Application of Project Management in Higher Education Abstract · 2017-10-27 · project management...

Journal of Economic Development, Management, IT, Finance and Marketing, 5(2), 75-99 Sept 2013 75

Application of Project Management in Higher Education

Chanelle Austin, Winifred Browne, Barbara Haas, Everett Kenyatta, Sarah Zulueta

Drexel University, USA

[email protected], [email protected], [email protected],

[email protected], [email protected]

Abstract Project Management is prevalent in many industries but is seemingly overlooked in higher

education. At times project management is considered more of an art than an actual science

therefore not enough time or money is spent on implementing formal structures in organizations,

as a result projects often fail and lack direction in any industry. Formal project management

concepts are more prevalent in well-established industries such as construction and healthcare but

seem to be lacking in higher education. We will examine why project management is not as

prevalent in higher education, how higher education institutions can benefit from having formal

project management methodology or a central PMO and what leadership traits would be needed

for management to successfully implement a sustainable and effective PMO at a higher education

institution. A case study consisting of a series of interviews with top leaders at Drexel University

on the state of project management will illustrate the challenges that face higher education

institutions who strive to implement project management methodology under budget and resource

constraints. In addition, required leadership styles and further research in the area will be examined

to further prove the importance of implementing project management in higher education

institutions that will contribute to effective, efficient and timely delivery of product and services

to their customers – the faculty, staff and students.

Keywords: Project management, higher education, Project Management Office (PM)

Introduction

We chose to examine how formal project management methodology is lacking in higher education

compared to other industries, specifically healthcare and construction, and identify producible

benefits should a formal project management approach be taken in higher education and

specifically at Drexel University. Further examination into the theory that in order for a Project

Management Office (PMO) to thrive in the Higher Education industry, certain leadership styles

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should be employed to make a PMO in Higher Education sustainable and successful. A case

studying involving a series of interviews with top leaders at Drexel University were conducted to

discuss the current and future state of project management at Drexel University and the benefits

that may result if formal project management methodology was applied in higher education

institutions such as Drexel University and how it compares to local and national institutions. As

stakeholders in higher education in various roles including administrators, employees and students,

the authors have a vested interest in the improvement of processes, procedures, and workflows

within the Higher Education Industry (HEI) space and have, therefore, chosen this topic to

research.

Research was conducted to support the hypothesis that project management methodology currently

has widespread and successful utilization in the construction and health care industries yet lacks

in higher education. A substantial amount of evidence was found to defend the construction

management and healthcare theories; however, there seems to be a shortage of data and research

mechanisms to prove our hypothesis relevant to the higher education field especially if unrelated

to IT departments within higher academia. The deficit of evidence conversely reinforces the

authors’ premises. Further evaluation through scholarly interviews was able to verify the lack of

project management within higher education and at Drexel University, in addition to determining

how applying project management and successful leadership traits will benefit the field and

institutions.

Literature review

The approach taken in this literature review is one that gives the reader a hypothesis formulated

by the combination of a singular premise that is commonly accepted—project management

methodology currently has widespread and successful utilization in the construction industry and


health care environments; and a second, unsupported premise that the use of formal, structured

project management is lacking in higher education. This second premise forms the crux of this

paper’s hypothesis; and, thus, will be further elaborated on and, if possible, validated. The authors

contend that the use of project management methodology in both the construction and healthcare

industries has improved project success in those industries and can provide the same result in

higher education.

Current research appears to be in line with the hypothesis especially the premise that project

management methodology has widespread and successful utilization in construction. In fact,

discussions of project management in higher education as well as healthcare revolved around

construction projects almost as much as they did around IT. There is research that supports the

premise that project management is successfully employed in the healthcare industry. Current

research discusses project management, internally, as an IT function, or, externally, as a

component of construction projects. The recent focus on IT projects in healthcare is not surprising

as portions of the Affordable Care Act and all of the Hospital Information Technology for

Economic and Clinical Health (HITECH) Act offer mandates and subsidies to increase the use of

electronic health records (Frost & Sullivan, 2012). Those pieces of legislation have undoubtedly

driven huge increases in healthcare IT projects.

Conversely, there appears to be a dearth of research specifically addressing the lack of formal

project management or project management offices in HEIs. Overwhelmingly, researchers have

chosen to discuss project management as it relates to the IT departments and IT functions within

the universities. This scarcity of academic research creates a challenge with regard to validating

the hypothesis, but the discovery of viewpoints that support a diversity of mindset in these

industries is very stimulating.


Project management, structurally, seems to have been tailor-made for construction—especially the

traditional design-bid-build process. Construction, like project management methodology, is

inherently ordered. Although Emes, Smith, and Marjanovic-Halburd (2012) conclude that the

complexity of the modern built environment requires a much less linear approach, they do

acknowledge the fact that construction’s traditional model is sequential. Similarly, Chou and Yang

(2012) express a concern that construction has become more complex, but, in a departure from

Emes, et al (2012), Chou and Yang (2012) imply that, despite the increasing complexity of

construction projects, and because of its structured approach, use of A Guide to the Project

Management Body of Knowledge Guide (PMBOK® Guide) is an imperative with regard to

improving project success.

It is here, in the context of structured, linear, project management-oriented thinking that we find

the rub. Neary and Saunders (2011) study of 12 universities in the United Kingdom that were all

in the process of building “innovative teaching and learning spaces” garnered very interesting

information with regard to tension, organizational politics, and divergent mindsets. The study

focused on the “academic involvement in the design and delivery of new teaching and learning

spaces in higher education…[and examined that involvement] in the design and decision-making

process of pedagogic space design” (Neary & Saunders, 2011). Their study uncovered a battle

that is academically exhilarating because it takes place at the intersection of construction, higher

education, and project management. One might say that there always exists a battle between these

parties—and that may be true—but, for the most part, that battle takes place between construction

and higher education executive leadership. The Neary & Saunders study examined the interaction

between construction, higher education faculty, and project management; and this study may go a

long way toward explaining a lack of project management offices in HEIs.


As one might imagine, faculty overwhelmingly conceptualized their learning spaces from a

pedagogical perspective. The academics thought about how these spaces might be designed to

engage students, to increase learning, to, like any other learning tool, have a positive effect on

outcomes. Neary and Saunders (2012) concluded that faculty could make a significant

contribution to the development of learning spaces, but felt constrained by the project management

processes. These constraints, however, are very much a part of the structured and linear nature of

project management as discussed earlier. Likewise, Lavoie-Tremblay, Richer, Marchionni, Cyr,

Biron, Aubry, Bonneville-Roussy, and Vezina (2012) in their study on the implementation of a

project management office (PMO) in a healthcare setting, mention a stressful transition to the

PMO, but conclude that the PMO did, indeed, support project success. Aubrey, Hobbs, and

Thuillier (2008), in their research on organizations and organizational project management, add a

twist to the PMO-organization dynamic by stating that organizational tensions are among the

primary drivers behind the implementation of a project management office within an organization,

but appear to concur with Lavoie-Tremlay, Richer, et al (2012) regarding positive PMO-related

outcomes when they further conclude that the “PMO’s contribution to the organisational

performance can be seen as the result of multiple coexisting values within an organisation, as

analysed with the competing values framework...but at the same time, far from being problematic,

these different values participate to the dynamic life of the organisation” (Aubrey, et al, 2008).

Finally, the scarcity of research that definitively states that formal, structured project management

methodology is employed in HEIs does not lend to the validation of this paper’s hypothesis, but

that validation can, in fact, be inferred from the very absence of research mentioned above. That

inference can then be supported by the abundance of research that speaks to the conflicts between

the linear nature of project management methodology juxtaposed against the very abstract and


analytical nature of academia. Clearly, conflicts exist that may hinder the establishment of PMOs

in HEIs. Further research and comparisons of the construction, healthcare, and higher education

fields could aid in determining if the implementation (or lack of implementation) of PMOs leans

more heavily on the organic organizational structures in these industries, or if stakeholder

mindsets, leadership styles, cost-benefit perception, or some other forces play a larger role.

Leadership Qualities

It is important to understand why leadership qualities are important to project management. Even

though the terms managing and leading are used interchangeably there are distinct differences

(Schwalbe, 2013). It is often said leaders are focused on the big picture and long term goals while

managers are focused on day to day activities and achieving those goals (Schwalbe, 2013). In

project management, both roles are merged. The authors will examine the core competencies that

make up both good and poor leaders and why this element is necessary in project management. By

comparing the construction and healthcare industries where project management is prominent we

see consistency in key leadership styles and core competencies.

Kathy Schwalbe states in her book An Introduction to Healthcare Project Management that a recent

study conducted with over one hundred project managers listed the critical characteristics

necessary for a project manager to possess. While there is certainly overlap between general

leadership roles and project management roles, it vital to separate the two and mention without

these skills a project manager could not be effective in their role. Core competencies for a project

manager are described as: exhibiting professionalism, strong communication skills, being

visionary, encouraging teamwork, having strong cognitive ability, and displaying technical

competence according to (Santiago (nd) & Schwalbe 2013). The fundamental skill set required for


a project manager are: risk management, team and individual leadership, conflict resolution,

negotiation and influencing, organization and planning (Santiago).

In a recent U.S. News and World Reports article it was stated that project management skills are

“the third most valued skill by employers, behind only leadership and business analysis” (Santiago,

nd). When you look at commercial businesses that currently use project management practices

several key leadership attributes emerge. It is these qualities that have led to successful project

management programs. According to the seven-year DiSC personal profile assessment conducted

by Tom Wagner in 2009, dominant construction leadership behaviors were shown to be:

decisiveness, competitive nature, organized, precise, goal oriented and objective. These

competencies are vital in order for the constructed edifice to be durable, sturdy and last for years.

Other noteworthy qualities are friendly, approachable, good listeners, open, creative and

energizing (Wagner, 2009).

Project Management is becoming more prominent in the healthcare industry because of its set

methodology and practices. In order to remain competitive more and more healthcare companies

are adopting formal project management processes (Schwalbe, 2013). Since the makeup of the

project team in a healthcare related project will be quite diverse, the project manager may need to

be “sensitive to this and share leadership role” (Schwalbe, 2013). Here the project manager will

need to rely heavily on their soft skills as many people in the healthcare field are more people

focused then process focused.

In contrast to the construction and health care industries, in higher education, leadership is one of

those “ambiguous”(Puzziferro, 2012) terms because of the ever changing scene of the higher

education setting. In many cases new approaches to learning may counter those old beliefs used in


education for decades. To an outsider, leadership skills in higher education appear to be more of

a micro level then a project manager who is more at a macro level. Skillsets of leaders in higher

education differ from those of a project manager. Higher education leaders must have an

understanding in regulatory rules, legal interpretations and compliance (Puzziferro, 2012). A

higher education leader will need to be knowledgeable in varying technologies as they relate to

learning. Understanding the leadership style of educational leaders compared to non-educational

industries, is further argument for the need of project management skills in higher education.

Methodology

The methodology used for this paper was through a case study conducted at Drexel University

through interviews with top leaders at Drexel. The case study also includes surveys and research

used to determine how Drexel compares to other local and national higher education institutions

Project Management Offices (PMO). The interviews will discuss the current and future state of

project management at Drexel University as well as the impressions of University top leaders on

the subject including the effects on the lack of project management, benefits of project

management and the leadership styles that contribute to successful project management programs

or offices at organizations such as Drexel.

Research Questions

The goal of the case study is to answer the overarching questions on why is project management

not as prevalent in higher education, how higher education institutions can benefit from having

formal project management methodology or a central PMO and what leadership traits would be

needed for management to successfully implement a sustainable and effective PMO at a higher

education institution.


Data Collection

Leaders from multiple areas at Drexel were included in the data collection. The leaders

interviewed represented the academic, information technology (IT) and finance areas. For this

project the interviewees are referenced as subjects in the case study. The subjects to interview were

selected on a combination of criteria based on their role, experience and sphere of influence. A

combination of the following criteria was used to select the subjects:

a) Is the subject part of the Senior Management (including VP level) at Drexel University or

subsidiaries?

b) Is the subject’s current role at University one that can influence the future of project

management at Drexel University or subsidiaries?

c) Is the subject currently charged with project management in their respective areas?

d) Does the subject have proven experience in implementing or leading efforts in project

management methodology in higher education or other industries?

If the subject met at least 3 out of the 4 criteria they were approached to participate in the case

study. If the subject accepted the interview then the interview questions were emailed prior to the

in person interviews to ensure they were prepped on the interview and understood the scope of the

project. The case study consisted of a total of six (6) subjects see Appendix E for subject names,

criteria met and scheduled interview dates.

The interview questions were designed to determine if the overall hypothesis for our research is

supported. The current research discussed in the literature review also attributed to the

development of the interview questions. The literature review research was conducted using


internet and library industry resources. See Appendix A for the Interview Questions used for the

case study.

Data was also collected through additional survey questions and research that was completed at a

Pennsylvania Banner User Conference (PABUG) on November 25, 2013 where a session titled

“Who has time for Project Management?” was presented by one of the authors. The session

represented 31 area high education institutions in Pennsylvania. The short survey questions were

asked in a focus group style setting where the presenter acted as the moderator and facilitated the

discussions through the survey questions outlined in Appendix B. The represented institutions

that participated in survey are listed in Appendix C.

The interview and survey results were coalesced into one document for review and the similarities

and differences among the subject’s responses to the same questions were identified. The required

leadership traits that were obtained through interviews were compared to research from industry.

Drexel University case study can be a model for other higher education institutions that are looking

to implement a PMO. The overall results and conclusions are described in detail in the summary.

Description and Analysis of Project

The project involved examining the use of formal project management in different industries and

specifically how it is predominantly used in the construction and healthcare industries while

lacking in higher education. The research in the literature review section supports this notion while

the case study of Project Management at Drexel University further examines why there is a lack

of project management in higher education, the benefits of formal methodology and the leadership

qualities that management should possess to implement an effective PMO. Drexel University was

used in the case study to illustrate the similar challenges and perceptions that other HEI would


have with implementing formal project management structures at an institution that would be

accepted, sustained and successful at all levels of the University.

The case study shows that top leaders at Drexel agreed there was a lack of project management at

the University and but it existed in pockets at the department level. All subjects agree that there is

a lack of project management within higher education and the majority believe that it is important

to integrate practices into higher education and at Drexel University. This is important to align

university initiatives across departments. The senior management that were interviewed all

discussed the challenges with implementing a central PMO but all were in favor and are each

making strides to contribute to a change at Drexel.

The survey results at area PABUG that were collected showed only less than 10% of the HEI had

a PMO and the ones that did were all housed in the IT department. This seems consistent with

national averages that will be further explained in the summary section of our results.

Summary

Six interviews were conducted with five employees from Drexel University and one employee of

Drexel eLearning (DeL) to discuss their impressions on the current and future state of project

management within higher education and Drexel University. Prior to and aside from higher

education, our interviewees’ project management background varies from health care,

occupational licensing and the railroad industries. With this broad range of experience, most of

our subjects agree that project management principles and challenges are the same across all

industries, including higher education.


Our subjects believe that the “for-profit”, construction management, engineering, healthcare and

software implementation industries, to name a few, have been successful in project management

as these industries must thrive to meet a competitive advantage and increase profits (K. Matuch,

personal communication, December 5, 2013). The subjects also believe that industries such as

higher education, government and the arts have been unsuccessful in project management due to

turn over, resource constraints, competing interests, operating cost, a lack of need for efficiency or

results and specifically within higher education, the governance that is involved receives faculty

opposition (M. Scherumann, personal communication, December 2, 2013). Faculty tends to feel

constrained by project management processes and resist the Work Breakdown Structure (A.

Sussman, personal communication, December 2013). Another reason that higher education lack

formal project management is that there is a perception that traditional project management

approaches are more rigid and slow things down; stakeholders are forced to evaluate whether it’s

worth investing the time and resources (J. Bielec, personal communication, December 2013).

Higher education focuses on theory and education, rather than implementation, and the lack of

project management support can stem from the opposition of governance from upper management

which is not absorbed well by faculty. Historically, faculty are more focus on research and

teaching and find project governance would require a refocus from their main passions and

priorities of research and teaching (M. Scherumann, 2013), yet this conflicts with the structure of

managing projects. Project Management may be viewed as “too corporate” of a way to make

decisions, yet this is changing within higher education due to the need to be more effective (H.

Bowman, 2013). Normally, higher education Presidents and/or upper management come from an

academic background yet this is not the case at Drexel University. As HEI budgets are stretched,


donations remain flat, government funding decreases, and competition arises from massive open

online courses and other online, lower cost education options, it becomes increasingly imperative

that Drexel University remains competitive while keeping expenses low.

When asked to identify institutions that currently house PMO offices, only two subjects were

able to note institutions that housed PMOs not specific to IT. Appendix D lists the IT department

of 27 institutions which approximately 3% of these employees are classified as Project

Management Staff. This data is comparable to Drexel University as its IRT department, whom

have 80 employees and only 2-3 employees partial dedicated to PMO activities in the department.

Incorporating project management and PMOs can reduce redundancy, prioritize projects, provide

professional development and open lines of communication with sponsors, stakeholders and the

appropriate departments. Considering the limited resources in higher education, it is important to

utilize project management skills to make evident to stakeholders the complexities and

interdependency of projects that are required to plan and execute a scalable solution (K. Matuch,

2013). The CFO at Drexel University believes that formal project management in higher education

will allow for improved resource allocation, establish greater controls over project execution and

outcomes, and drive greater discipline around all aspects of project management and decision

making.

According to the subjects, aside from project prioritization, Drexel University would specifically

benefit by implementing putting more resources toward formal project management as they will

grant the ability to ensure innovation and alignment to University strategies, while also providing


transparency, consistency, and greater communication throughout the organization and

stakeholders (H. Bowman, personal communication December 2013). At a strategic level, a PMO

will provide the ability to clearly view the costs and benefits of all improvement projects occurring

and report their impact to senior leaders and board trustees (H. Bowman, 2013).

Project Management exists at Drexel University on an individual project basis and not on a

strategic level (H. Bowman, 2013). According to Weyler, Drexel’s continuous growth and

expansion is evidence that project management exists, but she believes that project management

is primarily practiced in silos; therefore, minimally collaborative across the organization. PAR

(Performance Alignment Review) is an initiative being run by Provost Office to ensure there is no

redundancy of programs. It is similar to what a PMO office would do but on the academic side.

According to Sussman, PMOs have a harder time justifying their position more than Project

Managers. Nonetheless, Drexel is in the early stages of developing a PMO office in which its

purpose and catalyst for expansion is to ensure the effectiveness of the University’s resources and

understand both the needs and challenges at the University (H. Bowman, 2013). To assist in this

evaluation, Helen Bowman lead an assessment focused on the strategy, finance, operations, and

technology of the core administrative functions with a contracted organization which led to over

150 improvement initiatives to consider/implement. As a result, it was essential to create a PMO

at the University to ensure the execution of these results and future continuous improvement

initiatives (Bowman, 2013). Having a specific area focused on leading such initiatives while

utilizing as many internal resources will provide a sense of shared governance for university

strategies (Weyler, M., personal communication, December, 2013). It is intended to support the


university at an organizational level aligning projects and programs to the success of our strategic

and financial plans (Weyler, 2013).

Conclusions

The lack of a formal PMO results in having subject matter experts to take on dual roles, as a project

manager and a team resource. This lack of full resources can causes less than desired project

results; leaving the project team and expected outcome short (M. Weyler, 2013). In project

management, leadership and management styles must be merged in order to support desired project

results. As project management has been proven successful in the construction management and

healthcare industries, key leadership styles in both fields were researched and discussed to

determine which characteristics will benefit the execution of project management within higher

academia.

In construction management, leadership traits tend to fall under being decisive, open, competitive,

goal oriented, unbiased, focused and an active listener. In healthcare, soft skills, negotiation and

communication are important to maintain productivity and not offend those in leadership positions.

These skills are required of management, regardless of the type of organization (Wagner, 2009).

Within higher education, leadership skills focus more on compliance, technical competence and

regulations. As the field lacks formal project management methodology and is constantly

changing, our interviewees have identified that traits identical to those of construction management

and healthcare are important for Project Managers to possess in addition to effective integrity,

initiative, collaboration, problem solving and competence. Higher education offers a unique

experience in building collaboration as there sometimes seems to be a divide between faculty and


staff, differing priorities between departments, and, at least at Drexel, the impression of a lack of

shared governance. Effective Project Management delivers the results needed to achieve a strategy

in a unified way while alleviating overload of subject matter experts or high performers and

granting unified project management processes and tools for success (M. Weyler, 2013) across the

entire university.

Concluding the interviews, when asked to provide their best piece of advice for someone taking

on a project management leadership role within higher education, a recommendation to have

patience in order to engage and effectively persuade buy-in was encouraged (A. Sussman, 2013).

There is more to higher education than the department one works for. Making a conscious effort

to work across functions building the trust and respect of colleagues throughout the University to

understand how various parties might be affected by an initiative/project (Weyler) is important to

the success and implementation of further project management and a PMO within Drexel

University.

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Lavoie-Tremblay, M., Richer, Marie-Claire,N., PhD., Marchionni, Caroline,N., M.Sc, Cyr, G.,

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Appendix A – Case Study Interview Questions

Project Management Experience:

http://healthcareers.about.com/od/administrativeandsupport/p/Healthcare-Project-Manager-Career-Skills.htm

http://healthcareers.about.com/od/administrativeandsupport/p/Healthcare-Project-Manager-Career-Skills.htm

http://kathyschwalbe.files.wordpress.com/2013/01/healthcare-pm-chapter-1.pdf

http://southcentral.construction.com/opinions/LeadershipDev/archive/2009/08.asp


1. Aside from higher education, what fields have you worked in as a PM? How does

project management differ in this field/the se fields compared to

higher education?

2. Which industries would you say have been successful in project management? Why?

3. What industries would you say have been unsuccessful in project management? Why?

Leadership and management questions:

1. What leadership traits do you believe are important for a PM to posses working in the

higher education field?

2. What core project management competencies do you believe are important for a PM to

posses working in the higher education field?

3. What are some of the techniques that you/project managers use to manage individuals

and teams to produce high-performance project out comes and positive business results?

Project Management in Higher Academia:

1. Do you think there is a lack of project management within Higher Education? Why?

2. Do you think it is important to integrate project management into higher education?

Why?

OR

2. How would higher academia benefit from formal project management?

3. Which institutions are you aware of that currently house a PMO office?

IF AN INSTITUTION WAS NAMED FOR #3:

4. How would you compare the use of project management between [institution] and Drexel

University?

Drexel University:

1. In which academic departments at Drexel University (or most Higher Education

institutions) would you say lack formal project management concepts? How could they

benefit by using project management?

2. What are some business goals/cases at Drexel University that could benefit from the use

of project management?

OR


3. How would Drexel University specifically benefit by implementing putting more

resources toward formal project management?

Closing:

1. What would be your best piece of advice for someone taking on a project management

leadership role within higher education?


Appendix B – Survey Questions

Survey Questions:

1. Does your institution have a PMO office?

2. Does your institution follow Project Management methodology?

3. How many resources are dedicated to PMO/Project Management initiatives at your

institution?


Appendix C – Represented Pennsylvania Higher Education Institutions at Pennsylvania

Banner User Group Conference November 25-26, 2013 Grantville, PA

Bucknell University Lehigh Carbon Community College

Cabrini College Lehigh University

California University of Pennsylvania Messiah College

Community College of Philadelphia Millersville University of PA

Delaware County Comm College Philadelphia College of Osteopathic Medicine

Dickinson College Saint Joseph’s University

Drexel University Shippensburg University

Duquesne University Slippery Rock University

East Stroudsburg University Swarthmore College

Edinboro University Temple

Franklin & Marshall College Thomas Jefferson University

Harrisburg Area Community College University of Scranton

Immaculata University Villanova University

Indiana University of PA Wilkes University

Lafayette College York College

LaSalle University


Appendix D – Educause Project Management in Universities

SCHOOL State IT

STAFF

PM STAFF

St. Cloud State University MN 60 2 - 3

Stony Brook University NY 160 3

Ringling College of art and design FL 28 1

University of West Georgia GA 60 2

St Josephs College NY 30 1

ANGELO STATE UNIVERSITY TX 45 2 dedicated 4-6 for IT proj.

Eastern Washington U. WA 80 3

Virginia Community Colleges VA 70 2 FT, 1 PT

Portland State University OR 100 2

Arizona State AZ 350 13

School of The Art Institute of Chicago IL 35 1

Fresno State CA 80 2

U of New Mexico NM 165 4

Roosevelt University IL 35 1 PM, 1 P.Adm.

University of Maine ME 80 3

Maryhurst University OR 11 1

Teachers College Columbia U NY 50 1

University of St. Thomas MN 90 6

Southern Illinois University Carbondale IL 100 1

University of La Verne CA 28 1


Appalachian State NC 80.5 1

Colorado Community College System CO 45 5

Columbus State University GA 55 1

George Mason University VA 250 3.5

UW Madison WI 600 8

Wellesley College MA 55 0

University of Hawaii HI 1 - Central 6 in Functional

Depts


Appendix E: Subject Information

Subject Details Selection Criteria

Interviewed

Subject

Name

Title Area Date of

Interview

A

Senior

Mgt

b

Influencer

Role

c

Charge

with PM

d

Exp

M.

Scherumann

AVP, Online

Learning, IRT

Academic,

IT

12/2/2013 Y Y Y Y

K. Matuch AVP, Core

Enterprise

Systems, IRT

IT 12/5/2013 Y Y Y Y

J. Bielec Chief Information

Officer, IRT

IT 12/5/2013 Y Y Y Y

H. Bowman Chief Financial

Officer, Finance

Finance 12/9/2013 Y Y Y Y

A. Sussman Director of

Training and

Corporate

Planning, DeL

Academic 12/6/2013 N Y Y Y

M. Weyler SVP, PMO Finance 12/10/2013 Y Y Y Y

Application of Project Management in Higher Education Abstract · 2017-10-27 · project management...

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