Project Management Maturity and Associated Modeling: A Historic, Process-Oriented View

Abstract

A universal definition—much less an understanding—of project management maturity and its achievement does not exist. The issue raises many questions, and a review reveals inconsistencies. One is the disconnect between the use of prescriptive models relying on highly defined processes to measure capabilities that manage projects with undefined elements. Universities represent an organizational model on their own unique path toward project management maturity. Over the last decade, they have—as part of a larger trend where specialized management techniques are being adopted (such as strategic planning and business process re-engineering)—embraced project management practices in an attempt to apply a greater degree of planning and coordination to teaching and learning strategies. The management of e-learning projects has been directly affected by such developments and is presented here as representative of a reliable project management capability using non-process factors. This chapter explores these issues.