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This paper seeks to identify the level of maturity in project management in the Brazilian distance education sector and relate it to some of the characteristics of the organizations, such as size, area of activity and nature of the projects. The sector is undergoing transformations as a result of technological advances, the Brazilian political and economic situation, mergers and the strengthening of large organizations, affecting the way products and services are offered. Faced with these challenges, higher levels of maturity can result in more predictable projects, increasing the chances of success and reducing errors and rework. Therefore, maturity in project management can help organizations to be prepared to follow the trends and overcome the challenges of the sector, if the strategic direction of the organization moves in this direction. Maturity models can be used to identify and measure how prepared an organization is to manage projects.
About the author
Jose Iesca Rodrigues : Professeur à la FEA-PUC/SP. Docteur en éducation - nouvelles technologies et Master en administration de la PUC-SP. SÉRGIO IESCA RODRIGUES : Diplômé en technologie et médias numériques de la PUC-SP. MBA en gestion de projet de FGV Management. Il travaille comme coordinateur de projet dans l'une des plus grandes institutions d'enseignement à distance du Brésil.
