Thèses sur le sujet « Conceptual framework ; project management education »

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.

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.

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.

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.

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.

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.

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.

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.

This dissertation employs both design science and behavioral science research paradigms to investigate an emerging form of technology-enabled human collective intelligence known as information markets. This work establishes a conceptual foundation for the study of organizational information markets and the design and use processes of information markets inside organizations. This research conceptualizes markets from an information systems perspective and presents an information systems research framework for organizational information markets. This work develops a systems theory of information markets to facilitate investigation of the relationships and interactions between markets as systems and their context of use. It proposes a structuration model for design and use of IT artifacts in organizations and applies it to the study of information markets. A framework of market users is developed to guide market design to satisfy the different motivational and informational needs of market users. A design based solution is proposed to an important open question in the information markets literature; how to generate sufficient uninformed trades. This research extends structuration theory by developing the structuration model of technology-induced organization development. A well-designed information market can generate several benefits to organizations that contribute to their growth and development. Due to the importance of software in everyday life, and the high costs and percentages of failure in software projects, this dissertation proposes an information market solution to help organizations better manage the risks facing software projects. It also develops a theoretical framework for the determinants of software project risk assessment accuracy and evaluates the market‘s efficacy in improving assessment accuracy via the use of controlled laboratory experiments. The results of the experiments demonstrate the market‘s efficacy in improving assessment accuracy by increasing the currency, accuracy and completeness of reported status information about project main objectives such as cost, schedule, performance and functionality. The results also demonstrate the market‘s efficacy in increasing individual willingness to report negative status information by decreasing their perception of information asymmetry between them and management/clients, and by increasing their perception of both the anonymity of the reporting mechanism and their perceived self-interest in reporting negative status information.

Thesis (Ph.D.) -- La Trobe University, 2005.
"A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.

The thesis explores the place of culture in the teaching of English to speakers of other languages (TESOL). The study originally set out to investigate the ways in which teachers understand culture and deal with it in their teaching of English. A survey of teachers found that while the teachers had sophisticated understandings about culture and its relationship with language at a general level, they did not have clear understandings about how cultural teaching can be enacted in the classroom. This conundrum was also evident in the literature on teaching culture in TESOL. An extensive survey of the literature found that while there are a number of different perspectives on how culture can be understood and dealt with in TESOL, none of these provide a comprehensive basis for the understandings teachers need for the practicalities of teaching. The focus of the study shifted from an investigation of professional development to the articulation of a conceptual framework to inform teachers in the way they can manage the teaching of culture. The framework draws on some significant insights of one of the perspectives in the literature, Intercultural Language Teaching, as well as some insights from other perspectives. The framework identifies dimensions in which teachers need to understand how culture can be manifest and managed in TESOL. For each dimension a number of factors on which decisions need to be made are identified. The framework also identifies a number of principles to guide teachers in their decision-making about the teaching culture. The potential of the framework to inform the teaching of English to adult immigrants in Australia, as well as students studying English in a university in Vietnam is explored. The capacity of the framework to inform TESOL teacher education, research and theory building is also evaluated.

Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.

Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions.  Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice.  Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed. The work in this thesis addresses the issue of professional competencies from several angles.  The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed.  Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence.  Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on. The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research.  The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given.  The framework provides support for relating a theoretical foundation to studies, or development, of learning environments.  The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning. The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream.  Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.

Felaktigt tryckt som Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 738

Project preparation of operating program of competitive advantage education. Create new bachelor honours plan of Metrology and quality assurance testing. Project management. Preparing documents for project formation. Process of working projects. Summary of reguired documents to create projects.

M.Tech.
In this age of ever-increasing competition, organisations are facing unprecedented pressure to meet the combined obligations of showing returns to shareholders, and staying ahead of the competition. To meet these obligations, organisations have become increasingly dependent on technology, as an enabler. This dependency suggests that technology projects have become strategically more important than ever for organisations; yet the success of technology projects remains questionable. Furthermore, organisations do not have simple mechanisms to allow them to quickly and accurately trace the causes of IT project management failures. One of the causes of project management failures is the inability and/or unwillingness of project managers to adhere to project management best practices adopted by their organisations. This research proposes a simple and repeatable model to help organisations determine whether they are indeed following the project management best practices which they purport to follow. The research methods consisted firstly of a wide review of relevant literature on auditing, project management, and IT governance. Secondly, empirical data was collected and analysed. Thirdly, modelling was used to develop a conceptual model for auditing IT project management. The empirical study is based on a semi-structured interview, involving ten project managers in charge of IT projects. The findings from this research confirm that project managers do not adhere to project management best practices which they purport to follow. Consequently, this dissertation concludes that IT project managers must adhere to best practices adopted by their organisations, regardless of how impractical or inconvenient that may seem; the proposed model for auditing IT project management helps them achieve just that.

M.Tech.
Project and programme management have become important organisational developments in today’s business environment. The growth in projects across different sectors and industries, and their capability to enable organisations to cope with change in order to remain in business has emphasised the importance of project, programme and portfolio activities. Although project management has provided a means of achieving goals that could not be achieved in traditional ways, the single project model has failed to address issues that arise when multiple and related projects are undertaken within an organisation. Programme management has then provided a means through which organisations achieve almost everything they undertake. It has been perceived as the strategy implementation vehicle that links the overall strategy of the organisation with the portfolio of projects. While the use of programmes and programme management has grown in organisations, its capability to secure the investment of corporation has not been proven. Numerous failure stories with dramatic consequences for the corporation as a whole have been reported. With the pace of new regulations that require the appropriate and responsible management of company affairs, considering the huge investment that corporations place in programmes, it has become important to devise an efficient and effective mechanism of overseeing these investments. This research addresses the need to improve programme performance and ensure compliance with corporate policies. It focus on the governance side to determine how IT programmes can be governed while making sure that there is enough established control responsibility and accountability to ensure the achievement of the programme strategic objectives. This has been addressed by identifying corporate, information technology and project governance requirements that have implications for IT programme management. This had led to the consolidation of implications identified from the Sarbanes Oxley Act, Control Objective for Information and Related Technology and the Guide to Governance of Project Management in order to provide an integrated view of overseeing the management of programmes. The value of the research is that it has devised a conceptual framework for IT programme management governance that provides a means to ensure both programme performance and compliance to governance requirements that pertain to corporations. The value of the framework is that it contains governance requirements that ensure an efficient and effective decision-making and delivery management, focused on achieving programme goals in a consistent manner while addressing appropriate risks, issues and events that can impede the programme outcome.

Project management is a growing area, proven to be successful in several industries. This success, led by the implementation of project management practices in a combined framework has been studied along time. However, despite the increase of its acceptance as a profession and the several research done on the topic, many industries still lack project management practices. This is the case of Universities, where risk management, quality management, leadership characteristics and stakeholder management are examples of critical knowledge areas found as essential to be integrated. This work consisted in responding to the need of integrating the mentioned practices, by developing a framework using as a basis the Guide to the Project Management Body of Knowledge. After the analysis of the several research done on the topic, the result consists in a framework that presents guidelines by the different process groups as well as the outputs for each step. A more complete description on the steps to be taken and an output is provided for the essential activities, namely the stakeholder register, project charter, risk management plan and performing a change request, as well as a schedule plan and cost plan document. This serves as a basis for any project managed and can be adapted to each University so that it can be implemented in the future.

The aim of this research is to develop a conceptual framework for the establishment and operation of effective PMO in the South African Municipal Environment. In pursuit of this aim, the theory and practice of the PMOs were investigated and analysed from both literature perspective and field work leading to findings being reported in the thesis. In addition, the municipal PMOs were investigated to determine the extent to which their attributes match those of the proposed conceptual framework. A specific research philosophy and approach were adopted by utilising the case study strategy using interviews, document reviews and observation. A questionnaire guideline was developed for the interviews. The sampling frame from which the participants were obtained was from the three municipalities (cases). A total of 27 interviews were conducted. Data was analysed in line with Table 3.6 which prescribes the process for case study analysis using NVIVO 11 software for coding, clustering and pattern matching. The findings confirmed the original expectations of the researcher and all the objectives were sufficiently addressed. The first objective, which was to identify and analyse factors considered in establishing PMOs in the three municipalities, was adequately dealt with by identifying, listing and analysing all the key factors considered in establishing the PMOs. In merging these factors with the best practices outlined through the theory and practice in chapter two, gaps were identified which indicates that the process followed by the department of local government was flawed when developing the MIG guidelines. The identified factors were brought into consideration in building the proposed framework. The second objective was to analyse the level of fitness for purpose of the PMOs in the three selected municipalities. In order to deal with this objective, the adequacy of PMOs to carry out their mandates was scrutinised. This was done through identifying the key drivers of municipal PMO mandates, their achievements and challenges and whether they adhere to project management best practices. Most challenges, failures and negative perceptions that the PMOs faced were as a result of internal disablers that could be dealt with by identifying and dealing with the internal system deficiencies that were a result of procedural wrongs that could be traced from the establishment stage. This analogy or approach assisted in finally formulating a framework that would deal with these system deficiencies. The third objective was to analyse patterns of municipal dependent factors that dictate the type of PMO that is suitable for the municipalities. This was approached in terms of grouping the factors that can be classified as common denominators across municipalities. There were also few internal unique factors in each municipality. The new proposed framework deals with these aspects holistically. Ultimately, the aim which was to develop a conceptual framework for the establishment and operation of PMOs in the South African municipal environment was sufficiently answered through the proposed model and framework as presented in Figure 5.2 and Figure 5.5 respectively. This was achieved by merging the identified gaps and by proposing a conceptual model which ultimately let to the proposed framework that can be used to establish an effective PMO for the municipalities. The main gap that was found was that there is no model and framework for establishing PMOs and therefore the department of local government in developing a guideline, did not have an appropriate foundation from which they could have drawn a relevant model and framework that could have properly guided the formation of these units in the municipalities. It was recommended that a PMO will be more effective as a stand-alone directorate whose mandate should be considered beyond the MIG, in order to gain more authority and improved performance. This is demonstrated by the developed framework which indicates the role of the PMOs and their expected performance outcomes.
Business Management
D.B.L.

This study originally emanated from the debate on value creation through projects, which has become more prevalent in project management literature in recent times. Earned value analysis, which is widely used to measure and report the performance of project value, does not include the occurrence of value leaks in its calculations and reporting. Although there is a scarcity of literature on the issue of value leaks during project deployment, it is considered to be a big issue which can make or break a project’s value success. This lack of research is more pronounced in network expansion projects in the Ghanaian telecommunication industry, however, considering the level of investment by these network operators, and their contribution to economic growth, the occurrence of value leaks can be suspected. Therefore, the overall aim of the study was to develop a diagnostic model that aids in the easy identification of value leaks, so that they can be controlled, and remedied to minimise the forgone unrealised project value. In view of this, the study adopted an exploratory sequential mixed research design. The qualitative phase employed a multiple-case study approach to explore the concept of value leaks and the extent to which it becomes problematic in delivering overall project value. The quantitative phase, through a survey study, adopted factor analysis to test and validate the findings from the case study, and analyses were also performed to test the conceptual model fit to the retained dataset. The findings culminated in the development of the “Value Leaks-Flashlight”, with an add-on called the “Tolerable Nut” to theorise the concept of value leaks. This practical establishment of the value leak concept cemented the development of the value leaks diagnostic model through the application of the “CIIR” acronym, which fulfils the overall aim of the study. The study contributes to the contemporary literature in the field of project management, as the concept of project value leaks is still gaining prominence, and only a few empirical studies have thus far been conducted. The concept of value leaks enlightens the perspective of project management practitioners in their quest to achieve value through projects.
Business Management
D. Phil. (Management Studies)

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

Charles University in Prague - Faculty of Science Department of Teaching and Didactics of Chemistry Albertov 3, 128 40 Praha 2, Czech Republic CARBON DIOXIDE IN SCIENCE EDUCATION (STUDY AIDS FOR GRAMMAR SCHOOL) Bc. Lucie Kristlová lucie.kristlova@gmail.com In this thesis the principles of Framework Educational Programme and method IBSE alias Inquiry Based Science Education were summarized. The results of international research PISA 2006 were evaluated. In 2006 the focus was on scientific literacy. In the theoretical part the study supporting documents on the theme Carbon Dioxide were worked up. The documents would serve teachers of Chemistry and Biology mainly at the grammar schools. Methodically processed materials were created such as presentation, worksheet and subject matter of chemical experiments with the inclusion of the author solutions. The worksheet was verified by pupils at grammar school.