Preprint Article Version 1 This version is not peer-reviewed

Project Management Competences and Sustainable Development in Higher Education: Case Studies from Two Spanish Public Universities

Version 1 : Received: 30 March 2018 / Approved: 1 April 2018 / Online: 1 April 2018 (12:45:02 CEST)

How to cite: Cerezo-Narváez, A.; de los Ríos Carmenado, I.; Pastor-Fernández, A.; Yagüe Blanco, J.L.; Otero-Mateo, M. Project Management Competences and Sustainable Development in Higher Education: Case Studies from Two Spanish Public Universities. Preprints 2018, 2018040003 (doi: 10.20944/preprints201804.0003.v1). Cerezo-Narváez, A.; de los Ríos Carmenado, I.; Pastor-Fernández, A.; Yagüe Blanco, J.L.; Otero-Mateo, M. Project Management Competences and Sustainable Development in Higher Education: Case Studies from Two Spanish Public Universities. Preprints 2018, 2018040003 (doi: 10.20944/preprints201804.0003.v1).

Abstract

The paradigm that assumes the autonomous management of universities involves them in the redefinition of their policies and processes and the training of their staff, designing new formulas that allow them to adapt to a changing environment. In this context, research and sustainable universities can link with society to solve its problems and influence a responsible and sustainable development. Through a Delphi panel, importance to acquire and improve project management (PM) competences by teaching and research staff (TRS) into innovating education and research projects is measured, from the standard of individual competences (ICB4) of the International Project Management Association (IPMA). Also, internal data sources from the flexible structures of two Spanish universities (the University of Cadiz (UCA) and the Technical University of Madrid (UPM)), are investigated, in order to analyze how they are organized. Thanks to the study of cases, an increasing tendency to work by projects is observed, empowering teams, managing properly stakeholders and facilitating their functions towards society. Likewise, after two rounds of experts’ consultation, consensus is reached with an acceptable and stable level of responses, resulting in confirmation that there is alignment between IPMA competences and TRS’ needs for sustained success in education and research, contributing to universities’ development, improvement and sustainability.

Subject Areas

project management; sustainable development; projects; competences; sustained success; sustainability; research university; sustainable university

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