Despite the growing adoption of Business Process Management (BPM) in public administration, little is known about which factors drive BPM project success in countries like Brazil, where bureaucratic processes, heterogeneous legacy systems, and political instability create unique implementation challenges. Existing studies identify generic BPM and Information Technology (IT) success factors, yet no research has systematically examined success factors within public-sector BPM projects, leaving a critical contextual gap. This study addresses it through an action research project conducted at a large Brazilian national public institution. Across a ten-month Government-to-Government initiative, 22 semi-structured interviews were conducted and analyzed at each project cycle, allowing success factors to be identified, followed, updated, and validated by both the project team and the client. Results confirm several factors known in the literature while revealing new factors, including analysis of information systems and legacy mappings, project manager authority and influence, client systemic understanding, and an open-minded environment for change. A comparative analysis shows divergence in how stakeholders value these factors: the implementation team identifies more technical and managerial elements, while the client emphasizes prioritization and internal constraints. The study advances theory by contextualizing BPM success factors for the public sector. It offers practical guidance to strengthen governance, stakeholder engagement, and continuity of BPM initiatives in politically dynamic public organizations.

The evaluation of project success is widely recognised as valuable for improving IT (Information Technology) project performance and impact. However, many processes fail to adequately address the requirements for a sound evaluation due to their inherent complexity or by not complying with fundamental practical and theoretical concepts. This paper presents a process that combines a problem structuring method with a multi-criteria decision analysis approach to evaluate the success of IT projects. Put into practice in the context of a software development project developed for a leading global supplier of technology and services, it offers a new way of creating a model for evaluating project success and tackling uncertainty, bringing clarity and consistency to the overall assessment process. A strong advantage of this process is that it is theoretically sound and can be easily applied to other evaluation problems involving other criteria. It also serves as a call to action for the development of formal standards in evaluation processes. Practical pathways to achieve such standardization include collaboration through industry consortia, development and adoption of ISO frameworks, and embedding evaluation processes within established maturity models. These pathways can foster consistency, comparability, and continuous improvement across organizations, paving the way for more robust and transparent evaluation practices.

In Information Systems (IS) projects, using methods to guide work is imperative for success. Over time, many methods emerged with distinct characteristics, objectives, and expected benefits, providing organizations and practitioners with a rich set of options. However, this has also brought significant challenges in selecting the most appropriate methods given the project context. Therefore, it is fundamental to understand the relevant variables to consider when selecting methods. Supported by a literature review and focus group sessions, the research offers important insights into the IS method selection process, providing a comprehensive model of the influencing variables, with their respective descriptions and justifications. The model variables are organized into five dimensions: Project, Team, Organization, Method, and Environment Characteristics. The proposed model enhances researchers’ and practitioners’ understanding of the aspects they should consider when designing or defining methods.

Objectives. Agile methodologies are crucial in software engineering and information systems (IS) development. However, traditional training methods can struggle to convey abstract theoretical concepts effectively and may lead to reduced engagement. We propose that combining several learning methodologies and incorporating serious games and gamification strategies in training can offer a more innovative and engaging approach to improve comprehension. This article outlines a game-based learning strategy designed to instruct information systems students in agile development. Our approach is rooted in active learning principles, incorporating methodologies such as problem/project-based learning, microlearning, collaborative learning, and learning by doing. The course design unfolds in two phases. Initially, participants delve into short, serious games that vividly demonstrate theoretical concepts, followed by brief moments of theoretical exposition. In the subsequent phase, participants apply all the knowledge they have acquired through an extensive project. To illustrate and evaluate the overall process, this approach was implemented to teach Scrum in several training courses. Participants. The participants in this study were information technology and systems students at different academic levels. Study Method. The research model adopted in this work is based on the Design Science Research (DSR) method. Adhering to the DSR method, the study advanced through distinct phases: recognizing the challenge of engaging Agile Development education, formulating a solution with a course design that blends game-based learning and diverse learning methodologies, developing the course artifact, practically implementing it with Scrum with several groups in different contexts, and assessing its effectiveness using pre- and post-course quizzes. The course aimed to instruct participants in agile methods within information system development. Findings. Feedback from the courses was clearly positive, with participants expressing a preference for the proposed game-based approach over traditional expository lecture methods. Pre- and post-course knowledge quizzes revealed a noteworthy increase in correct answers and overall scores in the end. Conclusions. The novelty lies in an integrated approach that combines multiple active learning and learning by doing-to facilitate the comprehension of theoretical concepts through practical application.

Over the past decade, scientific disinformation has been intensified by the COVID-19 pandemic and the proliferation of social media. The emergence of generative Artificial Intelligence (AI) tools has worsened the spread of misinformation and poses risks to scientific literature through low-quality journals. Promoting both scientific and digital literacy in education is now more critical than ever. Our pilot study explores how to enhance classroom instruction to foster student motivation while developing these literacies. We present an innovative course design featuring interdisciplinary, low-code STEM projects and collaborative learning. Designed for middle school students, the pedagogical scenarios span three difficulty levels. Teachers trained in the program praised its creativity and interdisciplinary approach, though concerns were raised about schools' technological readiness. A pre- and post-implementation STEM interest survey revealed that the pilot group's interest in Engineering and Technology increased compared to the control group, highlighting the course's potential to spark lasting engagement in STEM fields.

PurposeKnowledge sharing is recognized as a critical factor for success in knowledge-intensive environments and project-based work. This study aims to advance understanding of how knowledge sharing relates to project success by proposing and empirically validating a model that explicates its indirect effects through key knowledge management mechanisms. Design/methodology/approachThe theoretical model was empirically tested using survey data collected from master’s degree students in the Information Systems (IS) field working in collaborative, project-based teams within an academic project management context. This setting provides a controlled yet knowledge-intensive environment. FindingsThe results show that knowledge sharing is not directly associated with project success. Instead, its association with project success is fully mediated by expertise integration and absorptive capability, which emerge as key drivers of project success in collaborative IS project teams. In addition, knowledge location and knowledge credibility are positively associated with knowledge sharing, whereas knowledge differentiation is not significantly associated. Originality/valueThis study develops and validates a theoretically grounded model that integrates and empirically confirms the indirect role of knowledge sharing in project success. By focusing on the underlying mechanisms linking knowledge sharing to project results, the findings contribute to knowledge management and IS project research and offer insights relevant to both educational and organizational project-based contexts, particularly those involving early-career IS professionals.

PurposeThis study proposes a conceptual framework for strategic sourcing tailored to Project Management Offices (PMOs) operating in complex Research, Development and Innovation (R&D&I) environments, examining how R&D&I PMOs orchestrate sourcing by identifying key elements and practices that define this strategic role. Design/methodology/approachThis study uses a qualitative approach grounded in a three-year ethnographic immersion within a military scientific, technological and innovation institution. Data collection involved participant observation, document analysis and informal interviews, enabling an in-depth examination of sourcing dynamics. FindingsThe resulting framework integrates three interdependent pillars: five foundational sourcing dimensions; a strategic make-or-buy decision matrix; and management categories aligned with R&D&I operations. The findings show that PMOs coordinate strategic sourcing by integrating internal and external capabilities, thereby enhancing organizational responsiveness in complex innovation ecosystems. Research limitations/implicationsWhile the single-case ethnographic study focuses on the aerospace and defense sector, the framework distinguishes between general conceptual pillars and context-specific applications, supporting its conceptual transferability to other highly regulated sectors such as healthcare and pharmaceuticals. The study provides actionable guidance for managing technological uncertainty and power dynamics, while addressing economic, political and teaching implications. Practical implicationsThe proposed framework offers PMO managers a strategic sourcing model suited to complex environments such as the defense sector. It strengthens decision-making by making make-or-buy tradeoffs explicit, documented and comparable across technology acquisition, capability development, outsourcing boundaries and interinstitutional partnerships under confidentiality and intellectual property constraints. The model addresses recurring problems in R&D&I settings, including fragmented criteria, inconsistent rationales and limited traceability, enhancing transparency, governance and alignment with organizational goals. It positions the PMO as a strategic actor in acquisition and technological alliance decisions, offering guidance for institutional adaptation, particularly relevant for public organizations facing budgetary and regulatory constraints. Social implicationsThe societal implications of this study stem from the role of the R&D&I PMO as a catalyst for technological sovereignty and national development. By structuring strategic sourcing in highly complex environments, the proposed model strengthens the national technological and industrial base, reduces dependence on external critical technologies and enhances innovation capacity. The findings show that dual-use R&D projects generate positive spillovers for industry and academia, fostering regional development and national competitiveness. By coordinating government, industry and research institutions through the Triple Helix, the PMO helps ensure that R&D&I investments translate into tangible socioeconomic benefits for society. Originality/valueThis research addresses the underexplored intersection of strategic sourcing, project management and innovation governance. It goes beyond theoretical abstraction by providing a model for navigating technological uncertainty. It explores how emerging digital technologies (such as Artificial Intelligence and blockchain) can refine decision-making and support the automation of Intellectual Property safeguards.

Information Systems professionals frequently deal with ethical dilemmas. Given the importance of ethical behavior for management and society, the development of codes of ethics and conduct for communities of professionals is essential to prevent unethical situations caused by a lack of full awareness of them. Since the creation of the first code of ethics in 1972 in the field of computing, many codes have been published worldwide by the initiative of societies, organizations, and associations. The high number and diversity of codes currently available provide a rich perspective on ethical concerns. However, it also makes it difficult to perceive, broadly and coherently, ethically acceptable behaviors and attitudes. Moreover, there is a noticeable lack of balance between codes concerning content and detail. To tackle this problem, we propose a unified framework for codes of ethics and conduct, resulting from the review and content analysis of the more prominent codes published in the last two decades. The results provide an innovative benchmark for evaluating and improving existing codes and creating new ones.

PurposeProject success and resource optimization are crucial to organizations' survival and growth, and two main areas are earning considerable attention from academics and professionals in this context: knowledge management and success management. However, the integration of these areas is still poorly explored, both in organizations and scientific literature. This paper aims to propose a model that puts together the knowledge management cycle and success management theory activities.Design/methodology/approachA purposive literature review was carried out to identify knowledge management cycles and success activities from success management theory. Then, the research used a qualitative theory-building approach to develop the integrated model.FindingsThis research proposes and details a model integrating activities from success management theory and practices from the knowledge management cycles.Research limitations/implicationsThis work introduces a novel integration of knowledge management and project success management, addressing a gap in existing literature. Aligning these cycles offers a theoretical framework for understanding how organizational knowledge influences success criteria and outcomes, opening a way for future research on performance-driven knowledge systems.Practical implicationsThe model guides project managers on how to integrate knowledge management and success management in project planning and execution. It promotes continuous learning by feeding project insights back into the knowledge cycle, enhancing decision-making and efficiency. Organizations can use it to improve project outcomes, develop targeted training and align knowledge use with performance goals.Originality/valueThe literature presents the success management theory from the project management field and knowledge management cycles from the organizational management area. Yet, not in an integrated way, this work contributes with a new perspective to help achieve better project results from success management and knowledge management, allowing the inputs of the project results to be integrated into the general body of knowledge of the organization by a continuous cycle of knowledge evolution.

In this Era of digitalization and digital transformation, both Information Technology (IT) and Information Systems (IS) have become vital resources for organizations. IT/IS support organizations to effectively respond to evolving business needs and emerging opportunities, enhancing their competitiveness. Therefore, the success of today's organizations is almost totally dependent on their IS. Organizations need to have a capable IS Function (ISF) to tackle the challenges and responsibilities of the IT/IS. Considering its importance, a scoping literature review was performed to characterize the state of the art of the research focused on the ISF. The results provide a comprehensive picture of the research's key themes: ISF capability, ISF structure changes, ISF performance, ISF contributions, ISF transformation, ISF maturity, ISF and the organization, and others. Directions for research are provided according to these same themes.

Project, program, portfolio, and Project Management Office (PMO) management standards, guides, and methodologies are indispensable for professionals and companies as they reflect the best practices in the area. However, the number and diversity of extant documents are significant and growing, making their identification, study, and selection difficult. To help overcome this issue, this article presents a framework that integrates and organizes a wide range of concepts, standards, guides, and methodologies for project, program, portfolio, and PMO management. We carried out a literature review of the available documents published by several international entities, including the leading professional associations. The documents were then compiled, analyzed, and organized comprehensively. Theoretically, the proposed framework provides a structured perspective on the standards, guides, and methodologies according to their purpose, scope, and detail. It is also a valuable tool for assisting practitioners in identifying references for managing their projects, programs, portfolios, and PMOs. Moreover, it provides teachers, students, and training entities with a basis for studying standards, guides, and methodologies and designing training courses.

Purpose Digital transformation (DT) is connected to how information technologies (IT) can be harnessed to address organizational needs and leverage business opportunities. DT projects are complex endeavors, and IT is just one aspect to manage. Other crucial elements include people, information, business processes, organizational capability and organizational culture. Embedding IT into an organization over poorly established processes or without the correct organizational initiatives can be the first step toward failure in DT projects. Based on the information processing theory, this research focuses on maximizing the success of DT projects by identifying key initiatives to prepare organizations for these endeavors. Design/methodology/approach To better understand the relationship between organizational initiatives and the DT project’s success, we surveyed 205 practitioners. The results were analyzed using the partial least squares structural equation modeling (PLS-SEM). Findings Findings show the relationship between the organizational initiatives proposed by the information processing theory (namely, reducing the need for information processing and improving information capacity), strategic alignment of digital technologies and business, management of the digital technology infrastructure and DT project success. This work built a comprehensive and scalable model that offers a consistent characterization of the organizational initiatives dimension that researchers can use in the future. Originality/value The organizational initiatives identified by Galbraith’s information processing theory and Li’s work have not been used together to explain the success of DT projects. We contribute to the theory and DT projects’ success by validating the impact of these initiatives.

Purpose- This study aims to present guidelines for integrating Success Management activities into standard and custom project management methodologies. Design/methodology/approach- The research follows a multi-approach design, combining theoretical analysis and empirical insights. It draws from a comprehensive literature review and case studies to formulate practical guidelines for implementing Success Management activities throughout the project life cycle, including initiation, planning, execution, monitoring and closing. Findings- The study provides actionable guidelines to integrate Success Management with both standard and custom project management methodologies. These guidelines support practitioners in creating improved project management methodologies to better align project objectives with stakeholder expectations, ultimately leading to increased value and project success rates. Practical implications- Practitioners can use the proposed guidelines to systematically incorporate Success Management activities into their project management practices. This practical guidance is especially valuable for organisations using custom or hybrid methodologies. Originality/value- This research bridges the gap between theoretical concepts of Success Management and practical application within diverse project management environments. It offers a novel approach by incorporating Success Management into organisation-specific (custom) methodologies, which are often overlooked in project management research literature.

The International Organization for Standardization (ISO) provides standards that support organizations and professionals in several fields. The ISO 21502:2020 is a standard that focuses on concepts and practices of project management. “Success” is referenced in several sections of the standard, including guidance towards the need to define criteria to measure project success. However, despite the significant changes in the new version of the standard, formal activities for carrying out Success Management have still not been included. Aiming to contribute to filling this gap, this article describes how Success Management activities can be integrated into the ISO project management standard. The research method was design science research. The main result is an integrated model of Success Management and ISO 21502:2020 project management practices. The proposed model expands the Success Management body of knowledge and, in practice, provides the project management team with the basis for planning, controlling, and reporting the project’s success together with ISO 21502:2020.

Digital Transformation (DT) is a strategic and multidimensional initiative through which organisations reconfigure their business models, structures, and capabilities by integrating digital technologies. Despite growing attention in the literature, a gap remains in understanding the factors that precede DT efforts in a comprehensive and integrated manner. This study addresses this gap by empirically analysing the antecedents of DT, focusing on the motivations, objectives, and strategies formulated by organisations. A questionnaire-based survey was administered to 205 professionals involved in digital initiatives across diverse organisational contexts. The study follows a quantitative approach, supported by descriptive statistical analysis. The results show that, while there is an expected consistency between motivations and objectives, their correspondence with the strategies adopted is not always evident. This research contributes to the theoretical advancement of DT studies by proposing an integrated perspective on its antecedents and offers practical insights for managers and decision-makers in planning and monitoring digital initiatives, reinforcing the need for coherence between strategic intent and operational execution.

Team members play a key role in the success of information systems (IS) projects. The literature on motivation tends to focus on IS professionals irrespective of their career stage. However, motivators seem to depend on the latter. Many young IS graduates leave universities to join IS project teams as external consultants (e.g., running a project from an IS consulting company’s side) and function as key contributors to these teams. Therefore, it is imperative to understand the factors that motivate these young professionals. Using a qualitative approach, we surveyed master students involved in a project-based learning course on IS projects. The results suggest that ‘personality traits’ (e.g., empathy and enjoyment of interaction with others) can function as a primary motivator for young team members. ‘Role played’ also emerged as a new motivator. Our study provides a better understanding of what motivates young IS professionals, helping to improve project performance and IS education and training.

Information Technologies (IT) significantly impact the operation and differentiation of contemporary organizations, playing a crucial role in business. IT projects are undertaken to equip organizations with the necessary IT to leverage their strategies, often involving substantial investments. These projects can take various forms, including software development, package implementation, consulting, systems migration, infrastructure implementation, and many others. Despite existing proposals in the literature for defining and typifying IT projects, there remains a lack of clarity regarding the main facets that should be considered when characterizing and describing an IT project. This article addresses this gap by proposing a new theoretical model for conceptualizing IT projects. A scoping review was conducted to ground the model. The proposed model contributes to both theory and practice by identifying 10 key facets of IT projects, including scope and stakeholders, lifecycle macro activities, supported management level, methodology, project team, sourcing, endeavor type, system type, deliverables, and outcomes. To our knowledge, this is the first model aimed at comprehensively characterizing the various facets of IT projects.

PurposeThe strategic use of technology and adequate support are essential in modern project management, directly influencing successful results and organizational development. Project managers play a fundamental role in achieving project success. This study evaluates the effects of project management information systems (PMIS) on the performance of project managers. Furthermore, the study incorporates project management office (PMO) support as a moderator variable to examine the influence of project management practices on PMIS.Design/methodology/approachThe authors utilized a three-stage method approach for the creation of constructs and scales. An empirical survey was conducted to collect the data from project management professionals specifically using PMIS and working within a PMO. Structural equation modeling (SEM) was conducted to assess the validity and reliability of the measurement model and to evaluate the hypothesized structural relationships within the conceptual model.FindingsThe analysis of responses indicates that 19% of project management professionals do not use a PMIS, and among them, 57% work in organizations without a PMO. This first observation suggests a perceived lack of professionalization in tools and practices in project management. Applying an exclusion criterion to these two conditions and examining the subset of valid answers, the results indicate that the effective application of technology in project management can significantly enhance project manager performance, emphasizing the importance of establishing well-structured project management systems. Furthermore, the findings highlight the strategic role of PMOs in integrating project management practices with technology, ensuring seamless alignment between organizational processes and technology.Originality/valueThis novel research integrates technology (PMIS) with organizational practices (PMO), an approach insufficiently explored yet with the potential to significantly enhance the successful execution and delivery of projects.

Permanent information technology (IT) teams are a stable and enduring part of the organization, and their performance is critical to business success. However, project (temporary) teams and their members are typically the focus of the scarce extant research. Therefore, there is a lack of empirical research regarding the factors that influence the high performance of IT function members. To fill this theoretical gap and help organizations improve their IT function, we identified several factors that influence high performance from the perspective of IT professionals. We conducted an exploratory multi-case study of the IT function in four companies and used qualitative analysis. The factors influencing high performance (mostly human-centric, transversal to IT and non-IT professionals) were organized into five dimensions (management/leadership, work environment, affective/emotional, work cognition, and personality traits). The results align with and extend (to the permanent IT team member level) prior research on the factors for the high performance of IT project teams.

BackgroundThe increasing popularity of generative Artificial Intelligence (AI) technologies further emphasizes the urgent need for a skilled workforce prepared for the evolving job market. Our research aims to propose the integration of STEM into National Curricula via active learning.PurposeThis paper provides insights gathered from an educational intervention case study that examines the development, training of educators, and incorporation of active learning educational scenarios. These scenarios aim to introduce students to programming through low-code software development. Through an interdisciplinary collaboration between technology and science educators, students engaged in developing mobile applications focused on public health topics like nutrition and hygiene.SampleThe scenarios were implemented in six schools, involving active participation from thirty-two classes - sixteen study classes and sixteen control classes. Each scenario unfolded over approximately 5 to 8 sessions. The first scenario, designed for 7th-grade students, engaged 95 participants, the second for 8th-grade involved 105 students, and the third had 112 participants.Design and methodsThe formulation and execution of the course design were guided by the ADDIE instructional design model framework, encompassing stages such as Analysis, Design, Development, Implementation, and Evaluation.ResultsPositive feedback from educators regarding the preparation and execution of educational scenarios provides evidence that this approach cultivates conducive learning environments and facilitates holistic student development. Moreover, our findings suggest that, from the educators' perspective, students enhance their scientific skills and demonstrate increased interest in science. Additionally, survey results among educators indicate a favorable perception of students' attitudes toward the implemented course design.ConclusionOur primary contribution lies in proposing an interdisciplinary approach to incorporate integrated STEM educational scenarios into national curricula, in line with UNESCO's recent recommendation for a comprehensive curriculum reform prioritizing the transition from basic digital literacy to advanced computational thinking skills.