Project management in public policy and higher education
Keywords:
project management, public policy, higher education, strategic planning, impact evaluationAbstract
DOI: https://doi.org/10.46296/rc.v9i17.0402
ABSTRACT
Project management in the public policy sector and in the context of higher education refers to a specific strategic process that defines, establishes, and evaluates interventions that contribute to shaping the social and educational practices of educational institutions. This type of activity comprehensively organizes the most essential phases of project management, beginning, of course, with intervention planning and formulation as the starting point for planning objectives and outcomes. All of this is guided by frameworks related to the current public policy landscape and the institution's development plan. Intervention planning, while also emphasizing resource management as a significant component of project management in complex organizational environments, addresses the impact monitoring and evaluation dimension. This involves a blend of basic analytical mechanisms focused on data collection, performance assessment, evidence production, and the promotion of continuous improvement. From a broad academic perspective, this text defends a comprehensive view of project management as a cycle of decisions, institutional learning, and accountability, all aimed at reshaping public policy and higher education.
Keywords: project management, public policy, higher education, strategic planning, impact evaluation.
Downloads
References
Chiu, T. K. (2024). Future research recommendations for transforming higher education with generative AI. Computers and education: Artificial intelligence, 6, 100197.
Gasik, S. (2023). Some insights on the future of project management in public administration. Revista de Gestão e Projetos, 14(3), 27-39.
Igberaese, D. A. (2022). Introduction to project management: A source book for traditional PM basics. Routledge.
Jääskä, E., & Aaltonen, K. (2022). Teachers’ experiences of using game-based learning methods in project management higher education. Project Leadership and Society, 3, 100041.
Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20(1), 2.
Kyryllova, O., Piterska, V., Sagaydak, O., Lohinov, O., & Lohinova, L. (2022). Conceptual Model of Educational Project Management Related to Maritime Transport in Higher Education Institutions. In ITPM (pp. 138-148).
Makarenko, L., Syvak, T., Berdanova, O., Iyzefovych, V., & Rachynska, O. (2022). Project Management in Public Administration: Priority Areas of Application. Cuestiones Políticas, 40(75).
Scarlat, C. (2022). Teaching Project Management Principles by Proverbs in Culturally and Linguistically Diverse Environments: Ten Years of Experience with International Students. In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 118-146). IGI Global.
Szczepańska-Woszczyna, K., & Gatnar, S. (2022, September). Key competences of research and development project managers in high technology sector. In Forum Scientiae Oeconomia (Vol. 10, No. 3, pp. 107-130).
Veluvali, P., & Surisetti, J. (2022). Learning management system for greater learner engagement in higher education—A review. Higher Education for the Future, 9(1), 107-121.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa REICOMUNICAR. ISSN 2737-6354.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
