Collaborative academic/practitioner research in project management: Theory and models

Abstract

Purpose

The purpose of this paper is to provide of a review of the theory and models underlying project management (PM) research degrees that encourage reflective learning.

Design/methodology/approach

Review of the literature and reflection on the practice of being actively involved in conducting and supervising academic research and disseminating academic output. The paper argues the case for the potential usefulness of reflective academic research to PM practitioners. It also highlights theoretical drivers of and barriers to reflective academic research by PM practitioners.

Findings

A reflective learning approach to research can drive practical results though it requires a great deal of commitment and support by both academic and industry partners.

Practical implications

This paper suggests how PM practitioners can engage in academic research that has practical outcomes and how to be more effective at disseminating these research outcomes.

Originality/value

Advanced academic degrees, in particular those completed by PM practitioners, can validate a valuable source of innovative ideas and approaches that should be more quickly absorbed into the PM profession's sources of knowledge. The value of this paper is to critically review and facilitate a reduced adaptation time for implementation of useful reflective academic research to industry.

Citation

Walker, D.H.T., Cicmil, S., Thomas, J., Anbari, F. and Bredillet, C. (2008), "Collaborative academic/practitioner research in project management: Theory and models", International Journal of Managing Projects in Business, Vol. 1 No. 1, pp. 17-32. https://doi.org/10.1108/17538370810846397