The vast amount of previous research on project management competence does not provide a basis for educational needs. Analyzing previous research poses two challenges: the lack of a uniform list of competences, necessitating a taxonomy, and the use of importance as a criterion, favoring general important competences. Criticality is introduced as the competence a project manager adds to the team. Validation research using criticality and the taxonomy among experienced Dutch project managers is more comprehensive and provides a lesser focus on general important competences than previous research. Criticality focuses more on the essence of the profession.
Recent research on project management competences did not use a standard set of competences. Twenty-five publications, published in or after 2000, show little agreement on their competences: of the 353 only twelve percent is named more than once. Of the 353, 31 are linked to communication, but a classification system is lacking to dictate whether they can be grouped (and how). Two taxonomies, the hyperdimensional taxonomy (Tett, Guterman, Bleier, & Murphy, 2000) and the open systems taxonomy (Shrivastava, 2008) are compared to recent research of project management competences and a high percentage of the 353 can be connected to both of them: 93% and 90% respectively. Comparing the work of two researchers (Everts, 2008;Krahn, 2005) with the hyperdimensional and open systems taxonomies, reveals that both taxonomies can be used to compare research on project management competences. The comparison favors the hyperdimensional taxonomy (Tett, Guterman, Bleier, & Murphy, 2000).
The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning.
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