Conceptual model and instrument on the functions of the project management office in educational settings

Abstract

Project Management Office (PMO) design and use have been mainly based on praxis; nowadays, there is a demand for more scientific support. Additionally, the scientific work on the subject has been focused on business scenarios. This article develops a conceptual model of the main functions of the PMO in educational scenarios and a validated instrument at the content level that makes them measurable. The methodology consists of four stages (identify, describe, deepen, disseminate), which incorporate the general protocol of a systematic review, the critical incident method, inter-judge agreement, and content validation with experts. The initial sample obtained by the search algorithm, implemented in Scopus and Web of Science, consisted of 26 papers in educational contexts. Of these, fourteen passed the inclusion/exclusion criteria. These papers were analyzed, described, and characterized, which allowed the compilation of 167 critical incidents (specific functions of PMOs in educational settings), which were the input for the deployment of the consensus among judges. This article discovers and describes seven dimensions that synthesize the main functions of PMO in educational settings and 47 items that reflect their empirical manifestations and meet properties of clarity and relevance. The model and the instrument clarify what PMO functions are, what they represent and how they can be measured in educational settings. They are valuable for teaching, auditing, planning, intervention/control, and research on the topic.