytical and operational CRM are designed to aid the organization in serving its stakeholders
effectively. From the management’s point of view, of which usually only a representative is a member of the CRM
implementation team, the most important thing is the system’s usability features, not its design. Among the systems
of this class, there can be distinguished the most essential areas, functions and modules. In the substantive aspect it is
the management of partners, contacts and opportunities – all these functions are included in the subsystem of gathering
knowledge about partners. Others that qualify as elements of the partner care subsystem are sales management, process
definition, contact centre, customer service, and task assignment. In terms of functions, on the other hand, CRM is
used to gather knowledge about existing and potential partners, monitor their status on an ongoing basis, and assign
them appropriate status based on the information gathered. Other features in the functional aspect include: preparation
of an operational partner care plan and its subsequent implementation, analysis of expectations, needs and preferences
as well as previous purchases, and above all maintaining contact.
Gathering knowledge in terms of a company-partner relationship allows for obtaining information on:
● the amount of financial flows – on this basis it is possible to determine the "value of the partner", the regularity
of their contacts with the company, the finalised transactions;
● the type of turnover – it allows to indicate which goods or services are the subject of the transaction and,
thanks to this, to improve the company's offer, strengthen the negotiating position or forecast sales and purchase
opportunities;
● the phase and style of the partner's operations – this determines the method of negotiation, the partner's needs
and their reactions; a newcomer to the market behaves differently from a established partner.
The partner care subsystem works by leveraging the acquired knowledge about them and allows the company to
increase its competitiveness in dealing with the partner by:
● automating the process of conducting marketing campaigns and contacting partners;
● acquiring and memorizing individual feedback that allows to avoid repeating the messages addressed to the
partner and to prevent "harassing" them;
● measuring partner satisfaction on an ongoing basis and identifying areas for improvement in company
operations;
● defining processes.
Not all of the functions listed may be necessary for an organization that intends to implement the CRM
philosophy. Hence, it is extremely important to properly implement a CRM class system so that it is "tailored" to the
customer's needs. In this context, it should be noted that the elements incorporated in the IS Portal indicate that it can
be treated as a CRM class tool.
Moodle functionality in the context of IPMA-Student certification
The Moodle system allows for:
● defining system users with specific privileges,
● creating a database of open and closed questions assigned to the elements of competencies according to ICB4,
● generating from the question database an examination set (quiz) with a structure defined by IPMA ICR 4
(IPMA International Certification Regulations),
● evaluating answers to closed questions, automatically,
● exporting results to Excel for further processing,
● professional assurance of exam system security and data protection,
● continual monitoring and improving the question database,
● communication with users,
● archiving of all or selected elements of the system.
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Author name / Procedia Computer Science 00 (2019) 000–000 7
The IS Portal is a tool used for teaching support, examination and contact with lecturers, students and
postgraduate students. The tool was created in 2014 as part of the ongoing IPMA-Student project. The IS portal has
been created on the Moodle Platform. The different functionalities of Moodle have been adapted to the needs of the
stakeholders of the IPMA-Student project.
7. User Management
User management on the IS platform includes both the creation of user accounts and the granting of global
rights to system functionality, and the granting of user rights to individual quizzes. The IS platform uses a mechanism
for user account authentication through standard e-mail verification. A person with their own account can log into the
system. It is also possible to log in as a guest, i.e. an unregistered user who has limited access to the platform resources.
The system offers several solutions for user access to particular courses.
Users of the IS Portal can be divided into different categories:
a. Students with individual accounts from accredited universities, who study within an accredited pathway and have
access to dedicated quizzes,
i. Students who use dedicated (didactic) quizzes, i.e. those who are still considering the decision to enter the
certification,
ii. students using both the dedicated (didactic) quizzes and the IPMA-Student exam – i.e. those who have
made the decision to take the certification exam and have paid the exam fee.
b. Individuals who have created an account on their own and are only using the demo quizzes that are publicly
available.
c. Trainers – university teaching staff who teach accredited classes/subjects,
d. IPMA-Student Coordinators at universities – individuals from a particular university who are responsible for the
implementation and execution of the teaching and communication processes between the HEI and IPMA Poland,
e. Assessors of the IPMA Accreditation Committee.
8. Evaluation Tools
The IS portal is used as a tool to assess student performance in individual courses.
There are 3 categories of courses:
● Courses based on the competency structure according to ICB3,
● Courses based on the competence structure according to ICB4,
● Dedicated courses created for special training needs of IPMA and partner universities.
In each category there have been created 3 courses:
● DEMO – courses generally available to all users that are publicly accessible,
● AJS – training courses created for users from partner universities. The courses include tests on different
types of project management competencies. They are used as a teaching tool. The so called dedicated
courses, developed on request of the university, are also in this group. Among dedicated courses there is,
among others, the PRE / POST test for examining the effectiveness of the training.
● CERT – courses created from certification questions and used for examinations. The "IPMA-Student
Certification Process Evaluation Survey" is also included in this group of courses.
● In addition to the DEMO and DEDICATED (AJS) quizzes, the Portal includes a project management
knowledge game ("Millionaires", approx. 300 attempts in 2021).
The number of users for each course is shown in Figure 1. Each course is comprised of: a test (exam), tests
in selected areas of competence, Discussion Forum, News Forum, document repositories (training materials).
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Figure 1. Users of particular courses on the IPMA-Student Portal
Source: Own study
Outcome assessment of quizzes is automatic. Users of the training quizzes receive information about the final
score and additionally feedback explaining the correct answer. The evaluation of the certification exam score is
provided to students in the form of a report. The results report includes an assessment of each of the 28 ICB4 IPMA
competency elements, the percentage of competencies passed, and the decision on awarding the IPMA-Student
certificate.
The format of the report allows the candidate to identify their weak and strong competencies, which can be
a rationale for developing their competencies. The report with the assessment of the certification exams results for
groups of students from each university is delivered to the coordinator at the respective university. From the
perspective of the organizer of a training cycle preparing for certification, the feedback on the level of competence of
the trained group in each element of competence is an objective indicator of the effectiveness of training, and provides
a premise for the verification and development of training programs and coaching staff in areas that require additional
support.
9. Communication
Discussions are an integral part of the IPMA-Student Portal. Communication takes place either between
users or groups of users, in both asynchronous and synchronous modes. News Forum (IPMA announcements) and
Discussion Forum (open, anyone can submit an issue). In dedicated training courses Discussion Forums are more
often in use but the issues raised are organisational rather than substantive. Forums are either part of the whole
course or linked to a specific section of the course. The course author can determine who has access to the forum
and who can contribute to it.
Unlike a forum, a chat is a real-time communication tool, created as an overarching course component or it
is linked to a specific stage of the course. It requires participants to be logged in. The instructor can determine the
chat availability to users. Chat participants can be divided up based on their membership in different groups. There
is also a messaging system in Moodle – the Messages module – that sends text messages to all users of the platform.
It is possible to search the list of users inside and outside the course, create a contact list and block selected users.
Unfortunately, the platform does not offer e-mail accounts, as users are assumed to have their own, system-
independent accounts.
In addition to the courses, there are many information resources on the portal regarding:
● News related to activities in the area of IPMA-Student Program, e.g. current activities in the area of safety
policy, events dedicated to students and lecturers, successes of students in scientific and educational
activities,
● such as: students who obtained the highest scores in the certification exams, winners of the Project Master
competition for the best thesis in project management,
● IPMA Poland – activities undertaken by the association,
● IPMA Certification – information concerning IPMA certification requirements,
Joanna Rzempała et al. / Procedia Computer Science 192 (2021) 5003–5014 5011
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Figure 1. Users of particular courses on the IPMA-Student Portal
Source: Own study
Outcome assessment of quizzes is automatic. Users of the training quizzes receive information about the final
score and additionally feedback explaining the correct answer. The evaluation of the certification exam score is
provided to students in the form of a report. The results report includes an assessment of each of the 28 ICB4 IPMA
competency elements, the percentage of competencies passed, and the decision on awarding the IPMA-Student
certificate.
The format of the report allows the candidate to identify their weak and strong competencies, which can be
a rationale for developing their competencies. The report with the assessment of the certification exams results for
groups of students from each university is delivered to the coordinator at the respective university. From the
perspective of the organizer of a training cycle preparing for certification, the feedback on the level of competence of
the trained group in each element of competence is an objective indicator of the effectiveness of training, and provides
a premise for the verification and development of training programs and coaching staff in areas that require additional
support.
9. Communication
Discussions are an integral part of the IPMA-Student Portal. Communication takes place either between
users or groups of users, in both asynchronous and synchronous modes. News Forum (IPMA announcements) and
Discussion Forum (open, anyone can submit an issue). In dedicated training courses Discussion Forums are more
often in use but the issues raised are organisational rather than substantive. Forums are either part of the whole
course or linked to a specific section of the course. The course author can determine who has access to the forum
and who can contribute to it.
Unlike a forum, a chat is a real-time communication tool, created as an overarching course component or it
is linked to a specific stage of the course. It requires participants to be logged in. The instructor can determine the
chat availability to users. Chat participants can be divided up based on their membership in different groups. There
is also a messaging system in Moodle – the Messages module – that sends text messages to all users of the platform.
It is possible to search the list of users inside and outside the course, create a contact list and block selected users.
Unfortunately, the platform does not offer e-mail accounts, as users are assumed to have their own, system-
independent accounts.
In addition to the courses, there are many information resources on the portal regarding:
● News related to activities in the area of IPMA-Student Program, e.g. current activities in the area of safety
policy, events dedicated to students and lecturers, successes of students in scientific and educational
activities,
● such as: students who obtained the highest scores in the certification exams, winners of the Project Master
competition for the best thesis in project management,
● IPMA Poland – activities undertaken by the association,
● IPMA Certification – information concerning IPMA certification requirements,
Author name / Procedia Computer Science 00 (2019) 000–000 9
● Certification Guides – a set of documentation related to the IPMA-Student certification requirements,
IPMA-Student competence model,
● Information about IPMA-Student Partners (accredited universities) – information includes a list of
accredited universities, basic information about universities and contact to the IPMA-Student coordinator
from each unit.
● Recommendations given by employers and students for the IPMA-Student certification system,
● The list of individuals certified at IPMA-Student level,
● IPMA-Student projects carried out in partnership between IPMA Poland and universities.
The IPMA-Student Portal offers those who take the IPMA-Student certification the opportunity to complete
an evaluation questionnaire. The questionnaire is anonymous and voluntary. The questionnaire contains questions
about the usefulness of both the educational activities conducted at the university and the particular elements of the
IPMA-Student teaching and certification process and tools. Based on the analysi s of the results of the 300
questionnaires from students who went through the full didactic process ending with the certification, a conclusion
can be drawn on the usefulness of both the didactic activities at the partner universities and the information p rovided
on the IPMA-Student Portal as well as the certification process and support tools themselves
Figure 2. Classes in an accredited course
Source: Own study
Classes in accredited courses at their respective universities are rated by students as very useful or useful
(Error: Reference source not found). This information is made available to the IS Coordinator of the respective
university.
The IPMA-Student portal also contains guides prepared by IPMA Poland containing an inventory of methods
and techniques in particular competence areas. The guides are used by both students and lecturers. The majority of
students assess the usefulness of this study as very or moderately useful (Figure 3). The guides are intended to inform
students how their level of competence in the various areas of project management will be verified, i.e. which methods
and techniques the examination questions will refer to.
54%
37%
9%
Very useful Moderately useful Not very useful
5012 Joanna Rzempała et al. / Procedia Computer Science 192 (2021) 5003–5014
10 Joanna Rzempała, Rafał Szymański/ Procedia Computer Science 00 (2019) 000–000
Figure 3 The Usefulness of IPMA-Student Guides
Source: Own study
Students rate teaching quizzes, offered to them for competence development, much higher than guides, containing a
collection of methods and techniques necessary for the student to master. Thus, it can be concluded that a more
attractive form of learning for students is the use of quizzes.
Figure 4 Usefulness of Didactic Quizzes
Source: Own study
The learning quizzes offered to students contain feedback that is made available to students. This means that
for each variant of the answer to a question, a rationale is provided as to why the answer is correct or incorrect. This
allows users to verify their thinking, their answers to the question, and the quizzes support the learning function. The
vast majority of students rate this function as very useful in the educational process (Figure 5).
34%
37%
29%
Very useful Moderately useful Not very useful
80%
17%
3%
Very useful Moderately useful Not very useful
Joanna Rzempała et al. / Procedia Computer Science 192 (2021) 5003–5014 5013
Author name / Procedia Computer Science 00 (2019) 000–000 11
Figure 5 Usefulness of Feedback for IPMA Quizzes
Source: Own study
The IPMA-Student portal also serves an information and communication function. It contains information
related to the certification process, competence requirements, recommended course literature, references to other
sources of information that may be useful to students and lecturers, and current events related to IPMA-Student team
activities, conferences and user workshops. The majority of respondents find this information moderately useful. This
is probably due to the fact that students are informed about the process and other areas by the IPMA-Student
coordinators at their universities, so they do not see much need to seek this information themselves (Figure 6).
Figure 6 Usefulness of the informative part of the IPMA-Student Portal
Source: Own study
10. Conclusion
The presented analysis of the functionality of IPMA-Student Portal indicates that it can be used as a
support tool not only to support the development of project management competences, but also to support marketing
activities, such as:
● Cross-selling by informing Portal users about other IPMA Poland products dedicated to students, such as
IPMA Young Crew membership, Project Master competition, conferences dedicated to students.
81%
15%
4%
Very useful Moderately useful Not very useful
39%
43%
18%
Very useful Moderately useful Not very useful
5014 Joanna Rzempała et al. / Procedia Computer Science 192 (2021) 5003–5014
12 Joanna Rzempała, Rafał Szymański/ Procedia Computer Science 00 (2019) 000–000
● Up-selling by motivating current clients of the IPMA-Student certification to upgrade to IPMA – D level.
IPMA offers a discount to IPMA-Student certified students if they take another certification within a year.
● Maintaining clients through email contact in the form of newsletters and dedicated offers of upgrading the
certification, participation in a dedicated organisation for students, the IPMA Young Crew.
● Getting to know customers through surveys and research on usefulness of IPMA-Student certification in
order to collect consumer information.
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