2018 Proceedings of the EDSIG Conference ISSN: 2473-3857

Norfolk, Virginia USA v4 n4721

A Case Study on Using the Mendix Low Code

Platform to support a Project Management Course

Lionel Mew
lmew@richmond.edu
University of Richmond
Richmond VA

Daniela Field
daniela.field@mendix.com
Mendix Corporation
Boston MA 02210

Abstract
This paper discusses the experience of using Mendix, a low code platform, to support the goals and
objectives of an undergraduate project management course in information systems curriculum for
students who are continuing studies in a bachelor’s program. Model Driven Development (MDD) tools
such as Mendix have evolved from the Computer Assisted Systems Engineering (CASE) tools of the
eighties and nineties. They now yield capabilities that push these tools into mainstream development.
A tool such as Mendix is designed to allow system development at a higher level of abstraction and
generates fully functional applications from a model driven environment. The legacy CASE tools never
reached the anticipated wide use because the technology of the time was not able to fully support the
hype. The CASE tools required intensive resources, maintenance, support, training, knowledge of use,
and rarely performed fully as advertised. As the new tools continue to emerge into the mainstream,
students and practitioners must develop competencies in their use. This paper provides insight into
using Mendix to support a project management course and discusses the successes and the challenges.

Keywords: Mendix, low code, project management, model driven development, CASE, Information
Systems.

1. INTRODUCTION generate fully functional applications did not

emerge until decades later. CASE tools are
This paper reports on the use of Mendix, a low- software tools used to design and generate
code application development platform. It applications. This occurs at a higher level of
showcases and provides details on how Mendix abstraction than application development using
supports the learning objectives of a project linear programming methods (Halpern & Tarr,
management course in an information systems 2006).
bachelor’s degree program. The use of this tool
in support of the course is a result of the The CASE tools of the 1980’s facilitated higher
emergence of Model Driven Design tools such as levels of abstraction by automating and
Mendix in a new wave of Computer Aided simplifying application development using the
Software Engineering (CASE) tools with expanded context of domain models, with the tool
capabilities. generating development documentation, code,
and in some cases, fully functional applications.
From the advent of CASE tools about 1970, the
ability of these tools to easily and reliably

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While many professionals used case tools as aids on either Bachelor of Science in Professional
to the development process, very few of them Studies degree with a major in Information
used the tools for full-blown database application Technology Management or Information Security,
generation engines. The cost and complexity of or a post-bachelor Certificate in Applied Studies
implementing and maintaining the tools, training in Information Systems or Information Security.
and retaining their users, coupled with the tool’s Student experience varies, with some students
abilities and failure to perform as predicted led to who have associate’s degrees or at least some
the tools having very little commercial impact community college work, and students who have
during the 1980’s and 1990’s (Schmidt, 2006). immediately transferred to SPCS with a desire to
Jones (2002) notes that as much as 70 percent of complete their bachelor’s degree. Some students
CASE tools were not being used by the end of the have been in the workforce for some time and
first year. need a degree for promotion. Whereas others are
trying to break into the information systems field,
It is widely accepted that reasons for the first often with significant work experience and
generation CASE tools not gaining widespread success in other fields.
acceptance include unrealistic performance
expectations and inadequate training. (The FFIEC The factors which make SPCS students unique
IT Examination Handbook Infobase) The leads to a wide variance in student
emergence of better tools for Model Driven understanding, experience and ability. All major
Development (MDD), evolving from first core courses are classroom courses, although
generation CASE tools, has improved some are offered in the hybrid format of in person
performance to the extent that they are now and online courses. There are currently no
being used for large-scale development projects completely online information specific systems
according to Gartner 2018 Magic Quadrant report courses. Most of the students live in the local
and assessment of such tools. metropolitan area and most of the students
decide to stay in the area after graduation.
Efforts are being made to address the training Courses are generally capped at 15 students,
issues. It is imperative for students about to allowing significant individual attention and
enter the workforce to have some exposure to interaction with instructors. The project
these new and innovative tools. Incorporating management course is a four-credit hour course
Mendix into this project management course is an meeting weekly in the traditional format.
effort to provide students with exposure to a
development project using an MDD tool, in This demographically diverse student population
addition to fostering student understanding of presents numerous opportunities as well as
working in teams. Students work in group challenges. Many of these opportunities and
projects and have diverse roles and the Mendix challenges are well known and well documented
tool fosters their collaboration throughout the elsewhere. An example of opportunity is the
development process. benefits of experience and maturity of the student
population. A challenge is their family and work
2. STUDENT DEMOGRAPHIC obligations. The applied aspects of the project
management course arguably add more value to
The student population at the School of this student population – whereas the traditional
Professional and Continuing Studies (SPCS) students continue to mature and learn to think
consists of mostly nontraditional students. critically during their degree programs, it is
Although nontraditional defies definition, expected that the continuing students in our
demographic information gives perspective to the program focus more on professional
typical student. The average student age is 37, competencies. Thus, the primary focus for
although information systems students tend to be instructors is to help students grow professionally
closer to 30. Although the majority of students and gain industry-relevant skills.
have traditionally been men, the number of
women in the program is slowly increasing, with To facilitate learning amongst this target
women accounting for more than half of population, the high-level philosophy is to provide
enrollments in the current semester. Experience an applied aspect for each course. The project
levels and goals of female students are similar to management course, offered for over a decade in
those of the male students. this program, has long included a course project.
It was hoped that by using Mendix, the students
Eighty-one percent of students are part-time. would add additional realism and domain skills to
Both part-time and full-time students are working student repertoires.

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3. MODEL DRIVEN DEVELOPMENT 4. MENDIX

Background Mendix was used for the course due to its

Model Driven Development (MDD) is a software functionality, simplicity and the support offered
development methodology that uses model by Mendix. The platform is the leading low-code
architectures to raise the level of abstraction so solution recognized by analyst reports like
that complexity can be decreased, and Gartner and large enterprise companies such as
productivity increased. The use of CASE tools SAP and IBM. It is a full stack platform designed
began in the early 1970’s. Teichroew & Hershey to build applications rapidly. The platform
(1976) discuss how a tool was used to analyze, abstracts and automates the various application
define and document requirements and development layers from the front end to back
specifications for information systems. During end. For example, the data structure is build
the 1980’s and 1990’s, first generation CASE using unified modeling language (UML). The
tools were most prolific and reached their apogee. business logic uses Business Process Modeling
In the 1980’s CASE tools were used to collect Notation (BPMN) and the user interface is built
requirements, and by the 1990’s the tools were with widgets following a what you see is what you
generating partial application code. However, get (WYSIWYG) model.
these tools never lived up to expectations, and
never had the expected effect on development The platform allows for business and IT to
paradigms (Yourdon, 2001; Henkel & Stirna, collaborate and build applications that add
2010; Schmidt, 2006). business value. It handles 6 main functions:

Current State  Collaboration

Evolving from the CASE tools of the eighties and  Data Structure and Domain Model
nineties, the current crop of MDD tools have  Business Logic
improved functionality to the extent that they can  User Interface and Experience
reliably generate applications and are easier to  Security and user authentication
use and maintain than ever (Selic, 2003). Henkel  Deployment
and Stirna (2010) provide a structure for
evaluating MDD tools. They list metrics for the Collaboration
desired functionality of the tools. Areas of desired Collaboration is the key to building successful
functionality include modeling support and applications that solve business problems. The
development support. According to Henkel and business understands the critical business
Stirna, modeling support consists of language(s) problems and needs digital solutions to fix those
for modeling constructs in the specific domain. problems. Whereas, the IT department needs to
This is supported by key underlying areas of support the business by providing the solutions
abstraction, understandability, executability and that work. Communication across these two
model refinement. Regarding development departments has always been challenging. For
support or support for development processes, both business and IT to collaborate, speaking the
Henkel and Stirna found the literature suggests same language is vital to delivering business
six areas: observability, turnaround time, solutions on time and under budget. In addition,
collaborative development support, integration, it is unreasonable for solutions to be delivered
developer competence support and reusability. months and years after the original business
problem has been identified.
When evaluating Mendix against these criteria,
Henkel and Stirna found Mendix suited to the To deliver applications as quickly as 2-3 weeks,
web-based development of small to medium there needs to be a process change. The agile
complexity, for small projects with short delivery methodology follows the iterative process and
times. These qualities were determined to make business can have a minimal viable product within
Mendix a good fit for supporting this course. weeks and can iterate as needed (Frydenberg,
Yates & Kukesh, 2017). The agile methodology
The FFIEC IT Examination Handbook Infobase allows for iterative development and for the
(n.d.) proposes four areas of risk when business to provide input and shape the product
considering the implementation of CASE tools, before it is delivered.
including inadequate standardization, unrealistic
expectations, inability to implement quickly and When students create a Mendix project, the
weak repository controls. Mendix was chosen collaboration workspace is automatically created
based on their ability to manage these risks. with all the built-in agile process features. For
example, students can capture their user

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requirements and add user stories and sprints. User interface and user experience
They can create sprints that run for a fixed set of The user interface and user experience are what
time and manage the backlog of stories and work the end users of the application will see. It is
to be done. In addition, using the feedback essential to build an application that not only
widget, they can gather feedback from the looks good but the end users can navigate with
business or professor and implement additional ease and fit their needs. The users shouldn’t have
features and functionalities. The application they to think about where to go and what to do. You
build in the first sprint will be vastly different than want user adoption and the application should be
the application they deliver at the end of the easy to use and delight the users.
semester. Students can see the process and
workflow as they build the solutions out. The If the application has too many buttons and
project manages the code repository and code shows too many data, the end user will be
check-in and check-out process which allows for exhausted and not know where to go. Thus,
multiple students to work on a diverse set of user applications need to delight end users and
stories. provide an experience that flows and feels natural
to the end users. In Mendix, the user interface is
Illustration 1 in Appendix A provides an designed with a what you see is what you get
illustrative overview of the agile process. (WYSIWYG).

Database Structures Students can drag and drop user interface

The database structure is the foundation of the components and arrange them as they see fit.
business solution and where data is stored. In the The can design and iterate over the pages as
Mendix, students do not have to worry about needed based on feedback and end-threuser
what kind of database to create and manage, they behavior. Mendix follows 3 principles for design:
don’t have to create SQL queries and other code harmony, simplicity, and flexibility. Additional
functions central to the architecture of an resources may be found on the Mendix website
application. (https://atlas.mendix.com/).

The database structure follows the Unified For a UI/UX dashboard example see Illustration 3
Modeling Language (UML) principles and is found in Appendix A.
composed of 3 main components: entities,
attributes, and associations. The entities are
translated into database tables. The attributes Students can build responsive pages that will
are the table columns with a type and size. The render on any device type from desktop to tablet
associations store the primary keys of the related to mobile. In addition, they can build mobile
entities in the database automatically underneath applications with fully native functionalities.
the hood. Associations are the relationships
between entities based on cardinality: one to Security
many, one to one, or many to many. In today’s world, security and privacy are
paramount. Thus, an application has to have user
Business Logic authentication and allow users enough
The business logic is designed using the principles permissions based on their user roles.
of Business Process Modeling Notation (BPMN).
The business logic is the logic layer in the As a developer, user roles are defined in the user
application and students will build microflows. stories and implemented based on what the users
You can use microflows to add logic such as should be able to see and do. Most applications
validations, calculations, integration pieces and have some form of user authentication and
other activities. Microflows are visual limited permissions based on user roles. As a
representations of all the logic and steps. The developer, user roles are created from the user
main building blocks are start and end points, stories. The developer can limit the access of
activities, exclusive splits, loops and much more. forms, microflows, and specify the create, read,
update, and delete (CRUD) permissions on the
For a microflow example see Illustration 2 in entity level. Through clicks and easy to navigate
Appendix A. dashboards students can see the access rules and
give user roles permissions based on the user
The example microflow shows the business logic stories and functionality.
applied to classroom registrations. It checks if the
class is full before allowing a student to register.

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Deployment Objectives
In addition to building the application, Mendix is
partnered with cloud providers to handle the  Students will develop a basic
infrastructure of deploying applications. The understanding of Mendix
students can build their applications and deploy  Students will become certified in Mendix
them into a free sandbox environment. They can Rapid Development
share their applications with anyone they want.  Students will use Mendix to develop an
App
3. COURSE DETAILS AND DELIVERY
To achieve this goal and objectives, the following
The course discussed in this paper is a three- activities were included in the syllabus:
credit undergraduate project management
course. It has been offered for over 10 years and  Completion of Mendix online rapid
has always had an applied component using a developer training modules.
group project. In the current iteration of the  The Requirement that students attain
course, the group project used Mendix instead of rapid developer certification.
the traditional group processes such as  Classroom lectures and discussion on
brainstorming to develop a scope statement, Mendix.
work breakdown structure, charter, etc.  Group project with a deployed app using
Mendix.
Learning outcomes for the course included three
high-level goals with supporting objectives. Pedagogical Delivery
These goals included: There is a significant body of literature discussing
pedagogical delivery methods for project related
Goal One: Examine and understand project courses. For example, a Lynch, Goold & Blain
components and phases. study (2004) discusses student preferences for
The goal helps students understand the basic how project courses are delivered. The authors
concepts of project management from a holistic suggest that the delivery method affects the
view. control amount instructors have over course
conduct, based on the pedagogy of the teaching
Goal Two: Understand the basic functions model. They discuss four models: industry-
required to create a project such as scoping, sponsored, studio, traditional and directed.
chartering, work breakdown structure
development, task identification, scheduling, The industry-sponsored model uses a scenario
resource assignment, status tracking, where students play the role of junior enterprise
contracting, earned value analysis, and risk employees, with course tasks assigned
management. dependent on enterprise needs. In the studio
The goal helps students learn to develop a model, students collaborate with experts and
notional IT Project Plan. mentors to gain insight into best practices. In the
traditional model, students collaborate in teams
Goal Three: Understand Uses and Limitations of on projects, with a low level of interaction with
Project Management Software Tools faculty. Finally, in the directed model, students
The goal helps students understand how the triple work with a technical and a managerial faculty
constraint affects project implementation and member, on a clearly defined set of deliverables.
control using software tools. In Lynch, Goold and Blain’s 2004 study of 196
students from three institutions, studio,
Mendix Goals and Objectives traditional and directed models were examined.
In using Mendix for the course project, an The most significant finding is that students much
additional goal and supporting objectives were prefer well-defined deliverables.
added:
It was determined that for this course, the most
Goal Four: Work in teams on an App appropriate delivery method would be the
development project Mendix. directed model, with tenets of the traditional
The goal helps students learn how to work in model interjected.
small teams and to develop real-world apps in a
low code environment The Course Structure and Experience
The first seven weeks of the course consisted of
introductory work on basic aspects of project
management. To prepare for the applied portion

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of the course, students were assigned two through stages of forming, storming, norming,
modules a week of the online Mendix Rapid performing and adjourning. Introducing this
Developer certification self-study course. concept to students was a critical part of the
course, as these factors are critical to project
An immediate challenge was that of verifying that management. Students were therefore aware of
students were keeping up with their modules. these processes and were able to experience
The fear was that students would procrastinate group development as part of their course
and not complete the modules until the last project. They started by forming their groups and
minute when certification was due. The course creating a Mendix group project. The students
policies on late work (one letter grade a day, with starting the storming and norming process by
a minimum of 50 percent for any completed creating the requirements and diving the work to
assignment) served to motivate students to be done. Within Mendix, the professor can see
complete the assignments, but validating who is doing most of the work and how the
completion proved to be a challenge. It was students are tackling the requirements.
decided to have students upload a screenshot of
their module completion screen to a Blackboard At the start of the course, participants developed
assignment, but the solution was never fully a project charter and work breakdown structure
implemented due to time constraints. It was to kick off their projects. In addition to providing
discovered after course completion that Mendix insight on how the use of these deliverables
provides a way for instructors to check student applied to real-world projects, these exercises
work and ensure completion of assignments. This helped students scope and frame their course
functionality will be used when the course is projects.
taught again.
There were no prerequisites for the course,
As students began to complete their training although most participants had previously
modules, the process of testing began. The first completed systems analysis or database courses.
student to take the exam was a hard-charging, These courses helped with the Mendix project.
highly motivated student. She already held a This an example of the kind of synergy that
bachelor’s and master’s degree in a technical program developers strive for – courses informing
field, yet, surprisingly failed the examination. other courses, with students having opportunities
She and other students opined that the test was to apply concepts learned in previous courses in
difficult to understand, with a poor translation real-world settings.
from the original language. This feedback was
passed to the Mendix team working on Students were required to provide intermediate
certifications. The team was responsive to the deliverables or milestones. This was
feedback, and they anticipate a new exam release accomplished by having an assignment (with
within months. requirements listed) on Blackboard. When they
completed the requirements, students would
Fortunately, Mendix provided superb support in commit and save their changes in Mendix, then
resetting tests for students who failed on their notify the instructor that there were items
initial try. This was significant, as Mendix requiring grading via Blackboard.
provided the certification tests to students at no
cost, whereas a retake for a retail customer would After creating their Mendix projects and
incur a significant test fee. Most students passed familiarizing themselves with the development
the test on the first or second try, with only one environment, the first deliverable for students
of the six students requiring three tries, and only was to develop their use cases, referred to in the
one student failing to become certified. Achieving Mendix processes as user stories. This was
Mendix certification constituted 10 percent of the accomplished by having participants first develop
semester grade. requirements for application functionality. These
requirements were translated into use cases by
Following completion of the online training and operationalizing them and incorporated into an
certification process, students began work on excel spreadsheet as user stories. The
their course projects. From the beginning of the spreadsheets were then uploaded into the Mendix
semester, participants were placed in groups of development environment, although one group
three for the entirety of the semester. Early chose to bypass the spreadsheet phase, and type
placement of students in groups was deliberate, in the user stories directly into Mendix.
in hopes that this would jumpstart Tuckman’s
(1965) model for the development of small After all user stories were uploaded into Mendix,
groups. Tuckman proposed that all groups go the changes were committed and saved.

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Students notified the instructor via Blackboard, communications, and inability to roll back to a
and the assignments were reviewed in Mendix. historical version of their development model.
Grades were entered using the rubric on
Blackboard. There is no question that Mendix added to student
repertoires of useful skills. Following certification
The next milestone involved developing a domain of the students, the instructor received a
model. As the course used a directive pedagogy, communication from an out-of-state company
the instructor chose the wedding event planning offering certified students paid internships
application to be developed and the suggested including housing. For those graduating, or for
use of the event app template in Mendix. This certificate students, they were offering job
proved to be a mistake because the domain interviews.
modeling used to construct the template was
found to be developed primarily to make the Improvements
template functional, rather than to provide an As the course progressed, several areas where
example of a proper domain model. Students the student experience could be improved were
were not able to reconcile this model with their noted. These areas include both pedagogical and
models developed for the project. To preclude technical areas for improvement.
this outcome, future iterations of the course will
not use a template and will require students to Mendix has a list of learning objective areas and
use their own models in their entirety. After how Mendix supports a systems analysis course.
completion of this step, students again committed It is recommended that a similar list should be
and saved their changes, the instructor reviewed developed for a project management course.
the work, and grading was conducted through Ensuring that course goals and objectives which
Blackboard rubric. can be supported by Mendix would yield better
course organization.
Other reviews included the interim deliverables of
interface design and business logic. These Students used an event template to start their
reviews were reviewed and graded the same projects, with the intent of modifying it to meet
manner as the previous, using Blackboard to their requirements. This did not work as
grade and reviewing in the Mendix environment. intended. The architecture of the template was
designed to make the template functional, which
The typical class agenda included a led to integration problems. For example,
lecture/discussion, in-class exercise and group student developed domain models were not
project time. During the week before the project compatible with the domain model in the
presentations, the class did not meet so students template. This caused application errors, with an
could polish their apps and prepare for administrative underlying database causing
presentations. consistency errors, and not allowing students to
update their applications. This problem could be
The presentations were professionally delivered, mitigated by using a blank project instead of a
well-structured and concise. Presenters were well template.
versed in the application and the development
process and could provide nicely articulated Using the web modeler and free tier access
lessons learned. They all agreed that use of caused students not to be able to roll back to
Mendix contributed positively to their learning previously saved versions of their work, which
experience and was unanimous in agreeing that caused them to have to reenter work numerous
Mendix should continue to be used in future times. Students who used the desktop modeler
offerings. did not experience these problems, so these may
be associated only with the web modeler.
Following presentations, the students discussed Students also found that synchronization between
lessons learned. Areas, where they felt the web modeler and desktop modeler was not
Mendix project contributed to their course always fast or accurate. More investigation into
experience included the definition of scope, these occurrences must be made to determine
development of work breakdown structures, user whether these issues are related to student
stories and database models, developing team inexperience or application error. It is possible
communications, and the shared experience of that these problems might be avoided by having
team investment in the project. students use only the desktop modeler.

Areas that students felt need improvement Students used a variety of options for help with
included application errors, synchronization, their applications, including Mendix helpdesk,

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dedicated support from Mendix academic support  Mapping of course objectives to the tool
department, online forums, and course instructor processes.
with mixed results. The process will be
standardized as Mendix continues to be used by 7. CONCLUSIONS
the program.
Students, instructors, and administrators agree
5. FUTURE RESEARCH that using Mendix in this course added value in
developing student knowledge, skills and abilities.
Mendix is anticipated to be used in an increasing The experience added significant tools to student
number of SPCS courses in the future. A repertoires but was not without its challenges.
dedicated course on Mendix development is However, Mendix has been responsive to
currently being offered during a six week summer problems, both real and perceived. There is no
session, as well as a systems analysis course question that the experience added tremendous
offered during the fall semester. Future research value, and it is anticipated that with appropriate
opportunities include using a survey instrument refinements, Mendix will again be used in
to determine how students feel about the Mendix succeeding iterations of the course.
experience, qualitatively determining how well
Mendix supports a systems analysis course and
conducting a meta-analysis to provide insight on 8. REFERENCES
how Mendix supports projects.
FFIEC (n.d.). Computer-Aided Software
6. SUMMARY Engineering. FFIEC IT Examination Handbook
Infobase. Retrieved from
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course while adding some new goals and procedures/software-development-
objectives to give students additional techniques/computer-aided-software-
competencies using Mendix. engineering.aspx

The Mendix project helped students meet course Frydenberg, M., Yates, D., & Kukesh, J. (2018).
goals and objectives by: Sprint, then Fly: Teaching Agile
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 Exposing them to Mendix, Course Goal 4 Information Systems Education Journal,
 Helping them obtain Mendix certification 16(5), 22.
which is an industry recognized
certification allowing students to Hailpern, B., & Tarr, P. (2006). Model-driven
showcase industry experience and development: The good, the bad, and the
knowledge ugly. IBM systems journal, 45(3), 451-461.
 Demonstrating small group development
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 Facilitating real-world use of project Pondering on the key functionality of model
charter, work breakdown structure, etc. driven development tools: the case of
 Supported Course Goals 1, 2 and 3 mendix. In International Conference on
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methodologies Schmidt, D. C. (2006). Model-driven engineering.
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Areas for improvement:
Selic, B. (2003). The pragmatics of model-driven
 Attaining Mendix certification development. IEEE software, 20(5), 19-25.
 Application of Mendix to achieve real-
world objectives in an applied setting Teichroew, D., & Hershey, E. A. (1977). PSL/PSA:
 Inability to reset crashes when using the A computer-aided technique for structured
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 Unwieldy processes for milestone reviews processing systems. IEEE transactions on
 Inconsistency in finding help software engineering, (1), 41-48.

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Tuckman, B. W. (1965). Developmental sequence Productivity Application Platform as a Service

in small groups. Psychological bulletin, 63(6), ID G00331975
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Yourdon, Ed (Jul 23, 2001). Can XP Projects
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Magic Quadrant for Enterprise High-

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Appendix A – Illustrations

Illustration 1. Agile process overview.

Illustration 2. Microflow example.

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Illustration 3. UI/UX dashboard example image.

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