In the case of UPB, improvements in curriculum design have historically been evaluated to benefit professors and students, who constitute the final evidence of efficient academic management. For the University, this is a three-pronged path that, until now, had not been taken into account from an administrative perspective.

The internal quest to build a triad that trains capable professionals fit for the challenges of today's labor market resulted in a series of needs that had not been visible until then. The first one was the systematization of the institutional educational project, which contains a pedagogical model with an emphasis on human capabilities and competencies, and for which the collection of information from a large number of students is impossible without a tool to digitalize and categorize it. The second aspect was the impossibility for other members of the administration to contribute relevant information, which called for flexibility to add value from different curriculum management professionals. The third, although no less important, was to be able to profile individual students to match their academic choices with the competencies required for accreditation. It was also necessary to gather all the academic information to design a curriculum that would highlight the skills and knowledge of the students.