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Positioning of university-based Project Management Office (PMO) among stakeholders involved in European grant applications.
Source publication
This paper illustrates how a university-based project management office (PMO) can provide focused support across the entire grant project lifecycle within a European research context. In recent years, EU (European Union) research and innovation grant programs have increasingly shifted to support multidisciplinary consortia composed of industry, aca...
Contexts in source publication
Context 1
... collaborative yet competitive nature of European-funded research and innovation projects, combined with a change in programmatic outlook and broadened skills requirements provides a fertile ground for university-based PMOs to flourish. As Figure 2 shows, PMOs can act as the linchpin between the grant-making authority (i.e. the European Commission), project partners (including academic and non-academic entities) and academic support such as faculty administrations or central research offices. In this regard, the PMO can interpret and convey needs and expectations of different project parties while ensuring that the coordinating academic institution delivers the project according to the aforementioned iron triangle of project needs. ...
Context 2
... this stage, the PMO predominantly played a controlling type role, although supporting the PI's academic team throughout the process as well. With the exception of the funding authority, the PMO reached out to all the parties depicted in Figure 2. It advised the PI's team on the format, requirements and layout of the grant application -providing a thorough review and revision of draft versions. ...
Citations
... Therefore, each project office is structured differently, and there is no consensus on the hierarchical level that the PMOs report to and may be linked to more strategic levels of the organization, as well as at tactical levels. However, based on research that used case studies to analyze the functioning of PMOs in companies, the studies of [17][18][19] point out that most of the investigated PMOs report directly to top leadership executives. ...
The competency-based education and the digital transformation we are experiencing today have posed significant challenges for engineering schools. To face these challenges, some engineering schools worldwide have a team to support teachers’ activities, usually called Teaching Learning Centers (TLC). This article aims to map the Project Management (PM) and Engineering Education (EE) literature to help design a typology of TLC, benchmarking the Project Management Offices (PMO). We used the systematic literature review method and, based on the PM literature, established five dimensions to characterize the types of PMO and TLC. The results show that the EE literature does not delve into the typology of TLC. On the other hand, the PM literature has a more detailed description of PMOs’ goals, functions, and autonomy, which contributes to a better understanding of TLC configuration alternatives. This research has limitations inherent to the systematic review method, such as article selection and data collection exclusively from the literature. The study presents originality and value for contributing to the specification of a typology for TLC.
... The study also aimed at discovering if RMAs' work is embedded within a dedicated project management office (PMO) or not. A PMO is usually established to provide support to researchers involved in complex research consortia that require the mobilisation of research, infrastructure, and financial and legal resources (see Wedekind & Philbin, 2018). The discussion has shown that the region's institutions have diverse approaches. ...
... Referring to the every days of "traditional research administrators", the investigation of Zink et al. (2022) underlines that these professionals "possess a wide range of skills and abilities and do everything under the sun" (Zink et al., 2022, p. 126). The reason behind is again the increasing competition for research funding and the constantly increasing complexity of projects, "so the skills and knowledge requirements to successfully complete a European grant application and project often exceed thematic scientific knowledge" (Wedekind & Philbin, 2018). Authors also highlight generally that these skills and competencies contradict the traditional role of scientists (Schuetzenmeister, 2010, p. 6) who are not supposed to bear all of them; this is where the rationale of having professionals in research management is lying. ...
... "knowledge of rules and regulations"(Davis-Hamilton & Marina, 2016), specialist knowledge of EU and other funders, cross-cutting issues, ethics, communication, dissemination and exploitation of project results, Intellectual Property, and commercialization are all considered important(Virágh et al., 2020;Wedekind & Philbin, 2018).The results of the survey conducted byVirágh et al. (2020) among European research managers reconfirm what has been already pointed out by the literature: the most important skills for professionals are soft skills, i.e. problem solving, teamwork, interpersonal skills and information management (Figure 6). ...
... ;Davis-Hamilton & Marina, 2016;Dutta et al., 2023;Dyason & Pillay, 2023;Virágh et al., 2020;Green & Langly, 2009;Melin-Rogovin, 2013;Müller et al., 2022;Oliveira et al., 2023; Poli, 2018;Romano & Albanesi, 2021;Schuetzenmeister, 2010;Shambrook & Roberts, 2011;Tauginiene, 2009;Wedekind & Philbin, 2018) ...
The preliminary report aims to provide an overview on the current state-of-the-art of the profession of Research Management (RM) within the European Research Area (ERA). The investigation consisted of multiple methods serving qualitative research, including literature review and desk research, focus group discussions, online interviews and the summary of the results of an in-person workshop. The research focused on the following topics: 1) definition and terminology of Research Management, 2) job categories in Research Management, 3) professional development and career path, 4) relevant skills and competences of RMs.
... According to Desouza and Evaristo (2006), the Project Management Office or PMO is an organizational unit established to improve project performance by providing standards and methodologies, thereby expanding knowledge of project management practices, and from the lessons learned through implementation. The organization benefits from various projects (Wedekind & Philbin, 2018). Another definition is that the PMO was established to improve the efficiency and effectiveness of the organization by supporting project managers, teams, functional areas, and organizational levels (Oliveira & Martins, 2020). ...
... First, PMO as knowledge management, i.e., its function is to carry out retrospective learning and become a knowledge center to project work to become the center of organizational learning (Arbabi et al., 2020;Lacruz & Cunha, 2017;Lucca et al., 2020;Paton & Andrew, 2019). Second, PMO is a supporting role that acts as a method provider for projects, provides services and support for projects, and monitors and controls ongoing projects (Braun, 2018;Duarte et al., 2019;Fateev & Zaporozhets, 2020;Otra-Aho et al., 2019;Paton & Andrew, 2019;Wedekind & Philbin, 2018;Zouheir et al., 2019). Third, PMO is a Strategic Alignment in which the PMO has the function of creating added value for projects, contributing to project success, and managing project portfolios (Bagherpour & Erjaee, 2017;Braun, 2018Braun, , 2018Bredillet et al., 2018;Ershadi et al., 2021;Fateev & Zaporozhets, 2020;Ichsan, 2020;Ko & Kim, 2019;Otra-Aho et al., 2018). ...
In recent years, the need for PMOs in various organizations has increased due to the positive impact of PMOs on the projects being carried out. This phenomenon is also occurring in Indonesia, but it does not work the way PMO should. This study, therefore, attempts to provide the role of the PMO manager so that they can adequately carry out their task, as there is as yet no literature that specifically addresses the role of the PMO manager. This study uses descriptive qualitative research methodology by performing three main activities. First, determining the functions of PMO that were derived from 70 papers. Second, making the pre-FGD survey based on the findings from the literature review of the functions of PMO. Third, making focus group discussion (FGD) to discuss, validate the result of the pre-FGD survey, and determine the role of PMO manager. This study found 60 roles of PMO manager within the scope of the seven functions of PMO. Although the study was carried out as part of the PMO in Indonesia, the respondents were PMO Managers. practitioners, and academics from Indonesia, the findings contribute to the latest PMO literature developments and open up opportunities for future research on the PMO manager’s competency framework.
... The PMO improves performance and acts as a liaison to ensure the project aligns with the business strategy, preventing it from being handled separately, [28]. PMO managers need guidance from organizations to reach optimal project maturity, [25]. ...
In the telecommunications and Information Technology (IT) sectors, Project Management Office (PMO) practices in Indonesia are seldom applied even though PMO has an essential role for companies as a productivity tool and to overcome existing changes in the business world. This study aimed to validate five PMO framework competencies and whether telecommunication sectors have applied these competencies. This study uses in-depth interviews and structured questionnaires to obtain robust validation data from expert PMO Managers. The data was obtained by interviewing five PMO expert respondents from PMOPI (Project Management Professional Indonesia). The raw data were analyzed using NVivo 12 by four certified expert coders. This study found that almost all PMO competencies were applied in the telecommunications industry, with significant results. This result was validated with an inter-rater percentage of 95.31%, indicating that the analyzed data had high accuracy. The business mainframe was the most utilized competency among the PMOs in the telecommunications industry, with 29.13% of findings. The occurrence percentages of each dimension with technical and professional specialists are as follows: 14.17%, effective intersocial competence is 12.60%, organizational stewardship is 9.45%, the business mainframe is 29.13%, and effective personal competence is 3.15%. This study provides the knowledge and skills required for successful performance to be demonstrated as a competent PMO manager.
... While the research manager and administrator role has evolved to become a self-contained occupation, it also faces several challenges [27]. One of the key challenges is the need to balance the demands of supporting research activities with the need to maintain compliance with regulatory and ethical standards. ...
This study aimed to explore and analyse the evolution of research administration and management as a profession using exploratory and thematic analysis. The exploratory research methodology used some features of a narrative review to collect statistical data. The thematic analysis was used as a qualitative research method to identify and analyse patterns or themes in data. By reviewing primary and secondary sources dedicated to the occupation, the study found that research management and administration has evolved significantly over the past few decades in the USA universities as a self-contained occupation, requiring specialized knowledge and skills to perform the role effectively. The analysis found that during the growth, professionalization, and globalization phases of the job, the topic of research managers and administrators being seen as servant leaders was discussed in the literature, and the job was linked to the positions such as mediator/expediter, mediator/regulator, and project manager. Professional education and certification, as well as international professional development, were used to educate and train research managers and administrators during the phases. Research development and the introduction of technology-mediated tools into research administration were identified as contributors to occupation evolution. The analysis of the technical aspects of the RMA job revealed that the main theme for the publications was policy, procedures, and process compliance, with the focus on regulation interpretation and application, intellectual property legislation, technology transfer/patent rights legislation, accountability issues, institutional evaluation, contract legislation, etc. Further research is needed in exploring the impact of external factors, such as changes in funding and policy environments, on the role of research managers and administrators. Another issue for further investigation is how the job responsibilities of research managers and administrators is changing nowadays due to the increasing use of technology in research.
... In order to maintain full control over the project with minimal project financial and operational impacts, he continued, "For us, there is a change process throughout a project amendment request that must be adhered to" (Reviewer 1). This assertion is consistent with the research by Wedekind, Philbin (2018). He claimed in the study that flexible, strategic operation produces the best results. ...
In current competitive market, organisations strive not only to complete projects on time, but also to ensure stakeholder satisfaction. Creating a separate body or department for project management within an organisation is frequently motivated by a desire to improve project management and reduce projects that fall short of customers' and stakeholders' expectations due to budget overruns or intolerable delays. Thus, Project management Office (PMO) practises are becoming more popular around the world to support project management activities. Hence, this paper presents a qualitative approach by interviewing twenty experienced personnel who had worked with PMO for several years. The experts were from four organisation namely Masdar Abu Dhabi Future Energy Company, Al Mansouri 3B Group, Abu Dhabi Securities Exchange (ADX), and Gulf Falcon Company (GFC). These open interview sessions were to discover the success factors in implementing PMO in UAE organisation. The results of the interview found that there are six key factors affecting the effective implementation of the PMO which are project flexibility; politics and change resistance in stakeholders; alignment and accountability; efficient resources; risk management; effective leadership and team management. Project flexibility, as well as effective leadership and team management, are cited as the most critical factors by all respondents. The paper also incorporates an effective PMO framework which suggests various strategic measures to implement in five phases of the project lifecycle: initiation, planning, execution, monitoring and controlling, closing, and post-implementation reviewing.
... Besides the functions of teaching and researching, higher education institutions (HEIs) are required to contribute to society through the creation, transfer, and exchange of knowledge and technologies, i.e. fulfill their "third mission", in close interaction with key societal stakeholders such as enterprises and local communities. The associated shift from discipline-based research ("mode 1") to interdisciplinary knowledge production, involving industry or service partnerships and increased social accountability ("mode 2") has led to deep changes in the organizational structure of research and innovation (R&I) ecosystems (Rajaeian et al., 2018;Wilts, 2000), and particularly of academic institutions (Emmert & Crow, 1989), namely in terms of project management practices (Wedekind & Philbin, 2018). Public research-performing organizations in general have been re-shaping their management and organizational structures towards a more market-oriented approach, with a strong executive control approach also known as 'new public managerialism' (Shattock, 2010;Deem, 2017). ...
... The data reported herein on the management of the ValorNatural project contributes to the fulfilment of this identified need. Wedekind and Philbin (2018) addressed the challenges of managing R&I projects in academic settings, in the context of a case study related to a European Union funded initiative, and the key role that project management offices (PMO) using PRINCE2 principles can play in this regard. The authors concluded by recommending an increase to the number of cases under investigation on this topic. ...
... The roles and functions of research managers and administrators in academic settings include support to project proposals development (pre-award), project management and knowledge and technology transfer (post-award) (Schofield, 2013;Wedekind & Philbin, 2018). The proposed framework can support their role in R&I project management by providing a structured guide to key aspects that may influence decisively the success or failure of this specific type of projects. ...
The contemporary complex settings under which research and innovation (R&I) activities are executed in academic institutions calls for the definition of suitable management and administration approaches. To this end, (1) the existing literature on the management of R&I projects in the academia is reviewed; (2) major specificities of R&I projects are discussed; (3) recent trends in project management are addressed; and (4) a specific framework for the management of R&I projects in higher education is proposed. The proposed management framework is defined in eight pillars, namely: (i) clarification of scope and goals; (ii) use of standards; (iii) scalability and flexibility; (iv) workflow modelling; (v) use of tools, techniques and templates; (vi) existence of a “project board” or similar; (vii) adequate risk management; and (viii) organizational learning. The authors argue that it should be seen as a practical tool for university managers and administrators to apply a structured and comprehensive overview of key action areas that will increase the effectiveness, efficiency and impact of R&I project management and administration in academic contexts.
... Más aún, de acuerdo con [36], los proyectos complejos en las organizaciones educativas deben afrontar variedad de turbulencias, como: poca planificación, escaso apoyo de la alta dirección, limitada información actualizada de tipo financiero/ comercial, escasez de herramientas estandarizadas que favorezcan el uso y la transferencia de la información y el conocimiento. Asimismo, se presentan retrasos en el inicio de los proyectos, debido a demoras en el reclutamiento, la contratación y la asimilación de general protocol of a systematic review, the critical incident method, inter-judge agreement, and content validation with experts. ...
... Estas dificultades en los ámbitos educativos derivan, a su vez, en proyectos atrasados, entregables incongruentes con lo pactado, recursos no ejecutados y, en general, insatisfacción de los usuarios de los proyectos. De ahí que configurar una PMO que apoye la formulación, el desarrollo, el cierre y la medición del impacto de los proyectos en las entidades educativas se constituye en una estrategia relevante, basada en conocimiento, para ayudar a superar las dificultades descritas [36,49]. ...
... En [36] puede verse un caso exitoso de la gestión del conocimiento, a través de la transformación producida (incremento de la capacidad de gestión) por la Universidad Imperial de Londres, como resultado de la implementación de una PMO. Esta logró pasar de un manejo de proyectos de investigación en un contexto local-tradicional, a la gestión de múltiples proyectos de investigación e innovación a gran escala en la Unión Europea y fuera de ella. ...
El diseño y uso de la Oficina de Gestión de Proyectos (PMO, en inglés) se han venido soportando principalmente en la práctica, por lo que hoy día se demanda mayor sustento científico. Además, los trabajos científicos al respecto se han centrado en escenarios de negocios. Este artículo desarrolla un modelo conceptual de las principales funciones de la PMO en ámbitos de educación, así como un instrumento validado a nivel de contenido que las hace medibles. La metodología consta de cuatro etapas (identificar, describir, profundizar, divulgar), las cuales incorporan el protocolo general de una revisión sistemática, el método de incidentes críticos, el acuerdo entre jueces y la validación de contenido con expertos. La muestra inicial arrojada por el algoritmo de búsqueda, ejecutado en Scopus y Web of Science, constó de 26 trabajos en contextos de educación. De estos, catorce superaron los criterios de inclusión/ exclusión. Dichos trabajos fueron analizados, descritos y caracterizados, lo cual permitió recopilar 167 incidentes críticos (funciones específicas de las PMO en entornos de educación), los cuales fueron el insumo para el despliegue del acuerdo entre jueces. Este artículo descubre y describe siete dimensiones que sintetizan las principales funciones de la PMO en ámbitos educativos, así como 47 ítems que reflejan sus manifestaciones empíricas y satisfacen propiedades de claridad y pertinencia. El modelo y el instrumento aclaran cuáles son, qué representan y cómo pueden medirse las funciones de la PMO en escenarios de educación. Resultan útiles para la enseñanza, auditoría, planificación, intervención/control e investigación sobre el tema. Palabras clave: Gestión de proyectos, oficina de gestión de proyectos, instituciones de educación, investigación cualitativa.
... The role of the project management office (PMO) in particular in European research consortia has been addressed by Wedekind and Philbin (2018), from the perspective of research and grant management. The authors argue that the scope change, associated with a shift from traditional academic research projects to research and innovation projects, has created the need for professional project management and has provided a productive environment for PMOs to flourish in academic settings. ...
... RMAs develop a varied portfolio of roles, including project proposal development, knowledge and technology transfer (Schofield, 2013) and, increasingly, tasks and responsibilities framed in project management offices (Wedekind & Philbin, 2018). In this context, the R&D Canvas is proposed as a valuable multi-purpose tool to be used by RMAs: a) when intervening in the project/proposal delineation phase, due to its creativity-driven and co-creation nature; b) in the project kick-off as a team building tool; c) during project execution, as it facilitates the controlling and directive roles increasingly played by RMAs in the context of PMOs; d) for knowledge and technology transfer processes that can benefit from its structured knowledge collection feature, and e) during project closing, as a lessons-learned tool that contributes to continuous organizational improvement and maturity. ...
Research and Development (R&D) projects are inherently ambitious, complex, uncertain, and risky. On the one hand, they increasingly involve diversified groups of people and entities that gather around common goals, with different objectives for each one. On the other hand, science and technology policies promoted and implemented by public entities are gaining momentum, translating into more R&D funding opportunities but also into more competition and accountability for the use of public funds. Research managers and administrators are, therefore, faced with growing challenges when coping with all these aspects and leading teams of scientists, companies, users, and other stakeholders towards successful projects. Traditional project management frameworks have been used and adapted to help the R&D project manager. However, the potential of design thinking principles and practices in this context has yet to achieve its full potential. This is quite surprising bearing in mind that both R&D projects and design thinking share a central characteristic: the key role of creativity and co-creation in assuring successful initiatives. In this paper, the rationale for a new tool for R&D management based on design thinking principles is presented. The relevant literature is reviewed, and the concepts that previous researchers have suggested are analyzed. The interplay between classical project management approaches and the creativity-driven nature of every R&D initiative is rationalized. The findings are used to develop a conceptual framework for a tool which can help research managers and administrators in facilitating the successful development of R&D initiatives. The usefulness of the R&D Canvas to the research management and administration profession is centered on its multipurpose usability as an effective planning and communication tool that facilitates the incorporation of creativity and co-development practices in the highly heterogeneous contexts characteristic of contemporary R&D endeavors.
