Managing the Project: The Essential Need for Project Management Training and Education in Graduate Schools To deal with todayu0027s complex work environment, more generic skills are being introduced into the university course curriculum to train students for the future. One key skill that is in high demand in the industry today is of Project Management for fresh graduates of all disciplines. However, most project management training and learning has been long confined to only management and business schools and only recently itu0027s importance as a general training skill has been realized. In this paper, we present our experiences of training and educating Project Management skills at graduate school in a transgraduate school system (Nitobe School). We present the methods and importance of training project management at an early stage to graduate students and key dimensions of student learning experiences. From our study, we found that training PM at an early stage not only brings out significant improvement in studentu0027s ability to handle problembased tasks and projects in their respective graduate schools but also provide preparation training for their future employment aspirations.

Gamification and ProjectBased Learning as Software Quality Teaching Methodologies Approaches such as Gamification and ProjectBased Learning have been employed in a variety of opportunities to provoke students to build and develop knowledge. Such strategies help both the motivation to perform the activity and the cognitive performance of students and are crucial to undergraduate education. Thus, the objectives of this work are to present and execute a methodology of software quality teaching through gamification and ProjectBased Learning and to detail a view from an experiment with undergraduate students. The research was divided into (a) Macrovision: the application of the PBL for the experimentu0027s structure, and (b) Microvision: the use of gamification through the development and practice of quality learning games. This process resulted in the implementation of three games about software quality, which forest student learning once the discipline was evaluated as meaningful and positive. Still, some lessons learned from this methodology mark the results of this work.