Development of engineering students’ adaptive performance using agile methods: The case of Drees & Sommer SE

Authors

Gabi Kaffka
Department of Strategy and Entrepreneurship, Tilburg School of Economics and Management, Tilburg University, The Netherlands
https://orcid.org/0000-0001-8037-2151
Jan Onne Backhaus
Drees & Sommer SE, Germany

Synopsis

Agile methods contribute to flexible, iterative project management in large building construction projects. In this chapter, we examine the role of agile methods in workplace learning in developing engineering students' adaptive performance. To do so, we focus on studying the micro-level, cognitive processes by which agile methods enable engineering students' adaptive performance development.

Analysis of an internship programme using agile methods - by means of lean project management - at a large German construction firm shows that agile methods function to develop adaptive performance by means of two mechanisms. One, such methods train students' ability for perspective-taking. Second, they develop students' metacognitive skills. Both are relevant for adaptive performance.

We discuss our findings and address practical implications as well as some limitations of using agile methods in higher education.

Author Biographies

Gabi Kaffka, Department of Strategy and Entrepreneurship, Tilburg School of Economics and Management, Tilburg University, The Netherlands

Gabi Kaffka studied sociology at the University of Amsterdam and received her PhD in entrepreneurship studies from the University of Twente, the Netherlands. Currently, she holds a position as assistant professor at the Tilburg School of Economics & Management, Tilburg University in the Netherlands.

Her work focuses on social cognitive aspects of innovative and entrepreneurial professional teams and individuals. In the past, dr. Kaffka carried out postdoctoral research for the Strategic Alliance EWUU in the Netherlands. In 2020, her research won the prize for Best Empirical Paper at the Annual Academy of Management Conference (Entrepreneurship Division). 

She has also been affiliated to the HEInnovate project (European Commission and OECD) where she reported on best practices in entrepreneurial teaching and learning in higher education in Ireland and the Netherlands; and she has led an EU consortium on the design of the EPIC toolkit (https://heinnovate.eu/en/other-initiatives) which facilitates assessment of entrepreneurial and innovative competences of individuals. 

Jan Onne Backhaus, Drees & Sommer SE, Germany

Jan Onne Backhaus studied civil engineering before moving into the Hamburg aircraft construction industry, where he les R&D projects as a structural engineer. His last role in the sector was Director Offshore. Driven by academic interests, he pursued an Executive MBA at the School of Economics and Management (FOM), completing the programme in 2017. During this time, he also began his doctoral research at the Technical University of Hamburg and started consulting companies on intercultural communication and project management.

Today, Dr. Backhaus is with the consulting and project management firm Drees & Sommer, where he supports companies in the construction industry with lean construction management and process optimization. He leads a geographically distributed team operating across Hamburg, Berlin, and Hannover. He is the author of two books and several publications on digitalisation and lean methodologies in the construction sector. He regularly speaks at conferences on lean and agile topics and serves as one of the editors of the Lean Construction Blog.

Published

May 19, 2026

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Kaffka, G., & Backhaus, J. O. (2026). Development of engineering students’ adaptive performance using agile methods: The case of Drees & Sommer SE. In Y. Baggen, A. van den Beemt, M. van der Schaaf, & J. van Tartwijk (Eds.), Adaptive Performance: Conceptualisation and Mechanisms in Engineering Education (pp. 49-66). TU Delft OPEN Books. https://doi.org/10.59490/mt.246.33