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    Fostering project management competencies in undergraduate engineering: An exploration of the use of management-educated tutors as coaches in problem-based learning
    (Engineers Australia, 2018-12-09) Khoo E; Scott J; McKie D; Cowie B
    CONTEXT Problem-based learning (PBL) helps engineering graduates develop the competencies needed in order to engage effectively with complex and uncertain workplace demands. PBL’s effectiveness, however, also depends on students having the ability to manage themselves and to work collaboratively. As these professional competencies are not typically the focus of undergraduate engineering programmes, students tend to complete problem-based project work through their own initiatives without the skills relevant to project completion. On the other hand, project management competencies are commonly explicated and core in business and management disciplines. PURPOSE This paper reports on our project which addresses the research question: What is the impact of utilising a management-educated demonstrator to work with engineering students on their learning and development of project management competencies? APPROACH Our project intervention required students in a fourth-year advanced engineering problem-based course to regularly report their planning and project progress to a graduate management tutor (demonstrator manager). A third of the course marks was awarded by the tutor who provided business-informed coaching as feedback during each report planning session. Multiple forms of data were collected – pre-and post-course surveys, student focus group interviews, lecturer and tutor interviews and student formative and summative grades. RESULTS The findings highlighted that: (1) Students did gain a better understanding of key aspects of project management; (2) Students were generally supportive of the technique, but wanted more “introduction”, exposing their naivete where grading on management was concerned; (3) The approach could foster more Engineering-Management collaboration at a university; (4) The approach supports the accreditation goal of developing engineering graduates’ professional competencies related to management skills. CONCLUSIONS Given the multiple and complex challenges facing 21st-century society, engineering employers are increasingly seeking graduates who are both technical experts in their field and able to work with experts from other fields, including business and management. Our project contributes understandings on how interdisciplinary initiatives can develop
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    Fostering project management competencies in undergraduate engineering: An exploration of the use of management- educated tutors as coaches in problem-based learning
    (Engineers Australia, 2018-12-09) Khoo E; Scott J; McKie D; Cowie B
    CONTENT Problem-based learning (PBL) helps engineering graduates develop the competencies needed in order to engage effectively with complex and uncertain workplace demands. PBL’s effectiveness, however, also depends on students having the ability to manage themselves and to work collaboratively. As these professional competencies are not typically the focus of undergraduate engineering programmes, students tend to complete problem-based project work through their own initiatives without the skills relevant to project completion. On the other hand, project management competencies are commonly explicated and core in business and management disciplines. PURPOSE This paper reports on our project which addresses the research question: What is the impact of utilising a management-educated demonstrator to work with engineering students on their learning and development of project management competencies? APPROACH Our project intervention required students in a fourth-year advanced engineering problem-based course to regularly report their planning and project progress to a graduate management tutor (demonstrator manager). A third of the course marks was awarded by the tutor who provided business-informed coaching as feedback during each report planning session. Multiple forms of data were collected – pre-and post-course surveys, student focus group interviews, lecturer and tutor interviews and student formative and summative grades. RESULTS The findings highlighted that: (1) Students did gain a better understanding of key aspects of project management; (2) Students were generally supportive of the technique, but wanted more “introduction”, exposing their naivete where grading on management was concerned; (3) The approach could foster more Engineering-Management collaboration at a university; (4) The approach supports the accreditation goal of developing engineering graduates’ professional competencies related to management skills. CONCLUSIONS Given the multiple and complex challenges facing 21st-century society, engineering employers are increasingly seeking graduates who are both technical experts in their field and able to work with experts from other fields, including business and management. Our project contributes understandings on how interdisciplinary initiatives can develop such professional competencies that are important for engineering graduate work-readiness.
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    Project managers’ competencies in international development projects: a Delphi study
    (SAGE Publications Inc, 2021-11-18) Bashir R; Sajjad A; Bashir S; Latif KF; Attiq S
    Project Managers’ (PMs) competencies are critical issues for international development projects (IDPs), and the success of IDPs is largely dependent on how prudently and effectively a PM manages the IDPs operations. So far, the topic of PMs Competencies is mainly explored in the private sector context using a survey-based research approach, and very few attempts have been made to examine the competencies of PMs in the IDPs sector. Accordingly, this study examines the PMs’ competencies at each phase of the project life cycle (Initiation, Planning, Execution, Monitoring and Controlling, and Closing) by drawing on the sample of 15 PMs from the IDPs’ sector by employing a Delphi method, which enables aggregation of experts’ opinions in a more structured and systematic manner. Findings of this study proposed five of the most critical competencies within each phase of the project life cycle and ranked based on their relative importance, for example, leadership, communication, planning, innovation, motivation, etc. The findings contribute to emerging literature and bring new insights on project managers’ competencies in the IDPs sector.
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    A Study of Design Change Management for Infrastructure Development Projects in New Zealand
    (MDPI (Basel, Switzerland), 2022-09-19) Wang R; Samarasinghe DAS; Skelton L; Rotimi JOB
    Design changes seem to be an inevitable part of engineering, procurement and construction EPC projects. Such changes create a need for a proactive approach to adjusting project scope, cost and time (the triple constraints) for efficiency and effectiveness in overall delivery. This study investigates the causes and implications of design changes in order to improve design change management practices. Data for the study were obtained through online interviews with New Zealand industry practitioners. Thematic analysis was used to collate the results into meaningful data. The study found that design changes were predominantly caused by clients’ inadequate strategic planning, insufficient attention to design, EPC contractors’ inadequate design ability, and on-site variations. There were three categories of such design changes: direct impact on the project, the reciprocal and complementary effect on stakeholders, and the far-reaching impact on the community. The study concludes by suggesting improvements, such as strengthening the integration of project teams to enhance design quality, strategic alignment of stakeholders at the planning stage, early contractor involvement (ECI) between the planning and design phases, and improving collaboration between design and construction teams. Further, a combination of high technical skills (e.g., design ability) and soft skills (can-do attitude, interpersonal skills, problem-solving skills, documentation skills, etc.) are needed to generate the desired improvement in design change management.