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The purpose of this paper is to briefly summarise a successfully completed doctoral thesis which longitudinally and intimately explored the social dynamics of learning activity within a project team.

This research was pursued through participative action research applied to a case study project team.

The key findings of this study included the identification and analysis of five sociological elements which moderate the situated learning behaviour of participants while they are on‐the‐job. Combined, these elements form a model of project situated learning behaviour.

The findings generated focus attention on the complex social and practical issues involved in learning within projects and provide a framework that aids practitioners' systematic reflection and action on their learning activities.

This study provides deep and original insights into the learning phenomenon within the practice of project management. There has already been numerous journal publications generated from it, and in late 2007, the author of this thesis published a book largely based on this doctoral work entitled Cultivating Learning within Projects, by Andrew Sense, Palgrave Macmillan. ISBN: 0230006914 ISBN‐13: 9780230006911. This book can be sourced directly from Palgrave Macmillan at: www.palgrave.com/products/title.aspx?PID = 276502

The purpose of this paper is to examine how people can conceive learning and knowledge management processes within project teams and provides conceptual guidance on the most effective way to managerially approach these important and often neglected project issues.

This is a conceptual paper which draws on and dissects a very broad and relevant literature on learning and knowledge management.

Based on the analysis conducted, and with an eye to improving project learning, project outcomes and participant learning skills, the key argument of this paper is that participants in project teams must acknowledge and pursue a more socially oriented trajectory in their learning and knowledge management activities. Therein, the participants, their project practices and the organization of the project environment become the focal points of attention and action.

This paper puts forward a conceptually grounded argument for a greater practical emphasis to be placed on the social systems in learning and knowledge management processes in projects. The opportunity exists to test this argument in further empirical project studies.

This paper provides a foundation for project practitioners to critically reflect on their current learning and knowledge management attitudes and practices, while encouraging their attention towards the management of their project social systems.

This paper confronts conventional and limited perspectives about learning and managing the flow of knowledge within projects, and serves to stimulate participant and researcher reflection on more socially oriented approaches towards these project activities.

This paper reports upon a two‐year, qualitative, case study action research investigation into “learning within a project team”. This project team undertook a significant socio‐technical redesign project within a major Australian heavy engineering/manufacturing operation. The paper identifies and elaborates upon a number of elements that form a potential “learning architecture” for intra‐project learning. In unison with these elements, the paper also argues that project teams pursuing a learning objective within a project must pay systematic attention to the “situated learning” aspects of their project context. It is concluded that the potential learning architecture presented has implications for research in the learning and project management fields and, most importantly, for learning processes within project management workplace practice. These implications may extend beyond the project management boundary researched and be applicable in other similar group settings where managers attempt to facilitate learning.

This paper seeks to provide an empirical insight into the facilitation dilemmas for conversational learning in a project team environment.

This paper is an outcome of a participative action research process into the dynamics of situated learning activity in a case study project team. As part of their organizational change project (which included an explicit project goal of developing their collective and individual learning competencies) the case study project team initiated and undertook a series of participative “learning‐how‐to‐learn” workshops. These workshops were “learning spaces” that were centred on engaging “conversations” to both initiate and promote interpersonal understanding and critical reflective practice between the participants.

In evaluating the discontinuities experienced between the planned phases and activities in these “learning space” workshop processes, three key lessons that the participants learnt about facilitating conversational learning in this setting are identified and elaborated upon.

This paper is based upon a case study of the learning activities of one project team. The opportunity exists to repeat the study in different projects and other group settings.

This paper offers practical guidance to learning professionals and learning practitioners in how to provide a receptive conversational context for learning between people.

This paper illustrates the power of conversational approaches to nurturing learning activity. Furthermore, the lessons identified constitute heuristics to pragmatically aid conversational learning amongst people in project team “learning spaces” and in other similar group settings, where conversations are considered core to the learning development process.

This article introduces a conceptual view of supply chains from a situated learning and “community of practice” perspective. This non‐conventional “soft systems” view places an emphasis on the social and practical dimensions of learning within a context as a means to improve supply chain integration and performance.

This paper is conceptual and introduces a learning theory that offers practical relevance to practitioners in the supply chain field.

The findings presented in this paper are conceptual. However, the perspective offered draws upon recent successful research into the dynamics of situated learning activity in a project team environment.

By embracing this humanistic and social learning perspective, practitioners have opportunities to initiate a “community of practice” condition in which they systematically focus on and collaboratively develop their learning skills and their supply chain interactions and integration.

The value of this paper is to invite the reader to consider supply chain scenarios as “situated learning opportunities involving communities of practice” which, if appropriately engaged, can contribute towards learning and innovation and the development of inter‐organizational integration along a supply chain.

This study examines scholarly communications in the International Journal of Managing Projects in Business (IJMPB) and identifies the journal's leading trends from 2008 to 2019.

This study analyzed a sample of 522 articles published in the IJMPB since its inception in 2008 until 2019. A set of bibliometric measures was used in the study to identify publication trends, citation structures, leading authors, institutions and countries. Additionally, analysis of research methodologies, industrial sectors and research themes of the articles was carried out through a rigorous content analysis. To examine the changes in journal expansion over time, the duration of publications (from 2008 to 2019) was divided into three subperiods.

The study findings show that 793 authors from 370 institutions and 58 countries contributed to the journal during this period. In terms of contributions, Australia and the Scandinavian countries are at the top, while Asian and African countries occupy a lower position. Moreover, among authors, Derek H.T. Walker was found to be the most prolific, with the highest weighting score and number of articles. Similarly, RMIT University of Australia emerged as the most productive institution. The articles were predominantly case studies followed by mixed methods (i.e. both surveys and interviews are used for data collection). Most of the articles in the sample were related to project management in general. However, several articles reported on construction, information technology (IT) and manufacturing projects.

This study is useful for the researcher community to understand the journal's scientific productivity. Further, it will also help identify dominant topics in the field of project management.

This is the first comprehensive review article presenting a general overview of the journal's leading trends and researchers since its inception in 2008.

Scholars have begun calling for broader conceptualisations of moral disengagement processes that reflect the interaction of dispositional and situational antecedents to a predilection to morally disengage. The authors argue that collective leadership may be one such contingent antecedent. While researching leaders from the Gilded Age of American business history, the authors encountered a compelling historical case that facilitates theory elaboration within these intersecting domains. Interpreting evidence from the embittered leader dyad of Andrew Carnegie and Henry Clay Frick, the authors show how leader egoism can permeate moral identity to promote symbolic moral self-regard and moral licensing, which augment a propensity to morally disengage. The authors use insights developed from our analysis to illustrate a process conceptualisation that reflects a dispositional and situational interaction as a precursor to moral disengagement and explains how collective leadership can function as a moral disengagement trigger/tool to reduce cognitive dissonance and support the cognitive, behavioural, and rhetorical processes utilised to justify unethical behaviour.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The main aim of this paper is to provide a living tribute of lived expert by experience and researcher Andrew Voyce.

Andrew provided the author with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Andrew has had both as an educator and as a trusted colleague for the people approached.

In many ways, the voices of people with mental health problems have been marginalised. Few mental health journals, with only some exceptions, encourage lived experience contributions.

The mental health agenda continues to be dominated by professional groups. The remarkable individuals who continually battle with serious mental illness are often lost in official discourses.

Despite the fact that the topic of mental health is now much more in the public domain, research tells us that the most effective anti-stigma strategy is contact with sufferers.

The archivist Dr Anna Sexton co-produced one of the few mental health archives that only featured people with lived experience. Andrew was one of the four people featured in it. This account “showcases” the work of this remarkable man.