[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Considering that big data is a reality for an increasing number of organizations in many areas, its management represents a set of challenges involving big data modeling, storage and retrieval, analysis and visualization. However, technological resources, people and processes are crucial dimensions to facilitate the management of big data in any organization, allowing information and knowledge from a large volume of data to support decision-making. Big data management must be supported by technology, people and processes; hence, this article discusses these three dimensions: the technologies for storage, analysis and visualization of big data; the human aspects of big data; and, in addition, the process management involved in a technological and business approach for big data management.

Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology, computing, and digital technologies associated with education that allow the correct development and application of these solutions. To support the evolution of such solutions with satisfactory quality indicators, this research presents a model focused on quality of online educational solutions grounded in an approach aimed to continuous process improvement. The model considers of three maturity levels and six common entities that address the specific practices for planning and developing digital educational solutions, targeting quality standards that satisfy their users, such as students, teachers, tutors, and other people involved in development and use of these kinds of educational solutions.

The achievement of academic research involves a series of steps and activities that must be managed in order to avoid delays, development problems (due to unforeseen risks) and even monitoring (which involves the work of the Advisor). Aiming to contribute to project development for academic research, this paper presents some principles of project management considering project management theories and also presenting many frameworks on this area. The PMBoK (Project Management Body of Knowledge) developed by the PMI (Project Management Institute) is presented in more details because it was used to define part of main specific proposals of this paper. Two (Initiating and Planning Process Groups) from the five process groups defined by the framework are presented and also their correlation to academic projects. This is relevant to formalize all activities and artifacts during an academic project. Besides that, the Knowledge Areas (KA) defined by the framework are also presented in details. The relationship between these KA's and the Initiating and Planning Process Groups are discussed in a viewpoint of academic research stakeholders. Specifics templates by KA are proposed to be used in this kind of projects and to support the student's academic journey conducted by an Advisor.

The quality of any product or service should be assessed and measured by rigorous processes and standards and it cannot be treated as a merely intuitive or subjective factor. For complex products and services ICT-based that supports education it is no different. These products consider different disciplines such as Instructional Design, Cognitive Psychology, Computer Science, and it may become more difficult to measure and characterize their quality. However, studies show the construction of specific process models for them and this work considers quality approaches related to these models, as the Quality Assurance and Quality Control. Specific models and international standards for e-Learning and Distance Education are also presented emphasizing the studies relating the quality of the educational products and services that consider ICT. At the end, a quality model is presented in detail, addressing a continuous improvement concept. It can be used in a development, self-evaluation or certification phase of educational products.

Analytics corresponds to a relevant and challenging phase of Big Data. The generation of knowledge from extensive data sets (petabyte era) of varying types, occurring at a speed able to serve decision makers, is practiced using multiple areas of knowledge, such as computing, statistics, data mining, among others. In the Big Data domain, Analytics is also considered as a process capable of adding value to the organizations. Besides the demonstration of value, Analytics should also consider operational tools and models to support decision making. To adding value, Analytics is also presented as part of some Big Data value chains, such the 'Information Value Chain' presented by NIST among others, which are detailed in this article. As well, some maturity models are presented, since they represent important structures to favor continuous implementation of Analytics for Big Data, using specific technologies, techniques and methods. Hence, through an in-depth research, using specific literature references and use cases, we seeks to outline an approach to determine the Analytical Engineering for Big Data Analytics considering four pillars: Data, Models, Tools and People; and three process groups: Acquisition, Retention and Revision; in order to make feasible and to define an organization, possibly designated as an Analytics Organization, responsible for generating knowledge from the data in the field of Big Data Analytic.

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 Abstract-Well-defined process can support product development and implementation of services in several sectors as industry, commerce and service areas. For the development of educational products or for the implementation of educational services, processes management also has relevance. To be institutionalized they require proper and specific mechanisms and to be implemented they could follow a methodological approach as it is presented in this article. Specific frameworks to education area are presented and they can support the implementation of such processes which favors considerably the quality of products and services. Some of these frameworks are highlighted and an analysis presents its relation to six dimensions of quality for education products and services. An in-depth treatment about quality related to the processes demonstrates the importance of process management with a view to their continuous improvement to meet the quality requirements.Index Terms-Process, process management, educational products and services, quality in education. I. INTRODUCTIONThe importance related to the process management is considered in many areas of modern society. Industry, commerce and service areas are examples that consider the process management as an important tool to develop, deliver and maintain their results. For the education area, this type of management is being increasingly sought, especially when it comes to consider the implementation of programs and courses offered with the support of Information and Communication Technologies (ICT). The education area can consider products and services supported by digital technologies as distance education, e-learning or learning objects that require several elements to be implemented, such as, instructional design, theories of pedagogy and psychology, computing and heavy application of management concepts, including an enhanced vision of process management.To [1] the process management is an essential approach in all areas of the economy, including education and it is clear that classical frameworks are not applicable to education in an immediate view. Thus there is a clear necessity to establish specific frameworks for process management in the educational area.Developers, buyers and users of these products and services are increasingly aware of its quality, so these frameworks can enable significant improvements in the quality of educational products and services. To educational processes in this field".This reality can be seen by the actions of governments and regulatory institutions or associations that seek to create models and standards to promote the capacity of educational products development with better quality, as well as execute and deliver better services. The growing number of frameworks for this purpose can also be observed and some of these are presented in more detail in later section of this article. For [3] quality in the field of e-learning is an issue of relevant importance.Often these frameworks are supported by governments or organizations see...

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