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This paper aims to share key ideas forwarded in the five-book series focused on the Intelligent Social Change Journey (ISCJ) reflecting the latest research in the Consciousness Series supported by the Mountain Quest Institute and collaborators. This review is based on five separate books released as Part I (Laying the Groundwork), Part II (Learning from the Past), Part III (Learning in the Present), Part IV (Co-Creating the Future) and Part V (Living the Future) of The Profundity and Bifurcation of Change.

Reflecting the consilience approach taken by this in-depth research, the review of ideas provided in this paper tap into a deep array of research in knowledge and learning, with specific reference to recent neuroscience understanding that is emerging, and looks to psychology, physics, cell biology, systems and complexity, cognitive theory, social theory and spirituality for their contributions. The five books are heavily referenced (look to the larger work for these references) and, considering the individual as an intelligent complex adaptive learning system (Bennet et al., 2015b), entangle materials from science to philosophy, facts to psychology, management to poetry and words to pictures. This much shorter review can only partially represent this approach.

At this point in the history of humanity ? in the midst of a conscious expansion of our human capacity and understanding ? the rules are changing. As we move away from predictable patterns susceptible to logic, we are increasingly reliant on our ?gut? instinct, an internal sense of knowing that can tap into the intuitional plane. Yet, this knowing can only serve us if we ?know? what to do with it, how to act. Development of our mental faculties is essential to acting. We are on a developmental journey of the body, mind and heart, moving from the heaviness of cause-and-effect linear extrapolations, to the fluidity of co-evolving with our environment, to the lightness of breathing our thought and feelings into reality. Grounded in development of our mental faculties, these are phase changes, each building on and expanding previous learning in our movement toward intelligent activity.

This review lays the groundwork for the ISCJ, exploring consciousness through the lens of the cause-and-effect logic of Phase 1 (Learning from the Past), the co-evolving of Phase 2 (Learning in the Present) and the creative leap of Phase 3 (Co-Creating the Future). This research connects the expansion of consciousness to development of the human knowledge system.

The paper summarises the scope, methodology and main findings of a PhD thesis about how the use of metaphor can be used to constructively influence project team behaviours. The purpose of this paper is to inform other candidates on the experience of the research journey using action research in a project environment and highlight how creative metaphor can stimulate relationship building in team environments.

The research approach that was used in the thesis is described in this paper. Candidate and supervisor reflections are shared on how the thesis journey process was experienced, including some of the challenges of doing academic research in a practitioner environment.

This research provides a simple and pragmatic reflective model that enables leaders and team members to increase the awareness of opportunities for collaborative behaviours. Facilitating creative metaphor conversations around model engages team members and leads them towards understanding how behavioural awareness can improve performance outcomes.

This paper provides insights into how simple and fun behavioural interactions can be used to enhance the performance of project teams. Implementing the intuitive metaphorical conversations will enable team leaders to leverage behavioural diversity as an asset rather than be a victim of it. Managers and leaders in all organisations have experienced the difficulties of inappropriate behaviours that have led to suboptimal performance, stress or outright conflict. Research candidates and supervisors will find this methodology an interesting option to conduct pragmatic research that is also robust.

Behaviour can be an asset or a liability in projects. This approach helps to leverage behaviour in a constructive way and decreases the likelihood of behavioural challenges and conflict in project teams and with stakeholders.

For the practice of project management the Reflective Performance Cycle is a unique model that can be used as a practical tool to build relationships in teams. From a social research perspective the research design and data interpretation process are new innovative ways to generate data and insights that are both robust and relevant, enabling more effective dialogue between researchers and practitioners.

The purpose of this paper is to share the experiences and reflections of delivering postgraduate project management (PM) education by structuring the courses as projects with milestones and incorporating the “language of projects” into the course lexicon.

An action research approach was taken to use learner reflections to assess the effectiveness of interactive learning environment and project management language to stimulate richer learning experiences.

Participating students apply the principles of learning to their own practice as they learn to incorporate theories and reflect on their impact for their projects, within their own contexts. They report this to be an effective approach as it reinforces their learning and highlights practical outcomes. Success of this approach is attributed to integrating principles from a wide range of interdependent disciplines including action learning, leadership, project management, reflective practice, sense-making, stakeholder engagement, problem-based learning and knowledge management. Reflecting on the impacts of soft skills in their own projects enhances learning outcomes and develops their professional capabilities.

The new teaching approach and extended model have evolved through adaptations over three successive semesters with moderate student numbers. Feedback has been through subjective self-assessment by participating students. Further evaluation will build a more robust assessment of the effectiveness of the approach and model.

Structuring postgraduate project management education as a project can be adopted by other educators to enhance the learning outcomes.

Enhanced project management capabilities will reduce failure and costs.

A new approach to learning is proposed and a new model, “Iron Triangle Plus” is presented, that together enhance learning for project leadership education and applied as a more effective way to lead projects.

The only opinion in this world that appeals to anyone is his own. Jethro Tull, who is perhaps one of the best known personalities in the history of English farming, did not scruple to express his contempt for books, especially books about agriculture. When his seed‐drill and horse‐hoes had become famous he was pressed to write a book about them so that other people might benefit from his ingenuity. He opposed the suggestion with all the force at his command; eventually the pressure of his social obligations proved too much for him. He was not only unwilling to write, but he stated what may have been the habit of the small squire of his own class and the general run of yeoman and tenant farmers of his time. “I was,” he wrote, “so far from being inclined to the scribbling disease, that I had disused writing for above twenty years.” This admission may be taken as an indication that most farmers of Tull's day would avoid writing if they could, and indeed the smaller farmer of today often gets his wife to write his letters for him.

In his book on Animal Chemistry Liebig wrote as follows:—

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.