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dc.contributor.advisorKameen, Marilyn C.
dc.creatorSnyder, Diane Edelman
dc.date.accessioned2017-06-27T18:39:56Z
dc.date.available2017-06-27T18:39:56Z
dc.date.issued2017-05
dc.date.submittedMay 2017
dc.identifierdoi:10.15781/T2R785W3H
dc.identifier.urihttp://hdl.handle.net/2152/47337
dc.description.abstractCommunity colleges are being asked to improve student success outcomes and operate more like a business – managing for quality, efficiency, and innovation. Higher education institutions (HEIs) only recently realized that organizational and operational structures such as project management might be beneficial to implement organizational change. This quantitative online survey study examined how mature the adoption of project management (PM) is at large, complex community college systems in the United States by benchmarking results with seminal studies of other industries, a first such empirical HEI PM study. Complexity for purposes of this study is defined as multi-campus urban or suburban institutions with Fall term student headcount greater than 19,999. Research thus far has not focused on PM maturity in the higher education context; only 26 of 895 (< 3%) peer-reviewed articles published since 1990 were related to higher education institutional maturity, capability or performance. The responses from 44 of the 55 largest U.S. community colleges/districts show PM practices being defined but at a low maturity level similar to late-adopters of PM in other industries. PM practices were often isolated to the Information Technology and Facility Construction departments. PM maturity ratings are higher in large community college systems having mature PM Office (PMO), knowledge management, and risk management practices. Results show higher maturity in leadership, culture, and PMSMS (systems/tools) than studies 10 years ago at two universities indicating increasing support for the concepts of project management at the department leadership level. However, scores remain unchanged on the operational staffing and PMO level that are necessary for institutional level adoption of PM fully aligned to institutional strategies. The HEI culture may hinder maturity progression to a project-based organization (Maturity Levels 4 and 5). The idea of a centralized PMO may be particularly challenging in the HEI culture where less bureaucratic and shared governance type of decentralized management is preferred. Thus, immature PM processes may leave community colleges unprepared as an organization for implementing efficiently and effectively the organizational changes necessary for improved student success that the public demands.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectHigher education
dc.subjectProject management
dc.subjectMaturity
dc.subjectPMMM
dc.subjectCommunity colleges
dc.subjectBenchmarking
dc.subjectCapability
dc.titleAccomplishing organizational change : project management process maturity at U.S. community colleges
dc.typeThesis
dc.date.updated2017-06-27T18:39:56Z
dc.contributor.committeeMemberSaenz, Victor B
dc.contributor.committeeMemberSharpe, Edwin R
dc.contributor.committeeMemberBryde, David J
dc.description.departmentEducational Administration
thesis.degree.departmentEducational Administration
thesis.degree.disciplineEducational Administration
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
dc.creator.orcid0000-0002-4860-8264
dc.type.materialtext


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