本研究昌在探討教育科技專業人員應具備之專案管理能力與其重要性，與各構面問之相關性。本研究以淡江大學教育科技學系暨碩士畢業生且進入職場者為母群，進行全面性調查。研究結果顯示(1 )專案管理頓域知能構面中，以專案分析和結束之能力最為重要;而專案管理應用能力構面中則以人際關係處理最為重要，透過皮爾森相關分析發現，構面間呈現高度正相關;
( 2 )不同工作職級對專案管理頓域知能中之結束因素所應具備之能力認知有顯著差異;不同產業對專案管理應用能力中行政規劃應具備之能力產生顯著差異;而性別、教育程度、工作年賢、服務於不同規模之公司等對專案管理認知程度則未產生差異。

Thepresent study aims to identify the project management (PM) competencies of instructional technologists. Thisstudy targets at the alumni who graduated from the department of Educational Technology at Tamkang University and held a full time job in related fields. A survey questionnaire was used to collect data. Theresults show that (1) both professional knowledge of PM and application capability of PM are vital to instructional technologist; (2) in regards to professional knowledge of PM， "the ability to analyze and to finalize a project" is considered the most important; (3) in regards to application capability of PM，“the ability to effectively handle interpersonal relationship" is considered the most important; (4) the professional knowledge and application capability of PM are interdependent competencies. Statistical results indicate that there is a positive relationship between both types of PM competencies. Personal background， such as job positions and instrucial types， makes significant differences on PM competencies. However， gender， educational background， length of work experience， and sizes of companies do not significant affect PM competencies.