| Abstrakt: |
In recent years, an increasing number of organizations have been basing their businesses on the use of temporary forms of work, such as projects, to become more flexible and responsive to market impulses. Consequently, individuals participating in managing projects within the organizations should be competent enough to choose the right approaches and use the appropriate tools to achieve project success. However, although a considerable focus has been placed on developing knowledge, as well as acquiring skills and abilities in the field, it appears that the current formal education does not adequately prepare individuals to deal with the complexities associated with this type of work due to the existing gap between what educational institutions have to offer and what is needed in the labor market. With the aim of better understanding the challenges of formal project management education in the Central and South-east Europe (SENET) region, a qualitative empirical research has been conducted among the representatives of IPMA certification bodies in eight countries, namely Czech Republic, Greece, Croatia, Romania, Russia, Slovenia, Slovakia and Serbia. The collected data were analyzed using the grounded theory approach and five main challenges were identified: the way of managing educational institutions, status quo in education system and slow adaptation to changes, late introduction of project management education to the system, insufficient competence of professors and insufficient connection with the industry needs and professional associations. [ABSTRACT FROM AUTHOR] |
