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Journal articles on the topic 'Project and design competence'
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1
Ahmad Noorhani, Nur Maizura, and Arniatul Aiza Mustapha. "Interior Design Practice: Project Management Competency Framework." Built Environment Journal 18, no. 1 (2021): 98. http://dx.doi.org/10.24191/bej.v18i1.12991.
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Currently, a role for a creative or visually appealing interior designer has also includes project management. One of the project's primary roles is for the interior design manager is to successfully deliver to the client. Additionally, project managers are measured for their capability to deal with day-to-to-day activities as well as projects. This study shares the required competencies project managers and interior designers to qualify as a project manager in the field of design. This paper examines the 27 competencies required of an interior project manager and highlights the value of competence in these three areas: functional, contextual, and behavioral. Competence as a project manager is assessed using questionnaires. The review and data collection of the results later helps support competency skills, which then diminishes the value of competency activities. From the analysis of the results, it follows that the project validity of the manager's knowledge increases project efficiency. Following the findings, new guidelines are implemented to further and more generally define the nature of the research.Keywords: interior design practice, project management competency
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Cha, Jonghyuk, and Eunice Maytorena-Sanchez. "Prioritising project management competences across the software project life cycle." International Journal of Managing Projects in Business 12, no. 4 (2019): 961–78. http://dx.doi.org/10.1108/ijmpb-11-2017-0145.
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Purpose The purpose of this paper is to investigate the relative importance of project management (PM) competences across the different stages of a software project life cycle to identify competence development gaps and opportunities. Design/methodology/approach A deductive and quantitative approach was adopted to address the research questions with a web-based survey for data collection. Findings After reviewing the context of competences and PM competences, the importance of the PM competences overall and for specific stages in the project life cycle was analysed. The result highlights that functional and meta-competences are perceived to be the most important competence dimensions for software project practitioners. Originality/value This study makes three contributions. First, it consolidates PM competences into a set of 20 within four competence dimensions. Second, it prioritises these competences across the software project life cycle. Third, it identifies the significance of the inter-relationship between PM competences and project life cycle to reveal PM competence development gaps and opportunities.
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Kryzhanovskaya, O. A., and Yu I. Sokolova. "FORMATION, MANAGEMENT AND DEVELOPMENT OF KEY COMPETENCES IN DESIGN MANAGEMENT OF ORGANIZATION." Proceedings of the Southwest State University 21, no. 3 (2017): 84–92. http://dx.doi.org/10.21869/2223-1560-2017-21-3-84-92.
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Relevance of basic and exclusive knowledge and abilities of company research making is confirmed by the fact that elements of organization competence are changed in each period of company strategic management development. Understanding of what is basic for strategy creation in company management is very important. In particular, what organizational knowledge and abilities are basic for competence forming and what are unique for project implementation. Now an important part in control policy is assigned to corporate models of competence. In some companies profiles of competences are used as application-oriented instruments of specific HR functions (for example, for performance appraisal or formation of an administrative reserve); in others - registered competence systems are key systems in staff operation. Use of competences in personnel assessment is widely used. Project management is getting more and more popular. Increasing number of companies implement project activities for different tasks. A key to project success to a large extent is competent use of appropriate tools and methods, knowledge, processes and skills. Relevance of research is caused by the fact that project management is management of a team, resources of the project with the help of special methods for goal achievement with efficiency set at set restrictions on time, means and quality of end results. Research objective is analysis of theoretical provisions of formation, management and development of key competences in design management of organization. Theoretical and empirical methods are used: literature review, logical and system analysis, comparative analysis of approaches to formation, management and development of key competences in design management of organization. As a result of this research it is stated that formation, management and development of key competences in design management of organization allow providing effective project introduction and implementation.
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Steele, Erika M., Rebecca Butcher, Kathleen L. Carluzzo, and Bradley V. Watts. "Development of a Tool to Assess Trainees’ Ability to Design and Conduct Quality Improvement Projects." American Journal of Medical Quality 35, no. 2 (2019): 125–32. http://dx.doi.org/10.1177/1062860619853880.
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An important competency for residents developing skills in quality improvement (QI) and patient safety (PS) is to independently carry out an improvement project. The authors describe the development and reliability testing of the Quality Improvement Project Evaluation Rubric (QIPER) for use in rating project presentations in the Department of Veterans Affairs Chief Resident in Quality and Safety Program. QIPER contains 19 items across 6 domains to assess competence in designing, implementing, analyzing results of, and reporting on a QI/PS project. Interrater reliability of the instrument was calculated using the intraclass correlation coefficient (ICC). QIPER scores ranged from 28 to 72 out of a possible 76. QIPER demonstrated good reliability overall (ICC = 0.63). Although further testing is warranted, QIPER shows promise as a tool to assess a comprehensive set of skills involved in conducting QI/PS projects and has the sensitivity to detect varied competence and utility for providing learner feedback.
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Lindgren, Rikard. "Competence Visualizer: Generating Competence Patterns of Project Groups." Journal of Information & Knowledge Management 02, no. 01 (2003): 1–14. http://dx.doi.org/10.1142/s0219649203000206.
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This paper describes and evaluates the design of competence visualizer (CV), which is a competence system generating competence patterns of project groups. The system provides novel features that: (1) make it possible to survey competence status of teams in different sizes at a specific moment; (2) handle information about both existing competencies and competence interests; and (3) manage snapshots of a particular point of time and development over a certain period regarding existing competencies and competence interests. The results from the system evaluation include fields of application, future design challenges, and organizational issues. A first conclusion is that competence systems need the potential to handle flexible visualizations of existing competencies as well as competence interests of organizational members. A second conclusion is that organizational issues, such as incentives and management, are critical in order to attain data quality in a competence system.
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Biel, Łucja. "Professional Realism in the Legal Translation Classroom: Translation Competence and Translator Competence." Meta 56, no. 1 (2011): 162–78. http://dx.doi.org/10.7202/1003515ar.
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The paper proposes how to integrate professional realism in BA legal translation classes at the level of translation competence and translator competence. The distinction between competences is adopted from Kiraly, where the former means the ability to translate to the required standard while the latter is the ability to function efficiently as a professional. The competences are developed concurrently, the main focus being placed on translation competence. Professional realism is ensured in content design (the most frequently translated branches of law), a varied selection of authentic and prototypical texts, an eclectic teaching approach progressing from task-based learning to project-based learning, including subject-field competence building, terminology work and, finally, translation and revision projects which integrate all tasks and activities in a single assignment.
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TARANTSEVA, O. "DIDACTIC MODEL OF FORMATION OF DESIGN COMPETENCE OF FUTURE CHOREOGRAPHERS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 35 (May 30, 2025): 223–31. https://doi.org/10.33989/2075-146x.2025.35.331176.
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In the article, the author reveals the essence of the project competence of a future choreographer as an integrative personal quality of a student, which characterizes the ability to project activity in the field of choreography. The components of the project competence of a future choreographer are determined: motivational-cognitive, activity-creative and personal-leadership. A didactic model of the formation of the project competence of future choreographers is developed, which consists of 4 blocks: methodological-targeted, resource-content, methodological-implementation, diagnostic-resultative. The methodological-target block contains the goal of the model - to form the components of the project competence of the future choreographer (motivational-cognitive, activity-creative and personal-leadership), as well as a number of methodological approaches (competence, system-activity, culturological, axiological, informational, technological, resource-oriented, individual, health-preserving). The resource-content block is a basic element that ensures the filling of the educational process with the necessary resources and content. It combines material and technical, methodological, informational and personnel support of the educational process, which contributes to the effective development of students' project skills and abilities, and allows building a system of resource-oriented training for future choreographers. The block includes a special course "Project activity in choreography". The methodological and implementation block provides an effective combination of theoretical knowledge with practical training of future choreographers, promotes the development of their creative and organizational independence, and forms project management skills. Thanks to the phased implementation of choreographic projects (preparatory, design and construction, practical, presentation, reflective and analytical stages), students gain experience in teamwork, critical analysis, and independent decision-making, which are important components of their professional competence. The content of the block is supplemented with modern methods of organizing project activities (project method, modeling method, case study method, action learning method, collective creative method). The diagnostic and results block provides effective monitoring of the process of forming project competence in future choreographers. Thanks to clear assessment criteria, diagnostic methods, and analysis of results, this block allows you to track the dynamics of students' development, improve the quality of their training, and contribute to the improvement of the didactic model of learning.
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Souza, Mariane, Élida Margalho, Rui M. Lima, Diana Mesquita, and Manuel João Costa. "Rubric’s Development Process for Assessment of Project Management Competences." Education Sciences 12, no. 12 (2022): 902. http://dx.doi.org/10.3390/educsci12120902.
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Assessment rubrics are recognized for their positive effects, being defined as an evaluative instrument that establishes assessment criteria and performance levels. In this sense, assessment rubrics can be associated with professional practices for more authentic assessment processes. In the context of Project Management, the International Project Management Association (IPMA) has developed a framework that establishes the individual competences for professionals working in the area, the Individual Competence Baseline (ICB). The objective of this study is to propose a process of rubric development for competence assessment in Project Management. A rubric for Leadership competence was developed to show the applicability and relevance of the proposed process. The research methodology adopted in the study was Design Science Research. The application and evaluation of this rubric in a pilot study show that the rubric development process allowed the creation of a specific rubric for the assessment of leadership competence. This paper guides those who need to develop and assess project management competences, and it is intended to propose a replicable process for the other ICB competences.
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Medina, Rolf, and Alicia Medina. "The competence loop." International Journal of Managing Projects in Business 8, no. 2 (2015): 279–99. http://dx.doi.org/10.1108/ijmpb-09-2014-0061.
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Purpose – Knowledge-intensive organizations tend to be project intensive having many projects of different size and importance. In this context, competence evolves through projects. The purpose of this paper is to identify the mechanisms that steers competence management in these kinds of organizations and also the factors that are involved in the human capital contribution to competitive advantage in relation to the interaction between parent organizations and projects. Design/methodology/approach – This study has a contingency theory perspective and consists of a literature search in the following domains: project-intensive organizations, knowledge-intensive organizations, competence management, human resource management and dynamic capabilities and learning. Findings – The main contribution of this study is the theoretical framework derived from different domains. The framework is called the competence loop and explains how projects generate competence that the parent organization can either exploit in further activities or use for strategy adjustment. It also explains how an organization can use learning strategies to support competence exploration/exploitation. Another contribution is the description of the relationship between dynamic capabilities and organizational learning in project-intensive organizations. Research limitations/implications – This paper is a conceptual paper intended to create a base for further empirical studies. Originality/value – The paper combines different domains to define a framework that is a new approach to competence management in a project-parent organizational context. The framework includes learning and competence management characteristics and has both theoretical and practical value.
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Putra, Chandra Anugrah. "Pengaruh Strategi Pembelajaran Berbasis Proyek Perancangan dan Kecerdasan Logik-Matematik Terhadap Kompetensi Merancang Web." JTP - Jurnal Teknologi Pendidikan 18, no. 2 (2016): 90. http://dx.doi.org/10.21009/jtp1802.3.
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This study aims to determine the effect of learning strategies based design project for the competence of designing web, to determine the effect of intelligence logicalmathematical against the competence of designing web. The results showed that: (1) there are significant strategic project-based learning approach to the design of web designing competence; (2) there is the influence of logical-mathematical intelligence to web designingcompetence; (3) students who have the intelligence logical-mathematical high and use learning strategies based design projects programming language is higher than the group of students who have the intelligence logical-mathematical high and use learning strategies based design project content management system (CMS); (4) students which have logicalmathematical intelligence is low and using project-based learning strategies programming language design is lower than the group of students who have logical-mathematical intelligence is low and using project-based learning strategies designing content management system (CMS).
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Lin, Yiching. "A study on the relationship between project management competency, job performance and job motivation in e-commerce industry." Measuring Business Excellence 25, no. 1 (2021): 24–57. http://dx.doi.org/10.1108/mbe-10-2020-0144.
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Purpose This study aims to investigate the relationship between project management competency, job motivation and performance in people engaged in electronic commerce (e-commerce). A questionnaire was developed for e-commerce workers in various professional aspects including business strategy planning, content management and design, sales services, marketing business sales, host settings, analysis and management. A total of 299 valid questionnaires were retrieved. Multiple regression analysis was applied to the testing and analysis on important competences for project management and the factors influencing job performance. Design/methodology/approach In this study, the related indexes are measured mainly through appropriate questionnaire design and the questionnaires were mainly distributed among employees and managers of the e-commerce enterprises. Tables 5–1 provide the personal profiles of the e-commerce personnel. A total of 350 questionnaires were distributed and 320 questionnaires were returned. After the 320 questionnaires were sorted and categorized, 21 incompletely-filled and invalid questionnaires were excluded, for a total of 299 valid questionnaires that were returned. Based on the quantitative data obtained from the returned valid questionnaires, files were created and statistical analyzes were conducted by the computerized statistical software statistical product and service solutions 21. According to the research question and nature of this study, the present study mainly adopted statistical methods, including descriptive statistical analysis, reliability analysis, Pearson’s correlation analysis and regression analysis. Findings The results suggested that the project management competency of those engaged in e-commerce had a positive influence on their work performance. The capabilities in the management of integration, scope and procurement were significantly important factors identified in this study. In addition, the internal and external motivations of those engaged in e-commerce had a positive influence on work performance, and thus, facilitated their influence on the project management competency. The results and statistical analysis could be a reference in e-commerce-related business management and serve as the basis for evaluation of the training of project management competencies for those engaged in e-commerce and further improvements of human capitals and corporate competitive advantages. Originality/value This study used literature on project management competence and job performance as a foundation; previous studies argue that project management competence has a positive correlation with job performance. Empirical results reveal that among the e-commerce personnel, most dimensions of project management competence are significantly correlated with job performance. This study reveals that stakeholder management competence, the newly introduced 10th dimension of project management competence, is also significantly correlated with job performance. Therefore, study results reveal that project management competence has a significant positive correlation with job performance. In this study, the two constructs of internal motivation and external motivation in job motivation are introduced for use as disturbing factors. Empirical results reveal that internal motivation and external motivation have a significant positive disturbing effect with respect to the influence of cost management competence and human resource management competence on job performance. Hackman and Oldham (1975) contend that the jobs calling for a variety of skills can boost the job motivation of employees. Study results reveal that job motivation is of great importance to the influence of project management competence on job performance and can be used as the basis for improving job performance.
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D. Bushuyev, Sergey, and Reinhard Friedrich Wagner. "IPMA Delta and IPMA Organisational Competence Baseline (OCB)." International Journal of Managing Projects in Business 7, no. 2 (2014): 302–10. http://dx.doi.org/10.1108/ijmpb-10-2013-0049.
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Purpose – The purpose of this paper is to describe the concepts of two new approaches offered by IPMA through its internationally widespread member associations: IPMA Delta® for assessing and developing project management maturity and the IPMA Organisational Competence Baseline (OCB), acting as reference model for IPMA Delta. In addition to this description, a case study reveals insights in the usage of IPMA Delta and the benefits realized through such a holistic assessment of project management maturity. Design/methodology/approach – The paper takes the form of a conceptual paper and a case study. Findings – IPMA Delta is a holistic assessment of the organisational competence in managing projects. Three modules are used to assess the competence of selected individuals, the application of project management in selected projects and the organisation's approach of managing projects. Through the assessment, an organisation gets insights in regard to the current maturity and the Delta to a desired target state. Recommendations drive the continuous development of organisational competences in managing projects, which is shown in the case of the Chernobyl Nuclear Power Plant. This case study also reveals insights in the benefits realized through such a holistic maturity assessment. Originality/value – This conceptual paper builds on organisational competence in managing projects, a new concept in the world of maturity models offering a holistic view beyond processes.
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Yaprynets, T., A. Kelemesh, and R. Petrash. "FUTURE VOCATIONAL EDUCATION TEACHERS’ PROJECT COMPETENCE FORMATION IN THE PROCESS OF PROFESSIONAL TRAINING." Ukrainian professional education, no. 12 (December 29, 2022): 121–27. http://dx.doi.org/10.33989/2519-8254.2022.12.279048.
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The article presents the results of the analysis of the project competence issue as an integral component of future vocational education teachers’ professional competence. Future vocational education teachers’ project competence is interpreted as an integral characteristic of the subjects of activity, the essence of which is the ability of the individual for theoretical and practical activities regarding the development and implementation of professional projects. The essence and structure of project competence have been clarified, and the criteria for its formation have been determined; it is proved that the significant means of its formation is the method of projects. The project is characterized as a complex of actions organized by the teacher and performed by the students of higher educational institutions, where they independently make decisions and are responsible for their own choice, the result of work, and the quality of the creative product. Stages of project implementation are highlighted (research and technology, design and assessment of results; project protection; design of results; reflection); it has been established that to develop project competence, students of higher educational institutions should have reflective, research, managerial, communicative, presentation skills and abilities. The interdependent components of project competence are singled out as follows: motivational-value, cognitive, activity, and reflective-evaluative. Worldview, research, heuristic, integrative, prognostic, reflective-evaluative, and constructive-management functions of project competence are described. Content, technological, analytical, and productive blocks of project competence are characterized.
 It has been concluded that future vocational education teachers’ professional competence formation is a multi-level, complex process, closely interrelated with the process of designing and project activity, which is displayed in the acquisition of relevant knowledge, skills, and abilities by students of higher educational institutions, the choice of well-founded decisions, the ability apply the obtained results in a specific professional field. The level of project competence development is one of the crucial benchmarks of a graduate’s success in the labor market, as it determines future specialists’ professional value attitudes and subject position through the system of their views and attitudes regarding personal and professional growth.
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Shpetnyі, Oleksandr. "Strategy for the formation of artistic and project competence in the practice of designer training." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (364) (2024): 15–21. https://doi.org/10.12958/2227-2844-2024-5(364)-15-21.
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The article defines the relevance of the formation of artistic and project competence in higher educational institutions of design, which is due to a number of factors, namely: changes in modern society, the development of technologies, market requirements and the need to train specialists capable of creative thinking and practical application of their knowledge. It is noted that for the formation of artistic and project competence, design thinking is extremely important, which is focused on meeting the needs of users of design products. It is proved that the method of formation of artistic and project competence includes theoretical and practical components (theoretical concepts, professional disciplines and tools for practical work), focused on achieving a high level of skill in artistic and project activity. It is emphasized that artistic and project activity in the context of educational activity is a process that combines creative thinking and practical application of knowledge to create artistic or design projects. This type of activity is an important aspect of education, especially in designoriented universities, and is focused on developing the skills of planning, creative problem solving, analysis and presentation of their own ideas with education applicants. A number of abilities have been identified that testify to the formation of the artistic and project competence of the future design specialist. The strategy of formation of artistic and project competence is revealed, which contains the main elements, including: educational preparation, development of creative and critical thinking, reflection, ability to work in a team, etc. It is noted that in general, this competence is realized through creativity, the ability to analyze and interpret artistic images, understanding of aesthetic principles, as well as practical skills in the implementation of artistic ideas through various means, such as painting, graphics, design, multimedia and other forms of artistic activity. Aspects of the implementation of the strategic plan of the project and its presentation are characterized. A number of methods used in the practical activities of the teacher remain key to form artistic and project competence: project method, problem learning; master classes and workshops, etc.
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Adilov, Boburjon. "ORGANIZATIONAL AND PEDAGOGICAL FOUNDATIONS OF THE FORMATION OF PROJECT-DESIGN COMPETENCE OF STUDENTS OF THE ENGINEERING DIRECTION." "Science and innovation" international scientific journal. ISSN: 2181-3337 1, no. 4 (2022): 318–22. https://doi.org/10.5281/zenodo.6937020.
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<em>This article highlights the organizational and pedagogical foundations of the formation of project-design competence of students of the engineering direction in the educational process of Higher Education.</em>
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Wambui Mugo, Damaris, and Lucy Ngugi. "Effect of Project Manager’s Competence on Implementation of Mobile Banking Projects in Commercial Banks in Kenya." Journal of Entrepreneurship & Project Management 1, no. 1 (2021): 1–6. http://dx.doi.org/10.70619/vol1iss1pp1-6.
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The aim of the study was to determine the effect of project manager’s competence on implementation of mobile banking projects in commercial banks in Kenya. The study adopted a descriptive research design. The target population was mobile banking projects from six Tire one commercial banks in Nairobi County. The unit of observation comprised of 244 project officers. Stratified random sampling method was used to select 149 respondents. Primary data was obtained using semi- structured questionnaires. In analyzing qualitative data, thematic analysis was applied. Quantitative data was analyzed using descriptive statistics and inferential statistics. The findings indicated that project manager competence and implementation of mobile banking project in commercial banks are directly and significantly associated (r=0.737, p=0.000). Therefore, it can be concluded that project manager competence is important when implementing mobile banking projects. The project manager should possess effective project management skills, leadership skills, technical skills and analytical skills to be able to effectively deliver mobile banking projects. The experience of the project manager is also critical in ensuring successful implementation of mobile banking projects. Consequently, the research concluded that project manager competence has a positive and significant contribution to project implementation in the context of mobile banking projects by commercial banks in Nairobi County, Kenya.
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von Meding, Jason, Joel Wong, Sittimont Kanjanabootra, and Mojgan Taheri Tafti. "Competence-based system development for post-disaster project management." Disaster Prevention and Management 25, no. 3 (2016): 375–94. http://dx.doi.org/10.1108/dpm-07-2015-0164.
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Purpose – One of the key elements contributing to successful post-disaster project teams is individual competence. Each project participant brings his or her own knowledge, experience and ideas to the collective. The kind of chaotic and fragmented environment that is common in post-disaster scenarios presents specific barriers to the success of projects, which can be mitigated by ensuring that staff members possess competencies appropriate for their deployment to particular contexts. The paper aims to discuss these issues. Design/methodology/approach – The study utilizes a mixed-methods approach, incorporating unstructured interviews to extract key factors of competence, project barriers and strategy, and a subsequent questionnaire survey, designed to quantify the various elements. Interviews were undertaken and analysed using a cognitive mapping procedure, while survey data were processed using SPSS. The data were then utilized in the development of a software prototype using Design Science Research methodology, capable of modelling the deployment of staff under various disaster scenarios. Findings – Analysis of the survey and cognitive mapping data, in conjunction with relevant established frameworks, has allowed the classification of relevant competency elements. These elements have subsequently been measured and modelled into the competency-based tool and developed into a working prototype. Originality/value – The developed system offers novel disaster competency assessment criteria. The system contains a variety of real-life scenarios derived from extensive data collection. These multi-hazard scenarios are embedded with knowledge and competency valuation criteria that can facilitate actors to assess their team’s knowledge based on selective scenarios. In disaster response, time is a critical element, and this tool assists decision makers. It can enable disaster response actors to evaluate and assemble the appropriate personnel to deploy into disaster areas and into specific types of disaster environment.
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Hurtado Albir, Amparo, and Paul Taylor. "The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training." Meta 60, no. 2 (2015): 256–80. http://dx.doi.org/10.7202/1032857ar.
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The aim of this paper is to present the fundamental aspects of competence-based translator training. It begins with an overview of research on Translation Competence (TC) and its acquisition (ATC), with particular emphasis on the PACTE group’s TC and ATC models, which have been validated through experimental research. It subsequently deals with four cornerstones of competence-based translator training, namely the pedagogical approach called competence-based training; specific competences in translator training; the translation task and project-based approach as a methodological and curriculum design framework; and competence assessment in translator training. The paper provides examples of how to design translator training curriculums that centre on competence development and establishes assessment guidelines.
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Binitah Bosibori, Onsongo, and Moses Otieno. "Influence of Project Management Practices on The Implementation of Environmental Non-Governmental Organizations’ Projects: A Case of World-Wide Fund for Nature- Kenya, Kwale County." Journal of Entrepreneurship and Project Management 6, no. 1 (2021): 24–48. http://dx.doi.org/10.47941/jepm.543.
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Purpose: Non-Governmental Organizations are faced with project implementation challenges specifically 70% of environmental projects fail to meet their estimated timeline, budget and objectives. These factors have led researchers to look for possible solutions to pilot smooth execution of projects. The study’s’ drive was to institute the effect of Project Management Practices on Implementation of environmental Non-Governmental Organizations’ projects: A Case of World-Wide Fund for Nature- Kenya-Kenya, Kwale County. The study measured Stakeholders’ Engagement, Project Design, Project Team competence and Monitoring and Evaluation to establish their influence the execution of environmental projects of Non-Governmental Organizations.
 Methodology: Descriptive research design was adopted for the study. The target population was 3,486 drawn and a sample of 90 respondents was arrived using purposive sampling. Data collection was carried out using questionnaires and analyzed using Statistical Package to develop descriptive statistics and draw inferences.
 Results: The findings clearly showed that all the factors were present in environmental NGOs projects since they had high average means of 4.45, 4.22, 4.37 and 4.5 for the independent variable while the dependent variable Y had a mean of 4.35. Hypothesis was tested after each alternative as per the objective of the researcher using the Chi-Square test and it was determined that all the factors have significant influence on successful implementation of environmental donor-funded projects since they had a significance P value of less than 0.05. The findings further showed that all the four factors; Stakeholders’ Engagement, Project Design, Project Team competence and Monitoring and Evaluation have a positive influence on implementation of environmental Non-Governmental Organizations’ projects. The study established that Stakeholders’ Engagement, had the highest influence on successful implementation of environmental Non-Governmental Organizations’ projects with a significant positive change of 77% if a unit of it is increased, followed by Project Team competence with 72%, Monitoring and Evaluation had an influence of 63% and lastly Project Planning process, had a 47% influence on sustainable implementation of environmental Non-Governmental Organizations’ projects
 Unique contribution to theory, policy and practice: The study recommended improved stakeholder involvement and project team competence and improving the monitoring and evaluation function for better performance of environmental Non-Governmental Organizations’ projects.
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Zhai, Xiaoxin, and Pengfei Chen. "Developing College Students’ Entrepreneurial Competences: Designing Project-Based Learning Entrepreneurship Foundational Course in Chinese Universities." Journal of Curriculum and Teaching 13, no. 4 (2024): 159. http://dx.doi.org/10.5430/jct.v13n4p159.
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This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.
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Yulia, V. BELOVA, Yu. ERMILOVA Darya, and R. NAZAROVA Lilia. "Possibilities of design in the popularization of small territories – the experience of project activities of students." Service plus 17, no. 1 (2023): 115–24. https://doi.org/10.5281/zenodo.7992438.
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The article is devoted to the description and analysis of practice-oriented tasks of territorial branding in the project activities of students studying on the direction of «Design». Using the example of the projects of bachelor students of the Moscow Art and Industrial Institute (MAII) and the Higher School of Design of the Russian State University of Tourism and Service (RSUTS}, the competence-based approach to the implementation of modern education in the field of design is described and analyzed. Research hypotheses are that practice-oriented tasks are the basis of the successful formation of professional competencies. The purpose of the project tasks, which were proposed to students, is to popularize the small territories of Russia. The materials and methods of the research are the study and analysis of scientific, educational, methodological and specialized literature. On the problem of competent promotion of the territories; methods of empirical re-search and generalization of the practice of conducting classes in the disciplines of vocational training of the higher school of design of RSUTS and MAII and analysis of the results of students’ work. To solve the task the basics of design in project activities were applied, and there were used the following research methods: theoretical analysis of philosophical, psychological and pedagogical, special, reference literature on the problem of research and generalization of scientific ideas and views; survey (interviewing); conversation, direct and indirect observation. Students conducted a comprehensive analysis of the design object — a district, city or region, and formed their project proposals in the form of a design concept. Pre-project studies of design students were to include an analysis of the geographical, cultural, gastronomic and other features of the selected small area, potentially attractive to tourists. As a result, corporate identity elements, route maps, and samples of souvenirs were developed to popularize the brands of small territories. In the future, it is assumed that the most successful projects will be proposed for consideration to local self-government bodies and municipalities.
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Lozano Rivas, Fernando, Francisco Del Cerro Velázquez, and Ginés Morales Méndez. "Key Competences for Sustainability: Technical Project Supported by Ecodesign of Educational Spaces to Achieve SDGs." Sustainability 15, no. 5 (2023): 3959. http://dx.doi.org/10.3390/su15053959.
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This research presents the development of a sustainable technical project developed by a group of 1st year baccalaureate students in the subject of technical drawing. This project is developed within the methodological framework established by UNESCO in 2017, which describes the key competences for sustainability. Through the project method applied to the teaching–learning process, students achieved subject-specific competences and five key competences for sustainability, as well as a high level of ownership of sustainability knowledge. In each of the phases, the participants used ecodesign to design an educational space that complies with the three areas of sustainability: environmental, social, and economic. To do this, they used technical tools and ICT programmes and computer aided design, which have improved their digital competence. At the end of the experience, the participants elaborated a questionnaire on the degree of appropriation of knowledge in the field of sustainability. The results show an acquisition of competence in sustainability by the students, an improvement of responsible creativity, as well as a good level of appropriation of knowledge in the field of sustainability.
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Smailova, Z. Z., and D. Zhauyntayeva. "USE OF CREATIVE PROJECTS FOR THE FORMATION OF INFORMATION COMPETENCE OF TEACHERS OF ART WORK." Bulletin of Korkyt Ata Kyzylorda University 57, no. 2 (2021): 216–22. http://dx.doi.org/10.52081/bkaku.2021.v57.i2.058.
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The article considers the possibilities of using creative projects to form the information competence of teachers of artistic work. A theoretical model for the formation of information competence of teachers of technological education in the process of performing creative projects is proposed. The formation of information competence of teachers of technological education requires the identification and theoretical justification of the necessary organizational and pedagogical conditions as a set of measures aimed at ensuring the effectiveness of the formation of information competence. Since in our research work, the formation of information competence was carried out in the process of performing creative projects using CAD, the requirement to ensure interactive interaction of students with the teacher and other students came to the fore – creative co-executors of the project as a whole or its individual stages, as well as with all necessary to complete the project information-educational environment (educational-methodical materials, recommendations on the development of theoretical and practical material, Glossary, systematic list of the literature, the system of consultations in the form of newsgroups, forums, computer technology of collective creative activity, etc.). This condition allows the realization of each student's individual educational trajectory in the process of developing a creative project and maximize the use of all the possibilities of a creative project as a form of training to build the necessary level of information competence of teachers of technological education. Keywords: creative project, information competence, technological education, computer-aided design systems, art teacher
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Parfenova, Tatyana Alexandrovna, and Svetlana Aleksandrovna Sevenyuk. "Development of primary school prospective teachers’ project competence in the process of higher education." Samara Journal of Science 8, no. 1 (2019): 282–88. http://dx.doi.org/10.17816/snv201981312.
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The paper considers some results of a fundamental research devoted to development of primary school prospective teachers project competence in the process of higher education. The authors reveal the relevance of the pedagogical design study and students project activities. The paper contains advantages of the design paradigm of education, competence model of teaching. The authors reveal the problem of prospective teachers project competence development in the unity of system, cultural, activity and personality-oriented approaches. The paper proposes a definition of a teacher project competence, a structure of a project competence, as well as the authors model of development of primary school prospective teachers project competence in the process of higher education, and highlights blocks, stages, components, criteria and levels. The authors have developed indicators of three levels of teachers project competence development. The paper describes in detail the experimental work on prospective teachers project competence development: methodical approaches to the organization of the experiment are described, methods, stages are listed and tasks of the experiment by stages are revealed. The paper also presents the authors technology of project competence development, it identifies three modules: socio-cultural, psychological and pedagogical. The paper describes in detail the results and analysis of the final stage of the experimental work: empirical data of several sections, qualitative analysis of the results in the experimental and control groups.
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Pratham B. Desai and Bankim R. Joshi. "Evaluation of Design Process of Commercial Construction Project Based on Lean Design Concept." World Journal of Advanced Engineering Technology and Sciences 9, no. 2 (2023): 170–79. http://dx.doi.org/10.30574/wjaets.2023.9.2.0213.
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To determine design reliability, this study paper evaluates the design process of commercial construction projects. To streamline design efforts, decrease needless design errors, and boost design reliability, a new design workflow will be developed using commercial building concepts. The suggested procedures will give team members input on the state of the design and enable ongoing development. One of the pioneering applications of the lean methodology to building project design will be the proposed processes. Labour overruns, inadequate monitoring, and control, a lack of competence on the part of the contractor's key staff, poor planning or scheduling, and poor planning and monitoring of the refurbishment project were the top 5 variables influencing the commercial construction design process.
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Сорокоумова, Галина Вениаминовна, and Татьяна Константиновна Потапова. "EDUCATIONAL AND INDUSTRIAL PRACTICES OF JUNIOR STUDENTS AS AN EFFECTIVE METHOD OF FORMING THE PROJECT COMPETENCE OF FUTURE TEACHERS." Pedagogical Review, no. 6(46) (December 6, 2022): 9–17. http://dx.doi.org/10.23951/2307-6127-2022-6-9-17.
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Рассматривается проектная компетентность как составляющая воспитательной компетентности и необходимой составляющей профессиональной компетентности педагога. На основе теоретического анализа предлагается определение проектной компетентности учителя, этапы формирования проектной компетентности студентов – будущих педагогов в образовательном пространстве вуза. Описывается содержание учебной (ознакомительной), учебной (проектно-технологической) и производственной (проектно-технологической) летней практик студентов. Описывается исследование по оценке эффективности практик студентов 1–2-х курсов и их влияния на формирование проектной компетентности. Основным методом исследования выбрана экспертная оценка основных составляющих проектной компетентности студентов: умение проектировать деятельность (анализировать информацию, формулировать проблему, ставить цель проектной деятельности, планировать деятельность и проектировать конечный продукт); умение организовывать проектную деятельность (реализовывать, контролировать и корректировать проектную деятельность, оценивать результат); умение эффективно общаться (организовывать и планировать учебное сотрудничество) и креативность. Анализ результатов исследования показал, что без специально организованной целенаправленной работы (у студентов контрольной группы (КГ)) проектная компетентность не формируется, а у студентов экспериментальной группы (ЭГ) произошли существенные изменения по всем составляющим проектной компетентности под влиянием реализуемых учебных и производственных практик. Учебная (ознакомительная), учебная (проектно-технологическая) и производственная (проектно-технологическая) практики являются эффективными методами формирования проектной компетентности будущих педагогов и тем самым влияют на развитие воспитательной и профессиональной компетентности будущих педагогов. The article considers project competence as a component of educational competence and a necessary component of professional competence of a teacher. Based on the theoretical analysis, the definition of the project competence and the project competence of the teacher, the stages of the formation of the project competence of students – future teachers in the educational space of the university is proposed. The content of educational (introductory), educational (design-technological) and production (design-technological) summer practices of students is described. A study is described to assess the effectiveness of practices of 1-2 courses and their impact on the formation of students’ project competence. The main method of research we chose an expert assessment of the main components of students’ project competence: the ability to design activities (analyze information, formulate a problem, set a goal for project activities, plan activities and design the final product); the ability to organize project activities (implement project activities, monitor and adjust project activities, evaluate the result); the ability to communicate effectively (organize and plan educational collaboration) and creativity. Analysis of the results of the study showed that without specially organized purposeful work (students of the control (KG) group) project competence is not formed, and students of the experimental (EG) group there have been significant changes in all components of project competence under the influence of the educational and production practices implemented by us. Conclusion. Educational (introductory), educational (design and technological) and production (design and technological) practices are an effective method of forming the project competence of future teachers and thereby affect the development of educational and professional, in general, the competence of future teachers.
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Taofik, De Budi Irwan, and Aceng Ahmad Rodian Susila. "Penggunaan Multimedia Presentasi pada Model Pembelajaran Project Based Learning (PjBL) untuk Meningkatkan Kemampuan Menulis Peserta Didik (Studi Kasus Pada Tema Ekosistem di Kelas 5 SDN 6 Cikondang)." caXra: Jurnal Pendidikan Sekolah Dasar 2, no. 1 (2022): 1–8. http://dx.doi.org/10.31980/caxra.v2i1.1574.
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The research is aim to know raising student competence in writing using project based learning model based mutimedia presentation. This method research using experiment method with quantitative approach. Design is used experimental formed nonequivalence design group pretest-posttes. Research approach can summarised are: 1) Student writing competence raise after learning using projects based learning base mutimedia presentation in Bahasa Indonesia learning to student at grade five SDN 6 Cikondang and 2) there are different result of writing study in bahasa indonesia at grade five SDN 6 Cikondang between student who use project based learning base mutimedia presentation and student who don't use it.
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Pérez Torres, Miquel, Digna Couso Lagarón, and Conxita Marquez Bargalló. "Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective." Education Sciences 14, no. 1 (2023): 53. http://dx.doi.org/10.3390/educsci14010053.
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Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students.
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Hašková, Alena, Branka Radulović, Štefan Mikla, Stefan Stajić, and Dominik Zatkalík. "Design and Development of Teaching Materials Aimed at Mentor Professional Training." Journal of Education Culture and Society 14, no. 2 (2023): 154–70. http://dx.doi.org/10.15503/jecs2023.2.154.170.
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Aim. The paper presents information on the concept of teaching materials supporting professional development of mentors, either teacher trainees trainers or introducing teachers of novice teachers, created within an international project by experts from 6 higher education institutions (Constantine the Philosopher University in Nitra – SK, the University of J. Selye in Komárno - SK, Eszterházy Károly Catholic University in Eger - HU, the University of Ostrava in Ostrava - CZ, the Prague University of Economics and Business in Prague - CZ, the University of Novi Sad in Novi Sad – SRB). Methods. Based on analyses of different resources and opinions of experts nominated by the above mentioned higher education institution a mentor competence profile consisting of fifteen key competences was compiled. Based on the platform of the created profile teaching materials supporting successful performance of the mentor role or position were processed. Results. As a main output of the international project 2020-1-SK01-KA201-078250 Mentor training of the Erasmus+ program, five textbooks were created , the basic one in the English version and the other four – its mutations in the national languages of the individual project partners. Conclusion. The textbooks created within the project will be used in the project partner countries within the mentors practical training and preparation. Cognitive value. Currently the concept and philosophy of the teaching materials created within the Mentor training project have become a background for processing further teaching materials supporting mentors´ competence development, which are under preparation within an other international project, namely the bilateral Slovak-Serbian project APVV SK-SRB-21-0025 Mentors´ Vademecum supported by the Slovak Research and Development Agency.
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Lestari, N. A., A. Widodo, and E. Eliyawati. "Promoting Students' Anticipatory Competency through the Rainwater Harvesting System Learning Project." Journal of Science Education Research 8, no. 1 (2024): 56–68. http://dx.doi.org/10.21831/jser.v8i1.65787.
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In response to the pressing global challenges of climate change and water scarcity, the education sector seeks innovative approaches to nurture students' anticipatory competency. This study aims to investigate the improvement of students' anticipatory competency through rainwater harvesting system learning project. The method used in this research was Quasi-Experimental with Non-Equivalent Control Group Design research design. The sample used was class VII students consisting of a control class and an experimental class of 20 students each. Data were collected both before and after learning to assess students' anticipatory competence. The results showed that there was the significant different on Anticipatory competency in the experimental class. This means that rainwater harvesting system learning project effect on students' anticipatory competency The study implies positive impacts of utilizing the rainwater harvesting system learning project on students' anticipatory abilities to shape a future generation ready to tackle clean water and proper sanitation issues.
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Sumartini, Ai Tin. "PEMBELAJARAN PENDIDIKAN KEWARGANEGARAANBERBASIS PROJECT CITIZEN DALAM PENGEMBANGANKOMPETENSI KEWARGANEGARAAN DI ERA GLOBAL." Jurnal Penelitian Kebijakan Pendidikan 2, no. 2 (2018): 119. http://dx.doi.org/10.24832/jpkp.v2i2.7.
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AbstractAbstrak:Penelitian ini bertujuan untukmenguji dan menemukan perbedaan pengembangan kompetensi warganegara lyang meliputi kompetensi pengetahuan, watak dan keterampilan kewarganegaraan di era global melalui pembelajaran PKn berbasis project citizen.Metode yang digunakan adalah metode quasi eksperimen dengan desain “nonequivalent control group pre-test dan post-test design.”. Dalam desain ini terdapat kelompok eksperimen (kelas IX B) dan kelompok kontrol (kelas IX A) yang tidak dipilih secara random, dengan populasi siswa SMP Negeri 5 Tasikmalaya. Pengumpulan data dilakukan melaluidengan pretes, postes,angket, dan wawancara.Hasil penelitian menunjukkan bahwa terdapat perbedaan kompetensi warganegara di era global dalam pembelajaran PKn yang berbasis project citizen dengan pembelajaran PKn yang tidak berbasis project citizendengan nilai mean kelas eksperimen lebih besar daripada nilai mean kelas kontrol (40,37>20,63). Secara parsial terdapat perbedaan antara kelas eksperimen dan kelas kontrol dalam pengembangan kompetensi pengetahuan kewarganegaraan (37,30>23,70), watak kewarganegaraan (36,70>24,30), dan keterampilan kewarganegaraan (38,42>22,58). Simpulan penelitian ini adalah pengembangan kompetensi warganegara yang mencakup kompetensi pengetahuan warganegara, kompetensi watak warganegara dan kompetensi keterampilan warganegara di era global berbeda antara pembelajaran PKn berbasis project citizen dengan pembelajaran PKn yang tidak berbasis project citizen.Abstract:The aim of the research is to analyze and to find the differencebetween civic competence developments which include the competence of knowledge, character, and citizenshipskills in global era through civic learning based on citizen project.The method used in the research is a method of Quasi Experiments with design of “nonquivalent control group pre-test and post-test”. In this design there is the experimental group (class IX B) and the control group (class IX A) which are not chosen randomly, with a population of students of SMP Negeri 5 Tasikmalaya.The data was collected by pre-test, post-test, filling out the questionares, and doing interviews.The result of the research shows that;first; there is the difference between civic competence development of civic learning based on citizen project in global era and civic learning that is not based on citizen project by the mean experiment class has greater value than control class (40,37 > 20,63). Second; partially, there is the difference between experiment class and control class in civic knowledge competence development (37,30 > 23,70), civic character (36,70 > 24,30), and citizenshipskills (38,42 > 22,58).The conclusion of the research iscivic competence development in global era that include civic knowledge competence,civic disposition competence and civic skills competences is the difference between civic learning based on citizen project and civic learning which is not based on citizen project.
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Utiarahman, Arfan, Muhammad Yahya, and Purnamawati. "Needs Analysis and Training Model Design Competence of Residential Construction Workers has Local Wisdom Value." Asian Journal of Education and Social Studies 50, no. 2 (2024): 68–74. http://dx.doi.org/10.9734/ajess/2024/v50i21260.
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One of the goals of Construction Management is to effectively oversee the utilization of Human Resources in the execution of a construction project. Indonesia is among the key proponents of establishing the Economic Community integration. The government has undertaken various measures to align with the economic collaboration among the ten ASEAN nations, including the development of competent human resources. Thus far, training observations have been conducted without any provision of training or technical guidance for workers regarding a construction project that possesses local knowledge significance. The objective of this study is to analyze the requirements of the competency training model for residential construction workers that incorporate local wisdom values, and to develop the corresponding training model. This study employed the Research and Development approach to investigate the competency standards for building work executors that are associated with building construction and incorporate local wisdom values. The ADDIE development model (Analyze, Design, Development, Implementation, and Evaluation) was utilized to create the training model. Findings of the research the initial survey conducted on 30 workers revealed an average competence level of 30.9%, which falls within the category of weak competence according to local wisdom. Additionally, all workers (100%) expressed agreement in enhancing their competence in residential houses that embody local wisdom ideals. The competency training model was designed utilizing the ADDIE Research & Development Model, which consists of five components: model syntax, social system, reaction principle, support system, instructional impact, and accompanying impact. This model comprises a model book, teaching material modules, and books.
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ЦИНА, Андрій, and Наталія НАГОРНА. "Features of formation the project-technological competence of the future teachers of technologies in the process of studying the basics of design and modeling." EUROPEAN HUMANITIES STUDIES: State and Society, no. 1 (April 14, 2020): 32–40. http://dx.doi.org/10.38014/ehs-ss.2020.1.03.
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The article deals with the problems and features of formation the project-technological competence of the future teachers of technologies in the process of studying the basics of design and modeling during professional training. In particular, the content of the discipline on the basics of design and modeling is substantiated, which should provide a thorough students’ acquaintance with the essence of the processes of design and modeling, types of educational design, stages of the cycles of any project, the conditions of leadership, organization, implementation and evaluation of the results of students’ design and technological activities, educational design opportunities to enhance the creative development of the future teacher of technologies. The tasks that are faced with the discipline "Basics of design and modeling" in the process of forming project-technological competence and principles of selection of educational material are determined. Also, the essence of the process of forming project-technological competence in the basics of design and modeling is considered.
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Sumartini, Ai Tin. "PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN BERBASIS PROJECT CITIZEN DALAM PENGEMBANGAN KOMPETENSI KEWARGANEGARAAN DI ERA GLOBAL." Jurnal Penelitian Kebijakan Pendidikan 2, no. 2 (2018): 119–36. http://dx.doi.org/10.24832/jpkp.v2i2.3.
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Abstrak:Penelitian ini bertujuan untukmenguji dan menemukan perbedaan pengembangan kompetensi warganegara lyang meliputi kompetensi pengetahuan, watak dan keterampilan kewarganegaraan di era global melalui pembelajaran PKn berbasis project citizen.Metode yang digunakan adalah metode quasi eksperimen dengan desain “nonequivalent control group pre-test dan post-test design.”. Dalam desain ini terdapat kelompok eksperimen (kelas IX B) dan kelompok kontrol (kelas IX A) yang tidak dipilih secara random, dengan populasi siswa SMP Negeri 5 Tasikmalaya. Pengumpulan data dilakukan melaluidengan pretes, postes,angket, dan wawancara.Hasil penelitian menunjukkan bahwa terdapat perbedaan kompetensi warganegara di era global dalam pembelajaran PKn yang berbasis project citizen dengan pembelajaran PKn yang tidak berbasis project citizendengan nilai mean kelas eksperimen lebih besar daripada nilai mean kelas kontrol (40,37>20,63). Secara parsial terdapat perbedaan antara kelas eksperimen dan kelas kontrol dalam pengembangan kompetensi pengetahuan kewarganegaraan (37,30>23,70), watak kewarganegaraan (36,70>24,30), dan keterampilan kewarganegaraan (38,42>22,58). Simpulan penelitian ini adalah pengembangan kompetensi warganegara yang mencakup kompetensi pengetahuan warganegara, kompetensi watak warganegara dan kompetensi keterampilan warganegara di era global berbeda antara pembelajaran PKn berbasis project citizen dengan pembelajaran PKn yang tidak berbasis project citizen.Abstract:The aim of the research is to analyze and to find the differencebetween civic competence developments which include the competence of knowledge, character, and citizenshipskills in global era through civic learning based on citizen project.The method used in the research is a method of Quasi Experiments with design of “nonquivalent control group pre-test and post-test”. In this design there is the experimental group (class IX B) and the control group (class IX A) which are not chosen randomly, with a population of students of SMP Negeri 5 Tasikmalaya.The data was collected by pre-test, post-test, filling out the questionares, and doing interviews.The result of the research shows that;first; there is the difference between civic competence development of civic learning based on citizen project in global era and civic learning that is not based on citizen project by the mean experiment class has greater value than control class (40,37 > 20,63). Second; partially, there is the difference between experiment class and control class in civic knowledge competence development (37,30 > 23,70), civic character (36,70 > 24,30), and citizenshipskills (38,42 > 22,58).The conclusion of the research iscivic competence development in global era that include civic knowledge competence,civic disposition competence and civic skills competences is the difference between civic learning based on citizen project and civic learning which is not based on citizen project.
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Chеrnovа, Liubava, Lyudmila Chеrnovа, Oleksandr Voitenko, and Alexander Timinsky. "IMPROVEMENT OF KEY COMPETENCIES OF PROGRAMS FOR BIADAPTIVE DEVELOPMENT OF DESIGN-ORIENTED ORGANIZATIONS." Bulletin of NTU "KhPI". Series: Strategic management, portfolio, program and project management, no. 1(3) (April 17, 2021): 66–73. http://dx.doi.org/10.20998/2413-3000.2021.3.9.
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The programs of bi-adaptive development of project-oriented organizations as a basis for ensuring their competitiveness are considered. The task is to improve the individual competencies of employees, organizational competence and key competence of the project-oriented organization based on cognitive models. The methodological approach to the implementation of programs of bi-adaptive development of project-oriented organizations on the basis of cognitive improvement of their key competencies is formulated. The concept of key competence has been further developed. The concepts and ways of development of key competence of project-oriented organizations as bases of the cognitive mechanism of maintenance of success of programs of their bi-adaptive development are formulated. In the development of existing research, a model of the key competence of the program of bi-adaptive development of a project-oriented organization is proposed. It is concluded that to solve complex problems of bi-adaptive development programs, the use of standard methods of linear optimization is not enough, because the classical problem of linear optimization does not take into account additional conditions arising in the transition from one state to another in bi-adaptive development programs. competencies. For such problems it is proposed to use the dual problem of linear optimization. The proposed formalization will help solve the problem of synchronized development of staff competencies in order to obtain cognitive synergy and improve the cognitive potential of the project-oriented organization in bi-adaptive development programs. The approach of holacracy as a means of bi-adaptive cognitive improvement of competencies of the management team of the program of by-adaptive development of project-oriented organizations is offered. Prospects for further research in the chosen direction are outlined.
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Shovkovy, Vyacheslav. "DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF CLASSICAL LANGUAGES THROUGH PROJECT METHODOLOGY." АRS LINGUODIDACTICAE, no. 2 (2018): 29–38. http://dx.doi.org/10.17721/2663-0303.2018.2.04.
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Background. The professional activity of a teacher requires a wide range of skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology and assessment technique as well as compile syllabuses, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of classical languages. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher. Purpose. The article aims at defining the concept of pedagogical competence of a classical languages teacher. It describes the competence structure, considers the project methodology in terms of its implementation in teacher training as well as develops criteria to assess the acquisition level of the competence under discussion. Results. Based on the analysis of a number of researches, pedagogical competence of a classical languages teacher is defined as a system of knowledge and skills, abilities and readiness of a prospective teacher to design and organize the process of teaching classical languages. Additionally, the competence involves assessment skills, the ability to design educational materials and motivate students to learn classical languages, be flexible and creative while addressing a variety of standard and non-standard situations in the classroom. With these concepts in mind, the author insists on project methodology underlying the process of building pedagogical competence. In particular, 7 short-term creative projects were developed to be carried out in pairs or groups. They include: Designing a syllabus (competence-based approach); Building lexical competence in classical languages; Developing grammatical competence in classical languages; Shaping linguistic and sociocultural competence in classical languages; Building competence in reading; Designing a final test; Planning a class in classical languages. The level of competence acquisition is assessed relying on the following criteria: the quality of the selected teaching materials, compliance of the materials with the curriculum requirements, arrangement of exercises and tasks, the quality of exercises, and the correlation of the language material with professional needs of the students. Discussion. In further research, we think it necessary to experimentally verify the effectiveness of the developed projects for building pedagogical competence of prospective teachers as well as to model the teaching process based on experimental data.
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Delgado-Valencia, Pablo, and Pedro Sánchez-Caimán. "Design and development of a comprehensive framework to enhance leadership skills in project management." DYNA 92, no. 236 (2025): 111–17. https://doi.org/10.15446/dyna.v92n236.117148.
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This research aimed to design a framework for leadership competence in project management training for industrial engineering professionals at universities in Bogotá, Colombia. Motivated by the observed absence of this competence among recent graduates. The study employed a sequential exploratory design using mixed methods. By characterizing global leadership models in project management theorized by academia and leading organizations, key variables were identified. Diagnosing the leadership competence of students generated relevant data, which were statistically analysed, facilitating academic recommendations and the framework's design. The outcome significantly contributes to the field by providing a functional and generalisable framework for universities in Bogotá, strengthening leadership competence in professional training. This research underscores the complexity and centrality of leadership in project management, highlighting the need for an adaptive and practical framework to guide the education of future professionals with holistic and applicable skills to effectively lead in volatile and ambiguous environments.
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Kurbanov, Shavkat Ergashevich, and Nozima Ravshanovna Pulatova. "Improving The Professional Competence Of The Teacher In The Course Of Project Activities Of Students." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 40–43. http://dx.doi.org/10.37547/tajssei/volume03issue01-08.
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The article is devoted to theoretical aspects of formation of professional competence ofteachers through joint design activities with students. The Genesis of the development of theconcept of “professional competence” based on the analysis of various sources is discussed.The term “professional competence” is considered and its main components are made. Thearticle high lights project activities in the modern paradigm of education.
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Moksnes, Knut. "Oppnåelse av dybdelæring i et teknologiog design-prosjekt." Nordic Studies in Science Education 17, no. 2 (2021): 135–51. http://dx.doi.org/10.5617/nordina.7966.
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The present case study examines a group of teacher students performing a Technology and Design project primarily intended for strengthening their competencies in electricity and electronics. The project was based on a traditional schema; a challenging task, design and problem-solving phases, decision making and finally assembling/building a real functioning product. The main purpose of the investigation was focusing on the type of competencies the students gained; transferable competence or rote learning, i.e. whether the project would facilitate deeper learning or not. The project was partly open-ended, where the students might conclude in different ways regarding their final circuit design. The motivating effect of having to alternate between calculations and circuit-testing, searching for faults, discussing with each other and finally succeeding, seemed to have a very positive effect on the overall learning outcome. At the end of the project the students had to solve a complete new circuit-construction challenge, with specifications differing from the ones in the original project, i.e. a new context. The demands for knowledge were similar to-, but higher than the first project, and they had to apply their newly acquired competency in a very different manner. All the student groups managed to solve the task in maximum 45 minutes. This tends to give evidence for deeper learning as an outcome of this particular project.
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Nortojiyev Abror Muxamadaliyevich. "IMPROVING PROFESSIONAL COMPETENCE OF STUDENTS BASED ON THE DESIGN METHOD." Sciental Journal of Education Humanities and Social Sciences 3, no. 6 (2025): 1–8. https://doi.org/10.62536/sjehss.2025.v3.i6.pp1-8.
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The article studies stages of the organization of professionally oriented physics training according to the method of designing objects of professional activity, a model of formation of project activities in physics lessons, solved the practical task of calculating the mechanical properties of buildings and structures by the design method directed directly to the construction industry, as well as the types of competencies, and the types of competencies were studied, formed as a result of project activities.
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Spyropoulou, Natalia D., and Achilles D. Kameas. "Methodology for the Development of a Competence Framework for STE(A)M Educators." EDEN Conference Proceedings, no. 1 (June 22, 2020): 162–71. http://dx.doi.org/10.38069/edenconf-2020-ac0014.
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The STE(A)MonEdu Project aims to increase the adoption and impact of STE(A)M education by investing in the community of stakeholders and the professional development of educators. Focusing on the professional development of educators, it aims firstly to compile a competence framework for STE(A)M educators and then design appropriate training offers. In this paper, we first discuss the competency-based perspective, alongside with the related work regarding competence frameworks for STE(A)M education. Subsequently, the proposed methodology for the development of a STE(A)M educator competence framework and profile are described, based on a modified Delphi technique and taking advantage of the European Framework for the Digital Competence of Educators (DigCompEdu).
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Mas Pertiwi, I. G. A. Istri, Yulvi Zaika, Kartika Puspa Negara, Solimun Solimun, and Mochamad Agung Wibowo. "Identifying the influence of project delivery system (PDS) characteristics on green construction project performance." Eastern-European Journal of Enterprise Technologies 6, no. 3 (132) (2024): 37–46. https://doi.org/10.15587/1729-4061.2024.318451.
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This study examines the influence of Project Delivery System (PDS) features on green construction project performance by comparing Design-Bid-Build (DBB), Design-Build (DB), and Construction Management (CM) methods. The research problem is to analyze the influence of key characteristics (leadership, communication, mindset, teamwork, team chemistry, experience, competence) of the three PDS methods on achieving green construction project performance. The research objects were 109 respondents (team leader, vice president manager, project manager, site manager, site engineer, general superintendent, and supervisor) in five major cities in Indonesia. The results of the MANOVA analysis showed that leadership was the most influential factor in the three methods. CM excels in time, quality, and green building performance, DB excels in Occupational Health and Safety (OHS), and DBB excels in cost. Experience and competence are less influential factors, thus concluding that soft skills play a significant role in the successful implementation of green construction projects, providing valuable insights for industry practitioners and emphasizing the need to prioritize the development of leadership and interpersonal skills alongside technical expertise when implementing green construction projects through various PDS methods in Indonesia, which ultimately contributes to the advancement of sustainable construction practices in the rapidly growing building sector in the region. These findings provide insights for selecting optimal PDS methods in green construction projects
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Netunaeva, Yu L. "FEATURES OF CONSTRUCTING A MODEL OF PROJECT-RESEARCH COMPETENCE FORMATION IN THE COLLEGE INNOVATIVE EDUCATIONAL ENVIRONMENT." Review of Omsk State Pedagogical University. Humanitarian research, no. 37 (2022): 200–204. http://dx.doi.org/10.36809/2309-9380-2022-37-200-204.
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The article reveals the problem of the content of the model of design and research competence of college students. The author’s definition of project-research competence is given. The edition of the blocks representing the basis of the structuralfunctional model of competence is presented: target, environmental-organizational, procedural, evaluative-effective. The features of the model that increase the efficiency of the formation of design and research competence are distinguished.
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Grinevetskaya, Tatiana Nikolaevna, and Evgeny Viktorovich Nuftin. "Meta-project as a digital means of individual design in professional education." Siberian Pedagogical Journal, no. 1 (March 5, 2022): 87–96. http://dx.doi.org/10.15293/1813-4718.2201.08.
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The relevance of digitalization in education has become widespread and consolidated at the state level. The article deals with the solution of the problem of insufficient formation of competencies among future managers against the background of the fourth industrial revolution and digitalization. Proceeding from this, the problem is seen in the insufficient formation of organizational and managerial competence of future managers in the conditions of digitalization. The purpose of the article is to define digital means of individual design for the formation of organizational and managerial competence. The methodological basis of the study is a competence-based approach, using the principles of a personal-activity approach. The main research methods were: theoretical – analysis, generalization, comparison and systematization; empirical – observation, survey, study of documentation, methods of interpretation and analysis of data. The results of the study consist of the substantiation of the means of individual design – the “Meta-project” of students. The proposed individual project is a means of forming organizational and managerial competence. “Meta-project” is considered as a digital means of professional training and is revealed through the medium of its creation. The environment for creating a “Meta-project” is built around the interaction of traditional and digital education, professional orientation and innovation in management ideas, information environment and technologies. The analysis of psychological and pedagogical literature makes it possible to identify additional educational opportunities by means of a “Meta-project” and dangerous factors of individualization of learning, with ways to overcome them. In conclusion, the article substantiates the design conditions of the “Meta-project”, the stages, design modules and the impact on the development of pedagogical technology and a special course “Platform – a skilled leader”.
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Murphy, M. E. "Implementing innovation: a stakeholder competency-based approach for BIM." Construction Innovation 14, no. 4 (2014): 433–52. http://dx.doi.org/10.1108/ci-01-2014-0011.
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Purpose – The purpose of the paper was twofold: to review established literature to define and classify BIM; and to identify gaps in current BIM literature with respect to stakeholder competency. Construction projects adopt innovation to address client requirements. Building information modelling (BIM) has been cited as one such innovation. However there is concern that the industry lacks the mechanisms to effectively implement BIM. It is proposed that the problem lies in that BIM is currently being delivered as a project rather than an innovation; and the failure to address stakeholder competency as the key delivery agent of BIM. Design/methodology/approach – A qualitative study using literature and gap analysis techniques was undertaken to establish the “state of the art”. Using an established Competency Framework 31, studies on BIM were assessed. A matrix was developed aligning the BIM studies with the Competency Framework and the findings systematically evaluated to identify gaps in the current literature. Findings – BIM was defined as a technical innovation and classified as a “System” of multiple innovations. Aligning the literature identified that BIM literature has largely focussed on strategic competence with some evidence of technical competence. However, there was scant investigation of information and communication competence which ranks as the most critical competency for BIM implementation. The study identified that whilst the competency-related literature on BIM was not yet rich enough to provide a sound conceptual foundation for investigation, it was evident that BIM implementation aligns closely with the innovation process. Practical implications – The findings highlighted the imperative of developing a competency-based approach for BIM implementation. Social implications – It was anticipated that a competency-based approach will provide insights to benefit construction industry clients and inform the targeted training of project stakeholders. Originality/value – BIM must be implemented as an innovation using a competency-based management approach as the key delivery mechanism.
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Tymenko, V. P. "The design method in forming research competence of scientifically gifted students of basic secondary education." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(32) (2025): 107–12. https://doi.org/10.51707/2618-0529-2025-32-11.
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The article substantiates the effectiveness of the design method as an innovative tool for developing research competence in scientifically gifted lower secondary school students. It is shown that this method combines theoretical learning with practical activity, stimulates critical thinking, cognitive engagement, initiative, and the development of multiple intelligences. The structure of research competence is defined and its key components – motivational, cognitive, activity-based, reflective, and communicative – are described in connection with project and innovation competencies. A comparative analysis of the project method and the design method is presented as tools for enhancing research skills. Special attention is given to the implementation of the design method in both formal and non-formal education, particularly in interactive museum environments. A typology of educational projects is provided based on students’ age, and specific features of applying STEM/STEAM approaches in the educational process are highlighted. The role of digital technologies (VR, AR, ChatGPT) as tools for supporting project-based learning is emphasized. International experience in implementing design methods in educational practice is analyzed, confirming their effectiveness in developing research, project, and innovation competencies. The study concludes that systematic application of the design method in education contributes to the development of 21st-century key competencies, especially in scientifically gifted lower secondary students.
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Borg, Elisabeth, and Jonas Soderlund. "The nature and development of liminality competence." Journal of Workplace Learning 27, no. 3 (2015): 176–92. http://dx.doi.org/10.1108/jwl-12-2013-0110.
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Purpose – This paper aims to present findings from an interpretative study documenting how mobile project workers develop their conceptions of work performed in liminal (in-between) positions. The overall purpose of the paper is to elucidate how people in time-limited and ambiguous work positions develop competences to manage their dynamic work conditions. Design/methodology/approach – This research relies on two narratives of mobile project workers drawn from a larger longitudinal study. The empirical material includes diaries and multiple interviews. The analysis takes a narrative approach and identifies how and when the mobile project workers enhance their level of liminality competence. Findings – Three processes were identified as significant in developing higher liminality competence: understanding the value of in-betweenness, embracing the role as an inside-outsider and translating the liminal experience through reflexivity. Practical implications – The paper demonstrates the need for employers to support individuals in passing through the three processes and to support thoughtful mobility across different project settings to improve the liminality competence of their employees. Originality/value – In the dual ambition of offering insights based on interpretative research on competence and putting greater emphasis on people working in in-between positions, this study enhances the understanding of how individuals develop their conceptions of work in general, and their conceptions of liminality at work in particular.
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Aralova, Galya Dimitrova. "Green and Digital Technologies in Design." Science, Engineering and Education 9, no. 1 (2024): 137–44. http://dx.doi.org/10.59957/see.v9.i1.2024.19.
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The goal of the study is to develop conceptual projects and products with an experimental nature within the module “Green Technologies in Design” of the innovative integrative module “Innovative Design”. This module is studied in the extended professional training program at PGD “Elisaveta Vazova,” Sofia, over a two-year period from 2021 to 2023. Project-based learning for students in theeleventh and twelfth grades, specializing in “Computer-Aided Design and Drawing of Textile Flat Products,” is implemented through the application of digital, green, ecological, sustainable, waste-free, and low-waste technologies, techniques, and materials in design. It has led to the creation of original designer projects and environmentally friendly ecological products. The project developssustainable practical skills and emotional-aesthetic competencies for creative ecological thinking, ecological education, culture and behaviour, solving ecological problems, practical application of the interdisciplinary and competence approach, and transforming “green” skills into a “green” way of life.Keywords: green and digital technologies in design, innovative design, product design.
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Wairia, Nyangaria David, and Paul Sang Dr. "EFFECT OF PROJECT TEAM COMPETENCE ON THE PERFORMANCE OF PROJECTS OF NON GOVERNMENTAL ORGANIZATIONS IN NAIROBI CITY COUNTY, KENYA." International Journal of Social Science and Humanities Research 13, no. 1 (2025): 168–74. https://doi.org/10.5281/zenodo.14863197.
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<strong>Abstract:</strong><em> </em>Nairobi City County's Non-Governmental Organizations (NGOs) are facing distinct and unforeseen challenges, which encompass a lack of financial resources and an inability to adapt innovatively to changing needs. Therefore, this study sought to effect of project team competence on the performance of projects of non-governmental organizations in Nairobi City County, Kenya. The research employed a descriptive research design. The study population was identified with the help of non-profit organizations in Nairobi City County, resulting in a total of 210 participants, comprising 70 project managers and 140 project employees. Participants were selected using simple random sampling, while stratified random sampling was utilized to choose the NGOs. Out of the total, 138 individuals completed the survey. Primary data was gathered through a semi-structured questionnaire. Furthermore, a pilot study was carried out with four non-governmental organizations in Nairobi County. The validity of the questionnaire was evaluated based on criteria, construct, and content validity. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were utilized to analyze the quantitative data. The study also employed inferential statistics such as multiple regression analysis and correlation analysis. The results indicated that most projects were inefficient regarding quality, cost, and timely delivery, with completed projects only partially meeting client expectations. Furthermore, the findings revealed that many of these completed projects suffered from inadequate planning. This research highlights the positive impact of effective development on project performance and team efficiency. Additionally, it suggests that changes in project organizational structure may stem from various factors, including the recruitment of inexperienced key personnel. The study concluded that project managers could effectively allocate and manage resources when they are distributed appropriately. <strong>Keywords:</strong> Project Team Competence, project performance. <strong>Title:</strong> EFFECT OF PROJECT TEAM COMPETENCE ON THE PERFORMANCE OF PROJECTS OF NON GOVERNMENTAL ORGANIZATIONS IN NAIROBI CITY COUNTY, KENYA <strong>Author:</strong> Wairia Nyangaria David, Dr. Paul Sang <strong>International Journal of Social Science and Humanities Research </strong> <strong>ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</strong> <strong>Vol. 13, Issue 1, January 2025 - March 2025</strong> <strong>Page No: 168-174</strong> <strong>Research Publish Journals</strong> <strong>Website: www.researchpublish.com</strong> <strong>Published Date: 13-</strong><strong>February-2025</strong> <strong>DOI: https://doi.org/10.5281/zenodo.14863197</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.researchpublish.com/papers/effect-of-project-team-competence-on-the-performance-of-projects-of-non-governmental-organizations-in-nairobi-city-county-kenya</strong>
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Zabotkina, Vera, Marina Korovkina, and Olga Sudakova. "Competence-based approach to a module design for the Master Degree Programme in Translation: Challenge of Tuning Russia Tempus Project." Tuning Journal for Higher Education 7, no. 1 (2019): 67–92. http://dx.doi.org/10.18543/tjhe-7(1)-2019pp67-92.
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The article demonstrates the application of the modular competence-based approach for the design of a Master degree programme in translation studies. The case study is based on output materials produced during the lifetime of the Tuning Russia project involving a number of Russian universities, one of which is the Russian State University for the Humanities (RSUH). The module in question – the LSP (language for special purposes) translation module – emphasizes interaction between the related disciplines on the basis of the common subject-matter, i.e. the translation of special purpose texts. The modular approach sets out to achieve key competences required for professional qualifications. In addition, the module considers teaching methods, ECTS and assessment tools. Attention is given to the concept of competence-based approach in contemporary education. The authors argue that the competence-based approach introduced in Russia at the national (Ministerial) level in 2016 facilitates Russia’s interactive alignment with the main principles of the Bologna Process adopted by the European Higher Education Area.Received: 01 April 2019Accepted: 24 June 2019Published online: 29 November 2019