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The role of social science in the curriculum of technical institutions of higher learning has always represented a series of tradeoff challenges and opportunities. Recently, issues to be addressed by those developing curricula for this audience have received increased attention. The difficulties that social and physical scientists have had collaborating on research projects have also been a matter of increasing attention and concern. Hence, to enrich this discussion we will offer a historical case study covering a 35-year (so far) experiment at Worcester Polytechnic Institute (WPI) in which both organizational and educational issues had to be addressed as faculty members of both backgrounds worked with technical students on educational projects dealing with social issues.

The wide spread application of projects to many areas of society has led us to identify five generic elements that every project will have to address. They are: project management, project task, stakeholders, resources, and project environment. Each element will be further divided into five sub-elements. This five-by-five model will be used to identify the nature of a specific project and to develop appropriate approaches and means. It will also allow a circular planning process that gradually will lead to coherence among the five elements.

To illustrate the broad spectrum of projects that we see in practice, we have identified five types that will be characterized by the five-by-five model.

In view of the complex nature of most projects, the chapter will introduce four complementary perspectives: a technical, a business, an organizational, and a stakeholder perspective. Each perspective will describe key features of a project and is supported by theories, models, and methods. Although the perspectives are complementary, they are strongly interdependent.

The chapter will give an overview of the book.

This chapter addresses issues of what should be done and when. Structuring of the project task into a number of activities is key to planning a course of action for a project. It involves combining two dimensions: when (the time) and what (relevant subject areas or work paths). Several examples will illustrate the issue.

The five-by-five model will be used to identify five parallel processes of a project: (1) task-oriented processes concerned with development of a solution, (2) organisational change processes focusing on understanding and accepting the change, (3) application and operational processes concerned with application and use of the project’s results, (4) environmental processes focusing on the interplay between the project and its environment including stakeholders, and (5) management processes dealing with activities in the middle box of the five-by-five model.

A number of models of the project’s course of action will be presented and discussed, e.g., a waterfall model, a parallel stream model based on the four perspectives introduced in Chapter 1, the course of actions as decisions and as a change process. Finally, we shall discuss Agile and Lean project management.

One thing is to get a project organization in place. Another thing is to bring it alive. This is the subject of this chapter. Most project work is teamwork, in the core teams and work groups, and also in the steering committee, reference groups, and focus groups.

Because projects are temporary, it is a challenge quickly to establish effective cooperation in the groups and teams of the project organization, internal as well as external with surrounding organizations. Five elements of cooperation in the project team will be presented, including collaboration, coordination, communication, coalition, and control. Different work patterns will be discussed, and methods for carrying out project work will be presented, e.g., coping with limited rationality and handling project complexity.

A section will deal with work patterns in the steering committee, and a section will discuss cooperation with interested parties (stakeholders). Also, the maturity of the project organization will be treated.

A final section will discuss learning in the project organization.

This chapter makes the case for imparting effective project management training and collaborative skills for information professionals. The authors identify the challenges of collaborative project work in online environments by reviewing the relevant project management literature within the library and information science (LIS) discipline and discussing the role of LIS schools in addressing project management and collaborative skills for information professionals.

The literature review revealed a significant lack of project management and collaborative skills among LIS professionals. However, most LIS schools are still falling short when it comes to offering project management courses on a regular basis. The authors examined the challenges of teamwork in online environments, identified project management strategies and approaches for successful teamwork, and proposed guidelines for strategic project management education for information professionals. It is recommended that information professionals should have the skills to prepare a team contract, develop a project schedule, create mechanisms for transparency and accountability, and use effective communication strategies through project management techniques.

In addition to reviewing the relevant literature on project management within LIS, and the challenges of teamwork in online environments, the authors analyzed the relevance of some collaborative concepts and frameworks that might be useful in managing collaborative projects. In particular, the implications of Tuckman’s (1965) team progression theory, lessons from Harvey’s (1988) Abilene paradox, and de Bono’s (1989) six thinking hats method were analyzed and discussed in managing collaborative projects.

By obtaining effective project management and collaborative skills, LIS professionals will be able to better meet the demands of contemporary libraries and information organizations.

A reason why industry incumbents seldom survive technology transitions is their strong reliance on an efficient, but inflexible organizational system. We studied three digital transformation initiatives that created fast progress in a struggling newspaper group by working against the industry logic and established thinking in the area. This chapter argues that management succeeded in introducing a new strategic practice through these transformation initiatives. We focus on three factors contributing to the success: complexity management, short time development of a long-term vision, and the introduction of impossible goals.