Mediation effect of sustainability competencies on the relation between barriers and project sustainability (the case of Egyptian higher education enhancement projects)

Abstract

Purpose – This study aims to explore the relation between barriers and project sustainability by adding competencies in the mediating role. Design/methodology/approach – The study uses a mediation model including project sustainability as the dependent variable, sustainability barriers as the independent variable and project managers' sustainability competencies as the mediator variable. Data were gathered from project managers, executive teams, and experts/advisors, working in Egyptian higher education enhancement projects (HEEPs) using self-administered questionnaires; the total number collected was 159, representing a response rate of 93.5 percent. Correlations and multiple regression analysis were employed to analyze the mediation impact of project manager's sustainability competencies. Findings – The results indicate that sustainability competencies mediate the relation between barriers to sustainability and project sustainability. Sustainability competencies facilitate project achievements, and the sustainability and future expansion of these achievements. The analysis suggests that “continuous competencies” are extremely important, more so than “self-competencies”. Research limitations/implications – This study was undertaken at the level of the projects management unit in the Egyptian Ministry of Higher Education, which manages the HEEPs. Practical implications – The analysis helps to understand the complex and nuanced nature of the projects; these are distinguished when the author considers the different practices. Originality/value – This study offers two principal contributions: first, a guideline for the development, measurement, and application of an uncommon concept of project sustainability; second, a concept of project managers' sustainability competencies and barriers to sustainability.