Academic BPM: a methodology for process modeling in HEIs.

Carvalho, Mariana Freitas Canielo de; Aganette, Elisângela Cristina; Maculan, Benildes Coura Moreira dos Santos

doi:10.20396/rdbci.v24i00.8680182

ABSTRACT

Process modeling consists of identifying, analyzing, and proposing improvements to organizational flows, aiming at promoting greater efficiency and effectiveness in institutional management. An example of this application occurred in the outreach project "Academic BPM: process mapping and modeling", developed at the School of Information Science (SIS) of the Federal University of Minas Gerais (UFMG), between October 2017 and December 2019.

Objective: This article presents the formalization of the Academic BPM methodology, conceived in the context of this project, so that it enables its application in other institutions.

Methodology: This is documentary research, with a qualitative approach, based on the principles of reverse engineering, supported by the 5W2H method and the PMBOK guidelines.

Results: The main product of the research is the Academic BPM methodology, systematized in seven stages and aligned with project management practices, with the potential for replicability in public and private institutions.

Conclusions: The modular structure, operational simplicity, and conceptual robustness of the methodology favor its adoption in different institutional contexts, especially those with low maturity in process management.

KEYWORDS:
Process modeling; Academic BPM; 5W2H method; Reverse engineering

RESUMO

A modelagem de processos consiste em identificar, analisar e propor melhorias nos fluxos organizacionais, com o intuito de promover maior eficiência e eficácia na gestão institucional. Um exemplo dessa aplicação ocorreu no projeto de extensão “BPM Acadêmico: mapeamento e modelagem de processos”, desenvolvido na Escola de Ciência da Informação (ECI) da Universidade Federal de Minas Gerais (UFMG), entre outubro de 2017 e dezembro de 2019.

Objetivo: Este artigo apresenta a formalização da metodologia BPM Acadêmico, concebida no contexto desse projeto, de modo a viabilizar sua aplicação em outras instituições.

Metodologia: Trata-se de uma pesquisa documental, de abordagem qualitativa, fundamentada nos princípios da engenharia reversa, com apoio do método 5W2H e das diretrizes do guia PMBOK.

Resultados: O principal produto da pesquisa é a metodologia BPM Acadêmico, sistematizada em sete etapas e alinhada às práticas de gestão de projetos, com potencial de replicabilidade em instituições públicas e privadas.

Conclusões: A estrutura modular, a simplicidade operacional e a robustez conceitual da metodologia favorecem sua adoção em diferentes contextos institucionais, especialmente naqueles com baixa maturidade em gestão de processos.

PALAVRAS-CHAVE:
Modelagem de processos; BPM Acadêmico; Método 5W2H; Engenharia reversa

1 INTRODUCTION

Brazilian Higher Education Institutions (HEIs) are entrusted with delivering higher education services to society and promoting the generation of specialized human capital and scientific knowledge for the economic and technological development of the country (Magalhães et al., 2010). Despite the key role of process management in public institutions, there is a gap in the systematization of specific methodologies that consider academic singularities, such as the diversity of actors, the multiplicity of information flows, and the need for articulation between teaching, research, and outreach. This context demands methodological solutions that combine technical rigor with adaptive flexibility, capable of supporting both the analysis and the continuous improvement of institutional processes.

In a scenario where the market, government, and society demand greater transparency and effectiveness in the provision of public services, educational institutions face increasing pressure to improve their institutional performance. According to Biazzi (2007, p. 20), "administrators are under constant pressure to improve the performance of institutions in order to satisfy the various stakeholders [...] and increase the effectiveness and efficiency of processes.¹" These demands intensify the search for management methods and tools capable of promoting structural and sustainable improvements. This context highlights the managers' search for methods, techniques, and tools that assist them in managing their business processes and consequent and continuous improvement. One of the instruments suggested in GesPública is process management, which allows for the design, execution, documentation, measurement, monitoring, and control to detect areas for improvement in processes and increase the efficiency and transparency of institutions, in addition to enabling positive results in meeting the demands of society (Koch, 2016).

The Academic BPM methodology was designed to adapt the principles of Business Process Management (BPM) modeling to the reality of educational and research institutions, combining process management guidelines with collaborative and incremental development approaches. In search of a strategic vision of its processes and consequently being able to perform analyses and propose improvements, activities, and informational records, the administration of the School of Information Science (SIS) at the Federal University of Minas Gerais (UFMG) sponsored the Academic BPM outreach project. With a duration of 27 months, this project aimed to: identify, map, review, and restructure the SIS's processes.

This article presents part of the results of the thesis entitled “ACADEMIC BPM PROCESS MODELING METHODOLOGY: formalization based on procedures applied in the SIS/UFMG project”. The objective was to formalize the Academic BPM methodology, based on the analysis of the actions developed in the homonymous project and its articulation with the PMBOK (Project Management Body of Knowledge) guidelines. The assumption is that the structured detailing of the methodology, through the explication of its stages, activities, and execution flows, may favor its replicability in other institutional contexts and contribute methodologically to the development of other approaches focused on process management in academic environments.

The article's structure comprises, in addition to this introduction, a theoretical-conceptual section on process modeling; the 5W2H method; reverse engineering; the presentation of the research methodology and the steps of the Academic BPM methodology and its formalization; followed by a discussion of the results and conclusion.

2 LITERATURE REVIEW

The theoretical framework underpinning this research is structured around the articulation of three complementary methodological approaches: process modeling, the 5W2H method, and reverse engineering. These conceptual pillars offer analytical support for the understanding, description, and reorganization of organizational activities in complex institutional environments, such as public higher education institutions.

The choice of these approaches stems from the need to develop a methodology that reconciles technical rigor and operational flexibility, capable of supporting the mapping and improvement of processes in contexts marked by multiple actors, diverse information flows, and shared decision-making structures.

By integrating resources from process modeling, systematization guided by the 5W2H method, and the retroactive analysis provided by reverse engineering, a cohesive theoretical-methodological framework is built, oriented towards both the analysis and formalization of the Academic BPM methodology, in addition to contributing to discussions about such concepts in Information Science.

Next, these three approaches are explored in depth in subsections 2.1 Process Modeling, 2.2 5W2H Method, and 2.3 Reverse Engineering, based on specialized literature, demonstrating their relevance to the analytical and practical scope of this research.

2.1 Process Modeling

For a better understanding of process modeling, the definition of "process" is deemed necessary. A Process is a set of activities with inputs and outputs, performed repetitively by people or systems, of an evaluative nature, with the objective of generating value for the customer and meeting previously defined organizational requirements (Hammer; Champy, 1994; Wildauer; Wildauer, 2015).

Process modeling, in turn, can be understood as a technical and managerial resource that aims to graphically represent the sequence of activities that make up organizational processes. It allows visualization, understanding, and improving workflows, supporting strategic and operational decision-making. Chart 1 presents different definitions that illustrate the multiple approaches to process modeling in technical literature.

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Chart 1
Process modeling definitions

In short, process modeling goes beyond simple graphical representation: it is an analytical tool that involves mapping, documentation, analysis, and redesign, with a view to continuous improvement. Its application allows for a structured understanding of institutional practices and is essential for aligning organizational processes with strategic objectives.

Over the last few decades, process modeling has evolved from a practice focused on describing operational flows to a strategic approach, articulated with organizational objectives and digital transformation. According to Dumas et al. (2018), BPM incorporates modeling as a central step in a continuous process management cycle, which also involves analysis, monitoring, and optimization. This perspective aligns processes with institutional goals and stakeholder needs, in addition to serving as a basis for data-driven organizational innovations.

In this context, the Academic BPM methodology adopts a broader conception of process modeling, aligned with approaches that integrate graphical representation, critical analysis, and strategic restructuring. Among the definitions presented in Chart 1, an evolution from a functional emphasis to more comprehensive approaches is observed, considering institutional factors, responsibilities, and performance indicators. By formalizing a methodology applied in an academic institution, this study assumes an intermediate position between technical systematization and organizational intervention to represent processes faithfully while promoting their continuous improvement in public and educational contexts.

2.2 5W2H Method

The 5W2H method originated in the automotive industry, in production quality management, aiming at organizing these activities to develop a strategic plan (Bassan, 2018). Afterwards, its use extended to different branches of administration, mainly due to its ease of application and didactic nature (Lima Júnior; Freitas, 2005).

The 5W2H method is a corporate management tool that organizes strategic actions, starting with the development of a plan. According to Behr, Moro, and Estabel (2008, p. 39), the 5W2H method “[...] consists of a way of structuring our thinking in a well-organized and materialized manner before implementing any solution in the business.” The five “Ws” are initials that, according to Nakagawa (2014), stand for:

What? Action, problem, challenge.
Why? Justification, explanation, reason.
Who? Responsible.
Where? Location.
When? Deadline, schedule.
How? Procedures, steps.
How much? Costs, expenses.

Applying the 5W2H method allows for the recording and planning of any action within the organization, assisting in implementing corrective actions to carry out new implementations, among other actions, saving time and costs, as well as improving productivity. This method can be applied both during the planning phase or to map the actions undertaken in a project or activity. Its application should be carried out based on a specific purpose to be achieved, following three basic steps: 1) definition of the element to be analyzed (project, process, activity, etc.); 2) reflection on the analyzed items and description of the answers to each of the seven 5W2H questions; 3) review for alignment of understanding and expectations (Lisbôa; Godoy, 2012).

Literature shows that the 5W2H method has been successfully applied in diverse institutional contexts, including public and educational institutions. For example, studies such as Logatti, Shibasaki, and Ventura (2021) demonstrate the method's effectiveness in identifying improvements and difficulties observed in solid waste management, while Lana, Guimarães, and Saleme (2023) applied the tool to assist in quality management, planning, and execution of an action plan in a university course. These examples reinforce the relevance of 5W2H as a methodological resource for organizing and systematizing processes in complex and highly interdependent environments.

In the context of this research, the 5W2H method was employed as a tool for systematizing the survey of activities that comprise the Academic BPM methodology, allowing for the structured recording of the elements identified in the project's document analysis. Based on the seven key questions that comprise it, the aim was to identify and describe the performed actions and their respective objectives, responsible parties, contexts, and results, promoting greater clarity and objectivity in the organization of methodological data.

2.3 Reverse engineering

Reverse Engineering (RE) is a technique or process to understand the functioning of something (object, instrument, technique) in order to improve an existing phenomenon or produce something new. The method also “[...] consists of obtaining information that characterizes and specifies the object of RE action, identifying its components and their pattern of interrelationship” (Dias, 1998, p. 2). Therefore, the objective of RE is to identify the specifications, both of physical structure and the minimum requirements to produce something.

In the literature, a debate has been identified regarding the use of RE to produce copies of a product or service; however, its objective is conditioned on identifying the variables that can alter the performance of the product or service, since RE transcends the simple copying of products in at least two aspects. “[...] With regard to the development or adaptation of a product, the critical point in RE is the formulation of specifications for the new product, which requires research and development activities” (Mury; Foliatto, 2002, p. 6).

Although originating from the field of engineering, reverse engineering techniques have been progressively incorporated into organizational and management studies, especially in contexts involving the analysis of informal or undocumented practices. Authors such as Mello et al. (2010) argue that reverse engineering can be considered a valid methodological reconstruction approach, as it leads to the reflective interpretation of already executed processes, assisting in the formalization of practices and the generation of organizational knowledge. This adaptation broadens the scope of the technique and justifies its application in qualitative studies of an exploratory and documentary nature.

Furthermore, the application of RE in institutional contexts favors the identification of good practices and the systematization of processes that are often reproduced empirically. In this way, it contributes to the consolidation of a methodological basis that strengthens knowledge management and organizational learning.

Thus, based on the principles of RE, it was possible to examine the records and documents produced throughout the Academic BPM project and, from them, reconstruct the steps of the applied methodology. This approach identified gaps, inconsistencies, and areas for improvement, leading to the reformulation and detailing of the Academic BPM methodology. Reverse engineering, in this case, was not limited to describing past practices, but served as a methodological resource to reconstruct a more robust and replicable proposal.

3 METHODOLOGY

The study is characterized as applied, as its results have the potential to generate practical applications (Gil, 2008). Regarding its objectives, it is a descriptive study, as it seeks to describe the investigated phenomenon and establish possible relationships with associated concepts. For the treatment of documentary data, content analysis was used according to Bardin (2016), with categories derived from the PMBOK guide and the operational dimensions of the 5W2H method.

The choice of SIS/UFMG as a field for empirical investigation is justified by its complex organizational structure and the diversity of academic and administrative processes, involving teaching, research, outreach, and management. Furthermore, due to the authors' professional experience, SIS has a history of institutional engagement in management innovation initiatives, which facilitated the implementation and monitoring of the Academic BPM project. This combination of factors gives the case exemplary potential for the application of process modeling methodologies in public higher education institutions.

The adopted approach is qualitative, as it aims at interpreting the elements and issues related to the phenomenon under analysis (Gil, 2008). According to Denzin and Lincoln (2018), qualitative research is suitable for understanding meanings produced in specific contexts, especially indicated for investigations focused on institutional practices and the construction of methods from empirical data. Furthermore, according to Denzin and Lincoln (2018), qualitative research allows for understanding the construction of meanings in specific contexts, and is especially suitable for investigations involving human actions, organizational decisions, and institutional dynamics, as is the case in this study.

The technical procedure used was documentary research, which, according to Silva and Menezes (2000), involves the analysis of documents such as minutes, reports, contracts, summaries, official letters, ordinances, among others, used in the planning and execution of projects. For the treatment of documentary data, the content analysis technique was applied, according to Bardin (2016), allowing the categorization of activities, documents, and observed patterns, based on theoretical criteria defined using the 5W2H method, the principles of reverse engineering, and the process groups of the PMBOK guide. The information sources were extracted from the object of study itself. In this sense, the principle of reverse engineering was adopted, with the objective of reconstructing and systematizing the methodological elements employed. Reverse engineering, according to Mello et al. (2010), allows understanding and formalizing methodologies based on products or results already developed, and is useful for identifying structural and operational components of an institutional practice.

The use of reverse engineering, as proposed by Mello et al. (2010), enables the reconstruction and systematization of methodologies from artifacts already produced, which aligns with the objectives of describing and formalizing the Academic BPM methodology based on documentary evidence.

The combination of document survey, structuring using the 5W2H method, and analysis based on the PMBOK process groups constitutes a methodological triangulation strategy (Flick, 2009), providing greater robustness to the construction and validation of the Academic BPM methodology. The integration of these techniques enabled the systematization of the steps into a logical, analytically justified model with potential replicability.

3.1 Methodological Procedures

This section describes the main procedures applied to formalize the Academic BPM methodology, systematized into seven stages, as shown in Chart 2.

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Chart 2
Procedures for formalizing the Academic BPM methodology.

It is worth highlighting that the study methodology relies on a triangulation of techniques - document review, application of the 5W2H method, and principles of reverse engineering - aiming at providing greater internal validity and analytical consistency to the construction of the Academic BPM methodology (Flick, 2009).

4 RESULTS

The data illustrate not only the logical sequence of the methodology's formalization, but also reveal relevant patterns regarding document organization, the clarity of the mapped activities, and the convergence between empirical practices and the PMBOK guidelines. This convergence demonstrates the feasibility of transferring professional practices to academic contexts, consolidating a hybrid project management model in public institutions.

This section presents the results obtained in six stages described in the methodological procedures and discussions about each one, as shown in Chart 3.

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Chart 3
Results of each stage of the methodology formalization.

The structuring of activities and their analysis using the 5W2H method and PMBOK follows guidelines that emphasize the importance of robust documentation for the success of complex projects. Furthermore, the application of BPM as a modeling tool aligns with the guidelines by Dumas et al. (2018), which point to the need to adapt business models to specific contexts, such as academia.

Chart 4 shows an excerpt from the application of the 5W2H method, a descriptive account of how the responses obtained from each question were applied. The correlations between the elements of the PMBOK guide and the activities of the Academic BPM project , as per (appendix 1) and the requirements and recommendations for software to support process modeling are indicated in (appendix 2). Finally, Figure 1, with descriptions of the steps of the methodology applied and formalized as Academic BPM.

Chart 4 presents an excerpt of the practical application of the 5W2H method to the identified activities. It can be observed that this tool allowed not only the operational description of the actions, but also the identification of critical success factors, such as clarity of responsibilities, execution times, and strategic alignment.

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Chart 4
Excerpt from the application of the 5W2H method to Academic BPM Project Activities

Aiming at verifying the adherence of the Academic BPM Project methodology to international best practices in project management, a structured correlation was carried out between the mapped activities and the processes described in the PMBOK. The analysis aims not only to demonstrate methodological conformity, but also to identify gaps and points of strategic alignment with the guide, as per (appendix 1).

The analysis demonstrated that the Academic BPM methodology shows high adherence to the practices described in the PMBOK, especially in the planning and monitoring phases. However, a partial lack of formalization was observed in some quality assurance and team management activities, which may indicate an opportunity for improvement in future versions of the project. Nevertheless, the methodological structure proves to be robust, with sufficient documentation to support the traceability of decisions and deliverables.

Furthermore, the requirements and necessary recommendations for the programs used in the Academic BPM project, such as Word, Excel, Bizagi, PowerPoint, as well as communication tools like Google Drive, email, and WhatsApp, are described in Appendix 2.

To finalize the presentation of the results and to formalize the Academic BPM methodology through a structured presentation of its activities, the sequence of execution, the respective details, and examples associated with the project, the methodology is illustrated objectively through the diagram presented in Figure 1, which describes the components of each activity.

Figure 1
Formalization of the Academic BPM Methodology

Although the results demonstrate the robustness of the Academic BPM methodology's structure, it is recognized that its application is contingent upon contextual factors, such as the institution's level of management maturity and the engagement of those involved. Therefore, caution is advised when directly replicating the model, and adaptation to the organizational specificities of other contexts is necessary.

The results validate the hypothesis that it is possible to construct a process management methodology based on documented real-world practices, provided there is a clear analytical framework. The application of the proposed methods not only allowed for the identification and organization of the activities performed, but also fostered the construction of a systematized model with high potential for replicability in university teaching, outreach, and management.

Overall, the results show that the methodology developed within the Academic BPM project is systematic, well-documented, and significantly compatible with the processes described by the PMBOK. This alignment strengthens the applicability of the model in other institutional contexts, indicating its potential as a reference for similar process modeling initiatives in the public and academic sectors.

Despite the strong alignment between the practices of the Academic BPM project and the processes described in the PMBOK guide, the experience of transposing it to the academic context revealed specific challenges. Some adaptations required greater flexibility, especially regarding scope definition and human resource management, due to the turnover of scholarship holders, the formative nature of the activities, and the motivation strategies for technical-administrative staff in education. The logic of university outreach, marked by social commitment, horizontal relationships, and situated learning, does not always align immediately with the rigidity of classic project management models. In this sense, it was necessary to reinterpret some PMBOK guidelines in light of institutional specificities, prioritizing collective construction, voluntary engagement, and adaptability. This tension, far from compromising the application of the model, reinforces the importance of hybrid approaches that combine methodological rigor with sensitivity to the institutional context.

6 CONCLUSION

This article presents partial results from a master's research project that formalized the Academic BPM methodology, developed for process modeling in a Higher Education Institution to promote greater efficiency and effectiveness in institutional management. The research highlights the contribution of incorporating the 5W2H method, still little explored in the Information Science literature, but recognized as a valuable tool for strategic planning and the development of action plans.

From a practical perspective, the Academic BPM methodology offers a feasible, low-cost, and technically robust solution for institutions seeking to structure and improve their organizational processes. The use of widely available tools, combined with methodological simplicity and clarity, makes the model especially attractive for institutional environments with budgetary constraints or low maturity in process management. By demonstrating concrete applicability in a university outreach project, the research proves the model's potential to be incorporated as a best practice in governance and administrative innovation in public and private institutions. Thus, the formalization of the Academic BPM methodology as a model applicable to process modeling in other organizations stands out, offering managers a powerful tool for the identification, analysis, and continuous improvement of their organizational processes.

The modular structure and operational clarity of the Academic BPM methodology are believed to favor its application in different institutional contexts that share similar management challenges. Potential areas for replication include university libraries, which often lack systematic mapping of their workflows; federal institutes, whose recent expansion requires standardization of procedures; and research support foundations, such as FAPs or university foundations, which operate with multiple administrative processes and inter-institutional projects. Its applicability also extends to small and medium-sized public bodies seeking to begin institutionalizing process management with low cost and structured methodological support.

One limitation is that the application of the Academic BPM methodology was carried out exclusively within the context of a single public higher education institution, which restricts the direct generalization of the results. Considering the organizational particularities of different institutions, such as varying levels of management maturity, available resources, institutional culture, and decision-making structure, it is necessary to conduct empirical tests in diverse environments. Therefore, this study suggests that future studies explore the application of the methodology in multiple institutional contexts, including organizations with different profiles and levels of complexity, as well as investigate its integration with other methodological approaches, with a view to expanding its validation, adaptability, and applicability on a broader scale.

Acknowledgments:

Not applicable.

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Funding:
This study is part of the Academic Excellence Program (PROEX) funded by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), which supports scientific development in the country.
1
All direct citations are free translations by the authors.
Ethical approval:
Not applicable.
Availability Data and material:
https://doi.org/10.48331/SCIELODATA.7VTDDT/6OAXLO
Image:
Extracted from the Lattes platform.
JITA:
BL. Business process management
SDG 4:
Quality Education

Edited by

Editor:
Gildenir Carolino Santos https://orcid.org/0000-0002-4375-6815

Data availability

https://doi.org/10.48331/SCIELODATA.7VTDDT/6OAXLO

Publication Dates

Publication in this collection
09 Mar 2026
Date of issue
2026

History

Received
22 June 2025
Accepted
18 July 2025
Published
07 Oct 2025

Este é um artigo publicado em acesso aberto sob uma licença Creative Commons

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[2] BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2016.

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Sequence	Stage	Description
01	Conduct document survey.	Survey the documents produced in the project regarding their type and content, through the following actions: a) identifying the storage location; b) detecting the documents; c) selecting relevant documents; d) identifying elements useful for analysis.
02	Identify activities in the Academic BPM project.	Perform the following tasks: a) preparation of an analytical matrix with the documents and their functions; b) documentary analysis; c) identification and analysis of activities; d) selection of the most relevant activities; e) organization into a structured list.
03	Apply the 5W2H method.	a) Construction of a 5W2H table with activities from Stage 2; b) analysis and completion of the columns based on the seven questions of the method; c) data extraction from the project documents.
04	Identify activities according to the PMBOK process groups.	a) Identify and describe the activities of the PMBOK process groups (initiation, planning, execution, monitoring, and closure); b) develop matrices for each process group according to the PMBOK guide.
05	Correlate project activities with PMBOK activities.	a) Verify correspondences between project activities and those in the guide; b) classify activities as equivalent or exclusive; c) organize the correspondences into a matrix; d) consolidate the methodological organization according to the process groups.
06	Specify requirements and recommendations for software used in the project.	a) Identify the software tools used in the project; b) develop a matrix outlining requirements and recommendations for activity execution; c) suggest alternative tools.
07	Formalize the Academic BPM methodology.	a) Structure the methodology according to the PMBOK process groups; b) order the activities chronologically; c) describe each activity in detail; d) present real-world examples taken from the project.

Stage	Results
01	Analysis and selection of documentation related to the Academic BPM project, organized into thematic folders: Project planning; Training and capacity building; Project operationalization; Project website; Image repository and Events. This stage aimed to identify the activities that comprised the Academic BPM process modeling methodology.
02	Analysis of 22 types of documents, which enabled the identification of 24 activities: 1. Define the project scope; 2. Prepare the project charter; 3. Identify and collect stakeholder requirements; 4. Assess stakeholder engagement; 5. Develop the overall schedule; 6. Plan human resource management (work plan for scholarship holders); 7. Mobilize the team (selection process for scholarship holders); 8. Control and manage communications; 9. Direct and manage the work; 10. Develop the team; 11. Plan human resource management (organizational chart); 12. Plan human resource management (responsibility assignment matrix); 13. Mobilize the team (project relevance); 14. Mobilize the team (production of descriptions); 15. Mobilize the team (production of flowcharts); 16. Monitor and control execution; 17. Monitor and update the overall and phase-based schedule; 18. Develop the schedule for each phase and create an analytical structure; 19. Estimate resources; 20. Identify and plan scope and risk management; 21. Develop process manuals; 22. Close the phase; 23. Perform integrated change control; 24. Close the project
03	Application of the 5W2H method to the 24 identified activities, as described in Chart 4, detailing responses to each question of the method, and detailing objectives related to planning, execution, and monitoring.
04	Grouping of PMBOK activities with those of the Academic BPM project, highlighting the correlation of 25 project activities with 40 PMBOK activities, as shown in (appendix 1).
05	Development of requirements and recommendations for the software tools used in the Academic BPM project, as per Chart 6, highlighting that the methodology does not depend on specific software solutions, as shown in (appendix 2).
06	Formalization of the Academic BPM methodology, presenting its constituent activities in the sequence they should be executed, as shown in Figure 1.

Activity	What?	Why?	Who?	Where?	When?	How?	How much?
01-Define the project scope	Develop the objectives, define the stakeholders, and outline the key actions for project execution.	To clearly document the project’s guidelines and objectives for presentation and approval by stakeholders.	Project coordinator.	No specific location.	At the beginning of the project	By defining objectives, assigning responsibilities, and outlining the project's trajectory based on identified needs, detailing its execution.	30 hours, assistant or associate professor.
02- Prepare the project charter.	Prepare an official document for the approval of the outreach project.	To document the start of the outreach project's activities.	Committee that approves outreach projects at UFMG.	Submission for approval via online system.	After validation of the outreach project documents	The committee evaluates the documentation according to the legislation and issues an opinion.	From 90 to 120 days.
03 - Identify and collect stakeholder requirements	Identify stakeholders: the SIS community, UFMG, and their needs.	To ensure that strategic and operational needs are aligned with the objectives, considering the impact on stakeholders.	Project coordinator and SIS management.	Boardroom.	After scope has been defined	Through meeting between project coordination and SIS leadership to present the scope and define the stakeholders.	4 hours, assistant or associate professor and director.