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The purpose of this research is to explore the competencies of project managers in the field of educational technology in the higher education context. A conceptual framework is presented based on the current definition of the field of educational technology; knowledge, skill, and ability (KSA) statements; and the sixth edition of the Project Management Body of Knowledge (PMBOK). Using this conceptual framework, an interview protocol with 11 open-ended questions was developed by the research team to gather relevant information from experienced educational technology project managers. We then interviewed N=13 educational technology project managers from institutions of higher education across the United States and analyzed these data using the Constant Comparative Method. Three dominant themes emerged during data analysis: “knowledge,” “skills,” and “abilities.” These themes are described in detail along with the properties and categories from our data, and a discussion of our findings is provided. Recommendations are made for both researchers and professionals.

Project Management Competencies of Educational Technology Professionals in Higher Education: A Qualitative Analysis of the Knowledge, Skills, and Abilities