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This article presents a management methodology for Continuing Education (CE) processes based on PMBOK best practices. The study addresses the need for efficiency and quality in educational projects, proposing a management approach that enables a dynamic process while considering the essential particularities of CE. After reviewing the state of the art and analyzing PMBOK standards, a methodology adapted to the educational context was developed. The evaluation of the proposed methodology was conducted in two stages: (1) with project management experts who assessed the proposal using a structured rubric, showing a substantial level of agreement ( \(\omega = 0.6009\) ) according to Kendall’s Coefficient of Concordance; (2) by evaluating the perception of CE-related users through structured surveys using a Likert Scale, demonstrating high internal consistency ( \(\alpha = 0.98\) ) according to Cronbach’s alpha. The evaluations highlight strengths in conceptual integration and outcome measurement. Recommendations focus on adapting the methodology to evolving dynamics and improving stakeholder interaction. This study makes a significant contribution to the field of educational management by providing an applicable methodology with a solid theoretical foundation and practical orientation for professionals and those responsible for CE.

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Proposal for a PMBOK-Based Management Methodology for Continuous Education Process

  • 会议论文

  • 发表日期：

    2025年

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  • Elbia A. Morales-Almeida,
  • Luis F. Guerrero Vásquez,
  • Katherine C. Bustamante-Cacao,
  • Jorge O. Ordoñez Ordoñez,
  • Paul A. Chasi Pesantez,
  • Luis J. Serpa Andrade

摘要

This article presents a management methodology for Continuing Education (CE) processes based on PMBOK best practices. The study addresses the need for efficiency and quality in educational projects, proposing a management approach that enables a dynamic process while considering the essential particularities of CE. After reviewing the state of the art and analyzing PMBOK standards, a methodology adapted to the educational context was developed. The evaluation of the proposed methodology was conducted in two stages: (1) with project management experts who assessed the proposal using a structured rubric, showing a substantial level of agreement ( \(\omega = 0.6009\) ) according to Kendall’s Coefficient of Concordance; (2) by evaluating the perception of CE-related users through structured surveys using a Likert Scale, demonstrating high internal consistency ( \(\alpha = 0.98\) ) according to Cronbach’s alpha. The evaluations highlight strengths in conceptual integration and outcome measurement. Recommendations focus on adapting the methodology to evolving dynamics and improving stakeholder interaction. This study makes a significant contribution to the field of educational management by providing an applicable methodology with a solid theoretical foundation and practical orientation for professionals and those responsible for CE.