Exploring the management approaches of project managers in corporate-funded educational interventions

Abstract

Corporate Social Investment (CSI) has become a pivotal strategy for tackling South Africa’s enduring educational challenges, especially in foundational literacy and numeracy. While substantial corporate funding supports numerous educational interventions, concerns about their effectiveness and sustainability persist. This study employed a qualitative, interpretivist approach to investigate the management practices of project managers working in non-profit organisations (NPOs) implementing corporate-funded educational programmes in Limpopo and Mpumalanga. Through semi-structured interviews with ten project managers, the research analysed themes in planning, stakeholder engagement, resource management, and monitoring and evaluation. Results revealed that project managers contend with contextual constraints such as limited and fragmented resources, systemic inequalities, and complex coordination needs, but also demonstrate adaptive leadership, innovation, and collaborative problem-solving to sustain interventions. The study highlighted that effective stakeholder engagement, responsiveness to local context, and transparent monitoring are key determinants of success. Contributions included identifying best practices in project management and advancing strategies to enhance the sustainability and impact of CSI-funded educational programmes in resource-constrained environments. Recommendations centred on strengthening stakeholder alignment, investing in institutional capacity, and promoting evidence-based policy support to foster inclusive and lasting educational development.