Intersubjective Understanding in Educational Project Management: Between Advertised Requirements and Lived Collaboration

Abstract

This study examines how shared understandings of competence emerge between organizations and educational project managers in the context of job requirements. An online survey of 104 current and potential project managers in German-speaking countries explored professional, self, social, negotiation, team/leadership and methodological competencies, revealing how different stakeholders construct meaning around essential qualifications. Results show that organizational and planning skills, conflict resolution abilities and delegation competence are considered essential for enabling productive intersubjective exchange. Gender-specific differences emerged particularly in social and self-competence, rated higher by women, suggesting divergent perspectives on communicative capacities. The study highlights a fundamental disconnect: while organizations demand comprehensive profiles, 50% alignment may suffice for interviews, indicating misaligned expectations. To foster genuine intersubjective understanding, organizations should engage in transparent communication by clearly differentiating between 'must-have' and 'nice-to-have' competencies, recognizing that successful collaboration depends on shared meaning-making rather than exhaustive credential matching.