Is an Engineering Project Management Degree Worth it? Developing Agile Digital Skills for Future Practice

Nicholas Dacre,David Reynolds,Pk Senyo

doi:10.2139/ssrn.3812764

Nicholas Dacre, David Reynolds + Show 1 more

Open Access

https://doi.org/10.2139/ssrn.3812764

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Journal: SSRN	Publication Date: Jan 1, 2019
Citations: 14	License type: cc-by

Affiliation: University of Southampton, University of Warwick

Abstract

Engineering managers are progressively tasked with leveraging digital technologies and innovations which have yet to be fully developed, to seek out opportunities and challenges in complex project contexts. However, there is a disparity between knowledge gained from engineering development programmes, and the rapidly changing landscape of modern project practice, which requires professionals to effectively engage and deploy relevant agile digital skills in practice. For example, complex engineering projects increasingly employ dynamic digital technologies such as Artificial Intelligence (AI), Big Data, Augmented and Virtual Reality (AR / VR), 3D Printing, and Digital Twins, which require managers to quickly adapt to changing constraints through agile digital skills. Therefore, this paper seeks to focus on exploring the role of engineering project management programmes in developing knowledge and agile digital skills relevant for future project practice. Through an outline review of project management development programmes, this research paper suggests that their inherent value for engineering project managers, is largely dependent on a combination of applied research, engagement, and agile digital skills development for future practice.

Highlights

There has been considerable growth in engineering project management related development programmes which aim to equip future practitioners with the knowledge to address typical project-based challenges (Ojiako et al, 2011; Ramazani & Jergeas, 2015)
The discussion in this paper suggest that historical project management development approaches which employ limited use of innovative learning techniques, offer a narrow platform upon which practitioners may develop the necessary agile digital skills to respond to rapidly changing digital landscapes
The relationship between theory and practice is acute in the field of project management, in that “in a fast, changeable and digital world, the cooperation between industry and academia is essential to prepare the students to a successful employment” (Cruz & Saunders-Smits, 2017, p. 66)

Summary

Introduction

AI promises opportunities for project success, without project professionals’ ability to expertly draw on agile digital skills in mediating this technology in project environments, risk of project failure remains a mitigating factor These disruptive technologies in project contexts require project management development programmes which address the increasingly agile set of digital skills and expert knowledge required in order to fully leverage potential opportunities and mitigate risks and challenges in future practice. Project based development programmes are inherently challenging and difficult to design, and implement to fully engage an interdisciplinary audience (Ojiako et al, 2011) In their metaanalysis of 8 years of engineering education studies, Andrews and Clark (2017) suggest five key areas in making programmes relevant for future engineering practitioners; (i) Accreditation, (ii) Active Learning, (iii) Core Technical Skills, (iv) Transferable Competencies, and understanding the (v) Engineering Context. The changing nature of technology, its interpretation, use and implementation, inherently reflects its evolution in both theory and practice (Blacklock, 2018; Budu, 2018; Malik, 2017), and despite this mandate for project related management development programmes, research suggests that historical approaches require appraisal anew (Ramazani & Jergeas, 2015; Winter et al, 2006)

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Discussion

Conclusion