project management in educational projects

How to Use Project Management in Education?

Are you tired of feeling overwhelmed and disorganized in school? Do you wish there was a way to manage your time and assignments better?

Look no further because I have an exciting framework for you! In this blog post, we will explore the concept of project management and how it can be applied to education.

Project management skills are useful not only in the business or professional world but can also greatly benefit students in their academic journey. So whether you’re a high school student struggling with multiple classes or a college student balancing coursework and extracurriculars, this article is for you.

Get ready to learn some valuable tips and tricks on using project management skills to excel in your education!

What is Project Management?

Project management in business involves organizing, project planning, and carrying out projects to meet certain organizational goals. When applied to education, these tasks could include implementing new technology in classes, preparing for big events like graduations, or introducing new lessons.

Simply put, project management helps ensure that project planning is completed quickly, correctly, and within the allocated funds. It involves breaking down larger tasks into smaller manageable ones, setting deadlines and milestones, assigning project management roles and responsibilities, and tracking progress.

What Do Project Managers Look Like in Educational Settings?

In an educational setting, a project manager coordinates a project’s different parts and ensures they all fit with the overall educational goals. This job might include talking to stakeholders, allocating resources, and keeping track of deadlines. 

Through careful planning and organization, the project manager ensures that the different needs of the students, teachers, and administrative staff are met.

How Does Effective Project Management Benefit You in Education?

Some of the most important benefits of project management in education are the following:

• Enhanced Efficiency : Through structured planning and execution, schools can maximize resource use and reduce waste.
• Better Accountability: Everyone knows what they are supposed to do when roles and tasks are clear. This makes it easier to keep track of performance and progress.
• Better Use of Resources : Knowing the requirements and scope of a job helps make better use of time, money, and materials.
• More adaptability: good project management includes planning for what could go wrong, which helps schools be ready to deal with changes or problems that come up out of the blue.

How Do You Apply Project Management Skills in Education?

Project-based learning is a common way to teach where students gain knowledge and skills by working on difficult questions, problems, or tasks for a long time. Here are some project management rules that can help make sure that student projects are successful:

Planning and Goal Setting

Picture yourself as an educator: you have exciting ideas, whether it’s a new lesson series, a field trip, or a broader curriculum change.  The key to translating those ideas into reality is solid planning and setting clear goals. Here’s how a project management approach makes this happen:

• Start with the big picture: What’s the ultimate outcome you want to achieve? Get specific!
• Break it down: Instead of one overwhelming task, create a series of smaller, more manageable steps.
• Set deadlines: When must you accomplish each step to meet your overall goal?

Additionally, it’s crucial to adapt your plans based on your class’s unique needs and pacing. This flexibility allows you to adjust timelines or instructional strategies to maximize learning outcomes. 

In this way, project management isn’t just about sticking to an entire project plan but also about responding to the classroom dynamics and ensuring that all students can successfully reach their educational goals.

Resource Management

Just like project managers in any field, educators need to be resourceful! This means knowing how to identify, allocate, and manage the things you need to make your projects successful. This could include physical materials, funding, time, technology, or even the knowledge and skills of those around you.

How to Manage Resources as an Educator

Risk Management

Teaching students to anticipate potential risks and devise strategies to mitigate them prepares them for unpredictable scenarios, both in and out of academic settings.

Here are key questions to guide your risk management approach in educational projects and how to approach them:

• What could go wrong? Brainstorm a comprehensive list of potential issues, from minor setbacks to major disruptions.
• How likely is each risk to occur? Rate each risk as low, medium, or high probability.
• What would the impact be if a risk became a reality? Consider how it would affect your timeline, budget, student outcomes, or overall project success.
• How can you prevent or minimize each risk? Are there proactive steps you can take to reduce the likelihood or impact?
• What’s your contingency plan? If a risk does occur, what specific actions will you take to address it?
• Who is responsible for monitoring each risk? Assign individuals or multiple team members to track potential problems and implement contingency plans.
• When will you review and update your risk assessment? Schedule regular check-ins to adjust your plan as circumstances change.

Being Resourceful and Getting Expert Help

Students undertaking complex educational projects can greatly benefit from external expertise when applying project management principles to education. Papersowl, a professional essay writing service, provides a critical resource.

This platform employs top-rated writers who contribute not only by crafting high-quality papers but also by imparting essential project management techniques that students can apply to their complex projects. Accessing online help through an essay service at critical stages of a project can decisively improve the quality of a student’s work, ensuring adherence to academic standards and project timelines.

This integration of professional support helps students manage their academic projects more effectively, thereby boosting their productivity and educational outcomes.

How to Integrate Technology in Project Management Education?

Technology is an important part of modern schooling. Software made just for schools that manage projects can help teachers and managers better plan, carry out, and monitor projects.

Students and teachers can communicate and work together better using project management tools . These tools often offer places to talk, share files, and get feedback in real-time, all of which are necessary for flexible educational projects. 

Here’s a list of tools that help deliver discussions, instructions, and information:

1) Google Workspace for Education

This suite of tools, previously known as G-Suite for Education, is designed specifically for classroom collaboration. It includes essential applications such as Google Docs, Sheets, and Slides, allowing students and teachers to share files and collaborate in real-time.

Google Drive facilitates easy file storage and sharing, while Google Classroom integrates these tools to streamline the management of assignments and feedback. This platform is particularly useful for schools that need a comprehensive set of collaborative tools that are easy to use and manage.

2) Microsoft Teams

Microsoft Teams is a robust platform that integrates seamlessly with the Microsoft Office suite, including Word, Excel, and PowerPoint. It offers features like chat, video calls, and organizing classes and assignments within the platform for all project team members.

Teams are ideal for educational institutions already using Microsoft products and looking for a solution that supports communication and collaboration within the same ecosystem.

Known primarily for its video conferencing capabilities, Zoom has become an essential tool in education, especially for remote learning. It supports video calls, screen sharing, and breakout rooms, making it suitable for lectures, group discussions, and collaborative meetings.

Its ease of use and reliable performance make it a preferred choice for real-time communication in academic settings.

Canvas is a learning management system (LMS) that integrates various educational tools into a single platform. It supports assignments, grading, and discussions and includes features for file sharing and collaborative workspaces.

Educational institutions favor Canvas for its comprehensive approach to course management and its ability to facilitate both teaching and learning in a cohesive environment.

Moodle is an open-source LMS known for its flexibility and the wide range of plug-ins available. It supports online learning through features such as forums, databases, and wikis, which encourage collaborative work among students.

Moodle’s adaptability makes it a popular choice for institutions that require a customizable platform that can be tailored to specific educational needs.

Notion is an all-in-one workspace where users can write, plan, collaborate, and organize. It integrates notes, tasks, databases, and calendars into a single platform, making it an excellent AI project management tool for managing extensive notes, future projects, and collaborative tasks. 

Notion’s flexibility and comprehensive features make it ideal for students and educators who require a versatile tool for individual and collaborative work.

Tracking and Evaluation

Using technology, teachers can monitor project progress and judge success based on set criteria. This constant evaluation helps improve project plans and results.

Here’s a concise overview of how technology aids in tracking and evaluating educational projects:

• Real-Time Monitoring and Feedback: Tools like Google Classroom and Trello allow teachers to track submissions and progress, offering immediate feedback to students, which can guide timely adjustments and improvements.
• Data-Driven Decisions: Learning management systems (LMS) such as Canvas and Blackboard provide analytics that help teachers understand student engagement and performance, allowing for targeted instructional changes.
• Collaborative Tools for Peer Review: Platforms like Microsoft Teams and Slack enable peer collaboration and feedback, fostering a supportive learning environment and encouraging peer-to-peer learning.
• Rubrics and Standardized Assessment: Educational technologies often include features to create and apply rubrics, helping standardize assessments and clarify expectations, which makes grading transparent and consistent.
• Adaptive Learning Technologies: Some LMS platforms adjust the difficulty of content based on individual student performance, ensuring personalized learning experiences that are challenging yet accessible.
• Portfolio and Progress Tracking: Digital portfolios, supported by platforms like Notion, help students and teachers track long-term progress and reflect on learning outcomes over time.
• Automated Testing and Quizzes: Automated assessments within LMS platforms provide quick insights into student understanding, offering immediate feedback and helping teachers identify areas that need further instruction.

These technological tools streamline the process of project tracking and evaluation, enhancing educational outcomes through structured support and comprehensive data analysis.

Challenges of Implementing Project Management in Education

There are clear benefits to applying project management skills in school , but it’s not always easy.

First, there is a lack of awareness and training among students and educators. Many students are not aware of project management techniques and their importance in academic work, which can lead to disorganized and inefficient project completion.

Additionally, there may be resistance from educators who are accustomed to traditional project management methodologies in a school setting and may not see the value in incorporating project management into their curriculum.

Another challenge is the limited resources available for students to access professional support. While essay services can provide valuable assistance, not all students have access to them or may not be able to afford them.

However, despite these challenges, it’s important for educators to recognize the benefits of project management and strive to incorporate it into their teaching and project management methods.

Final Thoughts on Project Management

Project management in education offers a structured approach to managing educational projects, enhancing learning outcomes, and preparing students for future challenges. By adopting project management principles, educational institutions can operate more efficiently and responsively, fostering an environment where administrative goals and educational strategies align seamlessly.

Embracing these practices, educators, and administrators can ensure that they are not just teaching students but also providing them with a framework for success in their academic and professional futures.

Dev is a strategist, productivity junkie, and the founder of the Process Hacker !

I will help you scale and profit by streamlining and optimizing your operations and project management through simple, proven, and practical tools.

To get help for your business, check out my blog or book a call here !

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Re-envisioning Project Management in the Higher Education Landscape

September 3, 2023 - 10 min read

In today's rapidly evolving higher education landscape, project management plays a crucial role in achieving successful implementation of various initiatives. However, the traditional approach to project management often falls short in meeting the unique needs and challenges of academia. As a result, there is a growing need to re-envision project management in higher education to better align it with the changing educational landscape.

Understanding the Current State of Project Management in Higher Education

Project management in higher education involves the application of knowledge, skills, tools, and techniques to plan, execute, and control projects. It encompasses a wide range of activities, including resource allocation , risk management , and stakeholder communication. Despite its importance, project management in academia still faces numerous challenges.

The Role of Project Management in Higher Education

In the higher education context, project management serves as a strategic approach to ensure the efficient and effective delivery of academic projects. It helps institutions achieve their goals, whether it be implementing new academic programs, improving campus infrastructure, or enhancing student services.

Moreover, project management in higher education involves effective communication and collaboration among project team members and stakeholders. This includes regular project status updates , stakeholder engagement, and addressing any issues or concerns that may arise during the project lifecycle. By fostering open and transparent communication, project managers can build trust and keep everyone aligned towards the project's success.

Challenges in Implementing Project Management in Academia

Implementing project management practices in academia can be challenging due to several factors.

• Resistant mindset and lack of awareness among academic staff regarding the benefits of project management: Many faculty members and administrators may view project management as an additional burden or unnecessary bureaucracy. Therefore, there is a need for awareness campaigns and training programs to educate academic staff about the value and importance of project management in higher education.
• Complex nature of academic projects, which involve multiple stakeholders and uncertainties: Academic projects often require collaboration among different departments, faculty members, and external partners. This can lead to conflicting priorities, differing opinions, and challenges in decision-making. Project managers in higher education must navigate these complexities so that all stakeholders are engaged and aligned towards the project's objectives.
• Ever-changing landscape of higher education: With the emergence of new technologies, evolving student needs, and changing regulatory requirements, project managers must be adaptable and flexible in their approach. They need to anticipate and respond to these changes effectively to oversee the successful delivery of projects in the higher education sector.

The Need for Re-envisioning Project Management

Given the evolving nature of education and the unique challenges it presents, it is imperative to re-envision project management in higher education. By doing so, institutions can better meet the demands of an ever-changing educational landscape.

Evolving Educational Landscape and its Impact on Project Management

The educational landscape is constantly evolving, with rapid advancements in technology, changes in pedagogical methods, and shifts in student demographics. These transformations require project management approaches that are adaptable, flexible, and capable of accommodating the changing needs of higher education.

One of the key factors driving the need for re-envisioning project management in higher education is the rapid advancement of technology. With the increasing use of online learning platforms, virtual classrooms, and digital resources, project managers need to incorporate these technological advancements into their plans and strategies. This includes ensuring that projects are aligned with the institution's overall digital transformation goals, as well as leveraging technology to enhance collaboration and communication among project teams.

Furthermore, the changing pedagogical methods in higher education also necessitate a re-evaluation of project management practices. Traditional project management approaches, with their rigid structures and sequential processes, may not align with the more student-centered and experiential learning approaches that are gaining popularity in academia. Project managers need to adopt more agile and iterative methodologies that allow for flexibility and adaptability, enabling them to respond to the evolving needs of faculty and students.

The Gap between Traditional Project Management and Higher Education Needs

The traditional project management approach , which is often characterized by rigid structures and sequential processes, may not be suitable for the dynamic nature of higher education. There is a need to bridge the gap between traditional project management practices and the unique needs of academia, such as fostering collaboration and promoting innovation.

In higher education, collaboration is key to success. Projects often involve multiple stakeholders, including faculty members, administrators, students, and external partners. Traditional project management practices, which focus on individual tasks and responsibilities, may hinder effective collaboration and communication among these diverse stakeholders. Therefore, project managers need to adopt collaborative project management techniques that promote cross-functional teamwork, encourage open communication, and foster a sense of shared ownership and accountability.

In addition to collaboration, innovation is another crucial aspect of higher education that traditional project management practices may overlook. Higher education institutions are constantly striving to stay at the forefront of research, teaching, and learning. Project managers need to create an environment that encourages innovation and experimentation, allowing for the exploration of new ideas and approaches. This may involve incorporating design thinking principles, encouraging interdisciplinary collaboration, and providing resources and support for innovative projects.

Key Components of Re-envisioned Project Management

In re-envisioning project management in higher education, several key components need to be considered to ensure its effectiveness and alignment with the specific requirements of academia.

• A flexible approach to adapt to uncertainties and changing priorities: Academic projects often encounter unexpected obstacles, such as budget constraints , shifting timelines, or unforeseen resource limitations. Project managers must be able to navigate these challenges and adjust their strategies accordingly. By incorporating flexibility into project management approaches, institutions can respond more effectively to these challenges and oversee the successful completion of projects.
• Collaboration and communication: Re-envisioned project management should place a strong emphasis on fostering collaboration among various stakeholders, including faculty members, administrators, and students. The success of academic projects often relies on the collective expertise and input of multiple individuals. Effective communication channels and platforms should be established to facilitate the exchange of ideas and information throughout the project lifecycle. Regular meetings, online forums, and collaborative software can all contribute to a more cohesive and productive project team.
• Integrating technology: In higher education, project managers can leverage various technological tools and platforms to streamline project processes, enhance data management, and promote effective collaboration. Project management software , for instance, can help track project milestones, allocate resources, and monitor progress. Online document sharing platforms enable seamless collaboration and version control. Embracing technology can significantly improve project outcomes and contribute to the overall success of academic initiatives.

The Impact of Re-envisioned Project Management on Higher Education

Re-envisioning project management in higher education can have a profound impact on various aspects of academia, from increasing operational efficiency to fostering innovation.

Enhancing Efficiency in Academic Projects

Efficiency is a key factor in successful project implementation. By adopting re-envisioned project management practices, higher education institutions can streamline project processes, reduce unnecessary delays, and optimize resource allocation. This results in more efficient completion of academic projects, so that goals and objectives are met in a timely manner.

Moreover, enhanced efficiency in academic projects allows institutions to allocate their resources effectively, ensuring that faculty members, researchers, and students can focus on their core responsibilities without being burdened by administrative inefficiencies. This increased focus on their primary roles ultimately leads to higher productivity and better outcomes in teaching, research, and student services.

Fostering Innovation in Higher Education

Innovation is vital for the growth and advancement of higher education. Re-envisioned project management can provide a framework for promoting innovative approaches to teaching, research, and student services. By encouraging creativity and collaboration, institutions can drive innovation and stay at the forefront of academic excellence.

When project management practices are re-envisioned, they create an environment that nurtures and supports innovation. This can be achieved through the establishment of interdisciplinary project teams, where individuals from different academic disciplines come together to tackle complex challenges. By fostering collaboration and cross-pollination of ideas, these teams can generate innovative solutions that address the evolving needs of higher education.

Lastly, re-envisioned project management practices can also facilitate the implementation of cutting-edge technologies and methodologies in higher education. By embracing emerging trends such as data analytics, artificial intelligence, and virtual reality, institutions can enhance the learning experience, improve research capabilities, and provide innovative student services.

Steps Towards Implementing Re-envisioned Project Management

To successfully implement re-envisioned project management in higher education, institutions need to take several key steps.

• Training and Development for Academic Staff: Providing comprehensive training and professional development opportunities for faculty and administrators is essential to ensure their understanding and adoption of re-envisioned project management principles and practices.
• Establishing a Supportive Institutional Framework: This involves creating policies, procedures, and structures that facilitate the implementation of project management practices in higher education. Additionally, appointing dedicated project management offices or personnel can provide the necessary leadership and support for effective project management implementation.
• Continuous Evaluation and Improvement of Project Management Practices: Project management is an iterative process. Institutions should regularly evaluate the effectiveness of their project management practices, identify areas for improvement, and implement necessary changes. 

Re-envision Project Management with Wrike

Re-envisioning project management is key to success in the higher education landscape. With Wrike, you can easily manage and re-envision your educational projects. Wrike allows you to create individual folders for each educational project, serving as a central hub for all relevant information and updates. Beyond just re-envisioning project management, Wrike offers a comprehensive suite of tools designed to streamline your workflows, foster collaboration, and drive productivity. From real-time communication to intuitive task management features, Wrike provides everything you need to re-envision project management in the higher education landscape. Ready to re-envision your project management and boost success in higher education? There's no better time to start than now. Get started with Wrike for free today.

Note: This article was created with the assistance of an AI engine. It has been reviewed and revised by our team of experts to ensure accuracy and quality.

Occasionally we write blog posts where multiple people contribute. Since our idea of having a gladiator arena where contributors would fight to the death to win total authorship wasn’t approved by HR, this was the compromise.

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What is the Difference Between Project and Portfolio Management?

PM, PPM, PgM. What is the difference between portfolio management and project management, exactly? And where does program management fit in? Here's a quick explanation of each in plain English to help you distinguish the differences. What is Portfolio Management? A portfolio is a high-level view of all the projects an organization is running in order to meet the business's main strategic objectives. It could be every project across the entire company, a division, or a department. Portfolio management involves setting priorities based on the business leadership’s agreed-on objectives, and then choosing programs and projects to undertake based on what will provide optimal business value, the level of risk involved, and available resources. According to project manager Bob Buttrick, while project management is about executing projects right, portfolio management is about executing the right projects. In Agile portfolio management, it's all about leaning into Agile principles and values to organize and plan for programs and projects within the portfolio. Project portfolio managers look at a company’s projects and evaluate whether they're are being executed well, how they could be improved, and whether the organization is experiencing the expected benefits. What is Program Management? A program is a group of related projects that all contribute to the same business objective or benefit. The program as a whole has a clear, defined goal, and each project within the program assists in meeting those goals.   Program managers look at cross-project dependencies, risks, issues, requirements, and solutions, and may coordinate with individual project managers to achieve these insights and keep the overall program healthy. They’re less concerned with the success of every single individual project, and more focused on the success of the overall initiative and achieving the larger benefit. Program managers are also concerned with making sure the right projects are chosen or prioritized in order to achieve the most business value. Successful programs work towards improvements that will have a long-term impact on the organization, and unlike projects that have a specific end date, programs may be ongoing initiatives. Organizations manage projects as a larger program because doing so gives you greater control and benefits than you may see by managing them separately. It’s also easier to coordinate and prioritize resources across projects, and oversee progress and outcomes when you look at a group of related projects. What is Project Management? While portfolios and programs focus on a higher-level view of an organization's activities, a project is a single undertaking: a series of tasks that aims to produce a specific product, service, or benefit within a defined timeline. Project managers oversee individual projects, leading teams and making sure projects are completed on time, within budget, and meet the established requirements. They determine best practices, examine processes to improve efficiency, and work with stakeholders to make sure expected benefits are realized, among other responsibilities. Good project management means teams and team members are constantly developing and improving, giving the business a competitive advantage. Learn More About Project Management If you're a new project manager and still struggling to comprehend the vocabulary as well as the processes, then we've prepared a resource that you will find useful. It's called The Project Management Guide for Beginners, and it's online and totally free to browse. Bookmark it for easy reference. Sources: PMfiles.com, Wikipedia.org, ProjectSmart.co.uk

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Bernie Trilling has been on a decade-long journey to bridge professional project management and project-based learning. His new book, Project Management for Education , makes the case that project-based learning (PBL) is the best way to build 21st-century skills and that project management is the most important career skill.

Project Management for Education, developed and published by the Project Management Institute Educational Foundation , makes this case:

• Learning Projects are great vehicles for students to gain essential 21C Skills.
• One of the biggest lifts for both teachers and students is managing all those pesky moving parts of rich, motivating learning projects – a real challenge for PBL.
• Who knows the most about managing projects? Project Managers! And the world’s largest organization of PMs – the Project Management Institute .
• Find out what makes projects sing, and adapt the business and engineering principles and practices for educators.

Pretty straightforward, right? Only the last bullet took longer than Bernie imagined because.

Business project management and project-based learning have had little overlap. Ask PBL teachers if they’ve ever had any training in project management – not many hands go up. And, not many project managers have had any K-12 teaching experience. (Having been a project manager in energy, construction, and technology before becoming a school administrator, I’m thrilled Bernie and PMI made this connection!)

Published later this month, the book is two-sided. One side of the book is for educators, flip it over, and the other side is for project managers, with a “rainbow bridge” center section of illustrated case studies.

The guiding equation of Project Management for Education is:

PM + PBL = Deeper Learning for Career, Community and Life

In writing the educator part of this book, Bernie had a couple of important insights. The first is that there is a basic set of phases to managing any project and a number of variations built up from this basic Project Cycle (bottom of the chart) that can be applied to any project challenge. The following chart shows the similarities and differences in different types of projects:

Second, more work needs to be to be done in adapting “exploratory” or “agile” project management methods for education. Here is a chart of how these two project types map against the basic Define, Plan, Do, Review process:

And third, Bernie’s most important insight is that this is not just about getting things done–the Define, Plan, Do, Review process is really a learning  process.

“This project cycle just may be education’s most important missing link in nurturing self-propelled, self-reliant, lifelong learners,” said Trilling.

Project management includes core skills and processes for helping any learner l earn-how-to-learn –the metacognition skills for a lifetime of learning.

On the subject of core skills, Trilling knows what he’s talking about. With Charles Fadel, he’s co-author of Four-Dimensional Education: The Competencies Learners Need to Succeed  an important book and outcome framework.

Project Management for Education is an important book. It outlines a rigorous approach to project-based learning not only because it is engaging but because project management is a core career skill and (with reflection) the best approach to learning how to learn.

For more, see:

• Finding The Critical Path is a Critical Project Management Skill
• Lifelong Learning + Project Management
• Project Management Solutions for the 21st-Century Student
• Building Better Teams for Project-Based Work
• Projects That Learn
• Project or Activity? Project-Based Learning and Cousins

Stay in-the-know with all things EdTech and innovations in learning by signing up to receive Getting Smart’s weekly Smart Update .

Tom Vander Ark

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• @TomVanderArk

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Empower Online Learners: Top 10 Pro Tips for Project Design and Delivery

Out with the Test, in With PBL: How Project- Based Learning is Transforming Remote Learning

How Systems and States Can Encourage Better Project-Based Learning

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Project Management in Schools pp 1–21 Cite as

Implementing Project Management in Schools

• Miri Yemini 4 ,
• Izhar Oplatka 4 &
• Netta Sagie 5  
• First Online: 22 May 2018

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The first chapter outlines the history and definitions of projects and project management from the managerial approach (Meredith & Mantel, Project management: A managerial approach, Wiley, 2011) in diverse organizations and makes the reader familiar with major concepts used in the discipline of project management. It then goes on to discuss the particular features of schools as a distinguished form of organization that is different from for-profit firms and businesses as well as from other non-profit organizations that therefore make it necessary to propose a different modeling of project management in educational institutions. The chapter concludes with the presentation of the uniqueness of project management in the education sector and particularly in schools, discussing the specificities of schools in relation to initiation and development of projects at pedagogical, organizational, ethical, political, social, and other levels. This book implicitly focuses on public schooling, but most of the implications are suitable for use in private schooling as well.

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The Program Evaluation and Review Technique (PERT) and the Critical Path Method (CPM) are systems used for project planning and scheduling (Pinto, 2013 ).

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Yemini, M., Oplatka, I., Sagie, N. (2018). Implementing Project Management in Schools. In: Project Management in Schools. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-319-78608-7_1

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Introduction

What project management competencies (knowledge, skills, and abilities) must an effective educational technology professional possess to be successful in their role and responsibilities? Unfortunately, we do not have a clear and definitive answer to this important question from our current knowledge base. Project management as a field of endeavor has a rich history, a well-developed knowledge base (e.g., Project Management Body of Knowledge), a diverse set of practicing professionals across many disciplines (e.g., construction, information technology), and a strong professional credentialing system used to certify the active members of the profession (e.g., Project Management Professional certification). The field of educational technology utilizes knowledge, skills, tools, and techniques from project management to assist in the creation of our products and services. Project management has long been recognized as a vital aspect to the individuals who practice the craft of educational technology (Donaldson et al., 2007; van Rooij, 2010; van Rooij, 2011). Though project management is deemed essential to the field of educational technology, scant research has documented the project management practices utilized by our professionals (Brill et al., 2006; Kang & Ritzhaupt, 2015; Ritzhaupt & Kumar, 2015). In each of the few empirical studies we do have, project management is recognized as a key competency for educational technology professionals (Brill et al., 2006; Kang & Ritzhaupt, 2015; Ritzhaupt & Kumar, 2015; Sugar et al., 2012). Yet we are still lacking a complete explanation of who, what, how, why, where, and when these project management competencies are employed by professionals within the field of educational technology, particularly in the higher education context.

While project management has been described as a generic methodology for managing most projects across disciplines (Pollack, 2007), the studies on educational technology project management have placed particular emphasis on the formalized standards contained within the Project Management Institute’s (PMI) “Project Management Body of Knowledge” (PMBOK) (Brill et al., 2006; van Rooij, 2010). This collection of commonly accepted project management principles has become the de facto framework for managing projects, including educational technology projects in higher education. The PMI is the leading professional association in the United States governing the PMBOK and the Project Management Professional (PMP) certification, one of the most widely sought-after professional certifications (Starkweather & Stevenson, 2011). The PMBOK is a standardized body of literature approved by the American National Standards Institute (ANSI) (Cabanis-Brewin, 1999; Project Management Institute, 2017, p. 539) and underlies many project management training programs in the US. This document operationalizes and explains 10 knowledge areas (e.g., project cost management), five process groups (e.g., planning), and 49 individual processes (e.g., estimate costs) that cover the broad knowledge in the profession of project management. The PMBOK defines project management as the “application of knowledge, skills, tools, and techniques to project activities to meet the project requirements” (Project Management Institute [PMI], 2017, p. 10). The knowledge, skills, tools, and techniques are the resources that educational technology professionals draw from to complete their tasks in an effective and efficient manner.

Of particular importance for the current study is that the PMBOK is a descriptive project management framework that “identifies a subset of the project management body of knowledge that is generally recognized as good practice” (PMI, 2017, p. 2). The PMBOK is not a prescriptive methodology (e.g., PRojects IN Controlled Environments, or PRINCE2) or product development method (e.g., waterfall, agile) but claims to be “a foundation upon which organizations can build methodologies, policies, procedures, rules, tools and techniques, and lifecycle phases needed to practice project management.” Likewise, the PMBOK asserts that “the knowledge and practices described are applicable to most projects most of the time, and there is consensus about their value and usefulness.” The PMBOK assumes that practitioners will “tailor” (p. 28) the appropriate aspects of their project management frameworks to the needs of their particular industry or project. Project requirements are the criteria by which projects can be deemed a success or failure. These criteria are typically established early in a project life cycle and are uniquely tied to a specific project for a specific purpose. For instance, educational technology projects might have learning outcome requirements, accessibility requirements, or usability requirements that serve as these criteria.

The field of educational technology deploys nearly an endless list of possible products and services. These can range from technology enhanced learning environments, such as an immersive, educational game or simulation used in K-12 classrooms, to interactive and personalized online learning courses used in institutions of higher education, to performance improvement processes adopted in a Fortune 500 company. While the intellectual property and creations of these products are vastly diverse, they are all characterized as “project work” (Donaldson et al., 2007). These diverse projects are implemented by a wide range of professionals in the field of educational technology. We use the term “educational technology” to be inclusive of the many roles in our discipline, including titles like “instructional designer” (ID), “e-learning specialist,” “instructional technologist,” and more.

According to the PMBOK, a project is “a temporary endeavor undertaken to create a unique product, service, or result” (PMI, 2017, p. 4). The nature of the work in educational technology is such that we create unique products and services in a specified period of time. This work typically involves a team of stakeholders (e.g., subject-matter-expert, ID, graphic designer) working towards a common goal with limited time frames, budgets, and resources (van Rooij, 2010). Projects are the basis for much of the work undertaken in the field of educational technology, which is why we draw so heavily from the field of project management.

Academic programs in the broad field of educational technology (inclusive of instructional design, instructional technology, learning design and technology, instructional systems, etc.) do not consistently offer academic courses in project management to prepare professionals entering the field (van Rooij, 2010; van Rooij, 2011). Therefore, many educational technology professionals may find themselves in the roles of managing projects or participating as a stakeholder on a project without any formal training on how project work is executed. While the nature of many projects in the field of educational technology might be considered small (e.g., designing and developing an online course) with fewer than 10 stakeholders, 6-month durations, and budgets less than $75,000 (van Rooij, 2010), some educational technology professionals might find themselves working in multi-million dollar initiatives without any preparation on how to function in these project-driven environments. A project is generally deemed successful if it is delivered on time, within budget, and meets the project requirements negotiated by the project sponsor(s) with an acceptable level of quality (PMI, 2017, p. 13).

Empirical research has documented that educational technology professionals spend a significant portion of their time on project management activities (Cox & Osguthorpe, 2003). While we know the fields of educational technology and project management work in tandem to meet the requirements of our work environments, none of the present studies explore the project management competencies of educational technology professionals using in-depth qualitative procedures to explore these phenomena. Since researchers from our field have questioned the preeminent value of the PMBOK to our profession (Brill et al., 2006), more empirical research is necessary to understand the actual aspects of project management that educational technology project managers in higher education are using in practice. We need a stronger understanding of how educational technology professionals are managing intricate projects in increasingly complex work environments with limited resources, evolving requirements, and multiple stakeholders.

Thus, the purpose of this research is to document the project management competencies (i.e., knowledge, skills, and abilities) utilized by professionals in the field of educational technology working in the higher education context using qualitative procedures to explore the deeper “who, what, how, why, where, and when” questions. Although qualitative research methods are rarely employed in project management research literature (Cicmil, 2006; Pollack, 2007), they can provide answers to exploratory research questions and assist with generating theory and hypotheses about a phenomenon. We explore the experiences of educational technology professionals that serve or have served in the role of project manager in higher education. This research sheds light on the educational technology field and provides useful knowledge to guide the practice of the professionals, professional associations, and academic programs in our field as we embrace the ideas from our sister discipline–project management. In order to do this, we explore a range of exploratory questions: How do educational technology professionals in higher education manage projects, and what competencies are necessary for them to succeed within this important role? In what ways does educational technology project management in higher education contexts reflect the standards of the PMBOK? Lastly, what other project management knowledge, skills and abilities are essential in our field?

Conceptual Framework

The conceptual framework proposed for this study is based upon research by Ritzhaupt, Martin, and Daniels (2010), Ritzhaupt and Martin (2014), and Kang and Ritzhaupt (2015). In these studies, the Association for Educational Communications and Technology (AECT) definition of educational technology (Januszewski & Molenda, 2007) was integrated with statements of knowledge, skill, and ability (KSA) (Ritzhaupt & Martin, 2014; Ritzhaupt et al., 2010). Specifically, the framework incorporates the AECT definition of educational technology with its three actionable concepts of “create, use, and manage” to explain the following statement: “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating , using , and managing appropriate technological processes and resources” (Januszewski & Molenda, 2007, p. 1). The primary focus of this article is on the dimension of “managing” in the context of educational technology projects in higher education, specifically focusing on those aspects of managing that are employed in the practice of project management.

Figure 1 provides an illustration of the conceptual framework with each actionable concept as an intersecting circle creating a Venn diagram. The conceptual framework illustrates a triangle in the center to visually represent the interconnections between the actionable components of the AECT definition of educational technology as well as the processes and resources (i.e., tools and techniques used by project managers). Project management competencies are defined as KSAs mapped unto the PMBOK’s five Process Groups, 10 Knowledge Areas, and 49 individual processes used in the formal project management standard (PMI, 2017). Additionally, we connected the KSAs to the “PMI Talent Triangle,” which emphasizes competencies of project managers in three areas according to the newest edition of the PMBOK: “technical project management,” “leadership,” and “strategic and business management” (PMI, 2017, p. 56). These combined elements can be represented as KSA statements or competencies using this conceptual framework. As such, Ritzhaupt and Martin (2014) defines a knowledge statement as “an organized body of information” (p. 14) A skill statement is defined as the “manual, verbal, or mental manipulation of things” (Ritzhaupt & Martin, 2014, p. 2). Finally, an ability statement denotes “the capacity to perform an activity” (Ritzhaupt & Martin, 2014, p. 2).

As presented in Figure 1, KSAs merge and overlap within the three actionable concepts to represent the processes and resources employed by professionals in the field of educational technology with a focus on the actionable concept of “managing.” These processes and resources are indicative of the 49 individual processes that account for the PMBOK, and the broader domains of competence outlined in the PMI Talent Triangle. The processes and resources are also representative of the tools employed in project management, such as common project management software packages (e.g., Microsoft Project). Ritzhaupt, Martin, and Daniels (2010) illustrated that the “knowledge, skill, and ability statements can be thought of as overlapping in which skills rest upon knowledge, and abilities rest upon skills” (p. 427). For example, the category, “[a]bility to create a risk management plan,” requires related knowledge and skills to be able to fulfill the proposed ability statement. In particular, this ability might require knowledge of similar risks from previous projects of similar scope (e.g., expert judgement), stakeholder needs, and various analytical techniques for planning risk management as well as skills in decision-making, delegation, estimating, and budgeting.

Conceptual framework for educational technology project management in higher education. Adapted from “Development and validation of the educational technologist multimedia competency survey,” by A. D. Ritzhaupt and F. Martin, 2014, Educational Technology Research and Development, 62 (1), p. 13-33.

Participants

The participants in this study were recruited from AECT’s existing members in the spring of 2017. An e-mail request was sent which required potential participants to fill out a short pre-selection survey covering demographics, educational background, and professional experience. Given the nature of the study, participant selection for this qualitative study was intentionally purposeful with selection criteria established to identify participants who could best inform our research questions and enhance understanding (Creswell, 2009; Sargeant, 2012) of real project management competencies used in higher education. As such, the primary criteria for inclusion were that the professional worked in the field of educational technology within a higher education context, either had a job title of “project manager” or had professional experience serving in a project manager role regardless of formal title or institutional context, had worked in that capacity for at least one year, and was available for an online interview. We selected these criteria to ensure that the participants were experienced professionals in the higher education context using project management. Of 25 educational technology professionals who responded, 13 met the inclusion criteria based on their background, job title, and experience. These individuals were subsequently invited and agreed to participate in the study.

Of the 13 participants, eight were female and five were male. Their ages ranged from 27 to 65 years old, and their work experience ranged from three years to over 20 years. Ten of the participants held doctoral degrees, and the remaining three participants held master’s degrees. All 13 participants worked in an educational technologically related role and either had a current title of project manager or previously held such a position. They all represented a diverse range of educational technology positions, including: two IDs, two senior IDs, two assistant professors, one associate professor, one full professor, four participants at a college director’s level (Director eLearning and Instructional Technology; Director of Training; Director, Professional Development and Training; Director of Teaching and Learning Excellence), and an associate dean. Five of the participants worked at public universities, three worked at private universities, one worked at a community/state college, one worked at a for-profit online university, one worked at a private, Christian liberal arts college, and two worked for independent instructional design service firms with major stakeholders in higher education. In total, eleven American states and one Asian country were represented.

In terms of project management experience, eight (the majority) participants managed project teams of one to five people; another four participants managed teams of six to 10 people; and one participant managed a team of 11 to 20 people. Only one participant reported having earned a formal project management certification. Of the thirteen participants, only one of the participants had a year or more of formal project management education or training; six had one project management course only; and another six had no formal project management training at all.

Survey and Interview Questions

The research team developed a semi-structured interview protocol of 11 open-ended questions intended to capture the essence of the specific project management KSAs that educational technology professionals who have served as project managers needed in order to manage complex projects. All questions were designed according to Patton’s (1990) Interview Guide Approach to ensure uniformity and to facilitate an open dialogue with the participants without leading them toward a particular response. Of note, the questions were deliberately designed using simple language and not the technical jargon found in the PMBOK. This decision was made to ensure the interviewees fully understood the language and intent of each interview question in the event they did not have formal project management education or training. Each interview question was reviewed by two IDs in higher education following a standard think-aloud protocol (Ericsson & Simon, 1984; van Someren et al., 1994), and minor revisions in diction and sequencing of questions were made to the original items. Appendix A features the final version of the interview protocol.

Data Collection Procedures

All 13 interviews were conducted with each participant individually using the online web-conferencing software, Adobe Connect. All questions were presented orally (i.e., the voice of the interviewer) and in written form on the screen to assist participants in the virtual environment and to keep the interviewees focused on the topic being discussed. The same member of the research team conducted all 13 interviews to ensure consistency in the data collection process. Each interview was recorded using web-conferencing software for subsequent transcription and coding. The software generated individual video files with audio, which could then be used for data transcription. Each interview lasted from 45 to 60 minutes across all participants.

Data Analysis

Data were transcribed using a professional transcription service and then analyzed using the Constant Comparative Method (CCM), described by Glaser (1967) as that which is “concerned with generating and plausibly suggesting (but not provisionally testing) many categories, properties, and hypotheses about general problems” (Glaser, 1967, p. 104). The CCM was selected because it can be used to generate theoretical explanations of the phenomenon–project management competencies used by educational technology professionals–with a large corpus of qualitative interview data. In the CCM, incidents applicable to each category are first compared (Glaser, 1965; Glaser, 1967). Then, within each category (i.e., open-ended interview question), each incident (i.e., participant response) was coded. The category was then reviewed to compare and determine the codes across participants. Codes within each category were generated, and then codes across categories were compared and integrated into a set of themes; for instance, the codes “communication skills” or “empathy” occurred across multiple categories and were combined to form a larger theme.

We maintained a detailed audit trail during both the data collection and analyses processes to establish the dependability and confirmability of the findings. To increase trustworthiness, two members of the research team independently coded two categories and discussed their codes for differences. Following comprehensive discussion, all other categories were coded by one researcher, reviewed by a second researcher, and discussed by members of the research team before codes were collapsed across categories and finalized to create an initial taxonomy of codes. The overarching themes “knowledge,” “skills,” and “abilities” were confirmed by looking within and across the taxonomy to discover relationships.

As mentioned previously, three dominant themes emerged during data analysis: knowledge, skills, and abilities. Additionally, contextual information supporting these themes is provided in the following sections, including the project manager responsibilities and stakeholders, project management certifications, and project management technology resources. Additionally, we present our coding properties and categories in Appendix B

Responsibilities and Stakeholders

Common job responsibilities of the participants in higher education included managing both online and blended course design, development and improvement efforts for courses, training and professional development, faculty and user support, student support, staff support, training and technical support, or maintenance initiatives. In order to provide context and insight into their work environments, participants were asked about the primary stakeholders that they served as well as those that they viewed as most critical to their projects. Since all of these participants represented the higher education context, eight of them cited faculty members as being their critical stakeholders, and five others stated that their funding sources were the most critical stakeholders. Provosts and supervising partners were also mentioned as critical stakeholders in projects. In terms of primary stakeholders, participants mentioned the organization, learners, end-users, university administration, executive boards, program directors, and design departments.

Project Management Certification

While most of the participants recognized the extensive knowledge gained through formal project management certification, responses were largely mixed in their support for formal certification as a means of acquiring a ready skillset for managing real projects in the field. Instead, participants emphasized that the educational technology project manager should know the needs of the organization and client when opting for or against certification. One participant highlighted project management skills over project management certification, stating that “[c]ertification might [emphasis added] help you get clients. It's like if you're a small person consulting sort of job, but whether you have that or not, the schedule would be critical because you're not going to have that ability to bring in departments on time and on budget.” Another reflected:

So, I don’t have one, so I can’t say that there’s an advantage to it [emphasis added], but had I not had the two (project management) classes I took, I think I would be behind the eight ball. [For instance,] I don’t think that I ever would have understood that this is an 80-hour project, not an eight-hour project . . . And we know in the tech world nothing is perfect, and nothing works the first time through. So,  in the absence of taking a class, I can see why a certificate would be beneficial, in giving you that background knowledge [emphasis added].

Still other participants were entirely against the idea of getting formal project management certification as an essential requirement for managing educational technology projects in higher education. One participant taking this position stated:

Not PMP. They're still too wedded to linear models that really end up being games between project managers and the people who do the real work. I’ve never met an engineer who knows what’s going to happen more than two weeks or three at the most anyway. So I know PMP is popular. I know that certificate commands a pay grade. So there is a value to it. I don’t necessarily think it’s that helpful in managing [instructional design] or performance consulting work. I’d be very curious to start seeing what happens as you start seeing certifications wrapped around agile [certification] . . . You know, it’s like, I would be far more interested in an agile [certification] that was actually focused on E-learning or performance support, performance improvement kind of thing.

Although there is no consensus of support for project management certification, several participants shared their experiences working on both ID projects and for higher education organizations of different sizes. They noted that the size of the project or organization may influence whether certification is necessary. Specifically, if the project or organization is large, then professional project managers may actually take the place of IDs who are focused on project management. Such professionals who focus solely on project management may actually benefit from gaining project management certification. However, for IDs working on smaller projects as part of smaller organizations, the likelihood of becoming an ID project manager increases. Therefore, whether project management certification is necessary for these project managers is more of a personal decision rather than essential. The key in this case is to acquire the essential project management KSAs, either through certification, other training, or through professional experience. One participant explains that “[f]or projects [which] are big and complex, I'd much rather have someone who specializes in project management and can run four or five difficult projects for me at the same time.” The same participant then elaborated that:

If you're going to only work in big organizations, it may not be as critical for you. Then it probably limits your options later on . . . for me it was important. Not to have the certification, but certainly to have the skills. [For instance,] it allowed me to manage when I was independently running projects. Now, it matters less to me [in the larger organization] because I'm going to specialize and hire people who are just project managers. As you move into larger organizations, I think it's better to specialize in that, so we use project managers. And that's what they do, they're not [IDs]; they're people who are trained and learned project management.

Project Management Technology Resources

The technology resources that project managers need to use when managing educational technology projects span across KSAs. Technology resources are some of the more tangible tools and techniques that practitioners use and can include both hardware and software tools developed specifically for project management or other general productivity purposes (PMI, 2017). The technology resources mentioned by the project managers were vast, and many reflect the professional preferences of a particular respondent or the needs of their organization. For simplicity, some of the resources and their stated purposes are summarized in Table 1. The technology resources listed can be linked to project management processes (e.g., the process “develop project charter”) defined in the current version of the PMBOK. Participants did not identify a single technology resource that was universal to the craft of project management. However, several general purposes and technology resources did reoccur across the participants. We noted that many of the technology resources and stated purposes listed are for communication management functions (e.g., team collaboration) among the various project stakeholders or focus on schedule management functions and include things like collaborative calendars, Gantt charts, and to-do lists. What is clear is that these project management professionals must be abreast of multiple technology resources to function in their work environments.

Resources: Technology and purpose in project management.

All 13 participants had academic backgrounds in educational and instructional technologies as well as e-learning and learning technologies, both of which they highlighted as essential to their role as project managers in the field of educational technology. They perceived their academic backgrounds as providing them with essential educational technology project management knowledge in the following areas: instructional design models, practice, and theories (11 participants); learning and pedagogical theories and strategies (4 participants); learning sciences (2 participants); or research, data analysis, evaluation and assessment (3 participants). One participant stated that an “academic background in instructional design teaches you how to problem-solve. It teaches you how to keep goals, project goals, long-term organizational goals at the forefront of your planning.” Meanwhile, another participant said:

[Project managers] have to have a good command cognitively of the elements that make up the instructional design model that they're using in the project. In, you know, whether it's ADDIE [Analysis, Design, Development, Implementation, and Evaluation] or some other model that they're using rapid prototyping or whatever. As the project manager in successfully managing that project they have to know . . . be well versed in that particular model and the tasks associated with each phase of development within that model . . . So that kind of knowledge is important.

Several participants mentioned that their academic backgrounds gave them confidence to communicate with their project team and stakeholders. They acquired the vocabulary to communicate with their stakeholders, be it pedagogically, or through research or leadership. One participant stated, “I found that it helped me to have confidence speaking to some of these people who had been working with many of these things for a long time.” Another stated that he “was able to translate the vocabulary of the field into common language,” while yet another stated that it gave him credibility with his stakeholders. All participants highlighted the importance of project management skills as essential to their roles. They cited knowledge gained through prior teaching experience, professional experience as an ID, experiences with diverse projects, and other types of professional opportunities as valuable to project managers in their field.

General Business and Institutional Knowledge

The first category of “essential knowledge” relates to the higher education institution itself, that is the context in which educational technology project work is done. By being cognitively aware of the organizational context in which educational technology projects are situated, the project manager ultimately becomes more effective at aligning project-level goals with the greater strategic objectives of the institution. Regarding the institution, all 13 participants voiced the need for educational technology project managers to have various types of general business and institutional knowledge. In particular, all 13 participants stressed the importance of having professional levels of interpersonal intelligence and strategies and having broad familiarity with the commonly used technologies and tools needed for conducting office work, managing projects, or performing instructional design and development tasks. Although most of the participant responses about the category of “interpersonal intelligence” were directly centered on a variety of soft skills and not necessarily knowledge , it is evident from their responses that having an active understanding of the complexities of social interaction as well as the motives, perspectives, and needs of the people around them is essential when managing even the simplest of projects in the educational technology field. Likewise, such an understanding of complex projects also requires deep knowledge of implementation strategies for the various interpersonal skills reported. The importance of knowing how and when to use a particular skill or ability was a common theme among all 13 participants.

In support of having broad awareness of various technology resources, one participant stated:

I think it's also important for a successful [instructional design] project manager to at least have a working knowledge of various programming languages, video production terminology, [and] graphics-production terminology. I'm not saying that they need to be programmers or video producers or graphic artists, but they certainly need to know how to communicate within those specific genres associated with the development of a course, or a program, because absent that communication they're not gonna be able to handle those elements of the project.

Other types of general business and institutional knowledge that emerged throughout the interview process include: knowledge of communication strategies for working with diverse project team members and stakeholders (7 participants); being well-versed with various work prioritization tactics (4 participants); decision-making strategies (2 participants); ethics and copyright laws (2 participants); research techniques (2 participants); consulting, collaboration and general budgeting concepts (2 participants); and principles of emotional and organizational intelligence (4 participants). In emphasizing the principles of emotional and organizational intelligence, one participant stressed the importance of “knowing how the organization works so you can work that organization. So how are things done? Who’s where? Where are the big paying points? Where are the opportunities? What’s the nature of your business? What things are keeping people up at night?” Similarly, another participant added that the educational technology project manager should be “[e]motionally intelligent enough, socially intelligent enough to quickly determine what it is the stakeholders need, and then focus the communication directly to that need, and that's it. Nothing else.”

Project Management Process Knowledge

The second category of knowledge to emerge was “project management process knowledge.” Participants noted that educational technology project managers needed comprehensive project management process knowledge to help guide them through the various overlapping phases and processes involved in managing multiple and diverse projects. When asked what type of knowledge is deemed essential, one participant emphasized knowing the basics of integration:

[Project managers] need some basic project management skills, knowledge in order to keep track of all the various pieces that have to come together, and as we both know instructional design is an organic process. It's not as linear as we would like to think it is. And so, lots of details, and lots of things that could fall through the cracks with someone who is not attentive to those types of details and keeping everybody on track.

Other participants not only recognized the importance of knowing project management basics, but also stressed a core responsibility of the project manager is knowing how to allocate and manage with finite resources to achieve the project goals. One participant stated:

I think understanding the phases of project management , and understanding when you have more flexibility, when you have less [emphasis added]. You know, there’s a curve that tells you, you know, the further you get into a project, the more costly and the less effective changes become. So understanding that and managing with that knowledge is very important.

Among the core project management areas identified by participants as requiring a certain depth of knowledge include: project team management (12 participants), project management foundations and practice (7 participants), project scope and needs assessment (7 participants), project scheduling and time management (5 participants), stakeholder engagement (3 participants), budgeting and cost management (2 participants), and resource estimation and management (2 participants). Within the largest of these subcategories of project management knowledge--“project team management”--participants emphasized the need for the project manager to understand the roles, skills, and abilities of the team members: (6 participants) in order to be successful. One participant explained this idea in this manner:

As a project manager you really have to have a solid understanding of the roles that you’re managing, right? It doesn’t mean that if you are managing a content developer, and a content designer, and a media developer . . . It doesn’t mean that you have to be able to build the media. It doesn’t mean that you have to have that same attention to detail that a content developer does or that you have to be able to master or have a mastery of all of the, you know, learning theories or design approaches that an [ID] does, but you do have to have an awareness of what all goes into that . . . in order to be able to appreciate the process and also estimate how much time it’s going to take for that process.

In terms of engaging different stakeholders, six participants mentioned the importance of understanding scope definition and the challenges associated with it. One participant explained:

You know the scope of work [that the stakeholder is] going to come up with is going to be, you know, huge. And so one of the things that we did to help on the project management side is in the early analysis stuff, we just put in a whole bunch of questions from one deliverable to the next. Are you scoping this appropriately? Is this appropriately scoped?

Still another participant emphasized the importance of knowing the scheduling and time management needs of the project and the individual team members. (Although all participants managed teams as a project management responsibility, some of the participants had sole responsibility for project and team scheduling.) However, on this participant’s team, each member was responsible for scheduling the completion of their own tasks:

[Those on the team] do typically two levels of scheduling. There’s a high-level schedule that’s major project milestones. The other level of schedule is a lot more detailed, and we’re calling those serial review schedules. And it’s how a team will take a particular deliverable and the process that they use to get that deliverable out and through everybody for review.

Instructional Design Knowledge

In addition to having broad business and institutional knowledge as well as project management process knowledge, the third category of knowledge to emerge was “instructional design knowledge.”

All 13 participants felt that educational technology project managers need a solid understanding of instructional design in order to effectively manage projects, team members, and stakeholders in the higher education environment. Project managers need to have a wide range of foundational knowledge in their field to recognize and coordinate the many interconnected parts of their projects. For instance, one participant stated:

I don’t have to be a content expert in the area; that’s the faculty member’s job, or the subject matter expert. My job is to have knowledge of instructional design theories, pedagogy, best practices, and then take their [faculty or subject matter expert] content and their goals, and put it in, put it to work. So to me, the knowledge of the instructional design theories, pedagogical theories, brain research, you know, understanding how students learn.

All responses related to the category of “instructional design knowledge” fell within the areas of instructional design best practices (6 participants), instructional design models and theories (5 participants), and learning and pedagogical theories (4 participants). The importance of project managers getting real-world knowledge through professional experience working on instructional design projects – with real people and a variety of modalities – was a common theme of the participants. One participant summarized this perspective by stating the following:

[As project manager,] you do have to be up on best practices, in terms of course design, in terms of working with the subject matter experts. Some of those interpersonal skills are really important, and if you don't have that ability to work with people, you're not even gonna get off the ground with a project management project or course design or other.

All 13 participants stated the importance of being knowledgeable of the basic ADDIE model or other design-based approaches to managing projects , and eight participants highlighted the importance of backward design to their job roles. One participant explained this in the following way:

My project management probably looks a lot like an instructional design model. So the instructional design model is gonna be[,] what would the outcome be? And what are the assessments? We really have moved in the last several years to using the backward design model. And so we look at, what are the outcomes. Then, how are we gonna assess whether we got to those or not? And then what are the steps in getting there in terms of project management?

Another participant described her approach to project management through a design-based lens:

We really use these days more of a design approach [in which] we have a spiral model, and the integrative approach where we try to turn out a prototype, test the prototype, modify the prototype in a continuous cycle like that. So, we've gone over time from the more waterfall approach to much more of this cyclical design thinking type of approach.

Yet another approach mentioned was a focus on performance improvement, or the human performance technology perspective. A participant with this perspective stated:

We look at all this stuff through a performance improvement lens . . . We frame it within the context of, you know, we either have a problem where people aren’t doing what they need to, or we’ve got a future opportunity where we need people to do something different than they are. And when you frame things that way, you need to start looking at, you know, what is the gap in performance? What is the difference between expected and actuals? And given that difference, is the gap worth closing? And given a gap that’s worth closing, what are its causes?

Participants preferred specific approaches, such as iterative or performance improvement approaches, and provided examples of different models they used in their jobs. However, they all stressed knowledge of different models as an essential part of the project manager’s repertoire. While all 13 participants identified instructional design models that they used in their own practice to manage projects, some also mentioned the importance of having knowledge of proprietary models, of agile project management approaches, of rapid-prototyping, of active learning, and of program review processes as useful for project managers. One of the participants even acknowledged that intuitive and informal systems to managing projects have their place as well, instead of just a focus on “Gantt charts and rigorous documentation.”

Just as gaining knowledge of instructional design through experience was a common theme, acquiring project management skills through hands-on experience was also a commonly discussed topic across participants. The nature of such experience occurred within both formal training and professional contexts in the workplace. To illustrate the importance of hands-on experience, one participant commented on the importance of a project manager being able to differentiate between the roles of ID and project manager yet interconnect them again when needed.

Another participant noted the value of having real experience in actual course design in order to manage projects:

[As a project manager,] you still need some real background of what course design looks like, and what kinds of things are appropriate in an online or a hybrid or a face-to-face setting. You know, you have to know that certain types of learning activities are gonna work in one modality or another or be more effective or not be more effective.

In terms of essential skills needed to manage educational technology projects in higher education contexts, participant responses fall within one of four dominant skill categories: project planning and management (90 references across participants), general management and design skills (35 references), interpersonal and communication skills (33 references), and intrapersonal (i.e., self-mastery) skills (18 references). Of these four overarching categories of essential skills, 24 separate subcategories were also identified and are discussed in this section.

Project Planning and Management Skills

Within the first category, there are nine subcategories of skills that directly relate to planning and managing various project components. These subcategories reflect nine out of ten knowledge areas of the PMBOK. Particularly noteworthy is that all 13 participants considered it essential for the educational technology project manager to have skills in the areas of “determining project scheduling strategy,” “determining project scope and needs,” and “developing the project team.” In relation to the “determining project scheduling” category, one participant noted various elements needed to show these skills:

Well, you want to know what are the outcomes that you're gonna have at the end of that project. And so thinking from a management perspective, it's breaking it down to the tasks and so forth that need to be done, setting up some sort of timeline for that with milestones and so forth, and looking at what kind of resources you're gonna need for those kinds of things.

Yet another participant discussed the need for scope-management skills, while a third participant discussed various sub-skills needed to become skilled at “developing the project team”:

You will also need to be able to build and appreciate rapport with others, right? You have to be able to empathize, ‘cause I mean it’s very easy for a relationship to become adversarial, right, for whatever reason. Maybe the person’s having a bad day. It can become very adversarial and you need to be able to empathize with them and not just react when you’re having that. . . . But one of my early project managers, he was amazing at, first of all really appreciating his team, and appreciating our needs to work well together, right? You have to be able to recognize when your team needs some bonding moments in order to get over the finish line or whatever, and when you need to be a little bit silly.

Another essential project planning and management skill that was discussed by a large majority of participants is managing stakeholder engagement (11 participants). In one discussion, a participant referred to the project manager as a “consultant-collaborator” with the stakeholders and the project as “surfing,” in which “everything is going to move underneath your feet as you're going along.” In this discussion, the participant implied that most project management processes, including the management of stakeholder engagement, involve some type of surfing:

And so if you think about the other aspects of project work, one of those aspects is consulting and collaborating with your client in ways that don’t let them do stupid things, and in ways that shape their expectations, and in ways that are collaborative because they know how their organizations work; we don’t. And so we have to find this kind of balancing point between the strong suits of [ID]/performance consultant and clients.

General Management and Design Skills

In relation to general management and design, all 13 participants identified having broad technological skills as crucial for the educational technology project manager in higher education. Participants stated that project managers should be skilled at using information and communication technologies, using project management software, designing project charts, and using other scheduling and budgeting tools. Some participants also emphasized the importance of having broad skills in programming, video production, and graphics production for project managers. Participants agreed that the educational technology project manager needs to have some skills in using common productivity technologies (e.g., Microsoft Suite, Google Docs, Microsoft Outlook) for general day-to-day purposes. Still other participants highlighted skills in using project management-specific software such as Microsoft Project.

Other general management and design skills mentioned by participants fall within one of three additional subcategories: general management skills (10 participants), research skills (9 participants), and instructional design skills (3 participants). The first of these, general management skills, consists of various miscellaneous skills mentioned by two or fewer participants each. These include skills like creating project value (2 participants), determining the project management approach (2 participants), and using agile (2 participants) and linear (2 participants) project management models. One participant listed the research skills needed by project managers:

. . . so, the ability to conduct focus groups, the ability to write a survey and implement a survey, and then review the data, analyze the data, come up with hopefully a learning solution or a problem solution at the end of those analyses that we do.

Interpersonal and Communication Skills

All 13 participants placed great emphasis on general interpersonal skills (i.e., people skills) and communication skills. Like general management skills, the skillset identified as general interpersonal skills includes a synthesis of various interpersonal skills, each of which was mentioned by two or fewer participants. Skills in this general category include assertiveness (2 participants), collaboration (2 participants), diplomacy (2 participants), empathy (2 participants), listening (2 participants), negotiation (2 participants), confidence-building (1 participant), and teaching (1 participant). As for communication, although all 13 participants identified communication skills as essential when dealing with stakeholders, clients, and team members, there were two major areas of emphasis into which communication skills fell: clear and consistent communication (9 participants) and general project communication (8 participants). Regarding project managers maintaining clear and consistent communication, one participant talked about being able to explain a concept in multiple ways and that “[y]ou have to be a good communicator. You have to be clear. And realize that even though you think you're being clear, you have to realize how the other person needs to hear it in order for them to understand it.” Another participant described clarity in communication in terms of careful articulation of project outcomes based on realistic expectations:

It’s [our] role, I think, to listen, to take what [faculty] say and then be able to craft that into a very tangible measurable outcome. And be able to articulate that back to the client, so to speak, the faculty member, the academic department, whoever might be initiating or ultimately using this piece of instruction so that you’re clear that you all have realistic expectations.

As for having general communication skills, the same participant explained this type of skill as “keeping everyone informed, assessing the progress, setting up milestones” and that everything needs to be “guided towards that shared vision.” In relation to essential communication skills, not only did the participants emphasize effective communication for project managers, but they also stressed skills in managing expectations, input, and communications between stakeholders and the project management team.

Furthermore, according to participants, project managers who have well-developed interpersonal and communication skills are better equipped to “acquire the right team members” (3 participants), “understand team roles and assign them according to team members’ skills and abilities” (8 participants), and “facilitate team collaboration” (6 participants) for successful project completion on the timeline. One participant reflected:

. . . the most important [element for project success] really is that collaboration and communication piece because [the team] start off as strangers, and if they're going to do well in the course, they need to work through storming and norming to become a high performing team. And they're going to do that because everybody is in on this, even people with a lot of experience. They’re going to slip schedule, and they're going to have to overcome it.

Finally, in addition to the categories previously mentioned, project managers need to have background knowledge on the strategies needed to develop emotional intelligence (discussed under “Knowledge” above), three of the participants underscored that skills related to emotional and social intelligence are most vital to deal with a wide range of relational scenarios that a project manager may face when working with a diverse team or set of stakeholders.

Intrapersonal Skills

Within this category is a set of widely varying general intrapersonal skills that all participants argued were important to project managers. These include understanding oneself, particularly those desires, intentions, moods, strengths and weaknesses with which each person must live. Although all 13 participants cited skills that fall within the category of “general intrapersonal skills,” only two types of “self-mastery” skills were identified as essential by three or more participants: personal time management (5 participants) and focus on details (3 participants). Other intrapersonal skills identified include an appreciation for process (1 participant), flexibility and adaptability (1 participant), taking initiative (1 participant), possessing organization (1 participant), having persistence (1 participant), self-reflecting (1 participant), maintaining self-responsibility (1 participant), and having tolerance for ambiguity (1 participant). One participant summarized her view:

I think you have to have a high tolerance for ambiguity, in the initial stages of the project, because a lot of times when you’re working with clients, they may not know what they want, and they may have just a vague idea, and you kind of got to be willing and able to go with that and sort of explore the outcomes that you’re trying to achieve as you move forward.

The third and final dominant theme that emerged in the data is “essential abilities,” or “the capacity to perform an activity” (Ritzhaupt et al., 2010, p. 427). As for essential abilities that project managers need to manage higher education projects, 42 distinct ability statements were identified across participant responses, and each ability statement aligns with one of 11 overarching ability categories. Of these 11 categories, nine directly relate to managing various project aspects and, interestingly, align rather closely with nine out of ten knowledge areas of the PMBOK. The nine categories of abilities that align with the PMBOK include using and managing resources (54 references across participants), managing stakeholders (17 references), managing schedules (15 references), managing communications (12 references), managing scope (9 references), managing project integration (8 references), managing cost (4 references), managing risk (3 references), and managing quality (1 reference). The two remaining categories of abilities in this study include general “project-wide” abilities (59 references)–which apply across multiple project phases–and industry-specific abilities (12 references). This section provides an overview of those abilities cited most often by participants–and thus deemed essential.

Project Management-Specific Abilities

The PMBOK (2017) standard tells us that a primary project management goal is “to meet the project’s objectives and stakeholders’ expectations” (p. 53), which is accomplished through balancing “the competing constraints on the project with the resources available.” In alignment with the primary project management goal of managing stakeholders, the one ability statement for which all the participants in the current study agreed was the ability to proactively manage stakeholder expectations and engagement (13 references). In a discussion on engaging and managing the expectations of faculty stakeholders, one participant stated it like this:

I would say proactive. Getting back to that sort of people skills, you kind of have to manage your client, sometimes the expectations to the client, but sometimes the actual getting input from clients. Again, university faculty are typically pretty busy people. And their job description isn't necessarily centered around instructional development.

In the area of scheduling, all participants considered it essential for project managers to be able to develop and follow a project schedule (13 references) in order to manage time contraints. To highlight the importance of being able to develop and follow a project schedule, one participant mentioned that “all of those aspects of producing, of course, successfully, and adhering to a project management plan or timeline . . . If the project manager is not knowledgeable about those kinds of details, those can actually be the fly in the ointment that holds up the project from being delivered on time and within budget.”

Similarly, most of the participants believed that various communication-related abilities were a vital part of the educational technology project manager’s arsenal. However, while 12 participants deemed it essential to be able to communicate clearly, openly, and constantly in order to manage project communications, the emphasis of each participant varied widely. For instance, one participant stressed the ability to communicate clearly, while another focused on the ability to communicate in a transparent manner with an “open-door” approach to communications. Yet another participant highlighted the ability to focus communications to meet the needs of the stakeholders:

And so, part of the project manager’s responsibilities might fall in the area of negotiating different timelines or different resource options that might be available. So some negotiation skills, I think, are helpful as well, but good, solid communication skills, and understanding what it is each of these stakeholder groups really needs to know in order to make a decision . . . and that's where the communication needs to be focused. I work with a lot of instructional design graduate learners who want to go into a lot of lengthy explanation about the process, about the value of instructional design, about how it happens, who all's in. And these stakeholders, they don't care. That's not what they wanna know, so the instructional design project manager needs to be political enough to quickly determine what it is the stakeholders need and then focus the communication directly to that need.

In relation to using and managing resources, all 13 participants deemed it essential that educational technology project managers have the ability to use common technology software and terminology for instructional design projects. Although the types of technologies mentioned varies, participants all suggest that having the broad ability to use technologies and associated terminology is essential to communicate with people managed by a project manager.

Similarly, most of the participants further delineated the ability to use common project management software (10 participants), such as Microsoft Project or Gantt charts, as essential.

Other common overarching ability statements related to overseeing resources include managing people (9 participants) and managing all (non-human) resources (8 participants). In relation to managing people, one participant noted that “[i]t comes down to the management piece of it though. Of how do you effectively manage people? I think [that is] the key to me at least.” Likewise, key statements that various participants used to describe the ability to manage all resources include “identify resource requirements,” “estimate properly,” “allocate resources to accomplish an end,” and “you have time, money and resources, and you have to balance those out.”

The final two categories of essential project management-specific abilities include: managing scope (9 participants) and managing project integration (8 participants). Of these dominant categories, the specific participant statements of essential abilities include determining the project’s scope of work (9 participants), developing and following project plans and tools (4 participants), and evaluating project outcomes and status (4 participants). To this end, a participant noted that:

Spending time to [develop and] really assess what the client wants, what’s expected, and then articulating that so that the whole team understands it, I think is where it all begins. And then once you have that, then it’s basic instructional design and project management. What are the milestones? What are the steps? Who are the people? What are the resources? What are the timelines? And then just planning the rest of it and working that plan.

Finally, while some participants noted useful abilities related to the larger project management categories of “managing cost,” “managing risk,” and “managing quality” (4, 3, and 1 participant[s] respectively), ability statements in these categories were not widely mentioned by the participants.

General “Project-Wide” Abilities

In the current study, all 13 participants recognized the need for project managers to have general abilities that apply across project tasks, phases, or even the life of a project. Altogether the participants identified 18 distinct “project-wide” ability statements. Within this category, only one ability statement was held in common among most participants. The ability to apply general interpersonal skills was discussed by 12 of 13 participants. One participant described the importance of this ability in the following way:

So the first and foremost is the people skills, or rather people abilities. You’ve gotta be able to relate; you have to be able to listen, what is their end goal, you know, what do they wanna achieve, and they’re gonna tell you, they want to do 1, 2, 3 and achieve X, Y, Z, and you have to figure out how to make them understand [participant laughs] ‘cause they’re two different processes coming together.

Yet another participant focused instead on project managers possessing an interpersonal skill such as assertiveness, which he termed “the ability to push in a nice way.” He further elaborated that “you wanna remain friendly, but you’ve got to, you know, with each successive message or phone call, you’ve got to up the pressure to perform.” Only one specific interpersonal skill–the ability to work well with others (7 participants)–was a shared response by more than half the participants. While there was broad variety among participants regarding which general project-wide abilities are essential, three particular ability statements were discussed by at least five participants. These include the abilities to apply different project management lens to each project (6 participants), to apply suitable project management principles (5 participants), and to manage diverse project details (5 participants). In the words of one participant:

The last part of this project beast is the notion of the project management. How do you deliver quality work on time within budget? How do you manage changes? What kinds of project management approaches do you use given the kinds of risks that you need to mitigate in the project? How do you identify and classify “risk?” How do you work with others to mitigate those? And, you know, in order to deliver quality work on time and budget that the client’s actually going to value, because at end of all this stuff, you deliver value behavior change in the workplace.

Industry-Specific Ability

Although participants in this study only identified one ability statement that applies to the level of the industry or organizational context, this ability statement represents a significant consensus among the participants. Specifically, 12 of 13 participants noted the importance of having the ability to apply instructional design principles and theories of teaching and learning. For instance, one participant this ability in the following way:

My job is to have knowledge of instructional design theories, pedagogy, best practices, and then take their content and their goals, and put it in, put it to work [i.e., to apply it]. So to me the knowledge of the instructional design theories, pedagogical theories, brain research, you know, understanding how students learn . . . 

Before drawing conclusions and interpreting the findings of this study, it is important to take note of the limitations of this study. This is a qualitative inquiry with an intentionally small and homogeneous sample, and as such, these data should not be generalized to the larger population of educational technology project managers. Instead, these results should be viewed as “transferable” to the reader’s professional experiences and background in their contexts. Further, the participants in this study were largely representative of the United States as they were recruited from AECT, and participants practiced project management in the context of higher education settings. Readers should be cautious in transferring the findings of this study to other educational technology contexts (e.g., the military), and especially, other disciplines (e.g., construction management). Also, we only interviewed participants on one occasion, and we did not collect additional data sources (e.g., each participant’s resume or curriculum vitae) to triangulate the findings from the study, which could have enhanced the validity of our results. Finally, the participants in this study served as the source of expertise (per our selection criteria) about educational technology project management in higher education. Thus, our findings are subject to the experience of the professionals in our limited sample. The results of this study may be applicable to other educational technology professionals with project management experience in higher education.

With these caveats in mind, this research has expanded our understanding of the project management competencies of educational technology professionals working in institutions of higher education. The findings from our study illustrate that educational technology professionals practicing project management must possess a wide variety of competencies to fulfill their roles and responsibilities. Consistent with previous research (Ritzhaupt & Kumar, 2015; Kumar & Ritzhaupt, 2017), our findings show that educational technology professionals in higher education identify faculty members as being their primary stakeholders. Although students are the main audience of much of the project manager’s work, faculty members are often perceived as both the client and subject-matter expert in higher education settings. The participants in our study all had academic backgrounds in the broad field of educational technology with formal training in topics like learning theories, instructional theories and strategies, instructional design and development models, learning sciences, research, data analysis, evaluation, and assessment. However, six of the participants had no formal training in the craft of project management. This finding is consistent with the reality that many educational technology programs do not offer coursework in project management (van Rooij, 2010; van Rooij, 2011).

The participants in this study blend instructional design model processes with project management processes to guide their work efforts and manage their projects effectively. This is not an unusual practice in the field of educational technology with educational technology professionals using methods like rapid-prototyping (Tripp & Bichelmeyer, 1990) or agile methods (Sweeney & Cifuentes, 2010) to serve as the project management function. Several of the participants noted using the principles of backward design to guide their creations and project efforts (McTighe & Thomas, 2003). Instinctively, the educational technology professionals are using project management processes, tools, and techniques without having detailed knowledge of formal project management methodology. Their knowledge of project management processes is often derived from the experiences of implementing their product development life cycles (i.e., instructional design models) with customized features. It would appear that educational technology professionals are tailoring instructional design models with custom project management processes to function within their work environments. Regardless, several of the professionals are unconsciously using formal processes mirroring the PMBOK without ever having been trained in this subject.

This is not to say that the professionals in this study did not have some background in formal project management. After all, more than half of the participants had taken at least one course in project management during their academic preparation. Several of the project managers described traditional project management processes, tools, and techniques, including things like defining and managing scope, estimating activity resources and durations, developing budgets, or developing schedules and timelines. Participants also noted that they used applications like Gantt charts, the critical path method, and project management software. The participants did not necessarily use the formal language presented here to describe the ideas, but nonetheless, the principles and ideas were still present in their narratives. Consistent with prior research (Ritzhaupt & Kumar, 2015; Kumar & Ritzhaupt, 2017; Kang & Ritzhaupt, 2015), educational technology professionals in higher education must be abreast of a wide variety of information and communication technologies, ranging from standard productivity tools like word processors and spreadsheets, to authoring packages to Learning Management Systems (LMSs) and cloud-based tools for collaboration. These tools are used for a range of purposes, to include scheduling, budgeting, conferencing, planning, communicating, storyboarding, and version control. It is therefore clear that project managers in the educational technology context must develop competencies in a wide range of processes and tools.

Also consistent with prior research, the role of communications skills and the ability to work with diverse stakeholders floated to the top of the list for many of these educational technology professionals (Ritzhaupt & Kumar, 2015; Kumar & Ritzhaupt, 2017; Kang & Ritzhaupt, 2015). Communications management and stakeholder management are two of the ten knowledge areas described in the PMBOK and are incredibly important competencies to develop as project managers. After all, Schwalbe (2015) reported that project managers spend as much as 90 percent of their time communicating with project stakeholders. Educational technology professionals serving in the project manager role also have to carefully balance client expectations with the resource constraints of the work environment and effectively lead project team members to achieve goals that are sometimes unclearly defined yet progressively elaborated as time passes. Both written and oral communication skills are essential to this role; project managers must be effective communicators and develop expertise in engaging with and managing stakeholders from diverse backgrounds. These findings are also consistent with the competencies described by the PMI Talent Triangle in the newest edition of the PMBOK, which emphasize technical competence in project management and the importance of leadership and knowledge of the business domain – in this case, higher education (PMI, 2017).

The educational technology professionals serving as project managers in this study had varying attitudes towards the value of professional certifications in project management. Most of the participants saw value in project management credentials, while others felt the PMP in particular was too linear and rigid. Prior research in our field has also questioned the importance of certifications like the PMP for educational technology professionals (Brill et al., 2006). Even project management scholars have reservations about the value of the PMP to professionals managing projects across disciplines and contexts (Starkweather & Stevenson, 2011). Nonetheless, what is clear from this research is that many of the project managers in the educational technology context that we interviewed are practicing the ideas described by the PMBOK with or without consciously realizing they are doing so. The PMP is intended to certify professionals from any industry (e.g., construction management, information technology) so that they may practice effective project management on any type and size of project. Many of the educational technology professionals interviewed in this research were managing smaller teams (less than 20 team members) and smaller projects (i.e., projects with duration of less than 6-months, with budgets less than $75,000, and with fewer than 10 stakeholders). Some of the processes prescribed by the PMBOK might seem inappropriate for smaller projects; thus, the question of value remains unanswered in the educational technology context, particularly in higher education. More empirical research is necessary to determine if these credentials are truly leading to better project management in educational technology.

The interview data we collected from these project managers touch upon most aspects of the PMBOK (e.g., knowledge areas). Again, the participants did not always use the jargon of the PMBOK to express themselves during the interview; nor were they expected to do so. What we can conclude is that educational technology professionals are practicing varying aspects of integration management, scope management, schedule management, cost management, communications management, stakeholder management, quality management, risk management, and resource management in their regular work environments. In fact, they have developed their own tailored processes and domain expertise in these areas. Also evident in our data is that project managers are involved in the full life cycles of the projects from initiation to closing.

Though many aspects of the PMBOK were evident, there were also many aspects that were not present in our interview data. For example, we did not see as much evidence aligned with the processes within procurement management, which involves acquiring goods or services from vendors. Also absent from the interview data are specific project management tools, techniques, and processes outlined in the PMBOK and other project management literature. For instance, the Earned Value Management (EVM) method is a powerful and popular tool that supports the management of scope, schedule, and cost in an integrated mathematical framework supported by common project management software packages (Anbari, 2003). Quantitative and qualitative risk analyses were also not discussed, nor was the use of a risk register to manage the risk events for a project. The concept of a Work-Breakdown Structure (WBS) was also not mentioned directly, even though project management software such as Microsoft Project and Gantt charts were noted. These missing elements are likely a function of our interview protocol. However, future research needs to examine which processes are useful and which processes are not to project managers in educational technology working in institutions of higher education.

Recommendations for Practitioners

Professionals, professional associations, and academic programs may find this research useful in planning professional development opportunities and academic curricula. Project managers in our field can assess the extent to which these findings are applicable to their work environment and employ some of the many ideas presented in their own professional practices. Aspiring project managers can use this study to assess their current competencies and plan learning events to prepare them for this important role. Professional associations such as AECT, the Association for Talent Development (ATD), or the International Society for Performance Improvement (ISPI) can work to refresh their standards and credentialing programs (e.g., ATD’s Certified Professional in Learning and Performance) to target specific project management competencies relevant to the field. Professional associations, like the Online Learning Consortium (OLC), are already offering professional development experiences focusing on project management in higher education (OLC, 2018). Academic programs in the field of educational technology should start to address the gap in project management curriculum in our field by offering robust courses and authentic project experiences to prepare educational technology professionals for their increasingly complex work environments.

Recommendations for Researchers

Future research on the role of project management in educational technology is a fruitful research avenue with ample opportunities to address questions of both theoretical and practical significance. As the present study was an exploratory study using qualitative procedures, some of these findings may be useful in contributing to the development of a survey or other data collection tools for educational technology professionals working as project managers. A large cross-sectional sample of professionals across the United States, and even beyond, would provide useful information in understanding the roles and responsibilities of project managers within our discipline. This information is also useful for human resource professionals to acquire the appropriate professionals to serve in these roles. As this study focused on those individuals within a higher education context, it would also be advantageous to interview professionals in educational technology working in other contexts, like business and industry, the government, the military, or K-12 education. These data could be compared and contrasted to examine the moderating influences of the contexts in which the project manager works. At some point, we will have to examine the influence of credentialing systems like the PMP on the practices of project managers of professionals in the field of educational technology and the overall success of projects managed by those professionals.

Anbari, F. T. (2003). Earned value project management method and extensions. Project Management Journal, 34(4), 12-23. https://doi.org/10.1177/875697280303400403

Brill, J. M., Bishop, M. J., & Walker, A. E. (2006). The competencies and characteristics required of an effective project manager: A web-based Delphi study. Educational Technology Research and Development, 54(2), 115-140. https://doi.org/10.1007/s11423-006-8251-y

Cabanis-Brewin, J. (1999). Standards: the rallying cry of a growing profession. PM Network, 13(5), 39–42. https://www.pmi.org/learning/library/standards-rallying-growing-profession-pmbok-3583 .

Cicmil, S. (2006). Understanding project management practice through interpretative and critical research perspectives. Project Management Journal , 37 (2), 27-37. https://doi.org/10.1177%2F875697280603700204

Cox, S., & Osguthorpe, R. T. (2003). How do instructional design professionals spend their time? TechTrends, 47(3), 45-47. https://doi.org/10.1007/BF02763476

Creswell J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

Donaldson, J. A., Smaldino, S., & Pearson, R. (2007). Managing. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary (175-193). Location: Routledge.

Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: Verbal reports as data. The MIT Press.

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Januszewski, A., & Molenda, M. (2007). Educational technology: A definition with commentary . Location: Routledge.

Kang, Y., & Ritzhaupt, A. D. (2015). A job announcement analysis of educational technology professional positions: Knowledge, skills, and abilities. Journal of Educational Technology Systems, 43(3), 231–256. https://doi:10.1177/0047239515570572

Kumar, S., & Ritzhaupt, A. D. (2017). What do instructional designers in higher education really do? International Journal on E-Learning, 16(4), 371–393. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/150980/ .

McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55. http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/Backward-Design-for-Forward-Action.aspx

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Ritzhaupt, A. D., & Kumar, S. (2015). Knowledge and skills needed by instructional designers in higher education. Performance Improvement Quarterly, 28(3), 51–69. https://doi:10.1002/piq.21196

Ritzhaupt, A. D., & Martin, F. (2014). Development and validation of the educational technologist multimedia competency survey. Educational Technology Research and Development , 62 (1), 13-33. https://doi:10.1007/s11423-013-9325-2

Ritzhaupt, A. D., Martin, F., & Daniels, K. (2010). Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis. Journal Educational Multimedia and Hypermedia , 19 (4), 421-449. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/34114/

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Schwalbe, K. (2015). Information technology project management . Cengage Learning: Boston, MA.

Starkweather, J. A., & Stevenson, D. H. (2011). PMP® certification as a core competency: Necessary but not sufficient. Project Management Journal, 42(1), 31–41. https://doi:10.1002/pmj.20174

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Sweeney, D. S., & Cifuentes, L. (2010). Using Agile project management to enhance the performance of instructional design teams. Educational Technology , 50(4), 34-41. www.jstor.org/stable/44429839

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Appendix A: Interview Questions

• Please talk a little about your academic and professional background. Do you think your academic background has helped you in your professional responsibilities? If so, how? (If not, why not?) Please explain.
• Please explain how your role fits within the organizational structure of your institution.
• (Who do you report to? Also, what function[s] do the team members play in your work?)

Project Management

• In terms of project management, how many years of formal (or formalized) experience managing projects would you say you have at this point?
• From your experience, what knowledge, skills, and/or abilities should you possess to be successful in managing projects?
• Who do you consider to be the primary project stakeholders you work with most frequently? Which of them would you consider to be most critical?
• Are project management models, processes, or standards useful in your job? If so, which ones?
• What type of project management preparation or training would you recommend for your position (if any)? What advantages are there in holding a professional certification in project management (if any)?
• What specific types of technology or tools do you use most frequently in your line of work when managing projects ?
• In your opinion, what general aspects of managing projects require the most attention and/or challenge in your role?
• What would you consider to be a successfully managed project?
• From your professional experience, what would you consider to be your greatest lesson learned about managing projects?

Appendix B: KSA Categories and Subcategories

KNOWLEDGE (3 Categories; 20 subcategories identified)

SKILLS (4 categories; 24 subcategories identified)

ABILITIES (11 categories; 42 abilities identified),  Corresponding to PMBOK Knowledge Areas (PMI, 2017, p. 25)

This content is provided to you freely by EdTech Books.

Access it online or download it at https://edtechbooks.org/jaid_9_3/project_management .

Project Management for Educational Institutions

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 The Education Sector in all its glory has embarked upon Project Management so that there are fewer issues in newer approaches, methods, and practices in educational institutions, be it schools, colleges, or other academic institutes. Assimilation of knowledge and delivery is vital to Project Management in the realm of Education. The role of advocacy in its productive entirety is whole and soul to the Project Management Professional. Good Governance is a priority to the educational project manager. Gauging the scope statement and it’s translation into definitive work and boundaries laid so as to not accommodate hassles in the different spheres of work involves the discretion and focus of an educational project manager. How the project manager carves that niche is key.

Education has gone far and wide. Project Management in Education has explored the horizons beyond the periphery. Technology and its convergence for the creation or renewal of a product or service is another different ball game altogether. Let’s begin.

Project Management In Schools

Schools run on advocacy. Right from sponsors to the government to the team of teachers coordinating a common plan and purpose for different standards and different divisions, subject-wise and overall processes, the project managers like Head Of Department or a Teacher cum Syllabus Co-ordinator or a Principal or a hired administrator will convene meetings, brainstorm a committee of teachers, have directional collaborative in place to carry out Project Management in Education Sector or rather by a wide definition, Project Management in Education. Project Managers take into account all the aspects involved in teaching, counseling, meeting student and parent relationship problems, abiding by the different Boards of Education in the gamut such as International General Certificate of Secondary Education (IGCSE), English as a Second Language (ESL), Central Board of Secondary Education (CBSE), the various State Boards, Indian Certificate of Secondary Education (ICSE), and more. So, technically speaking, schools don’t downplay project managers as they serve as the front end and backend together, central to the Charter and Work Breakdown Structure (WBS).

Project Management In Higher Education

This is another arena where project managers are responsible for handling and managing education at various academic levels. They chalk out policies, rules, and regulations, roles, and responsibilities, etc. with regard to delegation of tasks and an educational institution’s ambassadorship typical to career development funding, examinations, and training at various levels of Academics and vocational Guidance. They assign team members to tackle academic programs at bachelor’s, master’s, and doctoral degree levels. Project Management in Higher Education rolls out an entire host of events and integrates Technology at its best. Right from colleges to institutions for postgraduate degrees to campus internships to career exhibitions to interview training and assessment centers to personality and technical coaching, project management in higher education has evolved and grown. The cross-generational gap is abridged and allayed too by the roles translated at work by project-based teams and management committees, much advanced by project managers contributing to their feat in designing international accreditation based courses with the keen fuelled adherences of team members and internal & external stakeholders.

Project Management For Teachers

A teacher’s job is a noble profession; however, if coupled with Project Management for Teachers, the role takes on a new tangent. Be it schools, colleges, and various other educational institutions preparing students for global and national qualifications, teachers are defined by their experience and people-oriented and task-oriented skills. Their profiles suitably consist in the nature of project managers. There are many learning paths like Graduate Aptitude Test in Engineering (GATE), Common Entrance Test (CET), Test of English as a Foreign Language (TOEFL), Common Admission Test (CAT), Indian Institute of Technology – Joint Entrance Exam (IIT-JEE), and so on. There is certification in Project Management too. Teachers can get  PMP trained . PMP stands for Project Management Professional. It is a certification exam conducted by  PMI(Project Management Institute).  They then can work in Project Management in the Education Sector. The growth for Project Management in Education where teachers from any stream are involved is exponential.

Teachers can build their networks and land on projects competitively. They can launch projects for slow learners, for students with dyslexia, for students with dyspraxia, in counseling and personality assessment, in communities by introducing membership privileges, and so on. There is a ton of information on the World Wide Web, but I suggest also listening to YouTube on the scope for teachers in Project Management. I can keep citing examples such as teachers can take up time management training, training in regional subjects, career development, harnessing professional services like content for publications release, and the like, but only you can explore more. To give you a trick up my sleeve, check out our resources.

To conclude, stay on top of the game, read a lot, check with your network of friends, attend webinars, sign up for workshops, and a whole lot more is out there. I hope the content here has helped.

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Project Management

What Are the Special Aspects of Project Management in the Educational Sector?

Pavel Kukhnavets  / Oct 17, 2019

Educational project management requires constant communication between professors, teachers, students, departments, and sometimes between geographically-dispersed campuses.

In the XXI reality, they need a smart online collaboration solution that will provide them with such outstanding features as task management, scheduling, knowledgebase, easy project calendar , financial control, time tracking, and so on. 

Project management in the high education sector is not only about writing schedules, but it can also be anything from lesson and curriculum planning, to working on a new building or campus.

Universities and colleges must always care about integrated planning for infrastructure, retention management, academic assessment, maintaining financial projects to continue improving their institutional work.  Educational project management assists to overcome problems with organization, communication, and tracking.

So what is project management in education? In this article, we describe one of the most fundamental systems that every university and college must develop – the ability to manage projects. 

Often, professors and teachers in universities face the task of undertaking a new project but do not have appropriate tools to plan, conduct and complete it successfully.

What are the special aspects of project management in education? Are there any fundamental differences from any other management, for example, construction project management ?

In order to successfully apply the best project management practices and methods in universities and colleges, study the following common tips that will help you to approach PM in your educational projects. 

 5 Tips on How to Manage Projects in Higher Education

1. set smart expectations.

It is rather important to clearly define what you want to accomplish with a school or university management project. You need to be able to identify organizational issues and problems, and dream big about solving them.

Setting SMART goals at the initial phase of a project is where many people have an issue.

According to the concept, any goal should be:

2. Use the right data to compare

Before starting any project, it’s worth making sure you have the right data and can prepare it for its integration in any planning software. This can take time, but it’s crucial to begin as earlier as possible. 

Actually, the lack of good data records as the baseline to start an educational project can be one of the most common problems that many institutions may face.

3. Follow the scheme

Any educational project is a schematic process with a series of deliverables. It means that you need to find the right resources for each step of the way.

Higher learning institutions should clearly determine what services are required for project management and make sure they are focused on the needs you identify:

• the right project management methodology
• the right training
• the appropriate mentoring program

4. Apply right project assessment

Before starting any project in education, you should ask yourself whether the project is worth making at all. 

Determine if it’s a good use of the resources, what problem the project is trying to solve, and whether the project is the best way to fix it or not. This is particularly hard in colleges and universities as they tend to originate own projects rather than having them brought.

5. Collaborate and communicate your project

Project managers or specialists who are responsible for managing projects in universities should listen to a broad range of voices from across their campus before prioritizing, while also keeping an eye on quality.

High education offers a unique experience in building collaboration as there sometimes seems to be a divide between professors and staff, differing priorities between departments, and, the impression of a lack of shared governance.

Project management tools for educational needs

Project management software should create efficiencies not adding extra headaches to an on-going to-do list. Today you may try many of them and select the most appropriate software for educational objectives as well. 

Before implementing a new solution, be sure to understand how it’s best used, why it’s important and how it will save you time. 

Below we combine the most essential features relevant for the education sphere that most of the modern PM tools offer.

   Key Features of Project Management Tools for Higher Education

Transparent workflows.

A virtual Kanban board is the best-advanced alternative for sticky notes and sketches on a whiteboard. 

Convenient workflows help professors to brake courses down into single lectures and track all program contributions. Students get a transparent breakdown of all their assignments for every lecture.

Files storage

Every card on a Kanban board may contain all required files that will help both professors and students to complete their tasks. It is easy to add resources under the Files area to create the course program and share it with everyone involved.

Collaboration

Any discussion, brainstorming or a round-table meeting is better to run with the help of a collaboration tool, where it’s possible to gather all agenda points, make assigns, notes, to-do lists, etc. 

Prioritization

Prioritization techniques and frameworks are becoming more and more popular all over the world in various industries and spheres, including educational project management.

Students attend several lectures and deal with a high amount of assignments. They need to meet the required credit quota. 

Clear priorities for each homework and assignment will definitely make their lives easier. No need to use something complex, – simple prioritization methods such as MoSCoW or Story Mapping will perfectly suit. The frameworks, proposed by some popular project management software will also be helpful.

Advanced scheduling

People who deal with educational projects always stick to a process of project planning before any work begins. They need professional tools for strategic planning to always know what’s being done.

Completing tasks without planning ahead is not a good idea for professors and for students as well.

Smart roadmaps with timelines typically based on Gantt charts functionality help to prepare simple or detailed plans, where you can define all goals and break them down into smaller tasks that need to be taken care of.

Time tracking

Most of the popular project management tools offer the time tracking feature. They provide the power to better evaluate yourself and set more accurate estimates for the upcoming projects.

Applying project management in high education could be anything from lesson and curriculum planning, to working on a new building or campus. Use all beneficial features of a project management system to save time and reduce the stress of project management. 

Choosing the right project management tool can make a world of difference when it comes to collaboration and productivity within the educational sphere.

Take advantage of the opportunity to evaluate some of the famous PM tools and choose the best one that will fit your purposes. If you have some comments or more tips to add, please share them below.

 Bonus:  Project Management for Education book quick review 

There is a wonderful book of the same name that is worth reading and studying the subject as well because it provides readers with interesting insights and tips about how to succeed in educational project management.

Bernie Trilling, the author of “ Project Management for Education ” had been studying this professional area of professional project management and in his book, he makes the case that project-based learning is the best way to develop modern organizational skills and career abilities.

The Project Management Institute Educational Foundation proposes the following theses regarding project management for education:

• Learning projects improve the set of professional skills of students in the XXL century.
• Managing all the moving parts of motivating learning projects is equally useful for both teachers and students.
• Project managers are those people who know the most about managing projects.

The author provides a “two-in-one” guide for educators and project management professionals and demonstrates how the two fields can work together. 

This book will help to enrich the experience of students, educators and project managers to continue developing their own skills and meeting the challenges they face in the ever-changing world.

Wanna find more useful books about the subject and learn more about project management in general?

Feel free to delve our latest articles:

• 9 Books on Agile Project Management Worth Reading in 2019
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• 7 Best Project Management Tools For All Cases

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PBL for Pre-K Through Second Grade

Very young students can benefit from project-based learning, as these detailed steps for a project conducted by preschool students demonstrate.

Observation, exploration, and discovery are three main skills that young children (kindergarten to second grade) generally develop when they interact with their surroundings. Some children prefer to take time to observe the environment before moving around to explore, while others choose to immediately start actively discovering the wonders within the environment. Nurturing an environment that ignites curiosity and facilitates exploration, therefore, is paramount.

Early-years educators who work with children 2 to 7 years old play a pivotal role in laying the foundation for lifelong learning by creating spaces where children can freely explore their diverse interests and learn how to expand explorations and inquiries into meaningful in-depth projects. 

In this post, I share a project I developed for a pre-K class with 3-year-olds that offers clear examples of each step and process feature. The project began when a boy became fascinated by the sound that came out of a bottle when he blew into it. He shared his findings with his peers, and the Sounds Exploration project began.  

Creating an Environment for Exploration

The environments where young children interact become learning spaces and serve as educators, generating dialogue between children and/or between each child and the environment, developing processes of inquiry, reflection, observation, and active listening. What should these spaces be like? 

Versatility: Design flexible learning environments that allow spontaneous exploration and discovery in different areas and disciplines. Incorporate adaptable learning materials to accommodate diverse interests and activities. Equip your classroom with a rich variety of resources, including books, art supplies, natural materials, and sensory experiences. Allow children to access natural open spaces that offer enough room for free exploration.  

In the example of the Sounds Exploration project, the teacher offered different materials and contexts for the learners to make and identify sounds, both outside and indoors. In the open air, the teacher helped learners focus on sounds by inviting them to close their eyes and name the sounds they could hear. This takes some time and guidance to help learners to listen beyond the sounds in the foreground and pay attention to those in the background. The learners were then made aware of the sounds they made by walking on different surfaces—like pebbles, grass, and mud—and the sounds they made with sticks or by hitting the water. Outdoors contexts are full of discovery possibilities. 

Indoors, the children used materials such as plastic tops, foil, plastic, cellophane, construction paper, and cardboard to make sounds. Wood blocks, musical instruments, and toys (cars, trucks, dolls, balls, construction blocks) are also an option, as are the different surfaces (floor, carpets, tables) in the classroom. 

In both environments, the children had guidance to help them discover more about the sounds they produced. This connects with the next point.

Curiosity: Encourage a culture of inquiry by posing open-ended questions, stimulating wonder, and inviting children to explore topics of interest. Offer provocations and invitations to learning that spark curiosity and prompt further investigation. 

Collaboration: Facilitate opportunities for children to explore together, interact, learn from one another, and question their findings. 

Interacting with children during exploration periods

The most successful interactions a teacher can carry out in the period of inquiry are those that don’t have a single answer but allow for different responses. The children’s answers will likely be the result of the connections they make with themselves, their previous knowledge, their interaction with their peers, and the context in which they’re interacting.

As a consequence, the teacher has an opportunity to develop and model an attitude of listening and of inquiry into the children’s responses and the construction of their learning. 

For example, related to the Sounds project, the teacher might ask the following questions: 

• “How do you do it? Can you teach me?”
• “This sound... what does it remind you of?” 
• ”What other sounds can we make?”
•  ”What causes sound to be produced?”
•  ”What can we use this sound for?”

Engage in active observation: Observe children closely as they play: as they interact with each other, the decisions they make, and how they choose to communicate their feelings, emotions, thoughts. Pay attention to their interests, preferences, and inquiries.

Listen actively: Listen to the children’s conversations when you ask open-ended questions to stimulate their thinking and foster reflection and critical thinking. Encourage them to communicate their ideas and their thoughts, share observations, and voice their desire to know. 

Let the children express freely: Let them show you their willingness to deepen their knowledge. Follow their interests and curiosity, allowing them to guide the direction of their exploration. Facilitate support and resources based on their inquiries, empowering them to build knowledge and take ownership of their learning journey.

Provide research tools: Offer the children access to age-appropriate tools and materials, including books, digital resources, and hands-on experiences. Support them in navigating these resources independently, fostering self-directed learning skills.

Facilitate tools to document their findings: Provide materials and resources for learners to document their discoveries in various ways: different art forms, notes, oral dialogues, audio/video recordings. 

Transferring exploration into research projects

Children’s active exploration, properly documented, will generate a lot of information and, in turn, will create the possibility of continuing work on a specific project.

In the example of the Sounds Exploration project, the learners were invited to use the sounds they had collected, identified, and documented to make a Sound Story from a well-known story they usually read in class and enjoyed. The guiding question was this: How can the learners in this class turn [the name of the story] into a sound story?

Assist project planning: Guide children in planning and organizing their research project, and deconstruct the process into manageable steps. Help them create research questions, collect information, and develop a short-term plan of action. 

Analyze the data collected: Facilitate understanding of the findings and guide the children to become aware of which subject area they’re willing to learn more about. 

Ignite Intrinsic motivation: Provide steps for the learners to become aware of  what they already know about the specific topic in that subject area and what more they want to know, and guide them in finding where they can collect the information they’re looking for. 

Foster reflection: Promote reflection throughout the research process. Provide opportunities for children to share their findings with peers and reflect on their learning experiences and strategies.

Research projects enable teachers to empower children to make choices and decisions about their learning journey when they have a range of options and opportunities to explore their interests authentically. In addition, research projects foster collaboration and peer learning by encouraging children to work together and share what they’ve learned. 

It’s important to recognize and celebrate children’s achievements and contributions throughout the research process. Create opportunities for them to showcase their work, share their findings with others, and receive feedback and praise .

In essence, by creating an environment that nurtures exploration, supporting children during their inquiries, and empowering them to take on leadership roles in their learning, early years educators can lay the groundwork for a lifetime of curiosity, discovery, and success.

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Everything You Need to Know About Becoming a Project Manager

In today’s fast-paced and competitive business landscape, project management has emerged as a critical function for organizations aiming to achieve their strategic objectives efficiently and effectively. As businesses increasingly rely on projects to drive innovation, growth and change, the demand for skilled project managers continues to rise. 

In this comprehensive guide, we’ll explore how to become a project manager, outlining the steps you can take to embark on a rewarding career in the field.

How to Prepare for a Project Management Career

Before diving into the specifics, it’s essential to understand the core responsibilities of a project manager. Working in just about every industry, project managers are tasked with overseeing the entire lifecycle of a project, from conception to completion. They coordinate across teams to ensure projects are delivered on time, within budget and to the required quality standards. 

This role involves strategic planning, resource allocation, risk management, stakeholder communication and team leadership. If you’re interested in gaining the multifaceted skill set required of project managers, consider the following steps: 

1. Earn a Bachelor's Degree

A bachelor’s degree is considered the minimum educational requirement for project managers. While the field is diverse and welcomes professionals from various educational backgrounds, certain majors will better provide you with the foundation you’ll need for a successful project management career. 

A bachelor’s degree in project management is ideal, but degrees in business administration, management, engineering and information technology are also commonly pursued by aspiring project managers. These programs often cover important topics like organizational behavior, project planning, financial management and information systems, equipping students with a broad skill set that is applicable across industries

2. Choose a Project Management Specialization

Project management is part of a wide range of industries and sectors, each with its unique challenges and opportunities. As you progress on your journey toward becoming a project manager, it can help to consider where your interests and passions lie. 

For example, you might envision yourself leading large-scale construction projects, implementing innovative technology solutions, or orchestrating complex marketing campaigns. By identifying your niche early on, you can tailor your education and training to align with your career aspirations, positioning yourself for success in whichever industry you select.

3. Pursue Certification

While not mandatory, obtaining a project management certification can significantly enhance your credentials and credibility in the field. The Project Management Institute (PMI®) offers several globally recognized certifications, including the Certified Associate in Project Management (CAPM®) and the Project Management Professional (PMP®) Certification . 

Agile methodologies have also become integral to effective project management in today’s rapidly evolving business landscape. There are a range of Agile certification opportunities you can pursue, including the PMI Agile Certified Practitioner (PMI-ACP)® and the Disciplined Agile® Scrum Master (DASM) certification . 

To qualify for these certifications, candidates must meet specific requirements, including a combination of project management education and experience. The certification process typically involves passing a rigorous exam that tests candidates’ knowledge of project management principles, processes and best practices. 

4. Acquire Industry Experience

In the realm of project management, experience is more than just a valuable asset — it’s a prerequisite for success. While formal education and certifications can provide a solid foundation of knowledge, it’s the hands-on experience that truly sharpens your skills and prepares you for the challenges of real-world projects. 

As an aspiring project manager, you should seek out opportunities to immerse yourself in project environments. Whether it’s through internships, entry-level positions or volunteer work, every opportunity to contribute to a project is a chance to learn and grow. You might consider starting by taking on roles like project coordinator or assistant project manager where you can support more experienced professionals while gaining firsthand exposure to project management practices, from stakeholder engagement to risk mitigation. 

It can also be helpful to actively seek feedback from mentors, supervisors and peers. By reflecting on your successes and challenges, you can continuously refine your project management skills while demonstrating a commitment to learning and improvement. 

5. Consider Post-Baccalaureate Education

In today’s rapidly evolving business environment, continuous learning is essential for staying ahead of the curve. Many consider building upon their repertoire of industry knowledge and skills by pursuing advanced education in project management, such as a master’s degree or graduate certificate program . 

Post-baccalaureate opportunities like these allow you to delve deeper into specialized topics such as project risk management, procurement and strategic leadership. This will help equip you with the advanced skills and knowledge needed to tackle complex projects and lead high-performing teams. Advanced education can also open doors to senior-level positions and career advancement within your organization. 

Take the First Steps Toward Becoming a Project Manager

As you embark on this journey into the world of project management, it’s important to embrace the challenges and opportunities that come your way. Each project is a chance to learn, grow and make a meaningful difference with your work. 

Success as a project manager isn’t just about delivering projects on time and within budget — it’s about building strong relationships and fostering collaboration while driving positive outcomes for your organization and stakeholders. By following the steps outlined above, you’ll gain what you need to lay a solid foundation for a fulfilling and impactful career. 

The Project Management Department at Saint Louis University (SLU) can provide you with the preparation and guidance you’ll need for a fruitful project management career. Explore our program options below: 

• Bachelor of Science in Project Management
• Undergraduate Certificate in Project Management
• Master of Science in Project Management
• Post-Baccalaureate Certificate in Project Management

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9 best free project planning software for teams

Software for project planning accounts for, carefully plans, and meticulously times every piece of a complex project. These programs support various project planning needs so teams can spend more time on the project they’re working on. Understanding and aligning project requirements with software features will help in choosing the best option. This article will highlight the top options for project planning and help you determine which software is right for your team.

What is project planning software?

Project planning software is a digital tool crucial for managing complex projects. It breaks them down and provides a comprehensive project plan . It streamlines project planning and execution through task creation, assignments, and reporting capabilities. Project planning software also increases efficiency and ensures effective communication and accountability. Many companies offer free project planning software, allowing teams to improve their workflow at no extra cost.

Project planning software provides a centralized platform for simplifying tasks, resource planning , setting deadlines, facilitating team collaboration , and monitoring progress. It organizes, manages, and tracks various aspects throughout the project life cycle . It empowers project managers and teams to stay on track and make data-driven decisions that lead to successful project completion.

How is project planning software useful?

Project planning software offers several advantages that enhance project success, such as building a foundation for more effective team meetings . This is only one benefit businesses can receive from incorporating project planning software.

Other key benefits include:

• Improved collaboration: Dedicated software for project planning provides a central hub for communication and collaboration, eliminating silos and supporting teamwork.
• Increased efficiency: Software automation streamlines repetitive tasks, enabling teams to focus on more strategic activities. Task dependencies facilitate a logical flow with minimal delays.
• Better resource allocation: Project planning software allows managers to visualize resource allocation across tasks and projects. This enables efficient planning while identifying potential bottlenecks and triggering proactive adjustments.
• Improved project visibility: Through a centralized platform, stakeholders and team members gain real-time insights into project progress, deadlines, and potential roadblocks. This 360-degree view fosters transparency, facilitates informed decision-making, and enables course correction when necessary.

Implementing project planning software creates structure, enhances collaboration, and increases efficiency. This improves the likelihood that teams can complete their projects with the desired outcomes on time.

What to look for in project planning software

Choosing the right project planning software means identifying must-haves that align with the team’s goals, resources, and budget. 

Below are key features to look for in project planning software:

• Task management: Create, assign, prioritize, and track tasks with clear deadlines and dependencies.
• Communication tools: Facilitate smooth communication and collaboration through chat, document commenting, and real-time updates.
• Schedules and deadlines: A Gantt chart and automatic reminders or notifications help set timelines with visualized project progress.
• Reports and analytics: Gain project insights through data visualization and reports.
• Flexibility and customization: Ensure the software supports customized workflows, views, and dashboards.
• Integrations: Identify compatible integrations to enhance efficiency and streamline workflows.
• Security and access control: Select software with robust security features and user access controls. These are critical for data privacy and confidentiality.

Confluence is a connected workspace that offers valuable features for planning and collaborating on projects, especially when integrated with tools such as Jira . Confluence collects relevant context around the project scope , such as goals, rationale, decisions, and history, which helps align teammates and stakeholders.

Confluence features include:

• Flexible documentation: Confluence supports comprehensive project documentation using text, images, code, tables, and more. This promotes clear communication and knowledge sharing.
• Structured planning elements: These comprise project calendars that showcase timelines in table formats. They’re helpful for time-based actions and provide a visual project flow.
• Collaborative editing: Multi-user editing enables real-time collaboration by allowing team members to edit documents simultaneously.
• Version control: Page history reveals tracked changes and revisions within project documents. This is essential for full transparency and creating a simple way to revert to prior versions.
• Templates: Confluence templates simplify collaboration through product releases, marketing, and other strategic planning initiatives. 
• Integration potential: Confluence integrates seamlessly with Atlassian tools such as Jira, fostering a unified project management ecosystem. Third-party integrations can further connect project workflows and centralize data.

9 free project planning software programs

Here are some of the best project planning software tools that assist with every aspect of project management . 

1. Confluence: Best for project planning and collaboration

Confluence is a comprehensive project planning software solution featuring a centralized, connected workspace. This eliminates the challenges of scattered emails, disconnected documents, and misaligned goals. Teams can create, edit, and share project plans within the platform. 

Many companies suffer from a lack of organization, slowing down business operations and causing confusion between teams. With a project planning tool like Confluence, team leaders can have peace of mind knowing every team member is in lock-step, working toward the same goals.

This unified approach keeps everyone on the same page throughout the project life cycle, making it ideal for collaboration and knowledge sharing. It also empowers teams from across the business to work together. Teams can get started quickly with Confluence’s project plan template .

2. Confluence whiteboards: Best for collaborative brainstorming

Confluence whiteboards are free-form visual spaces for teams to generate ideas. Directly embedded within a Confluence workspace, they’re perfect for collaborative brainstorming . Team members can use sticky notes, drawings, images, and text to capture thoughts and concepts. 

Everyone involved can see the contributions in real-time. This sparks discussion and enables ideas to develop rapidly in a shared visual format.

3. Jira: Best for project management and task tracking

Jira is ideal for Agile project management , making it an excellent choice for Agile software development teams and business teams alike. It breaks projects into manageable tasks, creating detailed assignments and tracking. Visual tools like Kanban and Scrum boards offer real-time progress tracking. This enables teams to identify bottlenecks and adjust. 

This free project management software is also an excellent tool for measuring bandwidth across teams. By getting a clear picture of the workflow through visual tools like a Kanban board, team leaders can determine who on their team may be overworked, and whether or not to pull back. 

Bug tracking with Jira allows teams to track issues while boosting productivity through streamlined processes and reduced administrative overhead. It achieves this by providing customizable workflows, real-time reporting, and automation tools. 

4. Jira Product Discovery: Best for prioritization and road mapping

Jira Product Discovery provides a focused environment for strategic product management by streamlining ideation, assisting with prioritization, and creating roadmaps. It enables product managers to collect and organize insights from customers, stakeholders, and data analytics. It then consolidates those data points into one central location. The tool’s flexible prioritization frameworks empower teams to score and rank ideas based on objective criteria.

5. Hubstaff: Best for time tracking and team management

Hubstaff is a reliable tool for time tracking and team management. Employees can accurately and efficiently track time allocated to specific projects through desktop and mobile apps. The tool provides automated timesheets, detailed reports, and real-time project dashboard insights. This helps track project progress and evaluate resource allocation. 

6. MeisterTask: Best for automations

MeisterTask’s unlimited automation significantly streamlines project planning by automating repetitive tasks and workflows. Users can configure rules that trigger actions such as assigning tasks, updating due dates, sending notifications, and moving tasks between project sections based on conditions. Automating these actions saves time, reduces errors, and invites the team to focus on more strategic needs.

7. Zoom: Best for video conferencing

Zoom is a powerful platform with exceptional video and audio to support large-scale meetings. It’s a viable solution for connecting face-to-face virtually, fostering collaboration and communication across locations. Zoom has interactive features such as screen sharing, breakout rooms, real-time chat, and reactions, making meetings more engaging and productive.

8. Slack: Best for real-time communication

Slack is a real-time communication and messaging tool that offers private and public channels for focused discussions. Direct messages make it easy to communicate 1:1, while threaded conversations and file sharing keep everyone informed. Slack offers seamless integration with complementary tools and services, including Confluence.

9. Loom: Best for async communication

Loom is a leader in asynchronous videoconferencing for recording and sharing short videos with others. It is simple and has features such as screen sharing, annotations, and captions. These aspects make it ideal for explaining complex concepts, providing feedback, and fostering engagement without requiring real-time scheduling.

Elevate project planning with Confluence

Confluence is a robust project planning and collaboration platform for creating a unified workspace. Its ability to centralize documentation, foster real-time collaboration, and integrate seamlessly with other project management tools, such as Jira, makes Confluence a valuable project planning tool. 

With templates that can outline a project plan , provide a project poster , and launch a project kickoff , Confluence is a great free project planning software tool for launching new projects or organizing existing projects.  Try Confluence to experience this powerful project planning solution.

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Productivity

7 monday.com features to streamline your project management

I'm always on the lookout for tools that streamline workflow and boost productivity, and monday.com's Work Management tool is its own pot of gold. Over the past few weeks, I've been diving deep into the platform, getting my hands dirty with all the knobs and dials that monday offers. It's been quite the adventure.

I'm excited to share how certain monday.com features have enhanced my workflow, offering insights that could do the same for you. 

Table of contents

Save time with automations

Store information in workdocs

Visualize with dashboards and charts

Organize your work

Explore all your views

Track your time

Integrate with other tools

1. Save time with automations

Automations on monday.com act like your personal workflow assistant, tirelessly working in the background to ensure that your projects run smoothly and efficiently. These automations can perform a variety of tasks—from sending notifications and updating statuses to creating new items and assigning team members.

monday offers plenty of automation recipes, which are pre-configured combinations of triggers and actions. These recipes make it easy to implement complex workflows without needing to code or configure endless settings. 

The beauty of monday's automations lies in their simplicity. Setting them up is incredibly straightforward. You start by choosing a trigger. For example, a trigger could be a due date approaching or a status change in a project task. Once the trigger is set, you select the action that monday should execute automatically. This action could be anything from notifying a team member when a due date arrives, to moving the project to a different group when its status changes.

I have an automation that creates five subitem tasks every time I create a new project in my Content Management board. These subitems—outline, first draft, delivery, revisions, and invoice—are a part of my workflow for every project, but monday automations make sure I don't have to add each of those tasks manually.

These automations are a bit more limited than some other PM tools, like Asana , but they're also way easier to set up—it's a worthwhile trade-off to make automations part of your work.

2. Store information in workdocs

monday.com stands out from other project management tools with its built-in workdocs functionality. You can create rich documents directly within monday and embed real-time project information from any of your boards within those docs. You can house anything from meeting notes to project scope statements to brainstorming sessions in monday docs, with updates in your projects automatically reflected in linked documents. 

Here are three quick use cases I could think of for monday workdocs, after tinkering with them a bit:

Meeting notes . Create a doc for weekly meetings, and take notes on all the key points, decisions, and action items. Link specific action items or tasks from your boards, and assign them within the doc to the appropriate team members. 

Knowledge base . Use monday.com to maintain a dynamic knowledge base with extensive documentation on processes, guidelines, and frequently asked questions. Keep all your team's need-to-know info in one place, both for faster onboarding and reference for existing team members. 

Project proposals. Draft and refine ideas for a project proposal . Embed relevant project boards directly into the document so that live data shows alongside the proposal's narrative. Help stakeholders make more informed decisions, with real-time visibility over task statuses, budgets, and timelines, all within the same document.

Client file. Keep all your client information organized in one place with client-specific docs. You could keep a style guide, a section for storing billing information and managing invoices, an "important docs" section where you link to your contracts, and a table of all your client projects in monday.

3. Visualize with dashboards and charts

Dashboards and charts on monday.com provide a powerful way to turn project data into visually engaging and easily digestible information. This not only simplifies data analysis but also improves decision-making by presenting data in a more clear and actionable format.

monday allows users to create customized dashboards that can include various widgets, such as charts, numbers, and timelines.

These dashboards serve as a central hub for tracking all critical project metrics and can be tailored to meet the specific needs of any team or project. You can connect multiple boards to one dashboard to grant even greater visibility over what's happening, organization-wide, or create a dashboard for just one project, like I did for my Content Management board.

I use this board to keep track of my progress throughout the month—how many articles I've delivered vs. are still in progress—and what my total income for the month looks like so far. It's a great way to visualize the total sum of my work, and to see how I'm doing from a bird's-eye view.

4. Organize your work

monday.com offers a whole slew of ways to organize your projects, according to whatever system works best for you.

Folders and subfolders

Folders and subfolders organize projects at a high level. They serve as the primary method for categorizing different initiatives or types of work within the organization. 

For instance, you might have a main folder for "Marketing" and within it, subfolders for "Social Media," "Campaigns," "Content marketing," and "Creative assets."

Use folders to create a hierarchical structure that keeps your workspace clean and organized, making it easier for team members to find and access projects quickly.

Portfolios and projects

While projects handle short-term objectives, portfolios are particularly useful for managing long-term objectives. You can group multiple projects under a single umbrella, providing a high-level view of your organization's or department's main initiatives. This is ideal for strategic planning and tracking overall progress across multiple projects. 

For example, a portfolio titled "Product Launches" could include all the projects related to new products your company plans to introduce, giving stakeholders a centralized location to monitor timelines, resources, and progress against key milestones.

Boards are the bread-and-butter of monday's work management system. You create boards to manage tasks of all kinds, and you can customize each board with columns to track different elements, such as statuses, deadlines, and assignees.

You can also tailor each board to match the specific needs of your workflows, whether you're dedicating a board to hosting an event, leading a software development sprint, or onboarding new customers. 

5. Explore all your views

One of my favorite things about monday.com is how many different views it offers. You can visualize your tasks in almost any way you'd need—more than most other project management apps.

For those looking to keep on top of deadlines, monday's Calendar and Gantt views can keep you on track. 

For managing more visual projects, File gallery view makes it easy to spot your tasks by asset.

Or you can use Kanban, Card, or Table views to get a big-picture overview of where your tasks are at. 

Finally, use Workload view to visualize how many tasks your team is working on, by member, for better capacity planning.

6. Track your time

monday's built-in time-tracking tool allows team members to record the time they spend on various tasks, either automatically or manually. This helps teams better assess the actual time invested in projects and tasks, facilitating better planning and resource allocation. 

All you have to do is add a time tracking column to your table. Then, start the timer directly within the task associated. Once you finish or pause your work, stopping the timer is just another click away.

For tasks that you spent time on without real-time tracking, you can add time entries manually. Just add the start and end time, then click Add session .

7. Integrate with other tools

Keeping your project management software talking to your other tools is key to boosting your productivity. 

monday.com offers a wide range of native integrations with popular business tools and platforms, including but not limited to direct links with Google Drive, Slack, Microsoft Teams, and GitHub. Each integration is designed to ensure that monday.com acts as a hub for all project-related activities, reducing the need to context-switch between apps.

For example, Monday's Slack integration allows monday to send notifications to specific channels or users upon certain dates or status changes.

But when you integrate monday.com with Zapier , the possibilities grow exponentially. You can connect monday to thousands of apps, to build custom workflows that automate your work, however it is that you get that work done. Learn more about how to automate monday , or get started with one of these premade workflows.

Create items on a monday.com board for new rows on Google Sheets

Add items in monday.com for new invitees created in Calendly

Create monday.com items on boards for new form submissions in Gravity Forms

To get started with a Zap template—what we call our pre-made workflows—just click on the button. It only takes a few minutes to set up. You can read more about setting up Zaps here .

Harness monday.com's potential

monday.com can transform the way your team works—but only if you take advantage of everything you have to offer. It's a powerhouse, meant to manage complex, large-scale operations, and it gets the job done.

Related reading:

ClickUp vs. monday: Which PM tool is best?

Trello vs. monday: Which should you use?

The best project management software for small businesses

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Hsing Tseng

Hsing is a former journalist turned B2B SaaS content marketer who loves demystifying software with a narrative flair. Off-duty, she tinkers with custom mechanical keyboards and plays with her dog, Zagreus. Find her at hsingtseng.com

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