Search results

The aims of this paper are to mobilize project management concepts in order to draw parallels with the doctoral project and to share the author’s experience and lessons learned.

This paper is based on a qualitative inquiry using an autoethnographic approach.

This paper contributes a self-reflexive examination of the doctoral project experience that incites current and future doctoral students and early-career researchers to take advantage of opportunities that make the experience satisfying, lay the foundations of an academic career and help ensure the thesis is completed in a timely and orderly manner.

Examining the doctoral project through the lens of one of the highest standards in project management, developed by the Project Management Institute (PMI), this paper enables PhD students in project management and other fields of study to understand the basics of a project and take action to structure their doctoral journey in a way that enhances both their experience and chances of success.

The purpose of this paper is to investigate the process of translation of an institutionalized governance framework as adapted to a major project in practice. Although infrastructure projects have been studied for decades, most studies have emphasized economic or contingency-based perspectives. Of those studies, some researchers have focused on governance frameworks for public infrastructure projects, and their impact for shaping the front-end phase of those projects. Yet, little is known about the way actors translate and enact those governance frameworks into practice. Understanding this translation process will lead to a better understanding of the overall performance of major infrastructure projects.

This qualitative research is based on a case study of one public infrastructure project in the health sector in Quebec, Canada. Through non-participant observation and interviews, the planning phase of the project is presented as it unfolds.

The process of translation is presented, from the ostensive, institutionalized governance framework, to appropriation into performative practices, which resulted in 12 specific practices: four “structuring” practices at the institutional level, five “normalizing” practices at the organizational level and three “facilitating” practices at the project level.

The main contribution of this paper is to enrich our understanding of the governance of major public infrastructure projects with process- and practice-based theories.

Given the ongoing digital transformation, building information modeling (BIM) has great potential to create a collaborative environment in the whole lifecycle of the built asset, from inception to decommissioning. The paper aims to discuss this issue.

This paper relates current developments in Québec with regard to the use of BIM for asset management (AM). The steps taken by three public organizations to develop their capabilities and take advantage of new possibilities are presented. The main methodological approach is based on participant observation, through case studies complemented by a questionnaire.

This paper reports on results and analysis of an important module of a broader research project on the impact of new technologies and collaborative methods for projects and AM. The results of this first research module points to the importance of using pilot projects to develop a continuous improvement approach, where feedback loops from projects support the development of AM capabilities and culture. Another important finding is the importance of sharing experience for the three public organizations involved.

The main contributions of this paper are to document this overarching research program and to gain deeper insights by reflexively considering the steps taken and the ones ahead for the quest to enhance the transfer of information for built assets at the end of projects to the operations and maintenance phase and to use BIM for operation.

This study focuses on the dynamic relationship between organizational actors and engaged scholars involved in a normative assessment conducted in a public organization managing major projects.

We build on a 15-month engaged scholarship experience carried out in the Ministry of Transport of Quebec. We explain and analyze the normative assessment process, using a storytelling approach and vignettes to explore four situated learning moments.

This study offers a deeper understanding of how normative assessment is conducted, and how situated and collective learning occur throughout. We find that both organizational actors and researchers learn through this process and synchronize their mutual learning such that researchers actually participate in a larger organizational transformation.

Like any qualitative endeavor, this research is context-specific. We offer several research avenues to extend the applicability of findings.

This article could inspire organizations and scholars to collaborate on normative assessment during organizational transformation. This approach is of particular interest in the context of a worldwide pandemic where public and private organizations all have to adapt to new sanitary, economic, technological and social realities.

In a context marked by growing concern for the research-practice gap and the relevance of scholarship, our study illustrates the development of a mutually beneficial collaboration between practitioners and researchers that enhances understanding of complex organizational phenomena and issues.

This research highlights the relevance of engaged scholarship and supports normative assessment as a social process to generate mutual learning.

The purpose of this paper is to investigate a case of collective sensemaking about the project success of the multifunctional amphitheater of Quebec (Canada).

For this explorative and qualitative research, the authors started from the post-mortem document and complemented their comprehension with six semi-structured interviews with the main project actors and other public documents regarding this project.

According to the respondents, the main success factors of this project can be attributed to: a clear governance structure; proven project management and construction methods; the use of emerging collaborative practices in construction (such as building information modeling (BIM) and lean construction); an adapted policy for procurement; as well as a code of values and ethics shared by all stakeholders.

The sensemaking perspective has been scarcely mobilized in project management studies, emerging from a constructivist view of reality and being sensitive about material-discursive practices. This exploratory study explores a case of collective sensemaking of a major project success and suggests avenues for major and megaprojects research. Lessons learned and implications for practice are also outlined. The conclusion allows a synthesis and an opening to consider how practitioners and researchers can build on this (and other successful) case(s) for future projects and research.

Transport megaprojects often struggle to offer social value (SV) that meets local communities' needs. This problem is embedded in how local communities' views are captured and incorporated into SV plans through local community engagement (LCE). By problematising the literature, this article aims to identify LCE issues and their impacts on SV plans at the front-end of transport megaprojects.

The theoretical lens of the study is the practice theory developed by Schatzki (2016, 2005). The authors conceptualised LCE as a practice and conducted 32 semi-structured interviews with UK practitioners. The authors collected data in three steps from three types of practitioners involved in LCE practice and SV planning: project managers, LCE experts and SV experts.

The authors identified 18 LCE issues with thematic analysis and clustered them into five themes. These issues impact LCE with five mechanisms. Findings show that a weak link between LCE and SV plans due to the issues reduces LCE to a tick-box exercise and presents a distorted view of local communities. This reduces SV plans to the bare minimum for project approval instead of offering relevant SV to local communities. Addressing the issues goes beyond changing the approach of project teams to engagement (from instrumental to normative) and requires changing the practices.

For the first time, the study uses practice theory to conceptualise LCE as a practice, following the notion of project as practice. The study problematises the literature to address the under-represented link between LCE and SV plans.