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Published on Thursday, January 26, 2006 - 11:44 AM
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Abstract
This paper provides a global snapshot of the scope and nature of project management learning within both the professional development and academic settings. Statistics on training organizations, students, types of delivery, regional variations, and topics of study are presented. Using data collected primarily from the Project Management Institute’s Registered Education Provider program, the paper reports that in 2004 approximately 500,000 individuals participated in some form of project management training or education offered by over 1000 training organizations and educational institutions, and that the demand for training will increase in 2005-2006. Of particular interest is the dramatic growth in degree programs worldwide, which has grown from less than 10 in 1994 to over 185 in 2005. Introduction
A measure of the growth and acceptance of systematic project management is the degree to which training and education opportunities are available worldwide. For the purposes of this paper, discussions will focus on 1) an overview of project management training and professional development as found within the Project Management Institute’s (PMI) Registered Education Provider (R.E.P.) program and similar programs being administered by other project management associations; 2) the growth of academic degree programs related to the field of project management, and accreditation of these programs; and, 3) the knowledge areas learners are currently pursuing.
Section 1: The Training Environment
As the awareness and development of effective methods and standards for project management have grown in the past 10 years, so has the need for practicing professionals to obtain this knowledge. Until recently, few schools provided project management training within their degree programs, so practitioners and corporations have sought out commercial training providers. Several project management associations have developed programs to recognize or endorse training programs both as a service to their members and to the profession. These programs are discussed in the following section, beginning with PMI’s Registered Education Provider program, which is the largest.
PMI Registered Education Provider (R.E.P.) Program
Since its introduction in June, 1999, the PMI Registered Education Provider (R.E.P.) Program (http://www.pmi.org/info/PDC_REPHistoryStructure.asp) has experienced phenomenal growth. As of this writing, 727 organizations located worldwide were enrolled in the Program, and an additional 40 organizations were in the approval process. Prior to the introduction of more rigorous criteria for acceptance in 2004 an additional 300 organizations had participated in the program. Therefore PMI has access to data for over 1000 training organizations.
The R.E.P. program is open to any organization that provides project management training. Commercial training and/or consulting firms account for 79% of the R.E.P.s while universities and government or corporate internal training centers account for 12% and 9% respectfully. These organizations are globally distributed although the majority (63%) are located in the United States and Canada. Figure 1 illustrates the global distribution of the current R.E.P. organizations.
In 2004, the R.E.P. Program underwent significant changes related to its criteria for membership and application review processes that were intended to improve overall program quality control. To assess the overall effectiveness of these changes, a survey was administered via the Internet to gather information from R.E.P.s about their experiences with the new criteria and review process. In addition, this survey also gathered relevant information regarding the scope and nature of training being offered by R.E.P.s.
A request to participate in the survey was sent by email to all R.E.P. organizations that were active as of 30 May 2005. 322 R.E.P.s (45%) responded to the survey. The majority of R.E.P. organizations responding to the survey identified themselves as either Commercial Training Providers (39.4%) or Management Consulting Firms (28.6%); 14% identified themselves as Colleges or Universities. 60.7% of respondents indicated that their organizations have offices in North America. This is only slightly more than the actual percentage of R.E.P.s, which is 55%, but does indicate that US based R.E.P.s were more likely to respond to the survey.
According to the survey most R.E.P.s have been involved in project management training for either 2 - 5 years (34.3%), or more than 10 years (36.4%). In addition, 48.6% of respondents who indicated they were involved in project management training for 2 - 5 years, have been an R.E.P. for 3 - 5 years, compared to 74.4% of those who have been involved in project management for more than 10 years.
Scope and Nature of R.E.P. Project Management Training:
Questions asked about the scope of training revealed that the median average number of project management students per Provider in 2004 was 250. The overall average is 874; however, when data from the largest provider is removed the average drops to 498. The average number of training hours per student in 2004 was 36.5 hours. A similar survey of 300 former R.E.P. organizations conducted simultaneously with the R.E.P. survey revealed an average of 220 students per provider.
The survey results indicate that courses that teach the fundamentals of project management or PMP exam preparation dominate the training market - at least among R.E.P.s. According to the respondents, in 2004, 78.6% of all their students participated in courses that either taught the fundamentals of project management (and may have included PMP exam preparation) or PMP exam preparation courses only (50.9% and 27.5% respectively.) The remainder of students participated in "advanced' courses. This probably indicates an expanding market for the introduction of disciplined project management and is consistent with the geometric growth in applications for the PMP certification. 79.1% of respondents said they expected a significant or slight increase in training for 2005-2006, while only 7% projected a significant or slight decrease.
The survey also shed light on the methods of delivery of training and target audiences among R.E.P.s. For example, although the popularity of distance education programs seems to be growing, an average of 88% of project management students were still being taught in classroom (face-to-face) environments in 2005. Other methods of instructional delivery included Blended Learning format (28%); Web-Based Synchronous Instruction (25%); CD/DVD format (22%); and Web-Based Asynchronous Instruction (20%).
Finally, most respondents (73.1%) indicated that they served the Information Technology Industry. Other industries commonly targeted were Financial Services (40.1%), Telecommunications (36.7%), Business Management Services (31.5%), Software Design (25.9%.), and Construction (24.8%).
R.E.P. Survey Conclusions:
Based on the survey data it may be inferred that PMI R.E.P.s and former R.E.P. organizations trained approximately 500,000 students in 2004 and will likely train more in 2005. Furthermore, nearly 80% of all training appeared to be focused either on fundamental knowledge or PMP exam preparation. Information Technology continues to be the most active industry sector of the training market, followed by Financial Services and Telecommunications, respectively. While the US by far had the greatest amount of R.E.P. training activity; Canada, Japan, Mexico, India, and China also appeared to have large training markets.
PRINCE2 Accredited Training Organizations
The Association of Project Management (APM) Group Limited (www.apmgroup.co.uk) maintains a listing of Accredited Training Organizations (ATOs) that have been qualified to offer training in PRINCE2 project management methodologies. As of this writing, approximately 88 organizations located throughout Europe, North America, Australia, New Zealand, and Asia have been awarded qualification for this training. According to APM Group, their ATOs are currently training approximately 1000 individuals per month. The current listing of PRINCE2 ATOs may be found at www.prince2.org.uk
Australian Institute of Project Management (AIPM) Endorsed Courses
As a means of assisting its members with the selection of appropriate project management training venues, the Australian Institute of Project Management (AIPM) has initiated a program of endorsing courses in project management that either award a qualification (aligned to the PMBOK Guide or National Competency Standards for Project Management, or NCSPM) or offer a statement of attainment on completion (see www.aipm.com.au ). To qualify for AIPM endorsement, short courses must be at least three days in duration, and cover all nine units of the PMBOK Guide. In addition, all AIPM endorsed courses must meet the minimum quality standards stipulated by the Australian National Training Authority (ANTA) and other training regulatory authorities. As of this writing, approximately 240 courses being offered by various universities, higher education providers, Registered Training Organizations (RTOs), government departments and private training agencies were found on the AIPM Endorsed Course Listings at www.aipm.com.au/html/courses.cfm
Project Management South Africa Education Providers
As a service to its members, Project Management South Africa (PMSA) has launched a Registered Education & Training Provider Programme (R.E.T.P.P.). To date, approximately 30 Providers have enrolled in this program. The current listing of R.E.T.P.P. participating organizations, along with their respective registered courses, may be found at www.pmisa.co.za/education.asp .
The Perceived Value of Project Management Training
In 2004, the Center for Business Practices (www.cbponline.com) invited 1,305 project management practitioners within the Center for Business Practices Survey Research Network to participate in a survey on the value of project management training within their respective organizations. A total of 53 respondents participated in the survey, which brings into question the ability to infer the results of the survey to the larger market. Nonetheless, the results provide some indication of the perceived value of training.
47% of the survey respondents indicated that they were project/program managers, 17% directors of project/program management, and 15% project/program office managers. The organizations represented spanned the corporate spectrum from small to very large. 45% of the companies reporting sales in excess of $1 billion per year, followed by 36% of companies with sales of less than $50 million per year (CBP, p. 8).
According to the respondents, in 62% to 91% of organizations, project management training resulted in moderate to extreme improvement in employee knowledge and skills, on-the-job performance, and schedule performance (CBP. p. 4). On average, responding organizations spent approximately $142,305.00 USD in 2003 on project management training, with onsite classroom format comprising 40% of training, followed by E-Learning training (27%) and offsite classroom instruction (22%) (CBP, p. 4). With regard to the type of project management training provided, 74% of organizations reported participation in courses on project management basics, while 55% reported participation in advanced project management skill courses (CBP, p. 6). Finally, participating organizations indicated that the three primary sources of project management training were private training & consulting companies (57%), in-house training departments (43%), and independent training providers (34%) (CBP. p. 6).
Section 2: Project Management Academic Degree Programs
A primary indicator of the maturity of a profession is both the demand for and availability of quality academic programs designed to prepare graduates for effective employment in that profession. Accordingly, this section of the paper will compare and contrast snapshots of project management academic programs available in 1994 and 2005, respectively, as well as discuss recent progress in assessing and ensuring the quality of these programs via the PMI Global Accreditation Center (GAC) Accreditation Program.
Profile of Project Management Degree Programs in 1994:
In order to assess the state of project management educational programs within academia, in July of 1994 PMI surveyed academic institutions worldwide. A listing of project management degree programs being offered at that time is presented as Appendix A (PMNETwork, pgs. 42-44).
As seen by Appendix A, the actual number of project management degree programs
was quite low; indeed, a majority of respondents to this survey indicated
that they were offering degrees in either construction management or engineering
management vs. project management as a formalized academic major. A total of 2 Bachelor’s level and 9 Master’s level programs were identified in
1994 that specifically focused on the discipline of project management.
Profile of Project Management Degree Programs in 2005:
In an effort to gauge the overall growth in the field of academic project management degree offerings since the initial 1994 survey noted above, PMI conducted an extensive investigation during July, 2005 of project management related academic degree programs being offered worldwide. The investigative methodologies used included targeted survey instruments administered via email and phone by PMI Staff, as well as database searches of academic program profiles made available to the PMI Global Accreditation Center (GAC) through direct inquiries and via online. The resultant list, reflecting the state of academic project management education in 2005, is presented as Appendix B.
As seen in Appendix B, remarkable growth occurred during the ten year period between surveys in both the number and variety of project management degree programs being offered by academia. In contrast to the nine Master’s level project management degree programs reported in 1994, a total of 17 Master of Project Management (MPM) and 35 Master of Science in Project Management (MSPM) degree programs were identified in 2005. In addition, an increase in the number of specialized PM Master’s degrees related to the fields of Information Technology and Information Management was also noted in the recent data. However, perhaps the most notable development is the remarkable proliferation of Master of Business Administration (MBA/PM) degrees being offered with project management concentrations; whereas none were identified in 1994, 51 such programs were noted in 2005. The worldwide distribution of these degree programs is shown in Figure 2:
Finally, it should be noted that nearly 70 academic institutions are currently offering non-degree project management certificates or diploma programs in addition to the academic degree programs listed above.
Accreditation of Project Management Academic Programs:
Paralleling the growth of project management academic programs has been an increasing demand for external quality assurance of such programs in the form of specialized accreditation. In the mid 1980’s, PMI had implemented a Degree Accreditation Program that addressed the limited number of degree programs that were available at that time. However, due to the low number of candidate programs and various other reasons, this initial accreditation effort was eventually suspended by PMI. Throughout the late 1990’s, the demand for quality project management education paralleled the rapid growth of the profession, and as seen by the growth in project management degree programs noted above, the academic community responded in kind to meet the demands of the market.
In recognition of this ongoing growth of academic programs, a PMI Accreditation Options Feasibility Report was completed in 1998. The findings of this report determined that the majority of project management stakeholders viewed the re-implementation of an updated PMI Accreditation Program as being crucial to both the development and recognition of the project management profession.
Accordingly, and in support of the PMI Ends Policies at the time to “identify, develop, foster, and maintain professional practice, ethical, credentialing, and accreditation standards and principles�, and to ensure that “accredited formal degree programs in project management exist for the project management profession�, PMI formally established the Global Accreditation Center for Project Management, or GAC, as a semi-autonomous voluntary education accreditation center on November 1, 2001. To this effect, the GAC retains full autonomy in all policy and decision-making processes related to the accreditation activities of the Center.
Candidate programs are evaluated on, among other criteria, Program Mission and Objectives, Assessment of Anticipated Program Outcomes, Faculty, Staff, and Student Support Policies and Services, Student Selection Process, Financial Resources, and Curriculum Learning and Performance Objectives. It should be noted that the GAC Standards are outcomes-based vs. prescriptive, i.e., candidate programs are evaluated in terms of compliance with the Learning and Performance Objectives established by the GAC.
To date, the GAC has accredited a total of sixteen degree programs being offered by Western Carolina University (U.S.), the University of Quebec (Canada), Stevens Institute of Technology (U.S.), the University of Texas at Dallas (U.S.), and Groupe ESC Lille ISGI (France.) In addition, eleven other institutions are currently in various stages of the GAC Accreditation process. Four of these institutions reside outside of North America. Further information on the PMI GAC Program is available at
http://www.pmi.org/info/PDC_AccreditationOverview.asp?nav=0407.
As noted in Figure 2 above, institutions offering academic programs in project management are located worldwide; hence GAC Accreditation must necessarily be global in scope. Since the reach of GAC Accreditation is global in nature, acceptance of both the concept of specialized accreditation and the GAC as a recognized accrediting agency must necessarily be international in nature. In many regions of the globe, the importance of quality assurance and standardized accreditation processes to the internationalization of higher education has become a primary priority. One such region where the standardization of quality assurance and accreditation is rapidly evolving is within the 40 nations that comprise the European Higher Education Area, or EHEA.
The Bologna Declaration of 1999 mandated, among other objectives, the following goals for the European Higher Education System: 1) the adoption of a system of easily readable and comparable degrees as a means of promoting the international competitiveness of the European Higher Education System; 2) the adoption of an academic degree system essentially based on two main cycles, undergraduate and graduate; 3) the establishment of a universal system of credits, such as those used in the European Credit Transfer System (ECTS), as a means of promoting student mobility; and 4) the promotion of European cooperation in quality assurance and accreditation of higher education.
The agency primarily responsible for the oversight of the many national and specialized European higher education quality assurance agencies is the European Association for Quality Assurance in Higher Education, or ENQA (www.enqa.net). ENQA has published, among other documents, Standards and Guidelines for Quality Assurance in the European Higher Education Area (ENQA, 2005). Fortunately, much harmony exists between the standards, policies and procedures being followed by the PMI Global Accreditation Center for Project Management (GAC) and the newly released ENQA Standards and Guidelines for Quality Assurance in the European Higher Education Area. It is suggested that the eventual inclusion of the GAC on the proposed European register for accrediting agencies would serve to promote the specialized accreditation of project management related degree programs being offered within the EHEA, and reinforce the harmonization of quality assurance standards for academic project management programs in this region of the world.
Section 3: Learning Preferences
In order to assess the professional development needs and preferences of the project management community, PMI administered an electronic Professional Development Satisfaction Survey to approximately 25,000 PMI Members and non-Members worldwide during May, 2005. A response rate of 7 percent, representing 1,750 valid responses, was received with approximately half the respondents residing in the U.S. Respondents residing in Canada and India were also well represented in the survey results. Finally, approximately 74 percent of the participants indicated that they were individual PMI Members.
While acknowledging the low response rate of this study, the results of the survey indicated that a majority of respondents had participated in some form of project management professional development activity within the previous 12 months; in addition, among those participating in learning activities, 66 percent indicated that they participated in self study learning; 52 percent had participated in local classroom learning activities; and 29 percent had participated in e-learning events. Interestingly, 38 percent indicated that they plan to participate in at least one e-learning activity in the next twelve months.
In general, respondents indicated that they participate in approximately 1 to 2 professional development events per year. The data also indicated that the overwhelming majority of participants would be most interested in, and derive the greatest value, in professional development programs focusing on the PMBOK® Guide Knowledge Areas, project management leadership skills, and project risk. Finally, the survey results made it clear that participants in project management professional development activities are most likely to choose a program based on its content and relevance to one’s own career, rather than its cost or location.
The survey also asked the participants to indicate topics that they were interested in learning more about over the next twelve months. Risk management, managing complex projects, and earned value were the three highest rated topics. Soft skills and core competencies also continue to be popular subject for learning. The following table presents the topics selected by the participants in the order of most interest to least. It should be noted that some lower rated topics are very specific to application areas, such as “aerospace.� Therefore the relative low interest for these industry specific topics is misleading. Actually the number of respondents indicating an interest in the fields of aerospace, construction, pharmaceuticals, automotive, and consumer services slightly exceeded the number of respondents that indicated that these were their primary areas of work.
Table 1: Topics of interest (high to low relative interest)
| Project Risk Management |
| Complex Projects |
| Earned Value Management/Analysis |
| Core competencies in project management |
| Soft Skills (i.e., Leadership) |
| Project Management Office |
| Program Management |
| Project Time Management (Scheduling) |
| Project Cost Management |
| Project Scope Management |
| Project Estimation |
| Project Integration Management |
| Project Communication Management |
| Managing virtual teams |
| Portfolio Management |
| High risk projects |
| Large budget projects |
| Building a project management culture |
| Project Quality Management |
| Enterprise project management |
| Project Human Resource Management |
| Information Technology |
| MS Project |
| Work Breakdown Structure (WBS) |
| Global/International Projects |
| Human side of project management |
| Project Procurement Management |
| Small Projects |
| New product development |
| New installation (hardware, plant equipment) |
| Configuration Management |
| Business & Financial services |
| Aerospace |
| Construction |
| Consumer services |
| PRINCE2 |
| Pharmaceuticals |
| Automotive |
In order to anticipate future learning needs, the survey participants were asked to identify deficiencies of practice that they had observed over the past two years. The following table presents their results. The percentages indicate the number of respondents that identified deficiencies in that specific area.
Table 2: Deficiencies observed in practice.
|
Frequency |
Percent |
|
Leadership/Teamwork |
777 |
44.3 |
Communication/Negotiation |
723 |
41.2 |
Risk Management |
596 |
34.0 |
Scope Management |
540 |
30.8 |
Scheduling/Planning |
533 |
30.4 |
Estimating |
459 |
26.2 |
PM Theory/Role of the PM |
371 |
21.2 |
Control |
336 |
19.2 |
Tools/Skills/Methods |
299 |
17.1 |
Change/Technology |
287 |
16.4 |
Commitment |
232 |
13.2 |
Cost |
224 |
12.8 |
Other |
81 |
4.6 |
Summary and Conclusions
As seen in the data presented in this paper, the growth of project management professional development and academic degree programs has paralleled the growth of the emergent project management profession. Within the project management professional development arena, the majority of training centers on the preparation of candidates for professional certification or qualification as a project manager. Although traditional face-to-face delivery of such courses remains the most prevalent format for such courses, a significant proportion of such training is also being delivered via E-learning format. Within the academic community, a significant trend is the growing prevalence of MBA degree programs offering concentrations in project management. Finally, the increasing demand for quality assurance in such programs via specialized accreditation may be noted, as is reflected by the fact that more programs have recently entered the candidacy process for GAC Accreditation.
References
Bologna Declaration of 1999: Available for download from the Bologna Process Website at http://www.bologna-bergen2005.no/ .
Center for Business Practices (2004): The Value of Project Management Training: A Benchmark of Current Business Practices; CBP: Havertown, PA.
PMNETwork (1994): University Academic Offerings in Project Management and Related Field; (7) 94: PMI: Upper Darby, PA.
Appendix A: Listing of Project Management Academic Degree Programs (1994):
Institutions Offering Bachelor’s Degrees Related to Project Management (1994):
North Dakota State University (BSPM)
Ryerson Polytechnic University (BSPM)
Bowling Green State University (BS Construction Management) California State University, Chico (BS Construction Management)
Ferris State University (BS Construction Management)
Purdue University (BS Construction Management)
Institutions Offering Master’s Degrees Related to Project Management (1994):
Western Carolina University (MPM)
University of Quebec (MSPM)
Keller Graduate School of Management (MPM)
North Dakota State University (MSPM)
Northwestern University (MSPM)
University of Calgary (MSPM)
University of Texas at Austin (MSPM)
University of Manchester (MSPM)
Wright State University (MSPM)
Cornell University (M. Eng. Mgt.)
Northwestern University (M. Eng. Mgt.)
Santa Clara University (M. Eng. Mgt.)
University of Texas at Austin (M. Eng. Mgt.)
Tufts University (M. Eng. Mgt.)
University of Alberta (M. Eng. Mgt.)
Bowling Green University (MS Construction Mgt.)
California State University, Chico (MS Construction Mgt.)
Clemson University (MS Construction Mgt.)
University of Texas at Austin (MS Construction Mgt.)
University of Alberta (MS Construction Mgt.)
University of New Brunswick (MS Construction Mgt.)
University of New Mexico (MS Construction Mgt.)
Institutions Offering Doctoral Degrees Related to Project Management (1994):
University of Alberta (Ph.D Eng. Mgt.)
University of Texas at Austin (Ph.D PM, Ph.D Eng. Mgt., Ph.D Construction Mgt.)
Appendix B: Listing of Project Management Academic Degree Programs (2005):
7 Institutions Offering Bachelor’s Degrees in Project Management (2005):
Leeds Metropolitan University (BScPM)
Northumbria University (BScPM)
Royal Melbourne Institute of Technology University (RMIT) (BAS/PM)
University of Sydney Department of Civil Engineering (Bachelors in Project Engineering & Management)
University of Western Sydney, Nepean School of Management (BScPM)
University of Salford (BSc Construction PM)
Ryerson Polytechnic University (BSPM)
17 Institutions Offering Master of Project Management (MPM) Degrees (2005):
American Graduate University
Keller Graduate School of Management
Northwestern University -- Robert R. McCormick School of Engineering & Applied Science
Penn State University at Erie, The Behrend College
Royal Melbourne Institute of Technology University (RMIT)
Unitec Institute of Technology
University of Adelaide
University of Limerick
University of Quebec
University of Queensland School of Engineering
University of Southern Queensland
University of South Australia
University of Sydney Department of Civil Engineering
University of Western Sydney, Nepean School of Management
University of Technology, Sydney
Universidad Para La Cooperacion Internacional
Western Carolina University
35 Institutions Offering Master of Science in Project Management (MSPM, MScPM) Degree Programs (2005):
Boston University Metropolitan College
Colorado Technical University
City University
Denver Technical College
Eastern Michigan University
Ecole des Mines de Paris
ESCP-EAP European School of Mgt.
Florida Institute of Technology
George Washington University School of Business and Public Management
GIK Institute of Engineering Sciences and Technology
Grantham University
Henley Management College
Lancaster University
Leeds Metropolitan University
London South Bank University
National University of Singapore
Northumbria University
Norwegian University of Science and Technology
Regis University -- School of Professional Studies
Robert Gordon University
Saint Mary's University of Minnesota
Thomas Edison State College
University of Aberdeen
University of Alaska
University of Portsmouth Centre of Project and Quality Management
University of Pretoria
University of Sydney Department of Civil Engineering
University of Reading
University of Salford
University of Sunderland School of Computing, Engineering and Technology
University of the West Indies
University of Ulster
University of Warwick
University of Western Sydney, Nepean School of Management
University of Wisconsin -- Platteville
9 Institutions Offering Doctoral Degrees in Project Management (2005):
GIK Institute of Engineering Sciences and Technology (Ph.D in PM)
Texas A & M University (Ph.D in Construction Engineering & Project Management)
University of Aberdeen (Ph.D in PM)
University of Calgary Department of Civil Engineering
University of California, Berkeley, Department of Civil & Environmental Engineering (Ph.D Construction Engineering & Management w/PM Emphasis)
University of Management and Technology (Ph.D in Management w/PM Concentration)
University of Maryland, A.J. Clark School of Engineering (Ph.D Civil Engineering w/PM Concentration)
University of Sydney Department of Civil Engineering (Ph.D in PM)
University of Western Sydney, Nepean School of Management (Ph.D in PM)
20 Institutions Offering Master of Science in Engineering/Engineering Management w/Project Management Concentration Degree Programs (2005):
Australian Defence Force Academy, University College, University of New South Wales School of Engineering
Bournemouth University
DePaul University
Milwaukee School of Engineering
Montana State University
National University
New Jersey Institute of Technology
Portland State University
Texas A & M University
University of Calgary Department of Civil Engineering
University of California, Berkeley, Department of Civil & Environmental Engineering
University of Leeds
University of Manchester
University of Montana
University of Ottawa
University of Pretoria
University of Maryland, A.J. Clark School of Engineering
University of Texas at Austin
Victoria University Faculty of Engineering & Science
Washington University in St. Louis
21 Institutions Offering Various Construction, IT and Management Degrees w/Project Management Concentrations (2005):
Brandeis University (MS in Management of Projects and Programs)
Cappella University School of Technology (MS in IT Project Management)
College of Project and Programme Management (MS Project and Program Management)
Eastern Michigan University (MS Construction Management/PM)
Ecole des Mines de Paris (MSc Project Management in Environmental and Energy Engineering)
ISGI-Lille Graduate School of Management (MSc in Project and Program Management)
London South Bank University (Msc Construction PM)
Robert Morris University (MS in IT Project Management)
Stevens Institute of Technology (MS Management/PM, MS Technology Management/PM, MS IS/PM)
Syracuse University (MS in Information Management/PM)
University of Bradford Faculty of Social Sciences and Humanities (MSc Development & Project Planning; MSc Project Planning and Management)
University of Hong Kong (MS in Construction PM)
University of Leeds (MS in Construction PM)
University of Manchester (MSc in Management of Projects, Construction PM)
University of Houston (MS in Technology PM)
University of Management and Technology (MS in Computer Science & IT/PM)
University of Portsmouth Centre of Project and Quality Management (MSc Construction PM, Msc Project Management and Leadership)
University of Salford (MSc Construction PM)
University of Texas at Dallas, Executive Education Program (MS in Management & Administrative Science/PM)
Victoria University Faculty of Engineering & Science (Master of Contracting & Project Management)
Widener University (MS in Management & Technology/PM)
52 Institutions Offering Master of Business Administration w/Project Management Concentration (MBA/PM) Degree Programs (2005):
Arizona State University College of Business
Ashridge
Aspen University
Athabasca University
Bentley College
Cardean University
City University
Colorado Technical University Sioux Falls Campus
Columbia Southern University
Cranfield University School of Management
Curtin University of Technology School of Architecture, Construction and Planning
DeSales University
Dublin Institute of Technology
Ecole Nationale des Ponts et Chaussees
Fachhochschule Landshut University of Applied Sciences
Grantham University
HEC School of Management
Henley Management College
IEDC Bled School of Management
Illinois State University
Instituto de Empressa
Instituto Superior de Administracao e Economia da Fundacao Getulio Vargas (ISAE/FGV)
Jones International University
Keller Graduate School of Management
Lancaster University
Lawrence Technological University
Lehigh University
London Institute of Technology and Research
Metropolitan State University
Mississippi State University
Monash University
Naval Postgraduate School
New York Institute of Technology
Northern Kentucky University
OGI School of Science and Eng. At Oregon Health and Science University
Rotterdam Business School
Saint Mary’s University of Minnesota
Stevens Institute of Technology
The Hague University
University of Colorado at Colorado Springs
University of Dallas
University of Luton
University of Management and Technology
University of Mary Washington
University of New England (Australia) Partnerships
University of San Diego
University of Texas at Dallas, School of Business Administration
Vrije Universiteit Brussels
Wake Forest University
WHU
Worcester Polytechnic Institute
Wright State University College of Business and Administration
Michael Price
Michael Price is Manager of Accreditation Programs and Academic Affairs for the Project Management Institute (PMI.) Since 1998 he has directed PMI education and professional development initiatives including the development of the PMP Continuing Certification Requirements and the Registered Education Provider program. Before joining PMI, he led the development of the American Institute of Architects’ Continuing Education System, and, from 1989 to 1995, he conducted research on learning patterns of professionals as a W. K. Kellogg Fellow with the Research Center for Continuing Professional and Higher Education. He holds a doctorate in adult and higher education from the University of Oklahoma, and is also a registered architect.
Joseph Zerby
Joseph Zerby has been with the GOC Headquarters Staff for six years. He presently serves as the Accreditation Programs Administrator, and is responsible for both administering the GAC Accreditation Program, and development of quality assurance standards for the R.E.P. Program. Prior to his present duties, he served as Coordinator of the PMI Professional Development Program (PDP).
Prior to joining PMI in 1999, he served for 16 years at the Naval Surface Warfare Center, Philadelphia where he worked as a Petroleum Chemist, Laboratory Manager, and finally Manager of Education and Training for 30 Navy laboratories worldwide.
Zerby holds a B.S. in Biology/Chemistry from Widener University, Chester, PA; M.S and M.B.A degrees from Saint Joseph’s University, Philadelphia, PA; and a Doctorate in Education from Widener University, Chester, PA.
Manon Deguire
Manon is a Managing Partner of Valense Ltd., a PMI Global Registered Education Provider, which offers consultancy, training and research services in value, project and programme management fields. She has 25 years work experience in the field of Clinical and Organisational Psychology in Canada , the UK and Europe and has extensive experience in teaching, as well as in project and programme management. She has held a full-time academic post at McGill University (Montreal) for 8 years. During this period she was responsible for the Clinical Training Program of the School of P&OT, Faculty of Medicine (120 affiliated hospital departments).
She is presently an Adjunct Professor with the Lille Graduate School of Management and conducting research on Decision-Making in Complex project and program Environments and in knowledge management.
Manon is a member of the PMI ® Registered Education Provider Advisory Group, Director-at-Large (Professional Development) of the PMI ® EdSIG, a member of the Academy of Management (AoM) and of the Decision Sciences Institute (DSI). She works both in French and English and has extensive experience with individual and group coaching and facilitation.
John Cable
John Cable is currently Executive Director of the Graduate Project Management Program at the Clark School of Engineering, University of Maryland. In 1999 John initiated the graduate program in project management and an undergraduate Citation in Project Management in 2002. John is also vice-chair, chairman elect, of the Project Management Institute’s Global Accreditation Center Board of Directors and a member of the science council of NASA’s Center for Project Management Research. John was also an invited member of GSA’s Project Management Working Group that formulated recommendations on establishing a project management framework for the Federal Government.
Prior to joining the University, Mr. Cable was a Research Fellow in the Logistics Management Institute’s Facilities and Engineering Management group.
John is a graduate of Clemson University and Catholic University and is a doctorial candidate in Project Management at the University of Maryland. He’s a licensed architect and is certified by the Project Management Institute (PMI) as a Project Management Professional (PMP). John is currently managing research on project performances metrics for the National Academy of Science and is doing research on effective project performance reporting techniques.
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