The skill sets required for the successful completion of projects have changed dramatically in recent years. Employers now expect project practitioners to possess a balanced mixture of soft and technical skills. However, employers are often dissatisfied that project management graduates are not equipped with the right set of skills. The use of group-based assessments in higher education institutions (HEIs) is becoming increasingly important to develop the demanded project management competencies. This study aims to develop a framework for designing and administering group-based assessments through a systematic literature review (SLR). The proposed framework is then be validated to improve its effectiveness and rigour by interviews and focus groups. It is expected that the higher education sector will benefit from the outcomes of this research as the validated framework will guide academics to design group-based assessments rigorously and systematically. This paper discusses the identified gaps in the literature, the research method, and the implications of the findings.

Published in: London International Conference on Education (LICE-2020)

• Date of Conference: 23-25 November 2020
• DOI: 10.2053/LICE.2020.0021
• ISBN: 978-1-913572-22-8
• Conference Location: London, UK