HRM in project groups: The effect of project duration on team development effectiveness

The literature has found contradictory results regarding the impact of human resource management on project success. This paper focuses on one important human resource management process – team development – to investigate its importance in the project environment. Results show that most team development practices that work well in the operational business environment do not have a significant influence on project success. However, project duration was found to moderate the relationship between team development and project success: the effectiveness of team development increases in longer projects. The paper identifies and analyzes team development practices that have a positive impact on project success exclusively in long projects.     

Critical learning themes in project management education: Implications for blended learning

This research examines the underlying reasons why students taking project management courses emphasise skills that are transferable and the utilisation of e-learning environments as critical to their learning experiences. Students' opinions are expressed through a series of focus groups. We found that the underlying reasons for students' emphasis on these two factors as crucial to learning and teaching project management could be classed under five higher-order themes. The implications of our findings are that in order to develop desired human, conceptual and technical skills, a teaching approach based on a blend of learning that resides at the intersection of the ‘transferable skills’ and ‘e-learning environments’ construct is required for the effective teaching of project management. For effectiveness, this blended form of andragogy (learning focused on adults) must be flexible enough to cater for the vast variations in the profiles of students, and their individual learning preferences.     

Systems thinking in innovation project management: A match that works

This paper discusses why conventional project management practices lead to the failure of publicly funded innovation deployment projects, and investigates how the use of systems thinking in project management can help projects be more successful. Based on 12 case studies of two EU innovation policies, we provide evidence that by using systemic project management, which entails providing flexibility in planning, communicating and controlling activities, innovation projects are more successful. This research refutes previous theory that claims that we should formalize to manage complexity and uncertainty. The key finding is that systems thinking methods provide the flexibility to manage innovativeness, complexity and uncertainty in innovation projects more successfully. Suggestions for further research include suggestions of how to embed flexibility in project management methods using the constructs of equifinality and causal embeddedness.     

A project sponsor's impact on practice-based learning within projects

Drawing on a longitudinal action research case study analysis of project-based learning, this paper seeks to advance a deeper understanding of a project sponsor's impact on practice-based learning activity within a project. It represents a first case examination of the interface between a sponsor and practice-based learning phenomenon within projects. The reported findings argue for the project sponsor role to be acknowledged as dynamic and interactive and a dramatic influence on project practice-based learning. It also implies that a sponsor confronts some significant dilemmas in successfully stewarding such learning. Moreover, through such endeavour, the sponsor may also become an agent for organizational learning. The findings generated also encourage further investigations into the nexus between the sponsor and other social phenomenon within projects.     

Project complexity and team-level absorptive capacity as drivers of project management performance

Many believe that project complexity reduces project management performance. However, so far research has failed to establish this causal relationship conclusively. We extend research on project complexity by introducing the concept of team-level absorptive capacity and by studying its role as mediator between project complexity and project management success. Applying structural equation modelling to a sample of 285 respondents, we find an unequivocal, direct and positive statistical association between project complexity and delays and overspending. Further, we show that team-level absorptive capacity is critical for successful project management, but also that absorptive capacity can only partially offset the harmful impact of project complexity. Beyond adding to project management theory, the paper contributes to the wider management literature. We establish complexity as an antecedent of absorptive capacity and demonstrate how each dimension of absorptive capacity has unique determinants and outcomes.     

Learning and teaching challenges in project management

This paper seeks to examine how considerations of future pedagogy will impact on the student experience. This examination utilises data gathered from a survey of students studying project management. The data are analysed using CATPCA in order to establish the key components of students' experiences. Overall, two key components emerged from the data (representing students' perceptions of what is significant in their project management learning experiences). The first component, transferable skills, addresses parameters such as interpersonal skills, time management, curriculum coherence, critical thinking and communicating. The second component is virtual learning which includes the quality of e-resources and how relevant and accessible information is managed online. We conclude that the effective use of virtual learning environments is more crucial for students who are less skilful at managing their studies independently. This study brings an important contribution to literature on teaching and learning project management as traditionally studies have either focused on teaching and learning (within project management) or students' experiences relating to pedagogic factors generally. What research has not done is link these two concepts together.     

浅谈BIM---ArchiCAD软件在项目成本管理中的应用——以实际工程为例

本文结合作者工作期间实践项目中BIM全过程的设计工作,针对BIM技术在成本管控方面进行了专项研究。其研究内容包括：与广联达算量软件的模块链接,根据设定的工程量内容使用BIM快速准确的列出工程量主材清单,以及利用BIM技术辅助开发商对工程进行精细化管理。     

A study of ontology-based risk management framework of construction projects through project life cycle

The process knowledge assets make a substantial contribution to the risk management (RM) for contractors in the construction phase. To effectively reuse these assets, knowledge extraction becomes a significant research area. This paper was designed to explore an approach to conduct knowledge extraction by establishing project risk ontology. Specifically, the study proposed the ontology-based risk management (ORM) framework to enhance the RM performance by improving the RM workflow and knowledge reuse. The ORM framework facilitated the identification, analysis, and response of project risks. This study validated the ORM framework through a case demonstration. Through the implementation and application, the results demonstrated that the ORM framework was able to apply to the RM workflow for contractors, and more importantly, it greatly increased the effectiveness of project RM.     

Responsible forms of project management education: Theoretical plurality and reflective pedagogies

The paper aims to revive an interest in the notion of responsible project management education (RPME) in the context of related contemporary debates about the integration of reflexivity, ethics and sustainability in the business schools' curricula; the purpose, values and effectiveness of university education; and practical relevance of business and management courses, to mention only a few. We offer an interpretation of what RPME at university level may mean concerning the practice of curriculum design and pedagogy of project management courses in light of a perceived nature of project management theory and the field as practised. We argue that responsible project management education should make the theorising of the process of projectification, relational complexity and practical wisdom (combining prudence, instrumental and value rationality) accessible and appealing to all involved and should pursue experiential reflective learning. To illustrate how it may work in practice, we reflect on our longstanding experience with designing and delivering a PM module for an MBA programme. Apart from the challenge with maintaining the requisite diversity of the teaching team and practitioners' input into the course, we illuminate some benefits and challenges as perceived by the participating students. These are: discomfort caused by encountering a different ‘project management’; excitement in embracing the unexpected; light-bulb moments in redefining one's own understanding of PM practice and in finding a new way of understanding and dealing with a specific situation in the workplace.     

The cumulative power of incremental innovation and the role of project sequence management

In innovation and project management studies incremental development projects are perceived as theoreticlly and organisationally uninteresting. By means of a longitudinal study of product improvement projects at an automobile firm, this paper challenges such views and shows how the cumulative impact of the studied sequence resulted in a competitive repositioning of the company's product portfolio during a financially difficult period. Project managers achieved this by transcending the separation between exploration and exploitation projects; they not only adhered to time, cost and quality goals but also tried out new ways of testing and experimenting with controversial technical ideas. The paper analyzes the intensive inter project learning that generated these ambidextrous capabilities and emphasizes that practices at the project-level need to be buttressed by expanded management learning and capability development also at the sequence level.