CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: educational project</title> <meta name="description" content="Search results for: educational project"> <meta name="keywords" content="educational project"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="educational project" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="educational project"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7745</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: educational project</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7745</span> Impact of Project Leader's Style on the Success of the Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saadia%20Khalid">Saadia Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the various leadership styles of project manager which lead to the success of a project since it is important for a project manager to understand and adopt the skills required to cope up with the modern challenges of any project. A project manager must be able to handle a project effectively and efficiently and be ready to assess the factors effecting success or failure of the project. A project manager must be capable of handling a project by managing, directing and leading the projects with requisite knowledge and skills. In this paper a project manager’s characteristics linkage to project success have been developed and analyzed for three different projects/industries. A web-based survey has also been carried out which revealed that specific leadership styles/traits can lead to better performance and success of organizations. Some basic factors like project complexity, the age, gender and nationality of the project manager and type of project also play a vital role in success of a project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title="leadership style">leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20success" title=" project success"> project success</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20%0D%0Amanagement" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20manager" title=" project manager "> project manager </a> </p> <a href="https://publications.waset.org/abstracts/27280/impact-of-project-leaders-style-on-the-success-of-the-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7744</span> "Project" Approach in Urban: A Response to Uncertainty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mouhoubi%20Nedjima">Mouhoubi Nedjima</a>, <a href="https://publications.waset.org/abstracts/search?q=Sassi%20Boudemagh%20Souad"> Sassi Boudemagh Souad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we will try to demonstrate the importance of the project approach in the urban to deal with uncertainty, the importance of the involvement of all stakeholders in the urban project process and that the absence of an actor can lead to project failure but also the importance of the urban project management. These points are handled through the following questions: Does the urban adhere to the theory of complexity? Does the project approach bring hope and solution to make urban planning "sustainable"? How converging visions of actors for the same project? Is the management of urban project the solution to support the urban project approach? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20planning" title="strategic planning">strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20project%20stakeholders" title=" urban project stakeholders"> urban project stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/27120/project-approach-in-urban-a-response-to-uncertainty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7743</span> Educational Theatre Making Project: Prior Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larisa%20Akhmylovskaia">Larisa Akhmylovskaia</a>, <a href="https://publications.waset.org/abstracts/search?q=Andriana%20Barysh"> Andriana Barysh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper is introducing the translation score developing methodology and methods in the cross-cultural communication. The ideas and examples presented by the authors illustrate the universal character of translation score developing methods under analysis. Personal experience in the international theatre-making projects, opera laboratories, cross-cultural master-classes give more opportunities to single out the conditions, forms, means and principles of translation score developing as well as the translator/interpreter’s functions as cultural liaison for multiethnic collaboration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=methodology%20of%20translation%20score%20developing" title="methodology of translation score developing">methodology of translation score developing</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-production" title=" pre-production"> pre-production</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis" title=" analysis"> analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a>, <a href="https://publications.waset.org/abstracts/search?q=post-production" title=" post-production"> post-production</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20scene%20theory" title=" ethnic scene theory"> ethnic scene theory</a>, <a href="https://publications.waset.org/abstracts/search?q=theatre%20anthropology" title=" theatre anthropology"> theatre anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=master-class" title=" master-class"> master-class</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20project" title=" educational project"> educational project</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20project" title=" academic project"> academic project</a>, <a href="https://publications.waset.org/abstracts/search?q=participant%20observation" title=" participant observation"> participant observation</a>, <a href="https://publications.waset.org/abstracts/search?q=super-objective" title=" super-objective"> super-objective</a> </p> <a href="https://publications.waset.org/abstracts/12424/educational-theatre-making-project-prior-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">514</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7742</span> Project Objective Structure Model: An Integrated, Systematic and Balanced Approach in Order to Achieve Project Objectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Oftadeh">Mohammad Reza Oftadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to describe project objective structure (POS) concept that was developed on research activities and experiences about project management, Balanced Scorecard (BSC) and European Foundation Quality Management Excellence Model (EFQM Excellence Model). Furthermore, this paper tries to define a balanced, systematic, and integrated measurement approach to meet project objectives and project strategic goals based on a process-oriented model. In this paper, POS is suggested in order to measure project performance in the project life cycle. After using the POS model, the project manager can ensure in order to achieve the project objectives on the project charter. This concept can help project managers to implement integrated and balanced monitoring and control project work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20objectives" title="project objectives">project objectives</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20performance%20management" title=" project performance management"> project performance management</a>, <a href="https://publications.waset.org/abstracts/search?q=PMBOK" title=" PMBOK"> PMBOK</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20performance%20indicators" title=" key performance indicators"> key performance indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20management" title=" integration management"> integration management</a> </p> <a href="https://publications.waset.org/abstracts/102403/project-objective-structure-model-an-integrated-systematic-and-balanced-approach-in-order-to-achieve-project-objectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7741</span> Educational Experience and the Investigation Results: Creation of New Healthy Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Espinosa%20Garza">G. Espinosa Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Loera"> I. Loera</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Antonyan"> N. Antonyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decades, teaching in particular engineering subjects is going through a significative problem. A quick evaluation of the entrepreneurial surroundings makes it more difficult for students to identify the course contents with real situations related with their future professions. Proposing teaching through challenges or problem-based projects, and real-life situations is turning into an important challenge for any university-level educator. The objective of this work is to present the educational experience and the investigation results taken through the Project Viability course, done by a group of professors and students from the Technologic of Monterrey. Currently, in Mexico, the orange peels are considered a dispose and they are not being utilized as an alternative to create subproducts. However, there is a great opportunity in its use as a raw material with the goal to originate the waste from the local citric firms or business. The project challenge consisted in the development of edible products from the orange peel with the intention to generate new healthy products. With this project, apart from the obtainment of the original results, the accomplishment consisted in creating a learning atmosphere, where students together with the professors were able to plan, evaluate, and implement the project related with the creative, innovative, and sustainable processes with the goal to apply it in the development of local solutions. In the present article, the pedagogic methodologies that allowed to carry out this project will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20subjects" title="engineering subjects">engineering subjects</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20project" title=" learning project"> learning project</a>, <a href="https://publications.waset.org/abstracts/search?q=orange%20peel" title=" orange peel"> orange peel</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20process" title=" sustainable process"> sustainable process</a> </p> <a href="https://publications.waset.org/abstracts/83637/educational-experience-and-the-investigation-results-creation-of-new-healthy-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83637.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7740</span> The Management of the Urban Project between Challenge and Need: The Case of the Modernization Project of Constantine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mouhoubi%20Nedjima">Mouhoubi Nedjima</a>, <a href="https://publications.waset.org/abstracts/search?q=Sassi%20Boudemagh%20Souad"> Sassi Boudemagh Souad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, and through the modernization project of metropolis of Constantine (PMMC) experience in Algeria, discussed to highlight the importance of management in an urban project at various levels: strategic and operational. The statement we attended to reach is to evaluate the modernization project of metropolis of Constantine in the light of management and prove the relation between a good urban management and the success of an urban project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20project" title="urban project">urban project</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a>, <a href="https://publications.waset.org/abstracts/search?q=operational%20management" title=" operational management"> operational management</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20modernization%20project%20of%20constantine" title=" the modernization project of constantine"> the modernization project of constantine</a> </p> <a href="https://publications.waset.org/abstracts/27118/the-management-of-the-urban-project-between-challenge-and-need-the-case-of-the-modernization-project-of-constantine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">523</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7739</span> Design of a Multidisciplinary Project-Oriented Capstone Course for Mechanical Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Cheng%20Cheng">Chi-Cheng Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Che-Hsin%20Lin"> Che-Hsin Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Jen%20Wang"> Yu-Jen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chua-Chin%20Wang"> Chua-Chin Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project-oriented capstone course has become a required element for most engineering educational units. It is not only because the capstone course is an important criterion for international accreditation of engineering degree programs under Washington Accord, but also the capstone course provides an opportunity for students to apply what they have learned in their school years to actual engineering problems. Nevertheless, most project-oriented capstone courses are conducted with one single project for all students or teams. In other words, students work to reach the same or similar goals by coming up with different layouts and approaches. It appears not suitable for a multidisciplinary engineering department. Therefore, a one-year multidisciplinary project-oriented capstone course was designed for the junior year of the undergraduate program. About one-half of faculty members in the department needs to be involved in generating as many projects as possible to meet different students' interests and specialties. Project achievement has to be displayed and demonstrated in the annual exposition and competition at the end of this course. Significant success in attracting attention and hardworking of students on projects was witnessed for the past two pilot years. Analysis of course evaluation demonstrates positive impact on all perspectives despite of slightly negative influence due to poor communication and collaboration between students and their project supervisors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Capstone%20course" title="Capstone course">Capstone course</a>, <a href="https://publications.waset.org/abstracts/search?q=CDIO" title=" CDIO"> CDIO</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-oriented%20learning" title=" project-oriented learning"> project-oriented learning</a> </p> <a href="https://publications.waset.org/abstracts/69448/design-of-a-multidisciplinary-project-oriented-capstone-course-for-mechanical-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7738</span> A Research Agenda for Learner Models for Adaptive Educational Digital Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20B%C3%B6ck">Felix Böck</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, data about learners and their digital activities are collected, which could help educational institutions to better understand learning processes, improve them and be able to provide better learning assistance. In this research project, custom knowledge- and data-driven recommendation algorithms will be used to offer students in higher education integrated learning assistance. The pre-requisite for this is a learner model that is as comprehensive as possible, which should first be created and then kept up-to-date largely automatically for being able to individualize and personalize the learning experience. In order to create such a learner model, a roadmap is presented that describes the individual phases up to the creation and evaluation of the finished model. The methodological process for the research project is disclosed, and the research question of how learners can be supported in their learning with personalized, customized learning recommendations is explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20agenda" title="research agenda">research agenda</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20model" title=" user model"> user model</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20model" title=" learner model"> learner model</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20educational%20digital%20learning%20environments" title=" adaptive educational digital learning environments"> adaptive educational digital learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning%20paths" title=" personalized learning paths"> personalized learning paths</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendation%20system" title=" recommendation system"> recommendation system</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a> </p> <a href="https://publications.waset.org/abstracts/192209/a-research-agenda-for-learner-models-for-adaptive-educational-digital-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7737</span> Women Educational Leaders in an Age of Accountability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ann%20Vibert">Ann Vibert</a>, <a href="https://publications.waset.org/abstracts/search?q=Heather%20Hemming"> Heather Hemming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presentation summarizes the findings and implications of research on the plight and practices of women educational leaders in public school systems and in one university. The authors, both women university administrators, are also scholars and researchers of education. The research project on which this paper presentation is based proposed to examine how women educational leaders imagined, experienced, and carried out their leadership roles in the context of a growing local and global accountability-based performativity discourse which is reshaping educational work especially for women, we argue, in both public school and post-secondary sites. The research employed critical ethnographic interviews with 20 women educational leaders in P-12 school systems and three women university level educational leaders. Data were collected on women educational leaders’ perceptions of the effects of accountability and performativity discourses on the nature of their work. Specifically, leaders were asked to speak to whether they experienced a growth in managerial work as a consequence of increased accountability demands; how they experienced their work changing as a consequence of accountability and performativity demands; how these changes impacted the central values they enacted in their work as women educational leaders changes; and how they responded to/negotiated/accommodated changes in the nature of their work developing as a consequence of accountability and performativity frameworks. Findings from the research data and analyses confirm and extend recent scholarly work on the gendered nature of performativity and accountability discourses and frameworks, and their differential effects across differing genders. The oral presentation we propose here focusses on those findings in terms of similarities for women educational leaders across different educational contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20in%20educational%20leadership" title="women in educational leadership">women in educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20educational%20performativity" title=" gender and educational performativity"> gender and educational performativity</a>, <a href="https://publications.waset.org/abstracts/search?q=accountability%20and%20women%20leaders" title=" accountability and women leaders"> accountability and women leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20educational%20leadership" title=" gender and educational leadership"> gender and educational leadership</a> </p> <a href="https://publications.waset.org/abstracts/64476/women-educational-leaders-in-an-age-of-accountability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7736</span> Most Important Educational Planning Issues in the Developing Countries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naeem%20Khan">Naeem Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1971 Williams in his essay titled "What Educational Planning is About in Higher Education" defined educational planning as "planning in education, as in anything else consist essentially of deciding, in advance, what you want, to do and how you are going to do in". In the “World Year book of Education”. While Anderson and Bowman in 1976 in their joint article titled "Theoretical Considerations in Educational Planning" defined it as "the process of preparing a set of decisions for future action pertaining in education". There are so many other definitions which are related to educational planning in which every one stress on the importance of educational planning. But developing countries face a lot of problems related to the educational planning and this paper is to discuss few of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title="educational planning">educational planning</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a> </p> <a href="https://publications.waset.org/abstracts/22287/most-important-educational-planning-issues-in-the-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7735</span> Project Abandonment and Its Effect on Host Community: Case Study of Ajaokuta Steel Project, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Omonori">A. A. Omonori</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20T.%20Alade"> K. T. Alade</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20F.%20Lawal"> A. F. Lawal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was conducted to identify the causes of project abandonment in Nigeria and the effect it has on the host community. The aim of the research was to identify the causes and effects of project failure and abandonment. Project abandonment is a major course of concern in the country as different projects fail and are abandoned at various levels. These projects do not fulfill the purpose for which they were initiated. This is the absolute definition of failure and hence the selection of the Ajaokuta Steel Project as an interesting case study and a typical example of project failure and abandonment. This has been done by conducting field study through the administration of questionnaires. This study was carried out on the Ajaokuta Steel Project to investigate the causes of the abandonment of the project and the effects it has had on the people of Ajaokuta community. Qualitative method of data analysis was used to analyze the findings through frequency tables and ranking. This study brought to light the major factors that led to the abandonment of the Ajaokuta Steel Project. The effects the abandonment of the project has had on the immediate community were identified and recommendations made to prevent the menace of Project abandonment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abandonment" title="abandonment">abandonment</a>, <a href="https://publications.waset.org/abstracts/search?q=case-study" title=" case-study"> case-study</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a> </p> <a href="https://publications.waset.org/abstracts/47755/project-abandonment-and-its-effect-on-host-community-case-study-of-ajaokuta-steel-project-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7734</span> Mathematics Vision of the Companies' Growth with Educational Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valencia%20P.%20L.%20Rodrigo">Valencia P. L. Rodrigo</a>, <a href="https://publications.waset.org/abstracts/search?q=Morita%20A.%20Adelina"> Morita A. Adelina</a>, <a href="https://publications.waset.org/abstracts/search?q=Vargas%20V.%20Martin"> Vargas V. Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This proposal consists of an analysis of macro concepts involved within an organization growth using educational technologies, which will relate each concept, in a mathematical way with a vision of harmonic work. Working collaboratively, competitively and cooperatively so that this growth is harmonious and homogenous, coining a new term, Harmonic Work. The Harmonic Work ensures that the organization grows in all business directions, allowing managers to project a much more accurate growth, making clear the contribution of each department, resulting in an algorithm that analyzes each of the variables both endogenous and exogenous, establishing different performance indicators in its process of growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20projection" title="business projection">business projection</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=harmonious%20growth" title=" harmonious growth"> harmonious growth</a> </p> <a href="https://publications.waset.org/abstracts/78593/mathematics-vision-of-the-companies-growth-with-educational-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7733</span> Obstacles in Integrating ICT in Education: A Cross-Sectional Study in GCC Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhawiti">Mohammed Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the insight of educational practitioners concerning challenges that seriously obstruct the comprehension of ICT-related goals of educational institutes. ICT education is a broad area encircling a variety of discipline; both those traditionally classified as IT such as information systems, engineering etc., as well as recent areas, which cross over a variety of educational fields. The results are from a local survey among national representative samples of institutes across GCC countries. The research entails a brief synopsis of the design of this project, a review of key indicators regarding ICT (Information and Communication Technologies) in various institutions, key obstacles and an investigation of the co-variation between challenges and related factors at the country-level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology"> communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=GCC%20countries" title=" GCC countries"> GCC countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20sector" title=" education sector"> education sector</a> </p> <a href="https://publications.waset.org/abstracts/26446/obstacles-in-integrating-ict-in-education-a-cross-sectional-study-in-gcc-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7732</span> Integration of Technology through Instructional Systems Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Salis">C. Salis</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Zedda"> D. Zedda</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20F.%20Wilson"> M. F. Wilson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The IDEA project was conceived for teachers who are interested in enhancing their capacity to effectively implement the use of specific technologies in their teaching practice. Participating teachers are coached and supported as they explore technologies applied to the educational context. They access tools such as the technological platform developed by our team. Among the platform functionalities, teachers access an instructional systems design (ISD) tool (learning designer) that was adapted to the needs of our project. The tool is accessible from computers or mobile devices and used in association with other technologies to create new, meaningful learning environments. The objective of an instructional systems design is to guarantee the quality and effectiveness of education and to enhance learning. This goal involves both teachers who want to become more efficient in transferring knowledge or skills and students as the final recipient of their teaching. The use of Blooms’s taxonomy enables teachers to classify the learning objectives into levels of complexity and specificity, thus making it possible to highlight the kind of knowledge teachers would like their students to reach. The fact that the instructional design features can be visualized through the IDEA platform is a guarantee for those who are looking for specific educational materials to be used in their lessons. Despite the benefits offered, a number of teachers are reluctant to use ISD because the preparatory work of having to thoroughly analyze the teaching/learning objectives, the planning of learning material, assessment activities, etc., is long and felt to be time-consuming. This drawback is minimized using a learning designer, as the tool facilitates to reuse of the didactic contents having a clear view of the processes of analysis, planning, and production of educational or testing materials uploaded on our platform. In this paper, we shall present the feedback of the teachers who used our tool in their didactic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20benefits" title="educational benefits">educational benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20quality" title=" educational quality"> educational quality</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ISD%20tool" title=" ISD tool"> ISD tool</a> </p> <a href="https://publications.waset.org/abstracts/139886/integration-of-technology-through-instructional-systems-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7731</span> An Explorative Study of the Application of Project Management in German Research Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcel%20Randermann">Marcel Randermann</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Jochem"> Roland Jochem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research activities are mostly conducted in form of projects. In fact, research projects take the highest share of all project forms combined. However, project management is very rarely applied purposefully by researchers and scientists. More specifically no project management frameworks, methods or tools are not being used to plan, execute or control research project to ensure research success or improve project quality. In this qualitative study, several interviews were conducted with scientists and research managers from German institutions to gain insights into project management activities, to determine challenges and barriers, and to evaluate premises for successful project management. The analyses show that conventional project management is not easily applicable in scientific environments and researchers’ mindsets prevent a reasonable application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management%20methods" title=" project management methods"> project management methods</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20science%20projects" title=" research and science projects"> research and science projects</a>, <a href="https://publications.waset.org/abstracts/search?q=scientist%27s%20mindset" title=" scientist's mindset"> scientist's mindset</a> </p> <a href="https://publications.waset.org/abstracts/98368/an-explorative-study-of-the-application-of-project-management-in-german-research-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7730</span> Managing a Cross-Disciplinary Research Project in a University: The Case of LEARNIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yulia%20Stukalina">Yulia Stukalina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the main issues related to implementing a cross-disciplinary research project (LEARNIT) based on collaboration between universities from three European countries. The paper discusses the importance of using the holistic approach to managing scientific projects with due account for the complicated nature of the educational environment of a modern university. To illustrate this approach, the author describes some actions to be taken for supporting different focus areas of LEARNIT project, in the process using integrated tangible, non-tangible, and semi-tangible resources of the partner university. The methodology of the paper is based on the academic literature and research papers analysis within management discipline. The analysis reported in the paper is also based on the author’s professional experience in the area of managing international research projects in a university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LEARNIT" title="LEARNIT">LEARNIT</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20area" title=" focus area"> focus area</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a> </p> <a href="https://publications.waset.org/abstracts/41629/managing-a-cross-disciplinary-research-project-in-a-university-the-case-of-learnit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7729</span> Educational Credit in Enhancing Collaboration between Universities and Companies in Smart City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eneken%20Titov">Eneken Titov</a>, <a href="https://publications.waset.org/abstracts/search?q=Ly%20Hobe"> Ly Hobe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The collaboration between the universities and companies has been a challenging topic for many years, and although we have many good experiences, those seem to be single examples between one university and company. In Ülemiste Smart City in Estonia, the new initiative was started in 2020 fall, when five Estonian universities cooperated, led by the Ülemiste City developing company Mainor, intending to provide charge-free university courses for the Ülemiste City companies and their employees to encourage university-company wider collaboration. Every Ülemiste City company gets a certain number of free educational credit hours per year to participate in university courses. A functional and simple web platform was developed to mediate university courses for the companies. From January 2021, the education credit platform is open for all Ülemiste City companies and their employees to join, and universities offer more than 9000 hours of courses (appr 150 ECTS). Just two months later, more than 20% of Ülemiste City companies (82 out of 400) have joined the project, and their employees have registered for more than in total 3000 hours courses. The first results already show that the project supports the university marketing and the continuous education mindset in general, whether 1/4 of the courses are paid courses (e.g., when the company is out of free credit). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20credit" title=" educational credit"> educational credit</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20city" title=" smart city"> smart city</a>, <a href="https://publications.waset.org/abstracts/search?q=university-industry%20collaboration" title=" university-industry collaboration"> university-industry collaboration</a> </p> <a href="https://publications.waset.org/abstracts/136176/educational-credit-in-enhancing-collaboration-between-universities-and-companies-in-smart-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7728</span> Human Capital Mobility of a Skilled Workforce: A Need for a Future of Europe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiron-Tudor%20Adriana">Tiron-Tudor Adriana</a>, <a href="https://publications.waset.org/abstracts/search?q=Farcas%20Teodora%20Viorica"> Farcas Teodora Viorica</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciolomic%20Ioana%20Andreea"> Ciolomic Ioana Andreea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of human capital mobility inside Europe is still an open one. Even though there were created some tools in order to better move from one country to another to work and study the number of the people doing this is very low because of various factors presented in this paper. The "rethinking educational" agenda of the European Commission has open the floor for new projects which can create steps towards a European language for skills and competences, qualifications. One of these projects is the Partnership for Exchange of experience in Student on-the-job Training. As part of this project, we are interested to see the situation of the human capital inside EU and the elements that were created until now to support this mobility. Also, the main objective of the project is to make a comparison between the four countries involved in PEST project (Romania, Hungary, Finland, and Estonia), at the education and internship level. The results are helpful for the follow of the project, for identifying where changes can be done and need to be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECVET" title="ECVET">ECVET</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital%20mobility" title=" human capital mobility"> human capital mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership%20exchange" title=" partnership exchange"> partnership exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20on%20the%20job%20mobility" title=" students on the job mobility"> students on the job mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training" title=" vocational education and training"> vocational education and training</a> </p> <a href="https://publications.waset.org/abstracts/26907/human-capital-mobility-of-a-skilled-workforce-a-need-for-a-future-of-europe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7727</span> The Influence of Theories and Approaches to Educational Policy and Planning in Ghana’s Current Educational Developments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Donkoh">Ruth Donkoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20On%20Lee"> Wing On Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Solomon%20A.%20Boateng"> Solomon A. Boateng</a>, <a href="https://publications.waset.org/abstracts/search?q=Portia%20Oware%20Twerefoo"> Portia Oware Twerefoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Donkor"> Josephine Donkor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we defend the value of theories and approaches to educational policy and planning in enhancing the educational developments in Ghana. This mission is achieved by enumerating the recent educational developments in Ghana and juxtaposing it with some educational theories, approaches to policy making, and policy planning to see if the educational developments conform with the theory principles as well as policy making and planning processes. Data collection for the research was made through textual analysis of policy documents as well as review of relevant literatures. The findings reveled that educational developments in Ghana are unable to attain its objectives due to the policies not conforming with the policy formation and planning principles. In addition, was that education planning in Ghana does not follow the policy-administration dichotomy theory principles and likewise the distribution of educational needs goes contrary to the equity theory. We recommend that educational policies in Ghana should be in conformity with the principles of theories as well as the approaches to educational policy making and planning to help meet the needs of learners, attain educational quality, and to help in the accomplishment of educational development objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghana%20education" title="Ghana education">Ghana education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20theories" title=" equity theories"> equity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=politics-%20administration%20dichotomy%20theory" title=" politics- administration dichotomy theory"> politics- administration dichotomy theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title=" educational planning"> educational planning</a> </p> <a href="https://publications.waset.org/abstracts/145080/the-influence-of-theories-and-approaches-to-educational-policy-and-planning-in-ghanas-current-educational-developments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7726</span> A Probability Analysis of Construction Project Schedule Using Risk Management Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20L.%20Agarwal">A. L. Agarwal</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20A.%20Mahajan"> D. A. Mahajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Construction industry tumbled along with other industry/sectors during recent economic crash. Construction business could not regain thereafter and still pass through slowdown phase, resulted many real estate as well as infrastructure projects not completed on schedule and within budget. There are many theories, tools, techniques with software packages available in the market to analyze construction schedule. This study focuses on the construction project schedule and uncertainties associated with construction activities. The infrastructure construction project has been considered for the analysis of uncertainty on project activities affecting project duration and analysis is done using @RISK software. Different simulation results arising from three probability distribution functions are compiled to benefit construction project managers to plan more realistic schedule of various construction activities as well as project completion to document in the contract and avoid compensations or claims arising out of missing the planned schedule. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20project" title="construction project">construction project</a>, <a href="https://publications.waset.org/abstracts/search?q=distributions" title=" distributions"> distributions</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20schedule" title=" project schedule"> project schedule</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a> </p> <a href="https://publications.waset.org/abstracts/59505/a-probability-analysis-of-construction-project-schedule-using-risk-management-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59505.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7725</span> Project-Based Learning in Engineering Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Greeshma">M. Greeshma</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Ashvini"> V. Ashvini</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jayarekha"> P. Jayarekha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Project based learning (PBL) is a student-driven educational framework and offers the student an opportunity for in-depth investigations of courses. This paper presents the need of PBL in engineering education for the student to graduate with a capacity to design and implement complex problems. The implementation strategy of PBL and its related challenges are presented. The case study that energizes the engineering curriculum with a relevance to the real-world of technology along with its benefits to the students is also included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PBL" title="PBL">PBL</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=implement%20complex" title=" implement complex"> implement complex</a> </p> <a href="https://publications.waset.org/abstracts/19461/project-based-learning-in-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19461.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7724</span> In the Spirit of Open Educational Resources: Library Resources and Fashion Merchandising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizhu%20Y.%20Davis">Lizhu Y. Davis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gretchen%20Higginbottom"> Gretchen Higginbottom</a>, <a href="https://publications.waset.org/abstracts/search?q=Vang%20Vang"> Vang Vang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation explores the adoption of library resources to engage students in a Visual Merchandising course during the 2016 spring semester. This study was a cross-disciplinary collaboration between the Fashion Merchandising Program and the Madden Library at California State University, Fresno. The goal of the project was to explore and assess the students’ use of library resources as a part of the Affordable Learning Solutions Initiative, a California State University (CSU) Office of the Chancellor Program that enables faculty to choose and provide high-quality, free or low-cost educational materials for their students. Students were interviewed afterwards and the results were generally favorable and provided insight into how students perceive and use library resources to support their research needs. This study reveals an important step in examining how open educational resources impact student learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20resources" title=" library resources"> library resources</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20merchandising" title=" visual merchandising"> visual merchandising</a> </p> <a href="https://publications.waset.org/abstracts/54415/in-the-spirit-of-open-educational-resources-library-resources-and-fashion-merchandising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7723</span> Simulating the Interaction of Strategy Development and Project Delivery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nipun%20Agarwal">Nipun Agarwal</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Paul"> David Paul</a>, <a href="https://publications.waset.org/abstracts/search?q=Fareed%20Un%20Din"> Fareed Un Din</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every organization develops a strategy that needs to be implemented and is undertaken through project delivery. In essence, project requirements should exactly replicate an organization’s strategy. In reality this does not happen, and behavioral factors deviate the project delivery from the strategic objectives. This occurs as project stakeholders can have competing objectives. Resultantly, requirements that are implemented through projects are less aligned to the strategy. This paper develops a game theoretic model to simulate why such deviations occur. That explains the difference between strategy development and implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategy" title="strategy">strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title=" game theory"> game theory</a> </p> <a href="https://publications.waset.org/abstracts/148015/simulating-the-interaction-of-strategy-development-and-project-delivery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7722</span> Machine Learning Approach to Project Control Threshold Reliability Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Kim">Y. Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Lee"> H. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Park"> M. Park</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Lee"> B. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Planning is understood as the determination of what has to be performed, how, in which sequence, when, what resources are needed, and their cost within the organization before execution. In most construction project, it is evident that the inherent nature of planning is dynamic, and initial planning is subject to be changed due to various uncertain conditions of construction project. Planners take a continuous revision process during the course of a project and until the very end of project. However, current practice lacks reliable, systematic tool for setting variance thresholds to determine when and what corrective actions to be taken. Rather it is heavily dependent on the level of experience and knowledge of the planner. Thus, this paper introduces a machine learning approach to evaluate project control threshold reliability incorporating project-specific data and presents a method to automate the process. The results have shown that the model improves the efficiency and accuracy of the monitoring process as an early warning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20control" title=" project control"> project control</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20progress%20monitoring" title=" project progress monitoring"> project progress monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=schedule" title=" schedule "> schedule </a> </p> <a href="https://publications.waset.org/abstracts/92333/machine-learning-approach-to-project-control-threshold-reliability-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7721</span> Construction Project Planning Using Fuzzy Critical Path Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20M.%20Aldenali">Omar M. Aldenali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Planning is one of the most important phases of the management science and network planning, which represents the project activities relationship. Critical path is one of the project management techniques used to plan and control the execution of a project activities. The objective of this paper is to implement a fuzzy logic approach to arrange network planning on construction projects. This method is used to finding out critical path in the fuzzy construction project network. The trapezoidal fuzzy numbers are used to represent the activity construction project times. A numerical example that represents a house construction project is introduced. The critical path method is implemented on the fuzzy construction network activities, and the results showed that this method significantly affects the completion time of the construction projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20project" title="construction project">construction project</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path" title=" critical path"> critical path</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20network%20project" title=" fuzzy network project"> fuzzy network project</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a> </p> <a href="https://publications.waset.org/abstracts/111693/construction-project-planning-using-fuzzy-critical-path-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7720</span> Highlighting Strategies Implemented by Migrant Parents to Support Their Child's Educational and Academic Success in the Host Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josee%20Charette">Josee Charette</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The academic and educational success of migrant students is a current issue in education, especially in western societies such in the province of Quebec, in Canada. For people who immigrate with school-age children, the success of the family’s migratory project is often measured by the benefits drawn by children from the educational institutions of their host society. In order to support the academic achievement of their children, migrant parents try to develop practices that derive from their representations of school and related challenges inspired by the socio-cultural context of their country of origin. These findings lead us to the following question: How does strategies implemented by migrant parents to manage the representational distance between school of their country of origin and school of their host society support or not the academic and educational success of their child? In the context of a qualitative exploratory approach, we have made interviews in the French , English and Spanish languages with 32 newly immigrated parents and 10 of their children. Parents were invited to complete a network of free associations about «School in Quebec» as a premise for the interview. The objective of this paper is to present strategies implemented by migrant parents to manage the distance between their representations of schools in their country of origin and in the host society, and to explore the influence of this management on their child’s academic and educational trajectories. Data analysis led us to develop various types of strategies, such as continuity, adaptation, resources mobilization, compensation and "return to basics" strategies. These strategies seem to be part of a continuum from oppositional-conflict scenario, in which parental strategies act as a risk factor, to conciliator-integrator scenario, in which parental strategies act as a protective factor for migrant students’ academic and educational success. In conclusion, we believe that our research helps in highlighting strategies implemented by migrant parents to support their child’s academic and educational success in the host society and also helps in providing a more efficient support to migrant parents and contributes to develop a wider portrait of migrant students’ academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20and%20educational%20achievement%20of%20immigrant%20students" title="academic and educational achievement of immigrant students">academic and educational achievement of immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=family%E2%80%99s%20migratory%20project" title=" family’s migratory project"> family’s migratory project</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants%20parental%20strategies" title=" immigrants parental strategies"> immigrants parental strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=representational%20distance%20between%20school%20of%20origin%20and%20school%20of%20host%20society" title=" representational distance between school of origin and school of host society "> representational distance between school of origin and school of host society </a> </p> <a href="https://publications.waset.org/abstracts/23941/highlighting-strategies-implemented-by-migrant-parents-to-support-their-childs-educational-and-academic-success-in-the-host-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7719</span> Dilemmas of HRM in a Project-Oriented Organisation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Piwowar-Sulej">Katarzyna Piwowar-Sulej</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The functioning of a project-oriented organisation creates new and different, from the traditional ones, conditions for human resources management. In the analysed case HRM is primarily characterized by a double-track nature – on the one hand within the framework of permanent structures (departments) and, on the other, within the area of particular projects. The purpose of the article is to present the dilemmas associated with the development of selected HRM areas in project-oriented organisations. Theoretical discussion was supplemented by the results of empirical research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20management" title="human resources management">human resources management</a>, <a href="https://publications.waset.org/abstracts/search?q=tracks%20of%20HRM" title=" tracks of HRM"> tracks of HRM</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=project-oriented%20organisation" title=" project-oriented organisation "> project-oriented organisation </a> </p> <a href="https://publications.waset.org/abstracts/41393/dilemmas-of-hrm-in-a-project-oriented-organisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7718</span> Analysis of Particle Reinforced Metal Matrix Composite Crankshaft</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20S.%20Vikaash">R. S. Vikaash</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vinodh"> S. Vinodh</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20S.%20Sai%20Prashanth"> T. S. Sai Prashanth </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Six sigma is a defect reduction strategy enabling modern organizations to achieve business prosperity. The practitioners are in need to select best six sigma project among the available alternatives to achieve customer satisfaction. In this circumstance, this article presents a study in which six sigma project selection is formulated as Multi-Criteria Decision-Making(MCDM) problem and the best project has been found using AHP. Five main governing criteria and 14 sub criteria are being formulated. The decision maker’s inputs were gathered and computations were performed. The project with the high values from the set of projects is selected as the best project. Based on calculations, Project “P1”is found to be the best and further deployment actions have been undertaken in the organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=six%20Sigma" title="six Sigma">six Sigma</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20selection" title=" project selection"> project selection</a>, <a href="https://publications.waset.org/abstracts/search?q=MCDM" title=" MCDM"> MCDM</a>, <a href="https://publications.waset.org/abstracts/search?q=analytic%20hierarchy%20process" title=" analytic hierarchy process"> analytic hierarchy process</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20prosperity" title=" business prosperity "> business prosperity </a> </p> <a href="https://publications.waset.org/abstracts/36976/analysis-of-particle-reinforced-metal-matrix-composite-crankshaft" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7717</span> An Introduction to Critical Chain Project Management Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ranjini%20Ramanath">Ranjini Ramanath</a>, <a href="https://publications.waset.org/abstracts/search?q=Nanjunda%20P.%20Swamy"> Nanjunda P. Swamy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Construction has existed in our lives since time immemorial. However, unlike any other industry, construction projects have their own unique challenges – project type, purpose and end use of the project, geographical conditions, logistic arrangements, largely unorganized manpower and requirement of diverse skill sets, etc. These unique characteristics bring in their own level of risk and uncertainties to the project, which cause the project to deviate from its planned objectives of time, cost, quality, etc. over the many years, there have been significant developments in the way construction projects are conceptualized, planned, and managed. With the rapid increase in the population, increased rate of urbanization, there is a growing demand for infrastructure development, and it is required that the projects are delivered timely, and efficiently. In an age where ‘Time is Money,' implementation of new techniques of project management is required in leading to successful projects. This paper proposes a different approach to project management, which if applied in construction projects, can help in the accomplishment of the project objectives in a faster manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20chain%20project%20management%20methodology" title="critical chain project management methodology">critical chain project management methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20chain" title=" critical chain"> critical chain</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20management" title=" construction management"> construction management</a> </p> <a href="https://publications.waset.org/abstracts/67923/an-introduction-to-critical-chain-project-management-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7716</span> A Study on How to Improve PMBOK (Project Management Body of Knowledge) Guidelines Performance by Simulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Jaferi">Fatemeh Jaferi</a>, <a href="https://publications.waset.org/abstracts/search?q=Moslem%20Parsa"> Moslem Parsa</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Mehdi%20Sajadi"> Seyed Mehdi Sajadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project-oriented organizations are more appropriate for sustainable environments. Any effective project-oriented organization should institutionalize its project management processes in such a manner to yield the greatest possible profits. The aim of this paper is to study the relationship between the project management PMBOK guideline (Project Management Body of Knowledge) and simulation technology in project-oriented organizations. The methodology involves using five steps for applying these two tools aimed at enhancing project management processes in the Lorestan Gas Corporation, as one of the project-oriented organization. Results show the implementation of such management approach leads to a 5% performance improvement and using PMBOK can be instrumental in effective delay management. The implementation of the aforementioned improvement package was effective in improving the efficiency of organizational processes; in terms of optimizing the resource utilization that has manifested itself in resource losses and cost reductions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project-orientation" title="project-orientation">project-orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=processes" title=" processes"> processes</a>, <a href="https://publications.waset.org/abstracts/search?q=PMBOK" title=" PMBOK"> PMBOK</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=organization" title=" organization"> organization</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/43309/a-study-on-how-to-improve-pmbok-project-management-body-of-knowledge-guidelines-performance-by-simulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=258">258</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=259">259</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20project&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>