Due to changes in the economic environment, corporate strategies needs new type of projects and these have been increasing. The cases that many uneven stakeholder’ s interest have to been adjusted are more increasing than ever before. Accordance with this, expected project manager role has been changed. I developed new training course combined reflection and competency concept for well experienced project managers not for rookies. Still some parts are in an experiment, I will introduce this training program and results so far.

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Project management is aimed at solving problems and producing the newer, more successful systems. In today’ s highly-networked information society, management technology and problem solving techniques and ideas used in the industry are always unpredictable. Quality control and production management in manufacturing have demonstrated the effects of this unpredictability based on fundamental studies and sustainable concepts in every case according to the economic situation, with which project management must also be familiar. Nonetheless, the knowledge area was still explained in the educational field of project management. However, in project management, with regards to having a strong relation to the person, knowledge-centered education is difficult to make understand the project management to the people who are insufficient of management experience. It is necessary to think logically about the major reason for the problem. Thus, the educational content and the standard curriculum for project management education were scrutinized in this paper. Recently, the Beginner’ s Book of Project Management was published by The Society of Project Management. This primer is intended to give a general understanding of project management for undergraduate students. Many of it’ s traditional texts are knowledge-centered education. We have tried to achieve basic academic education for project management to aid in understanding of beginners, giving both commentary and case studies. Then, the book will also serve as a reference sufficient even for business experienced people.

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Many Japanese companies develop their employees’ project management skills by on-the-job training. However, it takes long period for an employee to become an appropriate project manager who can handle complex global projects. In this paper, the author summarizes methodologies and supporting systems of project management education for universities or graduate schools; especially an accreditation system called “GAC” offered by Project Management Institute is introduced. As of April 2013, 89 programs at 41 institutions have been accredited worldwide; although none of Japanese institution has been accredited yet. The author also introduces project management education activities at Graduate School of System Design Management in Keio University as an example, where project management is set as one of core subjects.

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This paper describes project management education using role-play training to be able to present every condition of a project by simulating project management processes defined in PMBOK. Proposed education method is for a learner to acquire high level skill of project management competencies required for an excellent project manager. In addition, this paper shows that the proposed simulation-based role-play exercise in which a learner monitors every condition of a simulated project. We believe that role-play exercises using simulation-based role-play have much greater educational effectiveness in the competency area of decision making than the scenario-based role-play exercise.

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This paper describes an approach for project management education using role-play training over eight years from 2004 to 2012 and has a view of project management education in the future. In order to quantitatively know the project management skill levels, we have proposed on-line group work training system, which can gather the behavioral records of each learner during role-play. In order for a learner who has no practical experience for managing a project to be able to arrive at correct solution through the correct orderly manner, we have developed a software agent when necessary provides appropriate advice or a hint. Effectiveness of project management education using role-play training and a method for evaluating project management skill levels could be presented.

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The knowledge and skills in systems engineering are necessary for engineers and students in all engineering fields. We introduced leadership and human skill education with interdisciplinary communication. Leadership education in conjunction with lectures, role-play, real experience and pseudo experience with the use of simulator provides students with experience as well as knowledge, and accelerates the process of acquiring leadership skills. We introduce a new educational approach which links a variety of pseudo experience with real actions of students in university research and engineering activities. The education links knowledge, pseudo experience and real action to improve students’ leadership. The learning outcomes of education were assessed by rubric and learning portfolio.

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Kanagawa Sogo Sangyo High School was designated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) as Super Science High School in 2009. Therefore, the high school had set a research hypothesis. It is creation of new knowledge and the knowledge of summation that construct science and technology education in school of credit-system through career education focus on school setting subject “SSH project management” . We verified the research hypothesis in education practice by school setting subject “SSH project management” . As a result, project management education was found to be effective in the formation of PM competency, systematization of learning, career planning.

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Project-based learning is one of the most important teaching methods in Engineering design curriculum of Colleges of Technology. However, it is difficult to get the students to manage the project by themselves, since the students are not familiar with some strategies to develop their own project. To solve this problem, we advise the students to do a feasibility study in the project management and build their consensus. They are also instructed to use short-term PDCA cycles in order to facilitate the project. The PDCA cycles enable them to work on in accordance with the project requirements. When the students employ these methods of project management in the project-based learning, they can handle their project more efficiently and improve their ability to detect potential problems in the project.

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To acquire the problem finding and the synthetic problem solving capabilities, the graduate educational program based on system thinking and systems engineering through multidisciplinary collaboration was developed systematically in Department of Systems Engineering and Science of the graduate school of Shibaura Institute of Technology. Moreover, we verified and validated the developed educational program by using the reference of evaluations in a group, exercise grades and a job-hunting-activities situation, and confirmed that this program was functioning well. In this paper, these detailed results are described.

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By using generic skills’ test and job-hunting results, Department of Systems Engineering and Science, Graduate School of Shibaura Institute of Technology assessed the developed graduate educational program through multidisciplinary collaborative Project Based Learning (PBL) . As the results, we could validate quantitatively the evaluation for exercise grades, the mutual evaluation between the team members for learning outcomes, and also the acquisition situation of learning outcomes for the PBL education. In this paper, these detailed results of assessment process are described.

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For PBL, in general, there are two methodologies based on the Tacit Knowledge and the Explicit Knowledge, which are called the Project Approach and the Project Management, respectively. Both methods variedly have merits and demerits under the preconditions and constraints of PBL. However, the Tacit and Explicit knowledge may interconvert according to the Nonaka’ s theory of SECI model. For improving an educational effect of PBL, therefore, the project process of PBL may be modified by linking to the SECI model theory. This paper proposes some considerations for improving PBL by the need-based principle of project and the theory of SECI model, and also notes about methods of suitable evaluation for the effect of PBL linked to the SECI model theory.

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In class of project-based learning (PBL) , the class members are divided into some teams which perform each project. The team grouping is important for PBL class management, since the group provides much influence to succeed team activity for the project. Therefore, we investigated features of teams which have achieved better results in PBL. The investigation was achieved in three classes of PBL based on three viewpoints on successful collaborative learning ; thinking deeply, wide knowledge, and communication skills. The investigation results show that the team grouping method based on the communication skills provided more teams which performed better activity in PBL. In addition, we clarified the tendency of the differences between better team and the others by analysis of the communication-skill investigation results.

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In practical lectures on software intensive business systems, we do not yet have an established method for determining what kind of personal characteristics and team compositions are most beneficial to obtaining the maximal educational effectiveness. Here, we propose a framework for analyzing the effects of personal characteristics of team members on educational effectiveness. We also apply the framework to an actual practical lecture. As a result, we find that it is better for a team to have members with a similar degree of tendency of conservative for acquiring more knowledge and skills and the team members have similar characteristics of progressive or conservative. It is expected that in similar practical lectures, we can also obtain the desired educational effectiveness if we can compose a team with the suitable characteristics as based on our findings.

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