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The purpose of this research was to uncover perceptions of information technology outsourcing (ITO) project leaders and project teams regarding knowledge transfer between client and vendor partners during opening and closing transition phases of ITO projects.

Qualitative methods and exploratory case study design were used. Purposeful sampling was used to identify ITO knowledge assets including project team members and organizational documents and artifacts that may provide information regarding the knowledge transfer processes during the transition phases of the ITO project. Sample criteria were ITO project team members from one US-based client organization and the company’s international vendor partners. The study population included project managers, analyst, developers, subject matter experts (SMEs) and other ITO knowledge workers involved in the ITO project from one US-based organization. Interview and document analysis were done using of NVivo Pro 11^® research software.

Four themes emerged from participant responses relative to the opening and closing phases of ITO projects including KT approaches to plans and processes; KT dependencies relative to IT project team member’s reliance on project tools, processes and artifacts; determinants of KT success or failure relative to project team members’ perceptions; and role of documentation relative to communication and distribution of KT outcomes.

This research may provide insights into additional aspects of knowledge transfer during ITO transition phases, which may be used by IT leaders and project teams to plan for successful knowledge transfer during the transition phases of ITO projects.

The purpose of this paper is to introduce a reconfigurable model that is a combination of a schedule model and a queuing system M/M/m/K to reduce the duration of the wind turbine construction project closure phase and reduce the project documentation waiting time in the queue.

This research was implemented in a wind farm project. The schedule model deals with reducing the duration of the turbines closure phase by an activity overlapping technique, and the queuing system deals with reducing the turbine documentation waiting time in the queue, as well as reducing the probability of server idleness during the closure phase.

After the implementation of the model, the obtained results were compared to those of similar previously conducted projects in terms of duration, and the model was found effective.

Project closure is an important and mandatory process in all projects. More often than not, this process is faced with problems including prolonged project duration, disputes, lawsuits, and also in projects like the implementation of wind farms, a queue of documents at closing stage may also cause difficulties in project closure phase.

The contributions of this research are twofold: first, a combination of project management and queuing system is presented, and second, a reconfigurable model is introduced to enhance the performance and productivity of the closure phase of the project through reducing the implementation time and reducing the turbine documentation waiting time in the queue, as well as reducing the probability of server idleness during the closure phase of the wind farm project.

Projects are one of the main ways used to develop organisations and turn their strategic initiatives into a reality. To support project management, several entities (e.g. associations, institutes, etc.) provide standards, guides and project management methodologies. However, despite its wide coverage of project management knowledge areas, standards currently have no specific processes focused on planning and evaluating success. The absence of these processes can limit the vision of managers and their teams on what most contributes to the success of a project. Aiming at contributing to fill this gap, this paper proposes the integration of success management processes in the ISO 21500 standard.

To develop the integration model, a Design Science Research approach was adopted for the construction and evaluation of the resulting artefact.

The result is an integrated model and insights for its application in practice. The model aims to help managers and their teams to identify which success management activities need to carry out and how to integrate them with the other processes of the ISO 21500 standard.

The integrated model was applied in only one project. Another limitation is the difficulty in comparing the results obtained due to the small number of works focused on success management (namely related to planning, measuring, controlling and reporting success in practice) and its integration with project management standards, guides and methodologies.

The integrated model, based on success management and the ISO 21500 standard, is an important and original contribution to understand and achieve success in projects. This promotes a new vision of balanced management, directing the management effort to the areas that effectively contribute to success in each project.

The purpose of this paper is to contribute to the understanding of how practices creating knowing can be enabled in project work.

The study is based on an exploratory, in‐depth case study of an international professional service firm (IPSF) and local and transnational project work to deliver services. Project work is investigated through a practice approach.

In transnational project work, three knowing practices are identified – networking, doing, and sorting – and three practices of creating new knowing – finding, learning, and probing.

Although only one organization was studied, the research presented shows that knowledge creation and project work benefit from a practice perspective to highlight the enacted aspects of knowing and new knowing.

The findings show that different project phases enable the necessary knowing and/or new knowing practices through a differentiated focus on social interaction and contacts on the one hand and the use of materials, documents, systems and infrastructure on the other.

The paper extends earlier research and shows that practices of knowing involve more than doing and practices of creating knowing involve more than learning. A conceptual understanding of knowing‐who, knowing‐how, and knowing‐what is developed to identify the knowing and new knowing while appreciating their interrelations. Further, the paper shows how the project phases and the practices can be better enabled through a differentiated focus on the social and the material use.

Over the past years, many studies have explored the role of knowledge management (KM) in companies. KM is concerned with the measurement of knowledge to manage knowledge efficiently. On the other hand, the intangible nature of knowledge makes its measurement challenging. Furthermore, there is no standardized method to measure knowledge, and it is chiefly measured based on the subjective judgment of researchers. Moreover, New Product Development (NPD) departments in many companies strive to assess their knowledge in terms of company products and knowledge workers. Hence, this study aims to propose a product-based two-phase technique that measures the company knowledge inventory.

In the first phase, the value of knowledge is quantified relative to products, knowledge workers and the entire company using two concepts of knowledge width and depth. Then, a three-dimensional knowledge asset map (knowledge, products and knowledge worker dimensions) is designed to assess and audit knowledge workers. Finally, this technique recruits an integer linear programming model with a cost minimization objective function to optimize the supply of NPD knowledge requirements in the second phase.

This model enables managers to determine what type of knowledge can be supplied by existing knowledge workers, whether within the company or by other external sources.

Among existing knowledge measurement methods, only a few use a product-based measuring technique. However, they fail to offer suitable scenarios for managers' decision-making process and consider cost structures in measurement techniques. Hence, this paper attempts to overcome these drawbacks.

This paper aims to present a project in Australia, where participants use smartphones to measure the level of traffic noise in their homes. Through the data collected, participants learn if they are subjected to sleep disturbances and, if so, understand how they can manage the issue to protect their health. The project also has a secondary purpose: the local council would like to engage its community through the exercise and be seen as acting on the community’s problems.

The approach taken was the development of a mobile app call 2Loud? that turns the smartphones of participants into noise sensors with accuracies comparable to professional sound-meters. The data collected are analyzed by environment and acoustic experts, and personalized feedback, in the form of mitigation strategies, is then provided. The strategies are delivered through the app to allow participants to share within the community and hence, propagate the solution to non-participants.

Participants who are technologically literate find a sense of empowerment as a result. They confirmed the importance of “closing the loop” with the feedback they received after their voluntary data collection effort. They also reported some sense of satisfaction with the technology as an interim solution and noted the council’s creative approach.

This project first showcases how a participatory setup could be extended to create a “closed-loop” feedback system that further empowers its users. It is also a case example of how an organization could engage and manage its stakeholders’ expectations through innovative use of participatory sensing systems.

The purpose of this chapter is to introduce library and information science professionals to the idea of combining the tools and techniques of project management and change management to support the success of their projects. Combining these two methodologies can assist professionals not only in carrying out their projects efficiently, helping them to meet project objectives, but can also increase the likelihood that their project objectives will be accepted by their organizations.

This chapter provides an overview of project management and change management methodologies with numerous examples from academic and practitioner literature and supplements them with concrete, specific examples of how these tools and techniques were implemented in an information management project.

This chapter contributes to the development of change management and project management competencies for librarians by providing explanations of project management and change management which include advice and evidence from the literature combined with examples of how these techniques and processes were applied in a library and information management project. This chapter should therefore serve as an educational tool for library and information management practitioners seeking either to develop their project management and change management skills or to apply these techniques to their own projects.

Articles which combine project management and change management methodologies are rare. This chapter takes these concepts and applies them in a library and information management setting in a way that should be practical and approachable to library and information science practitioners.

Although project management (PM) continues to rise in popularity, there is still a significant PM talent deficit, leading to more challenged or failing projects. To lower the PM talent deficit and mitigate the higher project failure rates, academic institutions have been developing PM curriculums aimed at inculcating a repertoire of competencies to the potential project managers. In developing an ideal well-rounded PM curriculum, academic institutions occasionally engage the input of industry partners and governing entities. The study aims to (1) compare the competencies in one of the leading industry competency model and framework (PMI Talent Triangle) to the competencies in the PM course syllabi learning outcomes, (2) determine the extent to which these two sets of PM competencies are aligned and (3) and explore avenues for improvements.

The study uses a purposeful sampling method to gather PM course syllabi. The PM competencies data are gleaned from the syllabi using the content analysis method. Thereafter, QSR NVivo qualitative statistical software is used to summarize and analyze the competency data from the learning outcomes.

The results reveal that most of the PM competencies in the course syllabi fall under the technical PM domain. Specifically, the top three competency elements in each domain are technical PM domain (PM skills, tools and techniques, schedule management and cost estimation/budget), leadership domain (team-building, verbal/written communication and problem-solving) and strategic and business management domain (strategic planning, analysis and alignment, benefits management and realization, customer relationship and satisfaction).

The study investigates the alignment of the PM course competencies with competency domains in the PMI Talent Triangle, a global competence model that is well aligned with other global competence models such as the APM Competence Framework, the ICB4 Individual Competence Baseline and the PROMA3.

The results from this study provide guidelines useful in informing PM curricula re/design, as well as the inculcation of knowledge, skills, tools, techniques and behaviors needed for effective PM.

The PM curriculum can be improved by partnering with PM industry leaders who can serve as advisors to the academy on industry needs, direction and emerging innovations that can inform PM learning outcomes, PM curricular design and the development of quality PM talent. The academy and the industry are encouraged to actively strive for mutual partnerships where PM professionals and academicians serve on each other's advisory boards. Also, the academy can partner with the industry professionals by developing curriculum resources such as case studies that bring the real-life PM applications to the classroom.

This study is motivated by the call for research studies that provide a holistic picture of the desired PM competencies and an exploration and definition of the educational needs in the PM curriculum.

In this paper, the authors propose a new lens to examine international humanitarian organizations' responsibilities in the context of project closure, what authors call “an ethics of the temporary”. The authors offer this as an orienting ethical ideal to facilitate the moral imagination of humanitarian planners, practitioners and stakeholders.

The authors drew on recent philosophical work on responsibilities for global justice to analyze an ethical concern inherent to humanitarian practice, the proper scope of responsibility in the context of closure of humanitarian projects.

The ethics of the temporary includes four elements: situating humanitarian action temporally with attention to the past and how it shapes a current crisis and crisis response, focusing attention on anticipating and seeking to mitigate potential harm, promoting sustainability and greater equity going forward and emphasizing inclusive, collaborative approaches. The authors propose a set of questions that can foster discussion and reflection about the scope of humanitarian responsibilities at project closure.

Although the authors' work is primarily conceptual, it has many practical implications for humanitarian policy and practice. It can support critical reflection and offers a process for considering the scope of responsibility at project closure and decisions around how to close a given intervention in a manner that avoids causing harm and advances equity.

Very little work has been done on ethical closure of humanitarian projects. Most literature offers critiques. This essay contributes a new approach to closure, the ethical ideal and practice of an ethics of the temporary.