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Abstract
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| The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods ?intuitive, comparative, deductive, case study, problem-solving Project-Based Learning? and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of ?learning strategy?. The strategy has two phases: firstly, the integration of the competences ?technical, behavioral and contextual?in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program ?Erasmus Mundus Master of Science? with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper. | |
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International
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Si |
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Congress
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15th International Congress on Project Engineering |
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960 |
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Place
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Reviewers
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Si |
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ISBN/ISSN
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978-84-615-7674-6 |
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Start Date
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06/07/2011 |
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End Date
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08/07/2011 |
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From page
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267 |
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To page
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285 |
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Selected Proceedings from the 15th International Congress on Project Engineering |