Challenges in the Era of Globalization - iaabd

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Proceedings of the 12th Annual Conference © 2011 IAABD Project management training curricula at South African public universities – Is the balanced demand of the profession sufficiently accommodated? Abstract Thelma Louw University of South Africa (UNISA), South Africa. PD Rwelamila, rwelapmd@unisa.ac.za University of South Africa (UNISA), South Africa. In March 2004 the British Engineering and Physical Sciences Research Council (EPSRC) commissioned a study that focused on the ‘rethinking’ of project management. The core philosophy of the EPSRC study, commonly known as the EPSRC Network, was to link theory and practice through an organised process of interaction between academics and practitioners. This research determines the extent to which South African universities have extended/adapted their project management curricula to accommodate the findings of the EPSRC study and other relevant research as it is the norm for South African universities to review their curricula every 3 to 5 years. The paper concludes by mapping a way forward for the training of project managers in South Africa. Introduction The bodies of knowledge developed by the professional associations for project management, namely the Association for Project Management (APM), Project Management Institute (PMI) and International Project Management Association (IPMA) were intended to guide project management in the engineering, building and IT environments and are theoretical models based on narrow conceptualisations of what the project is (Winter and Smith, 2005) whereas projects should rather be organised with a view to value creation. It could be argued that it is neglect of the soft dimensions of projects that often lead to the failure of projects in the engineering, building and IT environments. In March 2004 the British Engineering and Physical Sciences Research Council (EPSRC) commissioned a study that focused on the ‘rethinking’ of project management. The objective of the EPSRC study, commonly known as the EPSRC Network (Winter and Smith, 2005), was to develop a research agenda that would allow the field of project management to develop beyond the conceptual foundations that existed at the time. Winter, Smith, Morris and Cicmil (2006) regarded the prevailing knowledge bases for project management as ‘a conceptual base that attracts criticism for its lack of relevance to practice‘. As part of the process leading up to the final report of the EPSRC Network, Smith and Winter (2005) distinguished between mainstream thinking of knowledge relevant to project management and nonmainstream thinking of knowledge relevant to project management. An important component of what they identify as non-mainstream thinking of knowledge relevant to project management is ‘craft knowledge’ or ‘soft’ skills, which can be defined as knowledge and skills that relate to matters such as the development of high-performance teams, change management, motivation, talent management, the effective management of client relationships and organisational politics, handling complexity and ambiguity, intuition. This article does not aim to evaluate the EPSRC study, but rather to investigate the extent to which a randomly selected sample of South African public higher education institutions have their finger on the pulse of international developments such as the research papers emanating from the EPSRC Network, other relevant research and the realities of project management practice, and have as a consequence 732
Challenges in the Era of Globalization Edited by Emmanuel Obuah extended/adapted their project management curricula to accommodate the issues identified in the findings of the EPSRC study and other relevant research. Background to the epsrc study and other related Literature The EPSRC Network was established firstly to create a multi-disciplinary network of academics, researchers and practitioners interested in developing project management and the practice thereof in industry and secondly to define and identify a new interdisciplinary research agenda aimed at enriching and extending project management beyond its current foundations (Rethinking Project Management, 2006). The core philosophy behind the network was to link theory and practice through an organised process of interaction between academics and practitioners. The objective of the EPSRC study was to develop a research agenda that would allow the field of project management to develop beyond the conceptual foundations that existed at the time – a conceptual base that attracts criticism for its lack of relevance to practice (Winter, Smith, Morris and Cicmil, 2006); ‘extending and enriching mainstream project management theory in relation to the developing practice’ (Winter and Smith, 2005). The underlying learning process of the network was structured as a learning system (Winter, Smith, Cooke- Davies and Cicmil, 2006), in other words in line with the principle of soft systems thinking. An interim report of the Network was published in May 2005 (Winter and Smith, 2005) with a clearly stated objective of being a first attempt to identify what the research directions and possible areas for future research might be. It clarifies the ‘rethinking’ process as a sensemaking process in the light of the social nature of projects and the people involved in the Network. Three levels of sensemaking were identified, namely (1) Making sense of the meeting content; (2) Making sense of the network content; (3) Making sense of the network process The interim report presented five directions of new thought for extending and enriching mainstream project management theory: (1) From Lifecycle theory of projects towards Complexity theories of projects; (2) From Single practice towards Multiple practices; (3) From Product creation towards Value creation; (4) From Narrow conceptualisation towards Broad conceptualisation; (5) From Trained technicians towards Reflective practitioners. The five directions were linked to the seven areas of concern as a starting point in the development of the new research agenda. Of relevance to this article is the link made between practitioner development as the seventh area of concern, multiple practices (the different levels at which project management is practiced and the diversity of roles resulting in a variety of needs for practitioner development) and reflective practitioners (in order to enhance individual capabilities to deal with uncertainty and the unique aspects of projects). Smith and Winter (2005) identified what seemed to be a conflict between the knowledge requirements of the current bodies of knowledge and the broader areas of knowledge that would include ‘craft knowledge. They identified three concerns about the training and development of project managers, namely an ‘excessive focus’ on methods and tools rather than craft knowledge, a ‘dislocation’ between training, development and practice and an ‘excessive focus’ on acquiring knowledge at the expense of capability development. In the final report of the Network, Winter and Smith (2006) the issues that arose regarding education, training and development were: (1) recognising the importance of developing craft capability, and (2) knowledge acquisition and the development of capability in new knowledge areas. Two key insights were that project management remains more of a craft than a science, and that there is potential to develop a new strand of project management methodology for the not-for-profit and charity sectors that is not based on the traditional triple constraints of time, cost and quality. 733
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Table of Contents Challenges in the
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Lennart Bangens, Goteborg, Sweden C
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Local Steering Committee Jacob Musi
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Track 1: Accounting, Finance, and I
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Abstract Challenges in the Era of G
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Abstract Determinants of Bank Lendi
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Empirical Results Challenges in the
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Table 3 Determinants of Competitive
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Research Findings Challenges in the
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Abstract: Study on Africa Governmen
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Abstract Challenges of Oil Revenue
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Figure 1: Lagos off shore survey po
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Conclusion Challenges in the Era of
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37. Provision of sound education fo
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Abstract The Changing Requirements
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The Model, Data and Variable Defini
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Abstract Gender, poverty and sustai
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Theoretical Framework Challenges in
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Single 18.1 Masters and above 35.3
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Source: Field survey, 2010 Table 3:
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Conclusions and Implications Challe
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Abstract Exploring Organisational R
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Discussion and Conclusion Challenge
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Abstract What does Globalization me
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Research Methods approach Challenge
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Banks in Ghana Challenges in the Er
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References: Challenges in the Era o
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The study seeks to: • examine typ
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Relationship Commitment Total 1264.
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