A results-oriented management style is central to effective project management. Larson & Gray (2018) define project management as “a results-oriented management style that places a premium on building collaborative relationships among a diverse cast of characters,” useful in both the private sector, for the development of innovative goods and services, and in the public sector, as a vehicle for addressing social needs (3). Other researchers define the field as representative of “as sum of knowledge applied to budget management, quality management, and participants’ expectations in a period time” (Savescu, 2018, 300). projects are distinct from everyday operations as they: (1) are begun with a specific objective, (2) have a defined life span, (3) involve several departments/professionals, (4) feature an innovative strategy, (5) feature time, cost, and performance requirements. (Larson & Gray, 2018, 7) With these characteristics, projects fill in the gaps left by organizational structures that require professionals to perform repetitive daily operations.
As more private and public organizations integrate project management into standard practice, projects are making stronger contributions to the strategic steering and direction of organizations, and subsequently, social and economic structures. Without project management tools and concepts, projects often fail or lack direction in various industry, especially when little time, money, or resources are dedicated to implementing formal project management structures. (Austin et al, 2013, 75) Ali Jaafari (2002) notes that “[p]roject-based management has been pivotal to success of many businesses particularly on the face of rising uncertainty, stricter regulatory requirement and stakeholder expectation.”
With respect to the higher education industry, project management is often overlooked as an organizational strategy. While project management has expanded in major industries such as healthcare, construction, and information technology, project management methodology has found little implementation within higher education institutions outside of information technology departments. Researchers note that project management methodology is often rejected by higher education professionals, namely faculty, as many regard project management processes as constraining. Austin et al (2013), however, note that these constraints are based on a structured and linear nature of project management, as conceptualized in healthcare and construction industries. However, the researchers assert that, as evidenced by the research on stressful transition to project management organization into various industries, the implementation of the methodology resulted in positive outcomes as the “PMO’s contribution to the organisational performance can be seen as the result of multiple coexisting values within an organization, 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 organization” (Aubrey, et al, 2008). Noting this, Austin et al (2013) assert that the effective implementation of project management will require an evaluation of the role of stakeholder mindsets, leadership styles, cost-benefit perception, in ensuring the effectiveness of project management in the higher education sector. (2013, 80)
Organizational Structure Needs
As knowledge (and access to said knowledge) expands, the complexity of project increases as organizations are tasked with keeping up with the latest advances. From materials, to specifications, codes, equipment, and required specialist, new developments require project teams that can integrate technologies and advancements as needed for product or service creation. In addition to keeping up with advancements, organizations are also facing the task of maintaining sustainable business practices, in order to address environmental threats.
Leadership skill in higher education is often described as ambiguous due to consistent changes in leadership scenes and approaches. Oftentimes, leadership skills associated with higher education are associated with micro level needs, rather than macro level. While higher education leaders are often tasked with an understanding of “regulatory rules, legal interpretations and compliance” (Puzziferro, 2012). However, with technological advancement and its relation to learning and growing complexity solution-oriented projects, Austin et al (2013) argue that, formal project management can “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 (Austin et al, 2013, 87).
A study completed by Austin et al (2013) at Drexel University notes that project management has the “potential to ensure innovation and alignment to university strategies, while also providing transparency, consistency, and greater communication throughout the organization and stakeholders.” In addition, it has the potential to “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” (Austin et al, 2013, 88).
Understanding how to integrate project management into the higher education sector requires a grasp on how central leadership qualities are to the success of project management organization. Core competencies associated with effective leadership in industries include professionalism, communication skills, visionary attitude, strong cognitive ability, and technical competence. (Santiago (nd) & Schwalbe 2013). With respect to project managers, “risk management, team and individual leadership, conflict resolution, negotiation and influencing, organization and planning” make up the fundamental skill set required for effective project management and organizational leadership. (Santiago) Other qualities associated with effective leadership, as developed by project management, involve qualities like “friendly, approachable, good listeners, open, creative, and energizing” (Wagner, 2009). As the project management methodology emphasizes processes that require diverse teams, the methodology allows for the tailoring of skills to tackle a variety of needs and projects and manage diverse personnel
To properly introduce project management into the higher education space will require proper engagement and persuasion for buy-in for all members of the organization. A full buy-in will require an acceptance of a strategic leadership plan that ventures beyond the goals of an individual department. “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” will allow for successful implementation of project management methodology and, in turn, allow universities to evaluate their resource allocation and the university’s ability to address complex needs and projects brought on by ever-advancing industries. With proper attention and maintenance of shared governance, the university has the opportunity to improve relationships between stakeholders and improve learning strategies and resources through project management methodology.