education technology project manager

Education Technology Project Manager

• Instructional Technology

Imagine a community of students taking action toward their dreams and living happier lives. In this world, people are so fulfilled they reach out and positively contribute to the lives of others. That’s who we impact, and that’s what we are building. Want to be a part of it?

To determine whether you'd be a good fit, ask yourself…

Would you like to go to work each day knowing that you are using your talents to help others and better the world?

Are you inspired by the thought of positively impacting tens of thousands of students?

Are you ready to work in an organization that is rapidly growing and embraces change?

Would you like to work with people whom you respect and can learn from every day?

Do you desire to work for an organization that cares about your growth, where your own drive and interests help you create your own future?

Do you live within commuting distance of Jersey City, NJ?

Our guiding question is: “Are we helping the greatest number of people in the greatest possible way?" Are you inspired? Let’s change the world together.

The Education Technology Project Manager will join a team of 60 purpose-driven staff members in a friendly, focused, fast-paced, entrepreneurial office environment. The National Society of Leadership and Success is the largest collegiate leadership honor society in the United States, with over 670 chapters and more than a million members, who collectively have completed over 282,000 hours of community service.

Under the supervision of the Director of Education, the Education Technology Project Manager will be part of an expanding team of instructional designers, course developers, digital specialists, and other education specialists. S/he will assist the team in documenting work and processes towards building engaging and high-quality online learning (e-learning + m-learning) systems. This role will engage in capacity planning, including the balancing of workloads to ensure that resources are fully utilized towards technological and educational design to standardize milestones wherever possible. This individual is responsible for making high-quality online learning happen for a diverse learner population. Because our learner platform is Moodle, our ideal candidate will not only have a passion for this learning management system, but extensive knowledge and capacity to create, develop and build engaging education within this platform. 

This role requires strong communication skills because s/he will be responsible for project managing the execution of the program build of the educational experiences from start to end (and work/coordinate across several departments to do so). Our learning environments may contain gamification elements, badges, activities and assessments, and dynamic CRM functionalities that allow our users to become more motivated to complete their work and reward them for taking ownership in their membership in our organization. In this role, s/he will need to have recent and extensive working experience with complex, modern and feature-rich web applications, a deep understanding of different interaction models and game mechanics. We have a goal to make our product intuitive, educational, fun, and engaging. To accomplish this goal, this role will act as a user advocate and work to evolve our student environments with new lessons, ongoing lesson improvements, and other features that affect the overall student experience.

Responsibilities:

Coordinate work by multiple teams to successfully create assets for all online learning experiences (e-learning and m-learning environments)

Lead the architecture, design, and creation of the full learning experience online (e-learning + m-learning environments)

Document and communicate critical status updates and risks with project teams

Support project progress through tasks including on-platform planning and implementation, reviews for accessibility, and others as they arise

Contribute to the overall student experience primarily through the learning environment and app but also through lesson design, and lesson improvements

Work with the broader design team to support improved UX across our entire education portfolio

Support the asset creation of lesson assets when needed

Lead user feedback (e.g. usability studies) sessions

Create and promote deep empathy with learners of all ages and abilities

Develop purposeful animations to support engagement and understanding of interactions

Write detailed user stories and create and design detailed product road maps

General Requirements:

Bachelor's degree in a related field (education, project/product management, programming, etc.)

5+ years in professional training or instructional design for online learning; managing client-facing deliverables for enterprise-level clients; and transferable professional experience as a project manager in a fast-paced environment in which many people were involved in complex projects

Knowledge of and aptitude for learning new technologies (e.g., Adobe Acrobat, Articulate Storyline, Airtable, Jira, Microsoft Office suite, etc.)

Be a ‘thinker’ but also a ‘doer.’ Work well under time and budget constraints and able to set clear expectations and always meet deadlines

Usability and Interaction Design- a designer position, but with a particular skill set of usability, interactions, and flow.

Game Design: Experience in working with games and gamification elements such as levels, badges, certificates, mini-games, virtual economies, etc.; preference is given for candidates with experience creating online games and mobile interfaces and/or consumer or edutainment brand experience

Understanding of special considerations in designing for Gen Z or even Alpha Gen students (attention span, academic level, instructions, comprehension, etc.) and well as educators

Proficient in early-process techniques such as wireframing and flowcharts

Proficient in creating highly interactive and engaging prototypes

Strong ability to incorporate purposeful animations to support engagement and understanding of interactions

Experience writing detailed user stories, handling a backlog and product roadmap

Effective collaboration experience across teams and organizations

Experience in obtaining and synthesizing user feedback from various sources, assessing root needs, and integrating that information into a cohesive design

Ability to understand and communicate architectural requirements, preferences, and limitations

Certifications such as PMP is highly desirable, but not essential

Certification in teaching highly desirable, but not required

Travel Requirements: 5% as needed

Software Skills Required:

3+ years of experience with Moodle

Proficient with design tools such as Adobe Creative Suite (Photoshop, Illustrator, etc.).

Experience with Animate/Flash, HTML5.

Proficient with prototyping software such as Articulate Storyline, Invision, Axure, etc.

Familiar with front-end web development (HTML, JavaScript, and CSS) – at a minimum, you will understand web constraints.

Future Hiring Stages:

Looking ahead, candidates selected to participate in the interview stage will be asked to provide the following additional materials:

Samples of instructional design work they have performed.

A copy of a start-to-finish project plan for an instructional design project they have overseen, including original (planned) delivery dates for each stage as well as actual (delivered) dates.

These additional materials will serve as the foundation for a discussion of the candidate's instructional design experience as well as lessons learned as a successful education project manager. 

Benefits You Receive While Working at The NSLS Include:

Healthcare Benefits (medical, vision, and dental) 

401K with employer contribution

Working daily with a team of positive people

Opportunities for advancement as we expand into new markets

Flexibility to work 1 day/week from home (after 12 months), if you’re reaching goals

Feeling good knowing you are using your talents to better the world

1.5hr lunch to work out at a local gym with the cost of membership subsidized

Bonus based on the achievement of company-wide metrics

A company that believes and invests in your personal and professional growth

Paid time off (PTO) days, holidays, PLUS week between Christmas and New Year’s Day

The National Society of Leadership and Success is an equal opportunity employer. We are committed to diversity, equality, and inclusion.

Visit www.nsls.org to learn more about our organization.

To apply for this role, please email your resume and salary requirements to [email protected]

• About the Journal

Project Management Competencies of Educational Technology Professionals in Higher Education

• From Zero to Designing Instruction
• By Hook or by Crook
• Design Considerations for Bridging the Gap Between Instructional Design Pedagogy and Practice
• Building Empathy and Developing Instructional Design Experience and Skills
• Evaluating a Capstone Course
• Designing Forward
• Translations

Choose a Sign-in Option

Tools and Settings

Questions and Tasks

Citation and Embed Code

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.

Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems , 12 (4), 436-445. https://doi:10.1525/sp.1965.12.4.03a00070

Glaser, B. G. (1967). The Constant Comparative Method of qualitative analysis In B. G. Glaser & A. L. Strauss (Eds.), Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine.

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

Online Learning Consortium (2018). Programs and courses for the instructional designer. https://onlinelearningconsortium.org/learn/programs-and-courses-for-the-instructional-designer/

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.

Pollack, J. (2007). The changing paradigms of project management. International Journal of Project Management , 25 (3), 266-274. https://doi:10.1016/j.ijproman.2006.08.002

Project Management Institute (PMI). (2017). A guide to the project management body of knowledge (PMBOK Guide) (6th ed.). Newton Square, State: PMI.

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/

Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of Graduate Medical Education, 4(1), 1-3. https://doi:10.4300/jgme-d-11-00307.1

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

Sugar, W., Hoard, B., Brown, A., & Daniels, L. (2012). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings. Journal of Educational Technology Systems, 40(3), 227-249. https://doi:10.2190/et.40.3.b

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

Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44. https://doi:10.1007/bf02298246

van Rooij, S. W. (2010). Project management in instructional design: ADDIE is not enough. British Journal of Educational Technology , 41 (5), 852-864. https://doi:10.1111/j.1467-8535.2009.00982.x

van Rooij, S. W. (2011). Instructional design and project management: Complementary or divergent? Educational Technology Research and Development , 59 (1), 139-158. https://doi:10.1007/s11423-010-9176-z

van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. (1994). The Think Aloud Method - A Practical Guide to Modelling Cognitive Processes. Academic Press London.

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 .

What Does an Education Project Manager Do?

Find out what an Education Project Manager does, how to get this job, salary information, and what it takes to succeed as an Education Project Manager.

The Education Project Manager plays an integral role in shaping the future of learning environments by overseeing the planning, execution, and completion of educational projects. This position involves collaborating with a diverse team of educators, administrators, and stakeholders to ensure projects meet their objectives, stay within budget, and are delivered on time. With a focus on innovation and improvement, the Education Project Manager is tasked with developing strategies that enhance educational programs, incorporating technology and modern teaching methodologies to create engaging and effective learning experiences. Through meticulous organization and clear communication, this role ensures that educational initiatives are aligned with institutional goals, ultimately contributing to the advancement of educational standards and practices.

Education Project Manager Job Duties

• Develop and implement comprehensive project plans that merge customer requirements with company goals and coordinate various managers and technical personnel during all project phases, from initial development through implementation.
• Analyze project progress and, when necessary, adapt scope, timelines, and costs to ensure that the project team adheres to project requirements.
• Establish and maintain relationships with third parties/vendors to create and deliver educational content that meets project specifications.
• Monitor and report on project progress, challenges, and successes to stakeholders and project team members, ensuring clear communication throughout the project lifecycle.
• Manage the financial aspects of the education project, including budgeting, expense monitoring, and invoicing, to ensure the project remains within financial constraints.
• Ensure that all educational materials produced meet specified quality standards and are in alignment with current educational trends and best practices.
• Facilitate professional development and training sessions for educators and staff to effectively implement new curriculum, technologies, or methodologies introduced by the project.
• Conduct post-project evaluation to assess the impacts and outcomes of educational initiatives, identifying lessons learned and recommendations for future projects.

Education Project Manager Salary & Outlook

Factors impacting an Education Project Manager’s salary include years of experience in education and project management, the scale and budget of projects managed, expertise in educational technology, success in grant writing and fund acquisition, and the ability to implement innovative educational programs that achieve measurable outcomes.

• Median Annual Salary: $91,875 ($44.17/hour)
• Top 10% Annual Salary: $153,000 ($73.56/hour)

The employment of education project managers is expected to grow faster than average over the next decade.

This growth is driven by increasing investments in educational technology, the expansion of online learning platforms, and the need for curriculum development to meet evolving educational standards. Education Project Managers are pivotal in orchestrating these initiatives, ensuring projects meet educational objectives and are delivered efficiently.

Education Project Manager Job Requirements

Education: An Education Project Manager typically holds a Bachelor’s Degree, with common majors including Education, Project Management, or a related field. Some possess an Associate’s Degree or a Post-Baccalaureate Certificate, often in education administration or curriculum development. Relevant coursework includes project management principles, educational theory, leadership, and strategic planning. Advanced degrees, such as a Master’s in Education Leadership, can enhance prospects, focusing on higher-level management and policy-making skills.

Experience: Education Project Managers typically come from a background rich in hands-on experience within educational settings, having progressed through roles that demand increasing responsibility. Their journey often includes significant exposure to curriculum development, instructional design, and the management of educational programs. On-the-job training and participation in professional development programs are common, equipping them with the skills to oversee projects, lead teams, and implement innovative educational solutions. Their experience is complemented by a deep understanding of educational methodologies and the ability to adapt to the evolving needs of learners and institutions.

Certifications & Licenses: Certifications and licenses are not typically required for the role of Education Project Manager.

Education Project Manager Skills

Curriculum Development: Developing engaging, relevant, and comprehensive learning materials necessitates a profound grasp of both the subject matter and pedagogical strategies. Education Project Managers must ensure that educational objectives are efficiently and creatively met, aligning curriculum design with overarching project goals. This involves a seamless integration of content, assessment, and instructional methods tailored to diverse learning environments and student needs.

Stakeholder Engagement: Engaging effectively with stakeholders, including students, parents, faculty, and community partners, is imperative for aligning educational projects with the expectations and needs of all parties. It enables Education Project Managers to communicate effectively, solicit feedback, and incorporate diverse perspectives into project planning and execution, thereby enhancing the impact and sustainability of educational initiatives.

Educational Technology Integration: The integration of digital tools and learning platforms into curriculum development and instructional strategies enhances teaching effectiveness and student engagement. Education Project Managers must have a keen eye for evaluating emerging educational technologies and a strategic approach to their implementation, ensuring alignment with educational goals and improved learning outcomes.

Grant Writing: Writing compelling proposals to secure funding from various sources is a critical responsibility for Education Project Managers. It involves conducting meticulous research, writing persuasively, and strategically aligning project goals with the priorities of potential funders to ensure the successful acquisition of grants.

Assessment Design: Designing evaluations that accurately measure learning outcomes and align with educational goals is a complex task. It requires a profound understanding of pedagogical theories and their practical application, enabling Education Project Managers to gauge student progress effectively and enhance the learning experience by identifying areas for curriculum improvement.

Change Management: Adapting to evolving educational landscapes and stakeholder expectations demands a strategic approach to new policies, curricula, and technologies. Education Project Managers must ensure seamless transitions and maintain project momentum amidst shifts in educational standards, methodologies, and learning environments.

Education Project Manager Work Environment

An Education Project Manager typically operates within a dynamic environment that blends traditional office settings with modern, digital workspaces. This role often involves a mix of in-person and virtual collaboration, utilizing a variety of digital tools and platforms to manage projects, communicate with team members, and oversee educational content development. The workspace is designed to foster creativity and efficiency, equipped with the necessary technology to support project management software and communication tools.

Work hours for this position can vary, with a blend of standard office hours and flexibility to accommodate project deadlines and meetings across different time zones. This role may require occasional travel for site visits, conferences, or team meetings, though much of the interaction with stakeholders and team members is conducted online.

The social environment encourages continuous learning and professional development, with opportunities for training and advancement. The pace can be fast, driven by project timelines and educational cycles, but the culture often emphasizes teamwork, support, and a shared commitment to educational goals.

Advancement Prospects

An Education Project Manager can advance to senior project management roles, overseeing larger, more complex educational initiatives. This progression often involves taking on projects with higher budgets and broader impacts, such as district-wide curriculum implementations or national education programs.

To achieve this, demonstrating success in managing diverse teams and delivering projects on time and within budget is crucial. Mastery in adapting to the evolving educational technologies and methodologies can set a foundation for moving into consultancy roles, advising educational institutions on project management best practices and innovation.

Leadership in this field can also extend to policy development, working with educational boards or government bodies to shape the future of education. Success in this area requires a deep understanding of educational policy, stakeholder engagement, and strategic planning.

Ultimately, the path to advancement is marked by a combination of project success, strategic vision, and the ability to influence the broader educational landscape.

What Does a Medicare Sales Agent Do?

What does a warehouse lead do, you may also be interested in..., 16 clinical pharmacist skills for your career and resume, what does an accountant office manager do, what does a title processor do, what does a property supervisor do.

• Berkeley Boot Camps
• Technical Project Management Guide

Technical Project Management Guide | How to Become a Technical Project Manager (Step-by-Step)

Project managers have transformed the way companies plan and execute projects. They are innovators, strong communicators, data-driven facilitators and problem solvers who lead and inspire others.

If you’ve considered exploring an exciting career in technical project management, this comprehensive guide will help you learn what it takes to become a successful technical project manager including tools and software, skills and certifications that will add value to your existing professional experience.

What Is Technical Project Management?

involve managing the communication of both technical and non-technical stakeholders. As a project manager, you play an important role in leading a project through initiation, planning, execution, monitoring, controlling and completion. Taken altogether, this is known as the project life cycle.

In addition to these responsibilities, a technical project manager must possess high-level technological knowledge and expertise in order to succeed in the role, as they are instrumental in managing IT or IT-related projects.

How Do You Become a Tech Project Manager?

Regardless of your professional path or current role, experience in other jobs will help you on your quest to become a technical project manager. In fact, many technical project managers have previous career experience in operations management, business analytics and software engineering. Here are a few steps that will help you in your journey toward gaining technical project management experience.

Step 1: Determine Whether the Path Is for You

Before you begin your technical project management journey, take some time to explore and identify if this career is right for you. Read the stories of other technical project managers, conduct informational interviews with industry professionals to gain insider insights or seek out volunteer projects that will increase your exposure to technical projects.

Step 2: Research Your Educational Options

Now that you have an idea of how technical project management works in the real world, it’s time to explore your educational options that will help you gain the skills you need to break into the industry. As you explore learning opportunities, identify which ones support your career goals by positioning you for success as you work to advance in your current career or seek new opportunities.

Learning through a tech PM boot camp program or online course can provide you with a strong foundation to pivot your career and lead technical projects. Through these hands-on programs, you will be able to develop in-demand leadership and business management skills that are an integral part of technical project management.

Step 3: Get Certified

Once you’ve gained the hard skills and hands-on experience through a boot camp or online course, it’s time to pursue project management certifications. Certifications show that you not only have project management business acumen, but also have specialized technical skills beyond the typical scope.

Any technical project management professional can benefit from adding one of these certifications to their list of credentials. Some recommended certifications include:

• Agile Certified Practitioner (ACP) — Project Management Institute
• Certified Scrum Master (CSM) — Scrum Alliance
• Certified Associate in Project Management (CAPM) — Project Management Institute
• Professional in Business Analysis (PBA) — Project Management Institute
• Certified Business Analysis Professional (CBAP) — AXELOS Global Best Practice
• Professional Scrum Master™ Level I  — Scrum.org

Step 4: Secure a Professional Role

The final step of becoming a technical project manager is to secure a job opportunity in the field. Tap into your professional network for job referrals, attend industry events and keep working on independent projects to keep your skills up-to-date. Target roles that will allow you to combine your previous experience with your new technical skills and push you closer to your professional goals.

What Is the Role of a Technical Project Manager?

Technical project managers tend to be the lead technical subject matter expert within their organization. Their industry expertise is leveraged to improve various aspects of planning and resource management when it involves both technical and non-technical projects.

Technical project managers should be proficient in technical and business project management tools, including GANTT charts and scheduling software, agile methodology tools and project management and communication software. According to Monday.com , technical project managers typically take on a combination of project management tasks in their day-to-day work including, brainstorming, planning, scheduling and designating project tasks, executing the project phases, managing the project budget, communicating with stakeholders and collaborating with department heads.

To be an effective technical project manager, you must be able to optimize your communication skills and manage the technical complexities and resources throughout the duration of a project.

What Are the Skills a Project Manager Requires?

Software project management roles are expected to grow 21% through 2028 with skills such as Scrum and the SDLC in high demand. – Zippia.com

Scrum is a lean structure for communicating, designing and promoting complex products, with a focus on programming development. Work is done in short cycles called sprints, and are supported by daily team meetings where members discuss current tasks and roadblocks.

Agile Methodology

Agile methodology promotes continuous iteration of both testing and development throughout the project life cycle, letting you develop products via short cycles of work that allow for rapid production and constant iterations.

Software Development

Software development focuses on mechanisms that help computer programmers develop computer programs. For project managers, the aim of the software development process is to create high-quality software on time and within budget. Having knowledge of this process is a high-demand skill for those interested in IT and technical project management roles.

JIRA is a web-based project management tool that gives project managers the ability to manage multiple teams, projects and workflows more efficiently. It works well for sizable teams and organizations, where employees and managers work on individual components of a large-scale project, and may sometimes overlook certain necessary tasks.

Soft Skills

Process improvement.

How do you get better at what you do or improve a product outcome? You align company resources with a common problem or project.

Communication Management:

• Meeting Facilitation
• Technical Documentation

Schedule Management:

• Gantt Charts
• Release and Sprint Planning

Integration Management:

• Project Charter Creation
• Documenting and Tracking Lessons Learned

Analyzing/Strategy Planning

Here the outcomes and benefits are identified, defined and controlled. This piece is critical for project managers outsourcing activity. If not done effectively the consequences can negatively impact both customers and providers. In addition, wasted time on conflicts and back-tracking on decisions or goals should be avoided. The goal is to break down actionable tasks to meet said commitments to get the job done and keep morale high.

Scope Management:

• Work Breakdown Structures
• Requirements Elicitation and Documentation

Operations Management

How well do you manage day-to-day tasks to solidify a product or project successfully while also remaining fiscally responsible? Operations management involves planning and controlling the use of company resources to produce quality outcomes.

Cost Management:

• Resource Budgeting
• Cost Tracking

Stakeholder Management:

• Stakeholder Communication Planning
• Stakeholder Engagement

Risk Management

The moral here is to be proactive — rather than reactive — whenever possible by preventing or mitigating risks that have the potential to impact the desired outcomes of a particular project. Through risk management you will identify, analyze, evaluate, treat, monitor and review potential threats to the project’s success. If project risks aren’t identified, avoided or rectified, your project may end up over budget, delayed or even brought to a complete standstill .

• Risk Register Creation and Maintenance
• Risk Analysis

Leadership focuses less on tasks and more on people. Here, you’ll need to be aware and mindful, generate a sense of urgency when needed, know how to motivate teams individually, build cohesion and facilitate collaboration. This takes strong communication to give team members all the needed information and resources to do their parts for the larger goal at hand.

Resource Management:

• Team Building
• Conflict Management

What Tools and Software Do Tech Project Managers Need to Master?

Asana is a project management platform to help you plan, organize and manage your team’s work from start to finish, and also acts as a collaboration tool. Coordinate team tasks, share feedback, files and status updates to keep everyone aligned. Plus, Asana gives you a complete view of work so teams tackle the right tasks at the right time.

Slack aims to create opportunities for interaction between individuals, groups, colleagues or customers. It’s a workplace communication tool that can help project managers bring teams, files and tools together for deeper collaboration.

The Trello system is built on the Japanese “kanban” management principle, which involves consistent monitoring of all production phases. It is a great tool for standard projects and is convenient for both command directives and individual assignments.

Wrike is a digital work management tool that lets users track and coordinate projects. It helps drive faster decisions and accelerate projects with automation, real-time visibility, customizable dashboards and reports.

Another popular tool, Smartsheet acts as an alternative project management tool that goes beyond traditional spreadsheet functionality and focuses on collaborative aspects of project management.

Technology Project Management Roles

Project management spectrum.

According to industry research, technical project management roles tend to fall on a spectrum:

Generalist ← → Specialist

Many people in the field, particularly those who work on lean teams or run a small business, become generalist technical project managers. They take on a variety of disparate responsibilities, from planning, organizing, task management, risk analysis and documentation. Others specialize in one vertical that requires a high level of expertise, like Salesforce Engineer, SAP Project Manager or Senior Agile Coach, as a few examples.

Technical project managers may also follow a coordinator or lead-type trajectory.

Coordinator ← → Lead

Some technical project managers follow a coordinator path where they manage the administrative tasks in planning and strategy pieces. They are focused on specific stages of execution. Others prefer the big-picture leadership side of the field. These types spend their days overseeing the process from planning to completion to maximize results, figuring out how to make those resources generate more value for the company.

Keep in mind, project management roles are not set in stone and will vary based on company size and team makeup, project scope or definition of tasks within a given job title. Here are a few roles that may interest technical project managers:

Entry-Level

• Project Coordinator: Oversees a project’s development, including timeline, schedule, cost and technical aspects while also managing its execution to meet client or customer goals and objectives.
• Project Scheduler: Implements and oversees project schedules with high-level organization skills to collaborate with project managers and technical experts.
• Technical Project Manager: Manages the project lifecycle including, scoping, project planning, resource planning, project kick-off, execution, tracking, deployment and stabilization.
• Agile Project Manager: Has a deep understanding and experience with a variety of agile approaches to navigate pain points in both technical and business solutions with teams and stakeholders. Responsible for managing the overall planning, execution and delivery of assigned projects.

Senior Level

• Senior Project Manager: Leads, scopes, plans and executes client-facing, large-scale implementations and proof of concepts while cross-collaborating with internal teams. Manages the day-to-day operations of projects by gaining alignment on the scope, schedule, assumptions and price for projects to drive deliverables and meet expectations with quality outcomes.
• Director, Technical Program Management: Provides technical program management and oversight from initiation and planning through implementation, launch and post-launch support. Provides technical leadership and guidance to team members to reach initiatives and goals.

Ready to prepare for a new career in just 18 weeks? Learn more about Berkeley Technology Project Management Boot Camp to find out how you can gain the skills needed to break into the field.

Who Can Become a Tech Project Manager?

In short, anyone with an interest and determination to become a technical project manager can find a way into the field.

Find ways to translate your skills to technical project management roles and the industry you are applying to. Show employers how versatile your skills are and how they apply in a variety of ways. Here are a few transferable skills that you can leverage toward becoming a technical project manager:

Active Listening: Practice active listening to gain insight and truly understand the needs or message of all project stakeholders. Critical Thinking: Make prompt, informed and fact-based decisions for the good of the project in order to find value. Organization: Technical project managers are the ones who often focus on agenda, schedules, frameworks and methodologies, as well as communicating tasks, updates, progress and blockers. Problem Solving: Assess issues from different vantage points and formulate the best solution in addressing specific challenges. Self-Motivation: The technology project manager should be the person with the highest level of commitment and motivation to see it through from start to finish. Relationship Building: Establish a collaborative culture where people with unique personalities and skills happily work together towards a unified goal. Teamwork: Ensures effective outcomes with accountability and meeting realistic deadlines to complete a project. Strong Business Communication: Use the right language, tone and storytelling techniques when communicating, describing or explaining issues over email, chat, reports, presentations and other forms and channels of communication.

Most importantly, identify the most in-demand skills of technical project managers and find ways to develop those skills in your current work environment.

How Long Does It Take to Become a Tech Project Manager?

Timing is everything and whether you are just getting started in your career, advancing or upskilling, your growth in technical project management is dependent on you. Berkeley Tech Project Management Boot Camp is an 18-week program that can help accelerate your knowledge surrounding technical project management.

Get Program Info

Step 1 of 6

Information Technology Project Manager Education Requirements

The educational requirements for an information technology project manager typically include a bachelor's degree, with 83.87% of professionals holding this qualification. Some also pursue a master's degree, with 16.13% of professionals having this level of education. According to Lisa Noble , Director of Employer Engagement and Entrepreneurship at DavisConnects, new graduates need to write well, think critically, and draw reasonable conclusions from data to be valuable to employers. They also need to learn new things quickly and be facile with tools like Excel, PowerPoint, and collaboration tools like Monday.com, Asana, and SmartSheet.

In terms of certifications, information technology project managers can pursue certifications such as Project Management Professional, Certified Scrum Master, IT Information Library Foundations Certification, Six Sigma Green Belt, and Master Project Manager. Top schools for information technology project management include Stanford University, University of Pennsylvania, Northwestern University, Maine Maritime Academy, and University of Southern California.

What education do you need to become an information technology project manager?

What degree do you need to be an information technology project manager.

The most common degree for information technology project managers is bachelor's degree, with 68% of information technology project managers earning that degree. The second and third most common degree levels are master's degree degree at 18% and master's degree degree at 10%.

• Bachelor's , 68%
• Master's , 18%
• Associate , 10%
• Diploma , 1%
• Other Degrees , 3%

What should I major in to become an information technology project manager?

The best college majors for an information technology project manager include computer science, computer information systems, and management information systems. According to Brett Horton Ph.D. , Professor of Practice at Kansas State University, successful leaders in this field often have a degree in hospitality management. Additionally, many organizations require their computer and information systems managers to have a graduate degree such as an MBA.

• Business , 27%
• Computer Science , 13%
• Electrical Engineering , 7%
• Computer Information Systems , 6%
• Other Majors , 47%

Most common colleges for information technology project managers

Information technology project managers often get their degrees at University of Phoenix, George Washington University, The, and University of Maryland - College Park. Here are the most common colleges for information technology project managers in the US based on their resumes.

Best majors for information technology project managers

Best colleges for information technology project managers.

The top colleges for an information technology project manager include Stanford University, University of Pennsylvania, and Northwestern University. These institutions matter as they offer programs that align with the high demand for Bachelor's and Master's degrees in this field. Graduating from these colleges may lead to better job opportunities and higher salaries.

1. Stanford University

Stanford, CA • Private

In-State Tuition

2. University of Pennsylvania

Philadelphia, PA • Private

3. Northwestern University

Evanston, IL • Private

4. Maine Maritime Academy

Castine, ME • Private

5. University of Southern California

Los Angeles, CA • Private

6. California State University - Bakersfield

Bakersfield, CA • Private

7. SUNY at Binghamton

Vestal, NY • Private

8. Villanova University

Villanova, PA • Private

9. San Diego State University

San Diego, CA • Private

10. Bentley University

Waltham, MA • Private

20 best online courses for information technology project managers

1. Agile Crash Course: Agile Project Management; Agile Delivery

Agile Project Management Basics (Scrum) & Agile Project Management Essentials (Scrum). Plus Agile Certification (Scrum)...

2. The Agile Methodology for Project Risk Managers

The Agile Project Management and Risk Management for Project Professionals Full Course...

3. Informed Risk Taking: Risk Management Process - Analysis

Risk Management Strategies : Risk Analysis Techniques : Risk Management Principles : Risk Management Process : Methods...

4. Information Technology Essentials

Introduction to Information Technology and Information Systems...

5. Agile Project Management Bootcamp: Agile Project Management

This Agile Project Management Bootcamp course will allow you to learn the Agile Way! Agile Project Management (Scrum)...

6. Project Management Essentials

A crash course in the essentials of project management for new project managers...

7. Master Course in Project Management 2.0

Project Management, PMP, Agile project management, Project manager, Prince2, Scrum, Project Planning, Project risk cost...

8. Software Project Management - The complete course

Project management in software development in traditional and agile projects...

9. Project Management: Simple Software Project Management

Project Management for NEW Project Managers - knowledge, tools, techniques, skills, checklists, guidelines, pitfalls...

10. Beginning Project Management: Project Management Level One

Project Management: Growing a Successful Career as a Project Manager...

11. Project Management - Complete Guide For A+ Project Managers

Complete guide to project management - stakeholders, planning, cost, quality, risks, feasibility, methods & resourcing...

12. Risk Management for Cybersecurity and IT Managers

The management's guide to understanding Risk Management decisions in cybersecurity and information technology (IT)...

13. Project Management Course: Master Project Scope Management

Practical guide to scope development and management - Project Management Certification (PMP, CAPM) Training [Earn 11PDU]...

14. Mastering Agile Scrum Project Management

Review and master agile development & scrum methodologies for your career...

15. ISO/IEC 27005:2022. Information security risk management

Understand the framework proposed by ISO for managing information security risks in an organization...

16. Project Management: Becoming a Successful Project manager

Project Management...

17. Project Management Office (PMO) Setup Guide

PMO Step-by-Step Implementation Plan...

18. Project Management Training

Project Management Certification Training with 4 Full Practice Tests...

19. Project Management Professional Certification Program (PMP)

Your Guide to the Gold Standard of Project Management Certifications (PMI-PMP) (PMBOK7 updated) (40 PDUs minimum)...

20. Learn Risk Management: Risk Planning in Agile and Scrum

Complete Risk Management and Risk Planning Training: Identify Project Risks, Create Risk Plan and Monitor Risks in Scrum...

Top 10 most affordable universities for information technology project managers

The most affordable schools for information technology project managers are SUNY Farmingdale, california state university - bakersfield, and baruch college of the city university of new york.

If the best universities for information technology project managers are out of your price range, check out these affordable schools. After factoring in in-state tuition and fees, the average cost of attendance, admissions rate, average net price, and mean earnings after six years, we found that these are the most affordable schools for information technology project managers.

1. SUNY Farmingdale

Farmingdale, NY • Private

Cost of Attendance

2. California State University - Bakersfield

3. Baruch College of the City University of New York

New York, NY • Private

4. California State University - Dominguez Hills

Carson, CA • Private

5. Brooklyn College of the City University of New York

Brooklyn, NY • Private

6. Brigham Young University

Provo, UT • Private

7. SUNY Polytechnic Institute

Utica, NY • Private

8. USF Sarasota-Manatee

Sarasota, FL • Private

10. Clayton State University

Morrow, GA • Private

Top 10 hardest universities to get into for information technology project managers

The hardest universities for information technology project managers to get into are Stanford University, Northwestern University, and University of Pennsylvania.

Some great schools for information technology project managers are hard to get into, but they also set your career up for greater success. The list below shows the most challenging universities to get into for information technology project managers based on an institution's admissions rates, average SAT scores accepted, median ACT scores accepted, and mean earnings of students six years after admission.

Admissions Rate

SAT Average

2. Northwestern University

3. university of pennsylvania.

4. Boston University

Boston, MA • Private

5. New York University

6. university of southern california, 7. villanova university, 8. bentley university, 9. suny at binghamton.

10. Brandeis University

Top 10 easy-to-apply-to universities for information technology project managers.

The easiest schools for information technology project managers to get into are Oklahoma Wesleyan University, notre dame de namur university, and holy names university.

Some schools are much easier to get into. If you want to start your career as an information technology project manager without much hassle, check out the list of schools where you will be accepted in no time. We compiled admissions rates, average SAT scores, average ACT scores, and average salary of students six years after graduation to uncover which were the easiest schools to get into for information technology project managers.

1. Oklahoma Wesleyan University

Bartlesville, OK • Private

2. Notre Dame de Namur University

Belmont, CA • Private

3. Holy Names University

Oakland, CA • Private

4. Notre Dame College

Cleveland, OH • Private

5. LIM College

6. Nyack College

7. Life University

Marietta, GA • Private

8. D'Youville College

Buffalo, NY • Private

9. Presentation College

Aberdeen, SD • Private

10. Oregon Institute of Technology

Klamath Falls, OR • Private

Average information technology project manager salary by education level

According to our data, information technology project managers with a Master's degree earn the highest average salary, at $124,823 annually. Information technology project managers with a Doctorate degree earn an average annual salary of $123,715.

Information Technology Project Manager Education FAQs

What is the best college for information technology project managers, search for information technology project manager jobs.

Updated April 5, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

• Associate Project Manager Education Requirements
• Consultant/Project Manager Education Requirements
• Contract Project Manager Education Requirements
• Information Technology Director Education Requirements
• Information Technology Manager Education Requirements
• Information Technology Operations Manager Education Requirements
• Information Technology Support Manager Education Requirements
• Junior Project Manager Education Requirements
• Manager, Project Management Education Requirements
• Program/Project Manager Education Requirements
• Project Manager Education Requirements
• Project Manager & Leader Education Requirements
• Project Manager/Analyst Education Requirements
• Project Manager/Scrum Master Education Requirements
• Project Manager/Team Lead Education Requirements
• Associate Project Manager
• Consultant/Project Manager
• Contract Project Manager
• Information Technology Director
• Information Technology Manager
• Information Technology Operations Manager
• Information Technology Support Manager
• Junior Project Manager
• Manager, Project Management
• Program/Project Manager
• Project Manager
• Project Manager & Leader
• Project Manager/Analyst
• Project Manager/Scrum Master
• Project Manager/Team Lead
• Information Technology Project Manager Bayamn, PR
• Information Technology Project Manager Boynton Beach, FL
• Information Technology Project Manager Buffalo, NY
• Information Technology Project Manager Channelview, TX
• Information Technology Project Manager Garland, TX
• Information Technology Project Manager Greensboro, NC
• Information Technology Project Manager Hazelwood, MO
• Information Technology Project Manager Marquette, MI
• Information Technology Project Manager Mission Bend, TX
• Information Technology Project Manager Montgomeryville, PA
• Information Technology Project Manager Perth Amboy, NJ
• Information Technology Project Manager Portland, OR
• Information Technology Project Manager Riverview, FL
• Information Technology Project Manager Saint Louis Park, MN
• Information Technology Project Manager Saint Petersburg, FL
• Zippia Careers
• Computer and Mathematical Industry
• Information Technology Project Manager
• Information Technology Project Manager Education

Browse computer and mathematical jobs

• Columbia Engineering Boot Camps

How to Become an Information Technology Project Manager Without a Degree

Have you tried turning it off and on again?

For all the sitcom jokes based around the IT profession, there can be no question that top-notch technical professionals provide incredible value to their employers and consumers. These tech-savvy professionals have a functional knowledge of information systems, software, and systems analysis. Most are leaders; they know how to manage personnel, oversee projects from design to completion, and are comfortable making big decisions.

It’s a great career with fantastic growth potential — and if you’re wondering how to become an IT project manager, you’ve come to the right place. In this blog post, we’ll outline the requirements needed for project managers, the position’s responsibilities, and why a technical project management career path might be right for you.

5 Steps to Becoming an IT Project Manager

Information technology project managers need education, training, and experience to be successful. Here’s a guide to pursuing an IT career from square one.

1. Get Some IT Experience

Before figuring out how to become an IT project manager, you must understand how to design, implement, and troubleshoot projects.

Not sure where to start? Consider dabbling in a few low-level IT roles! According to the U.S. Bureau of Labor Statistics, IT project managers typically have several years of experience working in information technology.

As an aspiring IT project manager, you could gain some valuable experience by working as a technical support specialist or network systems administrator. Similarly, because web developers and software engineers understand the programming requirements involved in a large project, it’s usually relatively easy for people in these positions to upskill into a project management role.

That said, you may need to strategize your career progression if you plan to break into a specific field. To become a hospital IT manager, for instance, experience in health care is necessary. If you have a particular industry in mind, seek out roles that will springboard you in the right direction.

2. Obtain the Necessary IT Project Management Skills

Anyone wondering how to become an IT project manager needs to have a sturdy set of fundamental tech and organizational skills. The most common means of obtaining them is by attending a college program and earning a degree in a field such as computer science, software development, or MIS (management information systems).

But if you’re wondering how to become an IT project manager without a degree, never fear — you have other options.

Those who don’t have the time, money, or inclination to commit to a four-year degree program can obtain the necessary skills via a bootcamp as long as they are willing to put in the hard work required to pursue this accelerated learning path.

A tech project management bootcamp offers an accelerated but thorough entry point into the field. After three to six months of rigorous online study, you can become fluent in many aspects of modern project management.

A bootcamp also encourages you to apply your theoretical knowledge to real-world project management tasks through hands-on projects and workshops. The online curriculum provides participants with a flexible learning environment — and gives professionals who don’t have prior project management experience a chance to break into the field. These intensive courses are similarly ideal for those who have a degree in a non-tech field and need to brush up on their industry skills.

It’s worth noting that many of these courses are well-respected, too. According to a 2017 study from Indeed, a full 72 percent of employers think that bootcamp learners are “just as prepared and likely to be high performers” as conventional graduates and 12 percent believe bootcamp learners are even better job candidates. Don’t underestimate the value of an unconventional education!

On-the-Job and Independent Learning

Some professionals may not need to formally upskill at all — although it is worth noting these cases are relatively rare.

That said, if you have several years of experience working in an IT-relevant position and have a chance to learn project management and advanced technical skills on the job, you may be able to land a promotion based on your current experience alone.

To give yourself a better shot, you may want to consider pursuing certification and/or taking a few online classes to expand your networking and IT skills. Keep in mind that this route is usually only suitable for those who are highly motivated and already have a wealth of IT knowledge. If you’re an inexperienced beginner wondering how to become a tech project manager without a degree, a bootcamp is probably your best bet.

3. Hone Your Soft Skills

Tech project managers need a balanced set of technical and management skills to be successful. While “hard” technical skills are obviously necessary for IT professionals, it’s crucial not to underestimate the “softer” skills — i.e., those related to managing time, people, and resources.

These are some of the soft skills most valuable to IT project managers:

IT project managers, by definition, need to manage teams. As such, it’s essential to know how to motivate people, inspire teamwork, and make timely decisions in project management.

Communication

It doesn’t matter whether you chat over Slack or face-to-face; communication skills are vital for project managers. Be clear, direct, and open with your team. But remember, the best communicators don’t just talk to their direct reports — they listen and respond to feedback, too.

Conflict Resolution

Managing personnel doesn’t always go smoothly. IT project managers must establish clear workplace policies, implement protocols, and occasionally defuse disagreements.

Organization

Maintaining budgets, tasks, and deadlines requires diligent organization. All aspiring project managers need to be detail-oriented and have excellent time management skills.

Additional Resources

• 10 Skills You Didn’t Know Could Land You an IT Job — CompTIA
• How to Identify and Develop Soft Skills — Glassdoor
• 21 Soft Skills for Leadership Success — Indeed Career Guide

4. Prepare for the Job Hunt

Once you’ve completed your education and accumulated the necessary job experience, you can start looking for jobs.

Generally speaking, your first step should always be to craft a resume and portfolio that will wow employers. Your resume should spotlight your education, experience, and any soft skills you might have accrued throughout your educational and professional experience. Your portfolio — a collection of your best projects and professional achievements — should provide a real-world illustration of the skills highlighted in your resume.

That said, your job preparations shouldn’t start and end with a few polished documents.

Networking with leaders in industries you find attractive can generate even more opportunities. For those figuring out how to become an IT project manager, internships and mentorships can help open professional doors. Having someone to provide guidance and support carries great value.

Additional Resources:

• Information Technology (IT) Resume Tips and Examples — The Balance Careers
• Why You (Yes, You) Need a Professional Portfolio — The Muse
• The Ultimate Interview Guide: 30 Prep Tips for Job Interview Success — The Muse

5. Apply for Jobs

Whether you’re transitioning to project management or looking for a promotion, it’s important to be patient and persistent in the job hunt. Look for jobs that match your qualifications — but don’t be afraid to be ambitious! You don’t need to have every single capability listed on a job ad to be a competitive candidate. “Soft” factors like personality, cultural fit, and workplace attitude all play a role in a hiring manager’s decision making process.

Know that your experience and personality will weigh in your favor even if you haven’t been an IT project manager before. Someone out there is looking for you!

What Does an IT Project Manager Do?

IT project managers start, plan, execute, and close projects; they also ensure that their tech departments operate as efficiently as possible.

These high-level professionals typically supervise teams of technical and support specialists that design and build software, applications, and other programs that are instrumental to a company’s operations. Their responsibilities include oversight of all project aspects, including scheduling, budgets, and communicating progress to superiors and customers.

Roles can be delineated further into IT project managers and tech project managers. What’s the difference? Let’s examine them:

IT Project Management vs. Tech Project Management

IT project managers generally oversee the computer, engineering, or other technical aspects of a project. They are the experts who shape the project and diagnose and resolve issues if needed. They also translate tech talk to team members who aren’t fluent.

So, what does a technical project manager do? They oversee the total project, from startup to close, ensuring its success. Tech project managers are responsible for day-to-day operations and people management of an assignment. They keep customers and key stakeholders current on a project’s progress and provide approval on all major decisions.

To put the difference simply — IT project managers deal with the technical details while tech project managers handle the big picture.

What Tools Do IT Project Managers Use?

Project management software abounds, from free versions to paid platforms for every budget and need. If you want to become an IT project manager, you’ll need to know at least a few of the most common digital collaboration tools.

Not sure where to start? Here’s a quick checklist of a few technologies you should know before wading into the job pool:

• Microsoft Project
• Video-conferencing software such as Zoom, Skype, and Google Meets
• Graphics software such as SmartDraw and Microsoft Visio

Every tech project requires team collaboration. These platforms make interpersonal efforts easy to facilitate — and, as such, are invaluable for aspiring IT project managers.

Career Paths in IT and Tech Project Management

In technical fields, project managers often begin their careers as programmers. They have experience with programming languages and are knowledgeable in project management methodologies such as Agile and Waterfall.

After a few years, these professionals can set the groundwork for a career in IT project management by gaining supervisory experience. They can accomplish this by taking on smaller-scale managerial duties — i.e., overseeing a specific project aspect or a small team. During this process, aspiring tech project managers may also want to seek any additional training or education they need to qualify for a higher-level role.

Careers in IT and tech project management offer considerable room for growth and advancement. After they gain experience and prove their leadership mettle, project managers can rise into executive fields as senior directors or even chief officers.

How to Get an Entry-Level IT/Tech Project Management Job

As discussed earlier, your first steps should be to gain an education and craft a knockout resume and portfolio. Be sure to sell your soft skills as well as your technical skills!

To accelerate your IT project management career path, pursue entry-level jobs that naturally lead to supervisory positions. Programming, database management, or IT security are excellent places to start, as are roles such as project coordinator, office manager, or marketing assistant. Getting in the door is the first step toward becoming a tech project manager.

Certifications

Certifications make IT project managers more valuable to employers. They demonstrate your proficiency with specific project management skills and underscore your willingness to embrace an expanded role.

For aspiring project managers, certifications are more than a resume point; they show employers that you have the expertise to deliver on their IT initiatives. Here are a few to consider:

Agile Certifications

Agile has become an essential framework of project management. At its core, Agile values individuals and collaboration above processes and plans. Certifications are available in methods such as Agile Project Management, Scrum, and Scaled Agile Framework, among others.

Certified ScrumMaster

If Agile is a philosophy of project management, Scrum is a specific Agile methodology. Certified ScrumMasters ensure that their teams follow the Agile principles in completing a project.

Project Management Professional

To pursue this certificate, you will need experience as a project manager. It is one of the most valuable certificates for project managers seeking career advancement.

Certified Associate in Project Management

This is an entry-level certification for project managers seeking to become Project Management Professionals.

CompTIA Project+

Designed for professionals who oversee small- to mid-sized projects, this certification benefits managers who work in IT or other fields.

• Agile Certifications for Every Step in Your Career — Project Management Institute
• Become a Certified ScrumMaster — Scrum Alliance
• Project Management Professional Certification — Project Management Institute
• Certified Associate in Project Management — Project Management Institute
• CompTIA Security+ Certification — CompTIA

How Much Do IT/Tech Project Managers Make? Job Outlook and Salaries

The job and salary outlooks for IT and tech project managers are promising. According to the U.S. Bureau of Labor Statistics, the need for computer and information systems managers will grow by 10 percent through 2029. By comparison, the average job growth for all occupations is just four percent.

The same data further indicates that the New York/New Jersey/Pennsylvania corridor has the second-highest regional employment level for technology project managers. In fact, Columbia Engineering’s home of New York is the fourth-highest paying state for project managers. In the New York region, according to CareerOneStop, opportunities for project managers are expected to grow considerably faster than the national average.

Remote work, of course, has changed the nature of some IT project management opportunities, allowing managers to telecommute across the country. This will naturally vary by project and company but is becoming a more viable work option.

Should You Become an IT Project Manager?

Information technology delivers exciting career prospects and the chance to advance into management. Through an entry-level position, IT professionals can climb into roles as IT or tech project managers.

As project managers gain more experience and certifications, they can pursue higher positions as technology officers or even chief executives. The potential for career expansion is substantial.

If you have been exploring options for career growth, IT project management could be a good fit. Not sure how to start walking an IT project manager career path? Columbia Engineering Technology Project Management Boot Camp is a great place to start, especially for those with degrees in a field other than information technology or project management.

The course teaches you the tools to become an IT or tech project manager without any experience. Upon completing the 18-week bootcamp, you will have the technical training and hands-on experience to create and manage a project from start to finish. You also will develop a professional portfolio highlighting your skills.

If you have the will and interest to pursue a career as an IT project manager, consider exploring our course offerings to start charting your own path in the field.

Get Boot Camp Info

Step 1 of 6

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.

Related Posts

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 !

Similar Posts

Parkinson’s Law: Get More Done in Less Time

Parkinson’s Law helps you get more done in less time. The law states that “work expands so as to fill the time available for its completion.”

Clockify vs Harvest: Which Time Tracking Tool is Better?

Optimizing time tracking is crucial for business success. Check out our Clockify vs Harvest review to find the best fit for your needs!

The 4-Hour Workweek by Tim Ferriss | Book Summary

The 4-Hour Workweek by Tim Ferriss has revolutionized how we think about work and life. The book offers practical advice on how to create a lifestyle career or business that allows for more flexibility, freedom, and overall satisfaction with one’s life.

What is a Fractional CTO? Why Hire One?

A fractional CTO can make all the difference for startups – they are tech leaders without the commitment to help you boost your tech!

Marketing Automation: A Comprehensive Guide for 2024

Are you manually creating content, posting, and sending emails? Then, it seems like you need marketing automation. Read this guide for more!

What are Fractional HR Services? Why Hire Them?

Handling business growth poses HR challenges. Fractional HR services offer outsourced solutions for efficient operations and cost savings.

• Defense Technologies
• Digital Media
• Engineering
• K-12 Programs
• Manufacturing
• Mathematics
• Occupational Safety & Health
• Supply Chain & Logistics
• Graduate Certificates
• Professional Certificates
• Savannah Campus
• Workplace Learning & Professional Development
• Corporate Education
• Train at Your Location
• Georgia Tech Summer
• Military Programs
• ESL (English as a Second Language)
• Online Courses
• Massive Open Online Courses (MOOCs)
• Global Learning Center
• Savannah Facilities

The Value of AGILE

• Share on LinkedIn
• Share on Facebook
• Share on Twitter
• Share via email
• Print this page
• Education & Innovation

AGILE is an innovative project management methodology that champions adaptability, iteration, and collaborative efforts and is applicable in any environment that attempts to satisfy stakeholders.

As technology advances and capabilities climb, projects and solutions are growing more complex. To get things done, organizations are relying increasingly on the human skills of management, collaboration, and adaptability – the skillset of an Agile project manager.  

WHAT IS AGILE PROJECT MANAGEMENT?   

According to the Project Management Institute (PMI) , “Project management is the application of knowledge, skills, tools, and techniques to project activities to meet project requirements. It’s the practice of planning, organizing, and executing the tasks needed to turn a brilliant idea into a tangible product, service, or deliverable.” This skillset is needed in every organization that aims to deliver something for its stakeholders and can be applied in nearly every industry across a variety of environments, scopes, and needs.  

Agile is a specific approach to project management. Like its name suggests, it is flexible and iterative, emphasizing collaboration and continuous improvement over the course of several iterations, which makes it highly attractive to companies looking to provide more adaptable solutions for their customers. 

The Agile methodology breaks down a project into a series of short cyclical phases, incorporating customer feedback at the end of each one. This real-time data allows teams to adjust to changing needs, desires, and circumstances along the project timeline.  

IS AGILE PROJECT MANAGEMENT WORTH MY TIME?   

Growing demand for project management  .

Across industries in the United States, project management skills are in demand now more than ever. A recent study from Lightcast Data shows that the number of project management jobs in the United States has climbed nearly 100% over the past decade, from around one million in 2013 to nearly two million in 2023.This number is projected to grow another 12.7% by 2033. 

Adaptability Maximizes Business Value  

As AI and technology heighten the expectation for customization, adaptability is becoming more and more essential for businesses that want to deliver for their customers.  

With its fast feedback cycles, Agile project management maximizes value for customers. Providing a space for the customer to share their voice allows teams to identify problems or changes early in the project lifecycle and adapt as needed. As a result, teams can execute the project more closely to the customer’s vision. And by releasing new iterations of project deliverables at each phase, Agile teams also deliver measurable wins over the course of the project.  

Adaptability Maximizes Personal Value  

Agile certification also equips professionals themselves to adapt, a valuable human skill to set yourself apart in an ever-shifting workplace growing more dominated by technology. 

“Professionals who have proven training and certification in Agile are in high demand by organizations,” explained Lee Jordan, Project Management and AGILE Leadership instructor at Georgia Tech. “As AI disrupts many careers, those with Agile certifications remain competitive with soft skills such as relationship building, collaborative leadership, strategic thinking and creative problem solving.” 

Soft skills such as these enable professionals to produce better results for their organizations. A Pulse of the Profession report for PMI has shown that organizations that embrace agility and adaptability complete more projects successfully than those that do not, 75% versus 56%. With advanced soft skills, professionals work more effectively across disciplines, levels, and stakeholder interests, fostering more productive collaboration to drive better and faster results.  

Professionals trained in Agile also benefit from understanding a variety of tools, techniques, team approaches, and delivery systems. This breadth of knowledge empowers Agile project managers to approach a wide set of projects and challenges with confidence in both their knowledge and their ability to learn. Their versatility also positions them for further growth through new opportunities – the same Pulse of the Profession report from PMI shows that 86% of professionals certified in Agile qualified for new opportunities.  

WHAT IF I DON’T HAVE EXPERIENCE IN  PROJECT MANAGEMENT?  

If you’re just getting started in the project management field, earning your Agile Certified Practitioner (ACP) credential is a great place to start.  

“I would do the ACP first, and then go for the PMP,” says Joe Sisto, Project Management and AGILE Leadership instructor at Georgia Tech. “The PMP is far more difficult; it’s a much harder exam requiring a lot more test prep and class work.”

The ACP exam requires less preparation than the PMP exam , with only 120 questions compared to 180 questions on the PMP. Furthermore, the PMP requires more demonstrated work experience as compared to the ACP.   

 PREPARING FOR THE ACP EXAM  

While both exams require you to complete a certain number of educational hours to qualify, you can complete the required hours for the ACP by enrolling in the Georgia Tech AGILE Leadership Certificate offered through Georgia Tech Professional Education (GTPE).  

“The Georgia Tech AGILE Leadership Certificate will provide you with the ability to work with projects using the Agile Framework,” Sisto says. “Our combination of classroom learning, exercises, and real-world instruction will give you the means to apply your knowledge at work.” 

Strategic Curriculum  

Over a series of four strategic courses taught by experienced ACPs, the Georgia Tech AGILE Leadership Certificate provides the foundation for the Agile skillset and prepares students to ace their ACP exams. Course topics include Practicing Agile, Advanced SCRUM Workshop, Agile Project Management, and Preparing for the ACP Exam.   

Throughout the course curriculum , you’ll master the four values and twelve principles of the AGILE Manifesto, gain essential program management practices that align to Agile principles and values, and integrate an Agile team mindset and structure that enables value delivery.  

Visit the AGILE Leadership Certificate page to learn more.    

You may also like

Using Scale to Expand Access

Georgia Tech Creates Master of Science in International Security Online Offering

Join our list.

The latest insights in tech, business, and leadership straight to your inbox each month.

Connect With Us

Join the conversation on the latest industry news and academic offerings.

Program Manager, Ethics, Society, & Technology Practitioner Programs

🔍 school of humanities and sciences, stanford, california, united states.

Program Manager, Ethics, Society, & Technology Practitioner Programs

The School of Humanities and Sciences (H&S) is the foundation of a liberal arts education at Stanford. The school encompasses 24 departments and 24 interdisciplinary programs. H&S is home to fundamental and applied research, where free, open, and critical inquiry is pursued across disciplines. As the university’s largest school, H&S serves as the foundation of a Stanford undergraduate education no matter which discipline students pursue as a major. Graduate students work alongside world-renowned faculty to pursue and shape foundational research that leads to breakthroughs and discoveries that shed new light on the past, influence the present, and shape the future. Together, faculty and students in H&S engage in inspirational teaching, learning, and research every day.

The McCoy Family Center for Ethics in Society is seeking a Program Manager to provide operational and administrative support to the Center’s Ethics, Society, and Technology Practitioner Programs . This is a newly created position as the Center enters an exciting period of growth with expanded funding . The Program Manager is an essential member of the Center and will provide administrative support while also contributing to generating a shared vision, strategy, and management structure for the programs. This role will interact with diverse stakeholders, including numerous groups and units on campus and at external academic institutions as well as corporate, civil society, and government organizations. The position will report to the Associate Director of Ethics, Society, and Technology Initiatives. The ideal candidate will demonstrate critical thinking, self-motivation, creative problem solving, an interest in the impact of technology on society, and enthusiasm for working with a diverse team in interdisciplinary settings.

The Ethics Center is home to a diverse and growing portfolio of initiatives that reach audiences across campus and beyond. These initiatives include an undergraduate honors program, ethics-focused classes, fellowships on and off campus, research collaborations, curricular endeavors, and public events with renowned speakers. Through these efforts, the Center is committed to bringing ethical reflection to bear on important social problems through research, teaching, and public engagement.

Much of the Center’s expanding work is in the arena of technology ethics, including ethical issues related to artificial intelligence, bioengineering, and climate tech, which presents new opportunities for interdisciplinary work and partnerships across Silicon Valley and beyond. The Program Manager will help expand existing programs, including the Ethics, Technology, and Public Policy (ETPP) Course for Practitioners, ETPP Action Cycles, and career pathway exploration programming for students. This position will also have the opportunity to support with piloting new programs, such as community-based research fellowships for students and non-residential practitioner fellowships.

Specific job duties include: Administering a practitioner education program, a non-residential practitioner fellowship, and a community-based research program; generating and circulating periodic impact reports with updates about ESTI practitioner programs; helping to represent the ESTI practitioner programs on and off campus and looking for opportunities to bring collaborators together on research and teaching projects; management of program budgets in partnership with the DFA, AD of ESTI and faculty directors; and planning and managing ESTI convenings and events for practitioners and students, such as Fellows Kick-off Week and career fairs, as well as supporting with general Center events.

We are a small but growing staff that works together to support each other in a collaborative, congenial work environment. We make every effort to ensure that we each have access to the tools and experiences we need to be successful in our current roles as well as with an eye towards individual growth.

This is a 100% FTE, 1-year fixed term exempt position. This position will be based on the Stanford campus and will be considered for an option of telecommuting (hybrid of working on-site and off-site), subject to operational need.

If you believe that this opportunity is a match for your knowledge, skills and abilities, we encourage you to apply. Thank you for considering employment opportunities with the School of Humanities and Sciences.

CORE DUTIES:

●       Independently implement, administer and evaluate day-to-day activities of the unit, function or program by identifying and executing tasks and objectives, making recommendations that impact policies and programs, and assigning resources to achieve the goals of the program.

●       Collect and analyze data, create reports, review and explain trends; formulate and evaluate alternative solutions and/or recommendations to achieve the goals of the program or function.

●       Analyze and interpret policies; develop, revise and implement procedures for program or function.

●       Represent the program or function as the key contact and subject matter expert within the department, unit or school. Commit resources and provide information and/or training. May also represent the program or function to external/internal stakeholders and constituencies.

●       Organize and/or participate in outreach activities that may include developing communications and training, planning/promoting events and/or conferences.

●       May participate in development of budgets, monitor, and approve expenditures. May perform limited forecasting and provide recommendations that determine the budget.

●       May direct staff to perform various tasks and assignments. May also supervise staff.

*Other duties may also be assigned.

EDUCATION AND EXPERIENCE:

●       Bachelor’s degree and three years of relevant experience, or combination of education and relevant experience.

KNOWLEDGE, SKILLS, AND ABILITIES:

●       Demonstrated ability to prioritize own work and multi-task.

●       Demonstrated excellent organizational skills.

●       Demonstrated ability to take initiative and ownership of projects.

●       Ability to communicate effectively both orally and in writing.

●       Ability to routinely and independently exercise sound judgment in making decisions.

●       Demonstrated experience working independently and as part of a team.

●       Relevant subject matter knowledge.

●       Ability to direct the work of others, for jobs requiring supervision.

In addition, preferred requirements include:

●       A general interest in and/or understanding of issues related to emerging technologies or the social impact of science and technology.

The expected pay range for this position is $69.100 to $120, 000 per annum.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Why Stanford is for You

Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and  unique perks  empower you with:

●       Freedom to grow . We offer career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.

●       A caring culture . We provide superb retirement plans, generous time-off, and family care resources.

●       A healthier you.  Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.

●       Discovery and fun.  Stroll through historic sculptures, trails, and museums.

●       Enviable resources . Enjoy free commuter programs, ridesharing incentives, discounts and more

The job duties listed are typical examples of work performed by positions in this job classifications and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants

requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected]. For all other inquiries, please submit a contact form .

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Full-time
• Job Code: 4121
• Employee Status: Fixed-Term
• Requisition ID: 103231
• Work Arrangement : Hybrid Eligible

My Submissions

Track your opportunities.

Similar Listings

 School of Humanities and Sciences, Stanford, California, United States

📁 Administration

Post Date: Apr 11, 2024

Post Date: 1 day ago

Post Date: Mar 28, 2024

Global Impact We believe in having a global impact

Climate and sustainability.

Stanford's deep commitment to sustainability practices has earned us a Platinum rating and inspired a new school aimed at tackling climate change.

Medical Innovations

Stanford's Innovative Medicines Accelerator is currently focused entirely on helping faculty generate and test new medicines that can slow the spread of COVID-19.

From Google and PayPal to Netflix and Snapchat, Stanford has housed some of the most celebrated innovations in Silicon Valley.

Advancing Education

Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

Working Here We believe you matter as much as the work

I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

School of Engineering

I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

Phillip Cheng

Office of the Vice Provost for Student Affairs

Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

Denisha Clark

School of Medicine

I like working in a place where ideas matter. Working at Stanford means being part of a vibrant, international culture in addition to getting to do meaningful work.

Office of the President and Provost

Getting Started We believe that you can love your job

Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

• 4.2 Review Ratings
• 81% Recommend to a Friend

View All Jobs

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Senior Category Manager-Contracts, Services and Technology (Hybrid Schedule)

• Procurement Services
• Manhattanville
• Opening on: May 14 2024
• Job Type: Officer of Administration
• Regular/Temporary: Regular
• Hours Per Week: 35
• Building: Studebaker
• Salary Range: $85,000 - $90,000

Position Summary

Reporting to the Director, Services, Software & Consultant Agreements, the Senior Category Manager is responsible for the sourcing, review, negotiation, and administration of goods and services to meet the University's business needs through third-party agreements. 

Responsibilities

• Leads the review and negotiation, and in some cases, the development of agreements in support of collaborations and joint ventures undertaken by the University;
• Works in close partnership with the Office of the General Counsel, Risk Management, and University leadership;
• Works with the Director and University colleagues on the effective incorporation of new terms and conditions in University contracts to support evolving compliance requirements;
• Negotiates agreements, (i.e. terms, scope, service level agreements, etc.);
• Assists and advises University departments in obtaining the best total value considering quality, service, and cost on a timely basis;
• Develops effective working relationships with suppliers to negotiate the best possible value, ensure the quality of services (and some goods) purchased, and fully meet the needs of end users.
• Identifies sourcing opportunities for conversion from non-standard agreements to either Master Contracts or University-wide Purchasing Agreements (UwPA’s) based on analysis of University spending data;
• Coordinates with schools and departments to effectively promote and manage University-wide Agreements;
• Participates in the development, implementation, and promotion of the use of University agreement templates.

Transactional:

• Responsible for the collection, review, and approval of documentation that provides compliance and completeness of University Purchase Order requirements and prepares for review by Procurement management;
• Tracks the status of all agreements in the process;
• Ensures that, in conjunction with the customer the Scope of Work and contract Terms & Conditions are complete and accurate;
• Interacts with the offices of Risk Management and the Office of the General Counsel to ensure full compliance of all related transactions with University purchasing policies as well as federal and other applicable regulations;
• Facilitates, reviews, and tracks customer and/or supplier requests for waivers relative to University accepted standard terms and conditions;
• Reviews and manages consultant/contract queues relative to outstanding customer requests and escalates as required;
• Reviews and manages expected and/or agreed deadlines and prioritizes accordingly;
• Develops, negotiates, awards, and administers contracts, purchase orders, and change orders that take maximum advantage of the University’s spending leverage;
• Processes Purchase Requisitions/Change Orders/Contracts of up to $100,000 utilizing Purchasing systems and convert them to appropriate Purchase Orders.

Training, Communications, and Education:

• Assists the Director, Service Agreements in the ongoing development and refinement of related materials supporting the contracting process (i.e. user guides, on-site training, forms, etc.);
• Conducts education, communication, and training activities to promote increased competency within the University community;
• Represents the Purchasing Department at customer and supplier meetings;
• Assists in the ongoing development and refinement of the Purchasing website relative to contracting initiatives;
• Participation in the development of training and web-based documentation relative to contracts and consulting-type agreements. 

Performs other related duties and special projects, as assigned. 

Minimum Qualifications

• Bachelor's degree is required. A minimum of four years of related purchasing experience is required.

Preferred Qualifications

• Prior experience in a related contract management area and with automated purchasing systems.
• Experience with ERP implementation especially Oracle/PeopleSoft, preferred.

Other Requirements

• Experience with the development and review of varied contracts is also required with a specific understanding of software, SAAS, and other license-related agreements. 
• Must have a general understanding of the laws, rules, and regulations related to UCC as well as Uniform Guidance. 
• Proficiency in Microsoft Office (Access, Word, Excel, PowerPoint).
• Experience with Jaggaer, or other e-marketplace.
• A demonstrated ability to prepare reports, summaries, and analyses and present findings and recommendations. 
• The ability to collect and analyze data and evaluate information.
• Must be detail-oriented with strong organizational and problem-solving skills, and have the ability to prioritize and manage multiple projects simultaneously.
• Must be able to effectively manage high transaction volumes on a sustained basis.
• Must be a self-starter and capable of operating with minimal supervision. 
• Excellent interpersonal are essential to support both internal and external customer requirements.
• Ability to effectively communicate, both orally and in written communication, as well as, active listening skills,
• The ability to work closely and effectively with a diverse group of University administrators, characterized by strong consensus-building and relationship-building skills, is essential. 
• Must be able to negotiate issues and resolve problems both independently and collaboratively. 
• In addition, the successful candidate must be able to work well with all levels of management, student groups, and faculty on both the academic and medical sides of the Columbia organization.
• The incumbent, must possess demonstrate patience, be a self-starter, manage varying projects and duties concurrently, and be flexible solve problems and next steps, with sound judgment.
• Must have a passion for excellent customer service and commitment to exceptional quality.

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

Thank you - we'll send an email shortly.

Other Recently Posted Jobs

Library Assistant V

Associate project manager, assistant manager.

Refer someone to this job

• ©2022 Columbia University
• Accessibility
• Administrator Log in

Wait! Before you go, are you interested in a career at Columbia University? Sign up here! 

Thank you, for sharing your information. A member of our team will reach out to you soon!

This website uses cookies as well as similar tools and technologies to understand visitors' experiences. By continuing to use this website, you consent to Columbia University's usage of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

Forget Premium Tools, Here's How I Use Excel for Project Management

Quick links, use drop-downs, create gantt charts to track progress, create a progress tracker, display due dates and time remaining.

You might be tempted to browse the web for top-of-the-range programs to help you with your project management. But stop—I'm going to talk you through some of Excel's tools that you can use and reuse to efficiently manage your project without having to fork out for expensive software.

Drop-downs are a great way to speed up your work processes, and make your project management system more professional. First, create the options to appear when you click a drop-down cell. Click the "+" at the bottom of your workbook, and double-click the new tab to rename it Options .

I need employee names and task status as drop-down options in my workbook, so I'll create the lists for these here.

Now, create another sheet where the tasks will be managed and rename it Tasks .

After creating a table with the task names on the left and an appropriate header at the top, select the cells that will contain the first drop-down with the options you just created on your Options sheet.

Next, in the Data tab on the ribbon, click "Data Validation."

In the Allow field of the Data Validation dialog box, choose "List." Then, click the Source field arrow, head to your Options sheet, and select the appropriate values for this drop-down. In my case, it's the values underneath the Employee Names heading, and their cell references will then show in the dialog box field. Even though the list of names runs from A2 to A10 on our Options sheet, I've selected A2 to A100 for our data validation, as this means any new names I add to the list will also be picked. Finally, click "OK."

You will then see the list of names appear when you click any cell in the Assignee column.

Now, repeat the process for the Status column, and anytime you want to add a drop-down list to your workbook, you can use and hide your Options sheet to create the choices.

A Gantt chart is a simple but effective table that shows you what task needs to be done in a project and when they need to be completed.

Excel has tools for creating simple Gantt charts , but they are less adaptable than those created from scratch. Keep reading to see how to create a more dynamic Gantt chart.

Step 1: Mark Your Timings Manually

Click "+" at the bottom of your workbook to create a new sheet, and call it Timing . On this new sheet type the tasks' names on the left and the months at the top. Next, map out your proposed timings using manual color fill. It doesn't matter what color you use, as this will be covered up later when we add more settings. Select the first cell you want to color, hold Ctrl, and then select the remaining cells. Then, go to the "Fill Color" drop-down in the Home tab on the ribbon and choose a color.

Step 2: Color the Cells According to Progress

I now want to color the cells according to their status. I'll do this by referring to the status I set for each task on the Tasks sheet set up in the section above. In the first colored cell of your Gantt chart, use the VLOOKUP formula :

=VLOOKUP( x , y , z )

where x is the cell reference in the chart you're looking up, y is where Excel should look to find the corresponding value, and z is the column number within the array.

So, here's what I'll type into my first Gantt chart cell:

=VLOOKUP($A2,Tasks!$A$1:$C$1000,3)

Because I have used mixed and absolute references (using the $ symbol) within our formulas , I can copy (Ctrl+C) and paste (Ctrl+V) this formula into the other colored cells.

If you use a black color fill, use white font so that you can see the values against the black backgrounds.

Finally, use Conditional Formatting to color the cells based on the values they contain.

Select all the cells in the Gantt chart, and in the Home tab on the ribbon, click Conditional Formatting > Manage Rules.

Click "New Rule" in the dialog box that appears, and create the following conditions (after you have set each one, click "OK" to set the next):

• For each rule, set the Rule Type to "Format Only Cells That Contain."
• Select "Specific Text" and "Containing" in the first two drop-down boxes.
• In the text box, type Done , In progress , Not started , or Changes required for each rule you create (as these are the options in the VLOOKUP for these cells that we created in the previous step).
• For each rule, format both the fill color and the text color to be the samegreen for Done, yellow for In progress, and so on.

You will then see the relevant Gantt chart cells change color based on their status in the Tasks sheet.

Step 3: Highlight the Current Month

Start by typing the first date of each month in short form where you originally typed the name of the month. So, for example, replace the text in the cell containing January with 01/01/2024 . Then, do the same for February, before using AutoFill to complete the remaining months . Doing this tells Excel that these are dates, and not just text. Next, change the font color of these dates to gray.

To turn these back into the names of the months, select all the dates, click the Number Formatting drop-down option in the Home tab on the ribbon, and click "More Number Formats."

In the Format Cells dialog box, open the "Number" tab, and click "Custom" in the Category list. Then, in the Type field, type MMMM .

Then, click "OK" to see the result. To now make the current month stand out, select all the months in your Gantt chart, and click Conditional Formatting > New Rule. In the dialog box, click "Format Only Cells That Contain," select "Dates Occurring" in the first drop-down menu, and "This Month" in the second. Next, choose the formatting you want to use to make the current month stand out, such as black and bold text. Finally, click "OK."

You now have your completed and dynamic Gantt chart with the progress displayed and the current month emphasized.

Using the Gantt chart created in the steps outlined above, you can now create a progress tracker. You can either do this on the same sheet as where your Gantt chart is located or on a new tab. In my case, I want to show how many squares in our Gantt chart are marked as Done, In progress, Not started, and Changes required, and then calculate an overall progress percentage.

To do this, I'll need to use the COUNTIF function , which follows this syntax:

=COUNTIF( x , y )

where x is the array to evaluate and y is the criterion to count.

So, for the Done count, we will type

=COUNTIF($B$2:$I$10,"Done")

• $B$2:$I$10 This references the cells in the Gantt chart using an absolute reference (notice the $ symbols).
• "Done" Use the quotation marks to tell Excel you're looking to count the number of times this text string appears in the array.

Then, copy and paste this formula for the remaining details in your progress tracker, changing value y to match the value you're looking to count.

Next, calculate the overall progress using the following formula:

=SUM( a /( a + b + c + d ))

Where a is the number of cells in your Gantt chart containing the word Done, and b , c , and d are the number of cells containing the other status markers. Remember to change the number format of this cell to a percentage.

With the cell containing the newly calculated percentage selected, in the Insert tab on the ribbon, click the Chart button highlighted below, and select a 2-D bar chart.

Then, format your chart to remove any details you do not require, resulting in a progress bar showing your overall progress.

Remove the gridlines to make your progress bar easier to read and look more professional.

As well as tracking your project's progress, you can also track the time elapsed and time remaining.

1. First, type the start and due date manually using a date format that suits your region. Excel will automatically convert this to a date format, and you can amend the date format if required.

2. Next, add today's date by typing

and pressing enter.

3. Third, calculate the days elapsed so far using the following formula:

=SUM( x - y )

where x is the cell containing today's date, and y is the cell containing the start date. Then, calculate the weeks elapsed by dividing the days elapsed by seven.

4. You can also calculate the days remaining with the following formula:

=SUM( a - b )

where a is the cell containing the due date, and b is the cell containing today's date. Again, calculate the weeks remaining by dividing the days remaining by seven.

5. Then, create a percentage of the time passed with the following formula:

=SUM( c /( c + d ))

Where c is the total number of days elapsed and d is the total number of days remaining.

6. Finally, create a 2-D bar chart using the method described in the previous section.

Now you've created the perfect spreadsheet for project management, consider using Excel to help you monitor your budgets !