Relevant bibliographies by topics / Conceptual framework ; project management education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Conceptual framework ; project management education'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Conceptual framework ; project management education"

1

Akhavan, Peyman, Mohammad Reza Zahedi, and Seyed Hosein Hosein. "A conceptual framework to address barriers to knowledge management in project-based organizations." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 2/3 (August 26, 2014): 98–119. http://dx.doi.org/10.1108/ebs-10-2013-0040.

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Purpose – The purposes of this study are to identify, classify and prioritize knowledge management (KM) barriers in an Iranian project-based organization (PBO) and to present a conceptual framework for improving attitudes to KM in the Iranian context. Design/methodology/approach – After studying previous literature on the topic, initial barriers of KM in PBOs were extracted. Then, a list of barriers of KM in the aforementioned organizations was finalized by interviewing experts in KM. After that, the barriers were prioritized using a questionnaire. Finally, a conceptual framework for successfully tackling KM barriers was presented. Findings – In this article, barriers of KM in PBOs have been divided into five categories: individual, organizational, technological, contextual, and inter-project. Then a three-layered conceptual framework has been presented which describes how the barriers of KM in PBOs may be removed progressively. Practical implications – The prepared and prioritized list of barriers of KM in PBOs is a stepping stone and a guideline for managers in PBOs which will enable them to identify barriers of KM in their own organizations and resolve them and improve KM in their organizations. It also serves as a useful base for researchers to expand further research concerning barriers of KM in PBOs. Originality/value – This article is probably the first article which has identified barriers of KM via interviews and questionnaires carried out in 50 active PBOs which had a KM section. The article also presents a three-layered framework for lowering barriers of KM, which can be applied step by step after considering the level of importance of each one identified.
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Caramidaru, Ibrian, Andreea Ionica, and Monica Leba. "A learning-by-doing based framework for micro-knowledge management in project contexts." Human Systems Management 39, no. 4 (November 11, 2020): 529–36. http://dx.doi.org/10.3233/hsm-201039.

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BACKGROUND: There is a general acknowledgement of projects as sites of knowledge creation, but in multi-project contexts, we witness at times a lack of robust procedures that would ensure harvesting the lessons learned. OBJECTIVE: This paper aims at providing an operational conceptual framework for micro-knowledge management, depicting knowledge as created by individuals performing project activities. METHODS: Documentation on relevant literature and observation of current managerial practices and tools, in order to use the underpinnings of experiential education for managing learning-by-doing knowledge creation. RESULTS: Developing the framework led to identifying the decision-making processes in micro-knowledge management and their correlation with human resources management Secondly - we have shown the need for a coherent integration of knowledge deliverables into the project management tools and practices, especially in the context of the COVID-19 pandemic. CONCLUSIONS: Micro-knowledge management points to a recurrent assessment of the opportunity for micro-knowledge codification and/or staff retention based on tacit professional or biographical knowledge of the project team members. The framework offers a balance between the detachment of knowledge from the owners, in codification, and affirming the irreducible tacit and personal dimensions of learning-by-doing.
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Sunder M., Vijaya, and Jiju Antony. "A conceptual Lean Six Sigma framework for quality excellence in higher education institutions." International Journal of Quality & Reliability Management 35, no. 4 (April 3, 2018): 857–74. http://dx.doi.org/10.1108/ijqrm-01-2017-0002.

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Purpose The purpose of this paper is to present the potent application of Lean Six Sigma (LSS) in higher education services and to suggest a conceptual framework of deploying LSS in the higher education institutions (HEIs). Design/methodology/approach This paper aims to outline the importance of the quality excellence criterion in general through different constructs from the literature including TQM, Lean, Six Sigma and LSS. The paper further expands on the applicability of LSS in the HEI setting, with an understanding of HEI as comparatively different from the manufacturing sector from where LSS originated. The published literature on LSS and authors’ experience in the field of LSS (as practitioners) were used as sources for devising a conceptual framework for LSS deployment in HEIs. Findings The key finding from the study is the confirmation of LSS applicability in HEIs. The study also confirms that LSS is not anyone’s job but a key part of leadership agenda. The six-staged conceptual framework prescribed for the HEIs as part of the paper is the key contribution of this study. The model describes that LSS readiness is the foremost step in the LSS deployment journey in HEIs. The strategic perspectives of aligning the organisational vision for quality excellence need to be achieved by establishing a need for LSS through leadership. Then, developing an LSS deployment strategy becomes the next step. Educating the appropriate stakeholders (students) and team formation becomes the next important steps in the LSS deployment. Once the above steps are implemented in right way, identifying and implementing LSS projects becomes critical. The execution and closure of the LSS projects leads to quality excellence in HEIs. Research limitations/implications Since the framework prescribed here is a conceptual framework, it deserved a testing in the real-life context. This leaves an opportunity for future researchers to test and expand on the implications of the model. Though the LSS framework is customised for HEIs, the fundamental factors essential for any change management initiative holds correct for LSS as well, and hence these are not elaborated as part of this paper. Originality/value This paper would serve as an excellent resource for both academicians and LSS practitioners in HEIs, for deployment. The framework presented here is the original work contributed by the authors, as the first of its kind in the academic literature relevant to LSS in HEIs.
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Marcandella, Elise, and Khoudia Guèye. "Tensions in collaborative innovation projects and higher-level learning." Learning Organization 25, no. 4 (May 14, 2018): 248–59. http://dx.doi.org/10.1108/tlo-06-2017-0066.

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PurposeEnsuring collaboration between partners involved in a collaborative innovation project is a challenge for project managers. This paper aims to highlight how taking a high-level learning approach can represent a managerial lever. In addition, it analyzes the impact of learning tensions in a partnership context.Design/methodology/approachThe paper focuses on an explorative, longitudinal and in-depth analysis of the Innovative Solutions in Urban Systems project via a qualitative single-case study. The research is inductive and based on data from the field rather than a deductive application of theory.FindingsCollaborative innovation projects represent a high-level learning case. Activity theory is suited to studying the dynamics of learning in collaborative innovation projects. Tensions can fertilize the front-end of collaborative innovation projects.Research limitations/implicationsBecause of the chosen research approach, the research results may be difficult to generalize. Therefore, researchers are encouraged to test the conceptual framework further.Practical implicationsThis article provides a framework for managing tensions in collaborative innovation projects. The results provide also a process to implement all criteria of sustainable development in these projects.Social implicationsThis article highlights to what extent collaborative relations can be developed between participants through a questionnaire with social responsibility attributes. The questionnaire allows to foster participants’ trust.Originality/valueThis approach is original because the authors consider that situations exist that, by definition, belong to “higher-order learning”. Through a case study, they propose a framework to manage this situation.
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Pflugfelder, Ehren Helmut. "Failure Matters: Conflicting Practices in a High-Tech Case." Journal of Technical Writing and Communication 48, no. 1 (August 5, 2016): 31–52. http://dx.doi.org/10.1177/0047281616662984.

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Technical communication researchers have studied failure through a number of different case studies, though none more often than the space shuttle Challenger explosion. While scholars have offered several explanations in the intervening three decades, this work often treats the disaster as a failure of organizational communication, a failure of the material O-ring, or a failure of two discourse communities, engineers and managers, to engage in mutually comprehensible forms of meaningful deliberation. This essay hypothesizes that the real cause of failure was neither positivist nor social constructionist in nature, but discursive-material. I offer discussion of the Challenger case in order to frame a different study of project failure and show that complex technical projects fail for a number discursive-material reasons. Employing assumptions from actor–network theory and Barad’s theory of agential realism, this essay establishes a basis for how to read the Challenger disaster as one of competing and unresolved “conceptual structures of practice.” I then take this framework and apply it to a case study of a transportation project at a large, Midwestern research university. This project, the electric personal transportation vehicle, failed because competing structures of practice generated powerful actants that mattered in different ways. Insufficient project management activities also contributed to failure; the conclusion identifies concepts technical communicators can employ in establishing more effective project management strategies that work to resolve competing actants.
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Bandrova, T., M. Kouteva, L. Pashova, D. Savova, and S. Marinova. "CONCEPTUAL FRAMEWORK FOR EDUCATIONAL DISASTER CENTRE “SAVE THE CHILDREN LIFE”." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-3/W3 (August 19, 2015): 225–34. http://dx.doi.org/10.5194/isprsarchives-xl-3-w3-225-2015.

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Millions of people are affected by natural and man-made disasters each year, among which women, children, elderly persons, people with disabilities or special needs, prisoners, certain members of ethnic minorities, people with language barriers, and the impoverished are the most vulnerable population groups in case of emergencies. Many national and international organizations are involved in Early Warning and Crisis Management training, particularly focused on the special target to safe children and improve their knowledge about disasters. The success of these efforts is based on providing the specific information about disaster preparedness and emergency in adapted for children educational materials, accompanied with simple illustrative explanations for easy and fast understanding of the disasters. The active participation of the children in the educational activities through appropriate presenting the information, short training seminars and entertaining games will increase their resilience and will contribute significantly to their preparedness and adequate response in emergency situations. This paper aims to present the conceptual framework of a project for establishing an Educational Disaster Centre (EDC) “Save the children life” at University of Architecture, Civil Engineering and Geodesy (UACEG), providing relevant justification of the necessity to organize such centre in Bulgaria and discussing good practices in Europe and worldwide for children' education and training in case of disastrous event. General concepts for educational materials and children training are shared. Appropriate equipment for the EDC is shortly described.
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Campbell, Catherine, and Brian Williams. "Understanding the Impact of a Community-led HIV Prevention Program in South Africa: Context, Conceptual Framework and Methodology." Australian Journal of Primary Health 5, no. 4 (1999): 9. http://dx.doi.org/10.1071/py99046.

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In this paper we provide an account of our multi-dimensional evaluation of a community led HIV-prevention program in the southern African mining community of Carletonville. The Mothusimpilo Project has three pillars: peer education and condom distribution, syndromic management of sexually transmitted diseases (STDs), and stakeholder mobilisation. Substantial efforts are being made to evaluate the impact of the intervention and in this paper we outline the theoretical rationale, research design and some preliminary results of the evaluation. The first section provides the setting for the evaluation work, viz an intervention which seeks to contextualise traditional biomedical and behavioural approaches to HIV-transmission within their broader community and social contexts. In the second section we outline the theoretical assumptions underlying the evaluation (which has both 'outcome evaluation' and 'process evaluation' components). In particular, we discuss the way in which the concepts of identity, empowerment and social capital are used to understand the processes involved in health-enhancing behaviour change. In the third section we describe our multi-disciplinary evaluation methodology and present some preliminary findings from our on-going evaluation study. One important goal of our evaluation research is to demonstrate the extent to which community level factors serve to assist or hinder the project in achieving its goals. In this way we hope to contribute to understandings of the role of community participation in influencing the outcomes of community-based health promotional projects.
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Brownsword, Mike. "A Formalised Approach to the Management of Risk." International Journal of Knowledge and Systems Science 1, no. 4 (October 2010): 1–21. http://dx.doi.org/10.4018/jkss.2010100101.

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Taking pragmatic, systems engineering approach, this paper identifies a number of fundamental issues that presently arise in risk management, primarily as a result of the overly complex approach conventionally taken in process definition and a lack of coherence within the current risk management vocabulary. The aim of the paper is to enable a fundamental simplification of the risk management process and an improved understanding of the associated terminology. The outcome of this work is a formalised but pragmatic approach to risk management resulting in the development of a conceptual framework and an associated ontology, which emphasises the understanding of people and their environment as part of risk management. The approach has been validated in a number of case studies of varying depth and breadth from the IT domain, defence, rail industry, and education, covering health and safety, business, project and individual needs.
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Rodrigues, José, Carla Chicau Borrego, Paula Ruivo, Pedro Sobreiro, David Catela, José Amendoeira, and Rui Matos. "Conceptual Framework for the Research on Quality of Life." Sustainability 12, no. 12 (June 16, 2020): 4911. http://dx.doi.org/10.3390/su12124911.

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The article presents the reference framework for multidisciplinary research at the Life Quality Research Centre (LQRC). The research paradigm about the citizens’ quality of life in society imposes a multifaceted and complex analysis. At the LQRC we address this as thematically divided into six scientific areas: education and training; physical activity and healthy lifestyles; food production and technology on food behaviors; organizational dynamics; motor behavior; and individual and community health. These areas are clearly related to the concept of quality of life. They fit the goals and dynamics of the research center. In each section, the authors develop the themes of research projects and the challenges that characterize research in the area of quality of life. It is clear that there is an agreement and understanding that ensures that quality of life research is on the agenda of the world organizations related to scientific research and human development. This is a real challenge for scientific research centers, since multidisciplinary paradigms are the foundation of our collective organization, and the evolution of research on quality of life could fulfil current needs and lead to the improvement of citizen lives.
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Upadhyay, Parijat, and Manas Paul. "The linkage between knowledge management practices and organization based projects for better learning outcome." International Journal of Educational Management 33, no. 1 (January 7, 2019): 166–78. http://dx.doi.org/10.1108/ijem-04-2018-0133.

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Purpose The purpose of this paper is to provide a framework to understand and reflect upon issues, which can help in producing better industry-ready students graduating from business schools. Design/methodology/approach The paper examines research conducted in the area of knowledge management (KM) and proposes a conceptual framework that can be used by academic institutions to engage students and prepare them for industry needs so that they are better industry-ready graduates. A case study based approach has been adopted in this study. Findings In line with the literature-based analysis, a framework for better industry ready students has been proposed, illustrating the linkage between KM, learning from organization-based projects, industry feedback and inputs from international accreditation bodies in higher education. Originality/value This paper has provided a comprehensive framework that contributes to the understanding and refining the academic processes in a business school setting with the help of learning from academic KM process. Such a framework has not been previously developed by previous researchers.
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Dissertations / Theses on the topic "Conceptual framework ; project management education"

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Bell, A. "The development of a conceptual framework for simulations in project management education." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/9260ba62-f056-48b2-912d-72df22311367/1.

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Project management is an experiential subject, and existing passive methods of teaching via lectures and seminars restricts learning to knowledge rather than leading to the deep understanding of the topic that the project management industry requires. Higher Education needs to produce competent graduates, i.e. those with both knowledge and experience. This research created and validated a conceptual framework to assist in the development of new project management simulations. The investigation confirmed that the use of simulations in the teaching of project management is a valid method of delivering experiential learning, and proposes a framework for how project management simulations can be created. The research commenced with a literature review, and a questionnaire was issued to project management lecturers to collect information on existing teaching methods and the current use of activities and simulations in the teaching of project management. From the literature and the questionnaire, a conceptual framework was created to assists in the development of new project management simulations. This framework was then tested by the creation of a new simulation. Finally, the conceptual framework was evaluated and validated by peers who have experience with project management simulations as project management lecturers. Following this validation the conceptual framework was further revised. The contribution to knowledge is threefold. Firstly the research provides a literature review into the use of simulations within project management teaching. Secondly the conceptual framework provides a starting point to other academics who are considering developing their own simulations, and finally the conceptual framework can be used to asses existing simulations. The results of the study show that the conceptual framework will greatly benefit academics when considering the development of simulations in project management teaching. This is important, because there is a growing need for student centred learning, and students who have a competence in their subjects as well as knowledge.
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Iavello, Joanne Lynn. "A conceptual framework for materials useful for effective teacher induction." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/624.

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Todhunter, Barrie James. "Guiding principles for the development of a conceptual framework for postgraduate distance education in project management." University of Southern Queensland, Faculty of Business, 2009. http://eprints.usq.edu.au/archive/00006271/.

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This study examines an existing postgraduate distance education program in project management in the setting of a regional university (University of Southern Queensland), and explores ways in which the program can be reconceptualised so that it aligns with validated pedagogical principles. By means of a comprehensive and in-depth analysis, the case study approach holistically explores the organisational context within which the program exists, the pedagogical frameworks by which the program is offered, and the educational setting within which students undertake their learning tasks and activities. Activity Theory has been used to undertake the study which has been guided by the question:What are the guiding principles for the development of a conceptual framework for postgraduate distance education in project management?The study progressively explores the contextual issues that influence postgraduate distance education for project management, the characteristics and circumstances of the learners, and the pedagogical frameworks, principles and practices guiding postgraduate distance education for project management in the case study setting. Data have been collected consistent with the principles of grounded theory through document analysis, semi-structured interviews, a web-based survey and focus group sessions. Data analysis has taken place iteratively with the findings from each stage guiding the collection and analysis of data in the subsequent stages. From the overall findings of the data analysis, key principles have been identified to guide future development of a conceptual framework for postgraduate project management distance education in the University.The findings from this study are embodied in a matrix of 9 key principles and 16 sub-principles, and recommendations flowing from those principles are summarised below: Distance education teaching and learning must be acknowledged as a core function of the University consistent with its vision, mission and values; Constructive alignment must be achieved across all administrative and academic functions of the University involved in the delivery of distance education; Postgraduate teaching and learning at a distance must be recognised as a discrete component of teaching and learning with specific characteristics and resource requirements; Administrative and academic policies, regulations and practices must incorporate genuine openness and flexibility as essential attributes of postgraduate distance education; Academic staff must be adequately trained and resourced to teach postgraduate programs at a distance; Administrative, teaching and learning practices should evolve from a student-centred learning community, driven by an understanding of the postgraduate distance education students in the project management programs, and their needs and objectives as lifelong learners; Relevant graduate attributes should be defined for postgraduate students in the project management programs, and learning tasks, activities and assessment should be structured towards development of those attributes; Postgraduate distance education students should engage in interactive and collaborative learning tasks and activities in order to attain high-level intellectual skills and abilities that are required for project management practice; Postgraduate distance education students should engage in situated learning, where tasks and activities take place in authentic project management contexts that respect students‘ individual learning settings and circumstances; Postgraduate programs in distance education should be structured with regard to curriculum and assessment to deliver learning outcomes that are endorsed by all stakeholders in the project management programs, both internal and external to the University.
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Al, Shaiba Khamis Abdulla Al Sheryani Y. "Project management leadership progression : a conceptual framework for Abu Dhabi." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34766/.

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The government of Abu Dhabi made a decision to change the focus of the government from executer of the project to manager of projects in 2008. More and more work was sub-contracted and government departments just project managed the operations. Due to this change in focus the demand for project managers increased. Most of these project managers were not specially trained or educated in project management competencies. They primarily were employees from older operations who were reassigned for project management purposes. What has been realised now is that it is important to have a look at the competencies of these employees and make sure they are suitable to be project managers. In addition to them being suitable for project management positions, it is also important that there is a specific progression path and well defined expectations to be promoted to the next level. Therefore, there is a need to clearly identify the career path of a project manager from the inception of their careers until they retire. The path has to have identifiable objective points which could be used to decide if the project manager is ready to move to the next level. A framework is needed that can facilitate the progression of a project manager in their career paths in the Abu Dhabi government departments; and therefore, is the main aim of this thesis. In order to accomplish the aim, a mixed methods approach was taken. The Use of initial interviews established the context for Abu Dhabi. Use of statistical techniques such as multiple regression and mathematical technique of DEMATEL helped identify the career path from an entry level project coordinator position to a programme director position through the end of the career. The major findings of this research in addition to the development of the framework are: 1) the career path of a project manager is quite linear; 2) it is not an add-on role but a career in itself; 3) At the entry level of a project an individual should have high level of behavioural competencies; 4) There is a relationship between project success criteria and programme success factors; Since project success leads to programme success, this relationship could be used to establish the transition between a project manager and a programme manager’s role. 5) The technical and contextual competencies of a project manager should be used to promote them during their time as project managers; and 7) Within the programme management there are some competencies that can be regarded as the cause group of competencies and others that could be regarded as the effect group of competencies. There are several major implications of this work. First of all, the framework developed will act as a good starting point for all the government departments to establish their own project management progression framework which could be modified with their own discipline specific information. This research also establishes the importance of behavioural competencies for project management at the outset of the career itself. The framework also provides an objective way of assessing when an individual is ready to move to the next level of responsibilities within the organisation. This framework will further make the promotion process more transparent and the job of evaluating a promotion application easier.
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Khorakian, Alireza. "Developing a conceptual framework for integrating risk management in the innovation project." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3036.

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Increased competition, rapidly changing technology and customer expectations have caused the innovation process to become more complex and uncertain. This study examines the possible benefits of integrating some of the concepts of risk management into the innovation project. However, adopting rigorous risk management at every stage of the innovation process could be costly: some risk management could be valuable, but too much, or inappropriate risk management might stifle innovation. There are many separate models for innovation and risk management. This study develops a combined theoretical model which aims to help the understanding of appropriate risk management in innovation. The theoretical model is based on the classic innovation process but emphasises critical decision points and information needs at various stages, with various possible contributions from risk management. The stage-gate innovation process model, with its emphasis on decisions, provides a basis for incorporating risk management with decisions related to criteria and information needs; this stage-gate model was employed in the study as the core of a theoretical model combining innovation and risk management. The theoretical model was tested in a series of empirical case studies in the United Kingdom and Iran. These involved 40 detailed interviews in five medium-large companies from a variety of industries. The case studies suggest that the combined model of risk and innovation management should be relevant across diverse industries: staff from different countries (UK and Iran), industries and functional backgrounds could all relate to it and the theoretical model provided a useful structure for developing a more detailed understanding of the possible roles and implementation of risk management in innovation. The study suggests that there is no simple guidance that companies can apply in all situations. The choice of risk management techniques varies with different innovation projects, the characteristics of the particular industry and the environment. In addition, different aspects of the risk management system are useful in different stages of the innovation project and attempting to apply a standard technique throughout the innovation project could lead to failure. A prime example is in the creativity stage: simple risk identification at this stage may be useful but more rigorous risk analysis may be stifle creativity. More rigorous risk analysis may be more appropriate in the later stages of the innovation process. Companies can use this theoretical model to help people appreciate the possible contribution of risk management at the different stages of the innovation project.
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Isik, Zeynep. "A Conceptual Performance Measurement Framework For Construction Industry." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611240/index.pdf.

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The performance assessment done by objective measures have now been replaced with subjective measures. Within the context of this research
interdependencies between a construction company&rsquo
s &ldquo
resources and capabilities&rdquo
, &ldquo
project management capabilities&rdquo
, &ldquo
strategic decisions&rdquo
, &ldquo
strength of relationships with other parties&rdquo
and &ldquo
external factors&rdquo
with &ldquo
project performance&rdquo
and &ldquo
company performance&rdquo
were investigated from a resource based perspective which put forward intangible assets of the company. To achieve the objectives, a questionnaire survey was administered to 73 Turkish contractors and the data obtained from 354 projects that were held during the last five years were analyzed using structural equation modeling (SEM). It was hypothesized in this study that construction company performance is influenced by the resources and capabilities within the company, the long-term and short-term strategies adopted by the company, the strength of the relationships of the company with other parties involved in construction projects, external factors and project management competencies. A structural equation model was set up to measure the seven latent variables through their constituent variables and to see if the hypothesized relationships exist. Based on the findings of this study, it can be concluded that, this research has introduced a method to measure performance both in subjective (qualitative) and the objective (quantitative) terms. The strong path coefficients between the constructs of the model are an indication that, after decades in pursuit of finding ways to improve the performance of construction companies, subjective dimensions of performance have proven to be as effective as the traditional objective dimensions.
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Tillmann, Patrícia André. "A conceptual framework for improving value generation in complex construction projects." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/75905.

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Esta pesquisa foi motivada pela observação de um problema prático com potenciais contribuições teóricas. O problema em questão é a dificuldade de gerenciar projetos complexos de construção de modo que os objetivos estratégicos de sua implementação sejam alcançados, problema observado em um complexo programa de reestruturação urbana na cidade de Porto Alegre. Estudos indicam que nas últimas décadas houve um aumento na complexidade de gestão de projetos que resultou em desafios para as práticas gerenciais tradicionalmente adotadas. Alguns autores relacionam esse aumento de complexidade com uma demanda, cada vez maior, de compreender como projetos estão alinhados com os objetivos estratégicos e como irão contribuir para a geração dos benefícios esperados pelos diversos agentes intervenientes de um projeto. Dentro deste contexto, a falta de suporte dado pelas tradicionais praticas gerenciais é apontada. As críticas focam não só na falta de alinhamento estratégico e na dificuldade de gerenciar interesses conflitantes, mas também na dificuldade de lidar com a susceptibilidade desses projetos ao contexto politico, econômico e social no qual se inserem, e com a dinâmica desse contexto. Dentro deste contexto, foram identificadas duas abordagens gerenciais que emergem no contexto da construção civil em resposta às deficiências observadas: a Benefits Realisation Approach (BeReal) e o Lean Project Delivery System (LPDS). O foco da literatura existente sobre essas abordagens é predominantemente de caráter prescritivo, oferecendo modelos e métodos para sua aplicação. Identificou-se portanto a necessidade de avaliar a contribuição dessas abordagens para lidar com os desafios observados e contribuir para a melhoria do suporte a geração de valor em projetos complexos. Uma terceira abordagem, a Logical Framework Approach (LFA), utilizada no programa onde o problema foi identificado, também foi avaliada, pois é sugerido na literatura que ela oferece suporte para lidar com alguns aspectos da complexidade dos projetos. O processo de pesquisa envolveu as principais etapas de Design Science Research: encontrar um problema prático e com potencial para contribuição teórica, obter um entendimento deste problema, desenvolver ou identificar potencial solução, testar a solução, avaliando sua utilidade, e avaliar a contribuição teórica desta solução. Neste estudo, ênfase foi dada à avaliação das potenciais soluções identificadas. Três estudos empíricos foram realizados: o primeiro teve como objetivo entender o problema - programa de reestruturação urbana em Porto Alegre/Brasil; o segundo para avaliar as contribuições da adoção da BeReal em um programa de reestruturação de um campus hospitalar em Brighton/Inglaterra; e o terceiro para avaliar as contribuições do LPDS em um projeto de um hospital em San Carlos/Estados Unidos. Os três estudos apresentam diferentes contribuições gerenciais para o suporte a geração de valor em projetos complexos de construção. Tais contribuições são explicadas com base em um referencial teórico desenvolvido, formando um modelo conceitual que explica as mudanças necessárias no contexto de gestão de empreendimentos complexos para um melhor foco na geração de valor e como as diferentes praticas observadas e mecanismos de suporte contribuem para esta mudança.
This research was motivated by a practical problem with potential theoretical contributions. The problem in hand is the difficulty to generate value in complex construction projects, a problem observed in a large urban regeneration programme in Porto Alegre. Past research indicate that in the last decades there was an increase in project complexity, posing challenges to traditional managerial practices. According to some authors, such complexity is partially due to an increasing concern to understand how project’s outputs contribute to generating change and delivering benefits to different stakeholder groups. Within this context, the lack of managerial support provided by traditional project management approaches is pointed out. Firstly because such approaches generally focus on the delivery of a physical product, within time and budget. Secondly, they do not provide support for dealing with the conflicting interests of multiple stakeholders. And thirdly because they do not properly consider that projects are susceptible to their economic, social and political context and subject to changes in such environment. In this research, two managerial approaches that are being used in the construction industry were identified as having potential contributions to improve value generation in complex projects: the Benefits Realisation Approach (BeReal) and the Lean Project Delivery System (LPDS). The literature available about these approaches is mainly prescriptive. Thus, there is still a need to understand why and how such approaches contribute for value generation. A third approach, the Logical Framework Approach (LFA) used where the problem was identified, was also analysed, as the literature suggests it also offers contributions to deal with some aspects of complexity. This research followed a Design Science Research process: finding a practical problem with potential theoretical contributions, framing the problem and searching for potential solutions, understanding how and why the solutions contribute for solving the problem and analyse the theoretical contributions of the solutions. In this study, emphasis was given to the evaluation of potential solutions identified. Three empirical cases were realised: the first one was in a urban regeneration programme in Brazil, aiming to understand the problem; the second was realised in a healthcare infrastructure programme in the UK, to analyse the adoption of BeReal; and the third in a healthcare infrastructure programme in the US, to analyse the adoption of LPDS. The three studies presented different managerial contributions to support value generation. Such contributions are analysed based on a conceptual framework that was devised. The model reveals the underlying concepts of observed managerial practices that contribute towards the improvement of value generation.
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Dunne, Elena S. "Project risk management| Developing a risk framework for translation projects." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618898.

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In the current global business environment many endeavors are undertaken as projects. Translation, localization and other language services are no exception and must be viewed and studied as services performed in a projectized environment. If they are not, there will continue to be gaps between the way translation is taught and researched (as an isolated activity) and how it is performed in the business world (as part of projects). The existence of these gaps not only prevents translation practitioners from recognizing and communicating the value of the service that they provide, but also diminishes the value of the training that future translators receive. Lack of understanding of the context in which translation is performed limits the opportunities for mutually beneficial cooperation between translation studies and other disciplines in the academic environment, and between organizations and divisions within a given organization in the business environment.

This study proposes to contribute to the research on translation in project contexts by examining risk management, which is an important area of focus for organizations and professionals in many sectors, but which is largely ignored in the language industry.

This study first provides an overview of the language industry, explores key concepts, such as risk, uncertainty, project management, risk management and maturity model, and explains the role and relevance of risk management in the language industry. It then reviews existing risk management frameworks developed by project management and risk management practitioners, including the framework developed by the Project Management Institute (PMI). Next, a model of risk sources developed specifically for application in translation and localization projects is presented and discussed. The theoretical discussion is followed by a case study in which PMI's project risk management framework is implemented and the proposed model of risk sources is applied in a real-world translation company. The description of the case study methodology is followed by observations of how the study was carried out and by a presentation and analysis of the results of the case study. The dissertation concludes by offering recommendations based on the findings of the case study and by examining possible future avenues of research.

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Aslam, F. "A conceptual evaluative framework for the management of virtual learning environments in UK universities." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/de5b6283-0b41-421d-8e7f-f6fc647bf7da/1.

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Virtual Learning Environments (VLEs)/E-Learning has been adopted extensively by Higher Education (HE) in the UK and in the case study Coventry University (CU). Frameworks predicated upon pedagogic considerations evaluate VLEs/E-Learning but the evaluation of the management of VLEs/E-Learning through Knowledge Management (KM) Critical Systems Heuristics (CSH) and Soft Systems Methodology (SSM) has not been considered. Furthermore there are no frameworks that seek to reconcile the intent of VLEs/E-Learning with the resultant instantiation. Therefore, a conceptual framework to evaluate the management of VLEs/E-Learning has been derived. Action Research has been used by exposing every stage of the development of the conceptual framework to critique by stakeholders. The drivers for the uptake of VLEs/E-Learning have been identified and classified according to two schema, one schema is into people, processes and technology and the other into strategic/tactical or operational types. Existing evaluative frameworks have, on review, been classified according to a schema incorporating a purpose, theory, context, evaluative criteria, evaluative processes and management activities. VLEs/E-Learning can be considered to be a specialized computer system and therefore the fields of Knowledge management (KM), Critical Systems Heuristics (CSH) and Soft Systems Methodology (SSM) have been investigated, salient concepts extracted. From KM, knowledge appositions (know why; know-what; know who; know-when; know-where and know-how) are mapped onto tacit and explicit knowledge; people, processes and technology. From SSM, CATWOE (customer, actor, transformation, weltanschauung, owner, environment); and from CSH the concept of ‘is’ and ‘ought’ has also been mapped across the knowledge appositions. The resultant framework can be used by HE organisations as a tool for self development and also by external auditing agencies which wish to evaluate the management of VLEs/E-Learning.
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Zlatar, Katherine, and Oleksandra Lysak. "Fake it till you make it: The emotional labour of project managers." Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86937.

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Books on the topic "Conceptual framework ; project management education"

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Nagapet'yanc, Rafael', Nina Kameneva, Vladimir Polyakov, Vasiliy Sinyaev, and Inna Ketner. Commercial logistics. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064902.

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The textbook introduces future bachelors to the theoretical foundations and content of the discipline "Commercial logistics". The basics of organization and management of material flows in industrial enterprises and in the sphere of circulation are revealed. The theoretical foundations of commercial logistics are given, the conceptual framework and functional areas of commercial logistics application are considered. Meets the requirements of Federal state educational standards of higher education of the latest generation. For bachelors studying in the fields of "Economics" and "Management", as well as logistics specialists.
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Taktek, Khaled. Transactional Analysis As an Effective Conceptual Framework and a Dynamic Strategy for Peace Education: Practices, Trends and Challenges for International Geopolitical Conflict Resolution and Reconciliation. Nova Science Publishers, Incorporated, 2016.

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Samset, Knut, and Gro Holst Volden. Quality Assurance in Megaproject Management. Edited by Bent Flyvbjerg. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198732242.013.17.

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This chapter discusses the Norwegian governance regime for public megaprojects and the lessons learned. Governance regimes for major public investment projects comprise the processes and systems which the financing party must implement to ensure a successful investment. Such regimes typically include a regulatory framework, compliance with agreed objectives, and sound management and resolution of issues that may arise. The challenges in securing quality at entry include identification of a conceptual solution that is economically viable and relevant with respect to the needs and often conflicting priorities in society, avoiding underestimating costs, overestimating utility and making unrealistic and inconsistent assumptions, and securing essential planning data and adequate contract regimes. The Norwegian regime involves external quality assurance of key decision documents, and has given the government greater control over the total cost of its investment project portfolio. It also ensures that decisions regarding the choice of conceptual solution are based on a broad assessment of overall needs and goals, as well as alternative ways of achieving these goals.
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Book chapters on the topic "Conceptual framework ; project management education"

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Ying, Zhong, and Low Sui Pheng. "Conceptual Framework." In Project Communication Management in Complex Environments, 61–92. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-64-1_4.

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Dahmani, Sarra, Oussama Ben-Ammar, and Aïda Jebali. "Resilient Project Scheduling Using Artificial Intelligence: A Conceptual Framework." In Advances in Production Management Systems. Artificial Intelligence for Sustainable and Resilient Production Systems, 311–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85874-2_33.

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Dudycz, Helena, Marcin Hernes, Zdzislaw Kes, Eunika Mercier-Laurent, Bartłomiej Nita, Krzysztof Nowosielski, Piotr Oleksyk, et al. "A Conceptual Framework of Intelligent Management Control System for Higher Education." In IFIP Advances in Information and Communication Technology, 35–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80847-1_3.

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Ngo, Jasmine, and Bon-Gang Hwang. "SMART Construction Projects Framework: A Conceptual Framework for Construction Project Management in the Fourth Industrial Revolution." In Proceedings of the 24th International Symposium on Advancement of Construction Management and Real Estate, 705–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8892-1_50.

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Lima, Rui M., Dinis Carvalho, Rui M. Sousa, Anabela Alves, Francisco Moreira, Diana Mesquita, and Sandra Fernandes. "A Project Management Framework for Planning and Executing Interdisciplinary Learning Projects in Engineering Education." In Project Approaches to Learning in Engineering Education, 53–76. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-958-9_5.

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Zhang, Zhenping, Enzo Bivona, Jiayin Qi, and Haiyan Yan. "Applying Dynamic Performance Management to Foster Collaborative Governance in Higher Education: A Conceptual Framework." In System Dynamics for Performance Management & Governance, 317–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42970-6_15.

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Gomez, Claudia Lucia Velandia, and Michele Girotto. "Strategic Management in Universities: A Conceptual Framework Based on Ibero-American Higher Education Systems." In Strategic Management of Universities in the Ibero-America Region, 1–43. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14684-3_1.

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Tkachuk, Nikolay, Vladyslav Sokol, and Kateryna Glukhovtsova. "An Integrated Development Framework for Advanced IT-Service Management: Proof-of-Concept Project in Universities Domain." In Information and Communication Technologies in Education, Research, and Industrial Applications, 50–69. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03998-5_4.

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Kupriyanova, Veronika, Enora Bennetot Pruvot, and Thomas Estermann. "Autonomy, Efficiency and Effectiveness—Opportunities for Higher Education: A Pilot Study." In European Higher Education Area: Challenges for a New Decade, 437–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_27.

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Abstract Autonomy and efficiency are among the key topics that dominate the current higher education agenda and will shape the future of the European higher education landscape in the next decade. The capacity of higher education institutions and systems at large to respond to the rapidly changing needs of the society and economy will largely depend on what they can deliver and how autonomous, effective and efficient they are. The paper presents an analytical framework that connects the concepts of institutional autonomy, efficiency and effectiveness and explores the links between efficiency in university management, autonomy and accountability. It builds on (i) EUA’s work on institutional autonomy and the University Autonomy Scorecard, assessing the main components of institutional autonomy, and (ii) the higher education efficiency framework developed by EUA in the framework of the USTREAM project. This paper explores the following questions: (i) What mechanisms connect regulatory frameworks to efficiency in university management? (ii) How can autonomy be converted into efficiency and effectiveness at universities? (iii) How can efficiency support accountability? Methodologically, this paper will follow the four-pillar structure of the Autonomy Scorecard (organisational, financial, staffing and academic autonomy) and support its argumentation with several case studies.
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Wood, Jill M. "(In)Visible Bleeding: The Menstrual Concealment Imperative." In The Palgrave Handbook of Critical Menstruation Studies, 319–36. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_25.

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Abstract Wood offers a new conceptual framework, “the menstrual concealment imperative”, to explain how women’s internalization of menstrual discourse contributes to their disembodiment and self-objectification through menstrual “management”. This chapter critiques the medical system and menstrual hygiene industry for the (bio)medicalization of menstruation that establishes women as diseased and as unable to know their bodies. Wood suggests that women’s vigilance about menstrual concealment is not freely chosen, but a required self-disciplinary practice rooted in menstrual discourse that characterizes menstruation as stigmatized, taboo, and therefore shrouded in secrecy. The concealment imperative is a form of social control and a body project that keeps women disembodied and objectified. As a conceptual tool it has implications to understand the various ways that women’s bodies are regulated both at individual and social levels.
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Conference papers on the topic "Conceptual framework ; project management education"

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Pratumsuwan, Pornjit. "A conceptual framework and its application for project developing in mechatronics education." In 2014 IEEE 2nd International Conference on Technology, Informatics, Management, Engineering & Environment (TIME-E). IEEE, 2014. http://dx.doi.org/10.1109/time-e.2014.7011622.

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George Saadé, Raafat, and James Wan. "Proposing an Integrated Change Management Model for the United Nations." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3776.

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Aim/Purpose: Using United Nations as the backdrop, this article present a theory-based conceptual model. The results of this empirical study also identify the most influence factors to the success of change management to the United Nations. Background: In 2000, the issue of management reform started taking center stage in the United Nations, and change efforts were presented to various governing bodies regularly as an indicator of organizational performance. However, existing change theories put many efforts on addressing the institutional management and behavior problems. Only a few answered the phenomenon existing in the U.N. context. Methodology: Using the data collected from seven United Nations organizations, we assess the psychometric properties of validated survey items, followed by EFA and then CFA. Contribution: Change management in the United Nations context is rarely being studied. Fifteen items in five constructs describing impact factors for current change process in the United Nations are derived. Findings This article identified five factors, including Communication, Transparency, Culture, Participation, and Resistance, that are the most influence factors with implication to change and change management in the United Nations. Recommendations for Practitioners: To United Nations management professionals, they should not only emphasize on the implementations of the change process, but also, as our findings clearly show, on institutional pressures such as culture. However, the results of this study also show that putting efforts on clear organization’s objectives and procedure, smooth improvement process in place, transparency with the encouragement of staff participation, will significantly reduce such impact from the resistance of staff. Recommendation for Researchers: The U.N. context is changing today at a faster rate. The U.N. is rarely being studied. Organizational theories applied to management frameworks provide great opportunity for research. These studies can also investigate management theories as they apply to the various types of U.N. organizations such specialized ones and other NGOs. Impact on Society: As one of the biggest players in the international political and economic stage with a significant influence on the stability of global society, this study introduces an understanding of this political nature body that does not only benefit the knowledge of the organization but also indirectly impacts on the sustainability of the global community in the long run. Future Research: This research makes significant implications for future studies in the change management theory from an integrated view in the context of the United Nations. That could attract more attention further on an integration of strategic management, the cohesive methodology of project management practices as well as assimilated performance management research from within the U.N. system.
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Check, Njei, Mokube Peter Teke, and Ebot Ebot Enaw. "e-government project management conceptual framework." In ICEGOV '13: 7th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2591888.2591954.

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Miller, Gloria J. "A conceptual framework for interdisciplinary decision support project success." In 2019 IEEE Technology & Engineering Management Conference (TEMSCON). IEEE, 2019. http://dx.doi.org/10.1109/temscon.2019.8813650.

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Vargo, Stephen L., and Pamela Clavier. "Conceptual Framework for a Service-Ecosystems Approach to Project Management." In 2015 48th Hawaii International Conference on System Sciences (HICSS). IEEE, 2015. http://dx.doi.org/10.1109/hicss.2015.166.

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Syed Zakaria, Sharifah Akmam, Graham Brewer, and Thayaparan Gajendran. "Conceptual Framework of Psychology Decision Making on Industrialized Building Systems (IBS) Technology." In International Conference on Engineering, Project, and Production Management. Association of Engineering, Project, and Production Management, 2010. http://dx.doi.org/10.32738/ceppm.201010.0007.

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Billah, Arif, Uswatun Khasanah, and Sri Widoretno. "Empowering higher-order thinking through project-based learning: A conceptual framework." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139743.

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Brits, Jean-Pierre, Gerrit Botha, and Marlien Herselman. "Conceptual Framework for Modeling Business Capabilities." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3148.

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Staying competitive in today’s fast changing markets and business environments has become a big issue in organizations these days. To be able to foresee the future of the industry and have insight into customer’s articulated and unarticulated needs are critical capabilities that organizations need to acquire in order to stay competitive. The objective of this research project is to provide a conceptual approach to analyze an organization and to provide a foundation that would support the architecture of an agile organization. Enterprise architecture, business capabilities, organizational analysis and innovation are the main practices that contribute towards the construction of capabilities and the development of the conceptual business capability framework. The most significant findings from this research study were the development of a conceptual framework that is later utilized to construct business capabilities. A business capability model has also been produced to visually depict a business capability. This study also provided two feedback loops, namely the organizational feedback loop and the innovative feedback loop.
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Humaidi, Norshima, Annurizal Anuar, and Noor Azzah Said. "Notice of Retraction: Factors that influence Project Management Performance: A conceptual framework." In 2010 IEEE International Conference on Advanced Management Science (ICAMS). IEEE, 2010. http://dx.doi.org/10.1109/icams.2010.5553060.

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Riyadi, Ahmad, Yennisa Yennisa, and Laela Sagita. "COSO’s Conceptual Framework to Internal Control Management Risk in Higher Education Management." In Proceedings of the 2nd International Conference on Educational Development and Quality Assurance, ICED-QA 2019, 11 September 2019, Padang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-9-2019.2298436.

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Reports on the topic "Conceptual framework ; project management education"

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Luomi, Mari, Fatih Yilmaz, Thamir Alshehri, and Nicholas Howarth. The Circular Carbon Economy Index – Methodological Approach and Conceptual Framework. King Abdullah Petroleum Studies and Research Center, June 2021. http://dx.doi.org/10.30573/ks--2021-mp01.

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The circular carbon economy (CCE) approach, developed during Saudi Arabia’s G20 Presidency and endorsed by G20 leaders and energy ministers, can be used as a framework for holistic assessments of all available energy and emission management technologies within the confines of a global carbon budget. KAPSARC’s Circular Carbon Economy Index project, launched in 2021, will develop a composite indicator (index) that measures and tracks country performance and potential on various dimensions of the CCE to support related policy discussions and planning
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Demaestri, Edgardo C., Cynthia Moskovits, and Jimena Chiara. Management of Fiscal and Financial Risks Generated by PPPs: Conceptual Issues and Country Experiences. Inter-American Development Bank, December 2018. http://dx.doi.org/10.18235/0001470.

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This paper discusses the main issues concerning sovereign fiscal and financial risks from public–private partnerships (PPPs) with a focus on contingent liabilities (CLs). It is based on the presentations and discussions that took place during the XI Annual Meeting of the Group of Latin American and the Caribbean Debt Management Specialists (LAC Debt Group), held in Barbados in August 2015. The main issues discussed include PPP risks assessment, institutional framework for PPP risk management, and accounting and reporting of CLs generated by PPPs. Six country cases (Chile, Colombia, Costa Rica, Honduras, Suriname, and Turkey) are presented to illustrate experiences with different degrees of development regarding the management of risks and CLs related to PPPs. The document concludes that PPP risk management should encompass the whole lifecycle of a PPP project, risks need to be identified and CLs must be estimated and monitored, and the institutional capacity of governments to evaluate and manage PPP risks plays a central role in the successful development of PPP contracts. Although institutional capacities in this regard have improved in recent years, estimations of CLs involved in PPPs are not regularly performed, and there is still room for improvement on the assessment, measurement, registration, budgeting, and reporting of risks and CLs related to PPPs.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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