Training project management complexity in postgraduate and continuing education programs: a learning strategy in the eshe (European Space of Higher Education) framework

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

Training project management complexity in postgraduate and continuing education programs: a learning strategy in the eshe (European Space of Higher Education) framework

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.

Development of the infrastructure for a multi-agent traffic management system simulation

This document contains detailed description of the design and the implementation of a multi-agent application controlling traffic lights in a city together with a system for simulating traffic and testing. The goal of this thesis is to design and build a simplified intelligent and distributed solution to the problem with the traffic in the big cities following different good practices in order to allow future refining of the model of the real world. The problem of the traffic in the big cities is still a problem that cannot be solved. Not only is the increasing number of cars a reason for the traffic jams, but also the way the traffic is organized. Usually, the intersections with traffic lights are replaced by roundabouts or interchanges to increase the number of cars that can cross the intersection in certain time. But still there are places where the infrastructure cannot be changed and the traffic light semaphores are the only way to control the car flows. In real life, the traffic lights have a predefined plan for change or they receive information from a centralized system when and how they have to change. But what if the traffic lights can cooperate and decide on their own when and how to change? Using this problem, the purpose of the thesis is to explore different agent-based software engineering approaches to design and build a non-conventional distributed system. From the software engineering point of view, the goal of the thesis is to apply the knowledge and use the skills, acquired during the various courses of the master program in Software Engineering, while solving a practical and complex problem such as the traffic in the cities.

Local relevancy evaluation in the accreditation bodies for engineering master's programs

Accreditation models in the international context mainly consider the evaluation of learning outcomes and the ability of programs (or higher education institutions) to achieve the educational objectives stated in their mission. However, it is not clear if these objectives and therefore their outcomes satisfy real national and regional needs, a critical point in engineering master's programs, especially in developing countries. The aim of this paper is to study the importance of the local relevancy evaluation of these programs and to analyze the main models of quality assurance and accreditation bodies of USA, Europe and Latin America, in order to ascertain whether the relevancy is evaluated or not. After a literature review, we found that in a free-market economic context and international education, the accreditation of master’s programs follows an international accreditation model, and doesn´t take in account in most cases criteria and indicators for local relevancy. It concludes that it is necessary both, international accreditation to ensure the effectiveness of the program (achievement of learning outcomes) and the national accreditation through which it could ensure local relevancy of programs, for which we are giving some indicators.

Relevance evaluation of engineering masters program in Peru

In a context of mass higher education, it is necessary to ensure not only quality but also the relevance of engineering master's programs, namely the appropriateness of the objectives and outcomes to the needs and interests of the program beneficiaries. After a literature review we analyzed the evaluation models of three organizations in Peru: the Board of Evaluation, Accreditation and Certification of the University Education Quality CONEAU, the Institute of Quality and Accreditation of Computing, Engineering and Technology - ICACIT and the Pontificia Universidad Catolica del Peru. The result of this study is a model for relevance evaluation for an engineering master¿s program in Peru.