工程教育专业认证中项目管理能力的达成与评价——以项目管理与经济决策课程为例

The Attainment and Evaluation for Project Management Capability from the Perspective of Engineering Education Accreditation: A Case Study of the "Project Management and Economic Decision Making" Course

摘要:

项目管理能力是工程教育专业认证中非技术能力培养的核心指标之一,其达成与评价机制的构建对提升工科人才培养质量具有重要影响。现有研究虽然多聚焦课程改革实践,但缺乏对能力达成逻辑的系统性分析与评价指标的创新设计。文章以河北大学通信工程专业项目管理与经济决策课程为对象,基于OBE理论框架,提出目标—过程—评价三位一体的项目管理能力达成机制,构建"多维动态评价指标"。经过一学期的课程改革实践,结果显示:学生课程目标1(全周期管理能力)达成度为80.8%,目标2(多学科决策能力)达成度为78.4%,主观达成度高于83%。研究表明,校企协同教学、案例嵌入式考核及过程性评价反馈是提升能力达成的关键路径。研究结果为工程教育专业认证背景下非技术能力培养提供了可复制的理论模型与实践范式。

Abstract:

Project management capability is one of the core indicators in the cultivation of non-technical competencies within engineering education accreditation. The establishment and evaluation mechanism of this capability significantly impact the quality of engineering talent development. However, current research predominantly focuses on curriculum reform practices but lacks systematic analysis of capability achievement logic and innovative design of evaluation models. Thus, this study, centered on the project management and economic decision-making course in the communication engineering program at Hebei University, proposes a "Objective-Process-Evaluation" tripartite mechanism for achieving project management capabilities based on the OBE (Outcome-Based Education) theoretical framework. It constructs a "multi-dimensional dynamic evaluation criterion". Through a semester-long curriculum reform practice, empirical analysis reveals that student achievement rates for course objective 1 (full-cycle management capability) and course objective 2 (multi-disciplinary decision-making capability) are 80.8% and 78.4%, respectively, with subjective satisfaction exceeding 83%. The study identifies that collaborative teaching between academia and industry, case-embedded assessment, and process-oriented evaluation feedback are critical pathways for enhancing capability achievement. The findings offer a replicable theoretical model and practical paradigm for cultivating non-technical competencies within the context of engineering education accreditation.