Abstract:
OBJECTIVE : This paper reports on the value of using Scrum as agile project management framework to support curriculum design practitioners in leading remote academics through times of change. THEORETICAL FRAMEWORK : Among the many agile project management approaches, Scrum was selected as project management framework given its emphasis on transparency, inspection and adaptation. METHOD : An exploratory case study design was used to conduct this research. One project manager, three curriculum design practitioners and seven academics participated in the study. Qualitative data gathering techniques included, a contemporary reflexive journal, reflective email interviews, small group interviews and individual interviews. RESULTS AND DISCUSSION : The findings suggest that Scrum guides managers to partner with stakeholders to establish project processes and priorities, encouraging consultative management. In addition, the participating curriculum design practitioners, reported (1) more frequent and goal-directed communication, (2) structured and transparent coordination and (3) enriching collaboration practices that lead to individual empowerment, despite teams being geographically distributed. RESEARCH IMPLICATIONS : The study provides practical guidelines for implementing Scrum as an educational management framework for remote curriculum design teams. ORIGINALITY/VALUE : This study contributes to the limited literature available on the management of higher education support services teams by revealing the lived experiences of various role players and the positive impact of implementing Scrum. Detailed methodological strategies are explained which could assist other higher education institutions with implementation and further research on agile project management strategies to lead their teams.
