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In recent years, there has been a growing interest in the potential of data analytics to enhance project delivery. Yet many argue that its application in projects is still lagging behind other disciplines. This paper aims to provide a review of the current use of data analytics in project delivery encompassing both academic research and practice to accelerate current understanding and use this to formulate questions and goals for future research.

We propose to achieve the research aim through the creation of a systematic review of the status of data analytics in project delivery. Fusing the methodology of integrative literature review with a recently established practice to include both white and grey literature amounts to an approach tailored to the state of the domain. It serves to delineate a research agenda informed by current developments in both academic research and industrial practice.

The literature review reveals a dearth of work in both academic research and practice relating to data analytics in project delivery and characterises this situation as having “more gap than knowledge.” Some work does exist in the application of machine learning to predicting project delivery though this is restricted to disparate, single context studies that do not reach extendible findings on algorithm selection or key predictive characteristics. Grey literature addresses the potential benefits of data analytics in project delivery but in a manner reliant on “thought-experiments” and devoid of empirical examples.

Based on the review we articulate a research agenda to create knowledge fundamental to the effective use of data analytics in project delivery. This is structured around the functional framework devised by this investigation and highlights both organisational and data analytic challenges. Specifically, we express this structure in the form of an “onion-skin” model for conceptual structuring of data analytics in projects. We conclude with a discussion about if and how today’s project studies research community can respond to the totality of these challenges. This paper provides a blueprint for a bridge connecting data analytics and project management.

Using the American and the French time-use surveys, we examine whether people have a preference for a more diversified mix of activities, in the sense that they experience greater well-being when their time schedule contains many different activities rather than is concentrated on a very small number. This could be due to decreasing marginal utility, as is assumed for goods consumption, if each episode of time is conceived as yielding a certain level of utility per se. With returns to specialization, people would then face a trade-off between efficiency and diversity in choosing how to allocate time. We examine these issues and investigate potential gender differences, considering both instantaneous feelings and life satisfaction.

This study aims to provide a systematic review of consumer privacy literature in the context of smartphones and undertake a comprehensive analysis of academic research on this evolving research area.

This review synthesises antecedents, consequences and mediators reported in consumer privacy literature and presents these factors in a conceptual framework to demonstrate the consumer privacy phenomenon.

Based on the synthesis of constructs reported in the existing literature, a conceptual framework is proposed highlighting antecedents, mediators and outcomes of experiential marketing efforts. Finally, this study deciphers overlooked areas of consumer privacy in the context of smartphone research and provides insightful directions to advance research in this domain in terms of theory development, context, characteristics and methodology.

This study significantly contributes to consumer behaviour literature, specifically consumer privacy literature.

Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.

The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.

The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.

The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.

This paper proposes a new conception of school systems arising out of the collision of three forces: (1) a longstanding press to rationalize the technical work of schools in the service of educational excellence; (2) a growing democratic press to equitably engage community members in the process of defining educational excellence; which together are (3) heightening legacy uncertainties that pervade educational organizations. It then draws on paradox theory to explore how leaders might navigate the growing uncertainties that are central to the work of organizing for excellence and equity.

Integrating scholarship related to organizational institutionalism, paradox theory, learning sciences, social justice leadership and educational system building, this paper examines the changing organization of schools, the growing uncertainty facing educators and the implications for leaders and preparation programs.

This paper introduces two perspectives on how to navigate the growing uncertainty facing educators and educational leaders: one that centers on mitigating uncertainty, the other that prioritizes leveraging uncertainty. Both perspectives have affordances and limitations when considering the twin goals of educational excellence and equitable involvement in decision-making, and leaders should thus view uncertainty as a paradox—an interdependent, persistent, contradiction—that can never be fully resolved, but can be managed. A paradox perspective makes visible the complex work of effectively moving between mitigating and leveraging uncertainty, especially in a field where the latter garners more support and legitimacy.

This paper synthesizes recent educational and organizational scholarship to develop a new conception of educational organizations and a corresponding approach to educational leadership capable of navigating the growing complexity and uncertainty that pervades school systems.