New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
The Engineering Management Body of Knowledge (EMBOK) establishes required competencies for engineering managers, practicing engineers, and educators. As stated in the EMBOK, practitioners utilize their “professional judgment, experience, and discretion” to determine appropriate practices to situations. Included in Domain 4 are the generally recognized best practices and concepts for engineering projects and process management. The Project Management Institute’s Body of Knowledge (PMBOK) and Project Management Maturity Model (PMMM) also provide a foundation to analyze project management.
Utilizing a qualitative research approach through open-ended interviews, direct observation, and fieldwork, a core set of project management competencies is defined through development of numerous customized project management seminars for engineering staff members from diverse manufacturing industries. These competencies represent the typical needs of manufacturing engineering managers who may be considered as primary consumers of bachelor degree engineering students.
This paper maps the customized field training needs to the EMBOK, PMBOK, and academic project management textbooks in order to define a framework for teaching a core set of competencies integrated into an Active Learning environment. In order to create a project management pedagogy, the Kolb Learning Cycle and the Felder-Soloman Index of Learning Styles are used as foundational theories to design active learning pedagogy with consideration to student learning styles. Provided in this paper is a comprehensive, balanced approach to teach currently demanded project management core competencies, as well as to provide a structure and methodology that includes engineering discipline specific learning objectives.
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