Designing and experimentally demonstrating automatic OPS/OCS/OpenFlow network control driven by ChoiceNet provider

Interconnection between our existing optical packet and circuit integrated network (OPCInet) and an ecosystem for network service provisioning named ChoiceNet enables network service providers to provide diverse services and realize control driven by the providers. In this paper, we design and implement control interfaces for the interconnection, which enables each ChoiceNet provider to explicitly control both OPCInet- and OpenFlow-based networks by use of a single common interface with proprietary/easily modifiable message formats for all control functions. We construct an experimental setup between the USA and Japan, and demonstrate that the OPCInet and an OpenFlow-based network placed in Japan are successfully controlled by request from the ChoiceNet provider installed in the USA. We also show that the time required to complete Telnet access to the OPCInet C-plane for each control is no more than 150 ms over the long distance from the USA to Japan.     

Effect of project role,age and gender differences on the formation and revision of project decision judgements

In this study, the authors examine how demographic variables such as project role, age and gender moderate the formation and revision of explicit decision judgements in a project by practitioners over the lifecycle of that project. Understanding the impact of these moderating factors on decisions made by project management practitioners can contribute to more effective managerial decision making; for example when decisions are being taken on whether or not to abandon a project. Empirical data are obtained from a quantitative survey of 1313 project management practitioners across seven countries. Data analysis is undertaken using log-linear modelling in SAS9.2. The results show that while project role and age of practitioners served as influencing factors when forming or revising decision judgements at any stage in the lifecycle, gender was not found to show any significant effect.¹     

Project management learning: Key dimensions and saliency from student experiences

Drawing upon literature, this study seeks to understand what the key dimensions of student experiences of project management learning are and what saliences students attach to such dimensions. Data is obtained from a sample of management and engineering students studying project management across four universities in the United Kingdom. We employ multidimensional scaling to extract the salience placed by students on the key dimensions. The results of the data analysis suggest that there are six dimensions of student experiences of project management. We also find that students attach markedly different levels of salience to these dimensions based on a number of demographic factors. More specifically, in terms of salience, we found that gender had the strongest relationship while prior experience of project management had the weakest. The implications of our findings are discussed from the perspective of andragogical congruence (compatibility) in teaching and learning.     

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.     

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.     

An examination of the ‘rule of law’ and ‘justice’ implications in Online Dispute Resolution in construction projects

This paper examines the ‘rule of law’ and ‘justice’ implications of using Online Dispute Resolution (ODR) platforms as technology-mediated interfaces for small claim dispute resolution in construction projects. Data is obtained from a questionnaire survey of construction stakeholders, administered using direct non-random sampling of professional contacts with the authors. Data is analysed using SAS 9.4 (SAS Institute, Cary, NC) on a Windows 7 platform. Surprisingly, study findings do not suggest any ‘rule of law’ and ‘justice’ implications for small claim ODR. Tentatively, this conclusion supports wider use of ODR. The originality of the study is that although there is considerable academic and practitioner interest in various alternative forms of dispute resolution (ADR), both practitioner use and academic study of ODR remain sparse. Thus, this study serves as a foundation for further empirical exploration of ODR as a nascent component of ADR.