Search

Despite the growing academic and practical interest in organizational processes (Business Process Management, BPM), the literature is still scarce on the factors that precede process management change in projects. This study aims to identify which critical success factors in projects whose, product or outcome is changes in organizational processes. A systematic literature review was conducted in the Scopus and Web of Science databases, using journal articles between 1994 and 2019. The research protocol was validated by two project management experts. The research presents a list of 13 critical success factors in BPM projects. The study also identified that organizational strategy alignment, top management support, project management approach, and process change management can play a relevant role in project success. As a complementary result, the type of project that usually causes changes in organizational processes is highlighted. [ABSTRACT FROM AUTHOR]

The research has the main objective of identifying the Critical Success Factors (CSF) through the view of tutors and coordinators of distance courses in the management of private Higher Education Institutions (HEI), in order to reflect on the factors which influence the success of the business. The growth in the offer of distance courses has stimulated competition. Because of this, one should not only think about educating students, but also about good business management. The research sought to answer the following question: "What are the critical success factors in the management of distance education (DE) in private HEI under the vision of tutors and coordinators?" To search for answers to this question we opted for a quantitative approach, using as a subject of research the teachers and coordinators in the DE of two private HEIs located in Rio de Janeiro, in order to identify the CSF in the management of DE under their eyes and experiences in the teaching-learning process and management. The relevance of this article is to outline the main CSF in the management of the DE, not so that it is a business standard, but a possible marker for the other institutions that operate in the DE business. As a result, the following CSF were identified: The size of HEIs; teacher tutors; pedagogical model; face-to-face tutors; and supporting infrastructure - physical facilities (rooms, computer lab, auditorium, library, others). [ABSTRACT FROM AUTHOR]