ORCID Profile
0000-0002-7039-643X
Current Organisation
Bond University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: CRC Press
Date: 14-01-2019
Publisher: SAGE Publications
Date: 03-2010
DOI: 10.1002/PMJ.20146
Abstract: This article investigates the soft competencies by project phase that information systems (IS) project managers require for project success. The authors conducted 33 qualitative interviews to collect data from a s le of 22 IS project managers and business leaders located in Calgary, Alberta, Canada. The authors identified the key competencies for each of the IS project phases (initiation, planning, implementation, and close-out). The competencies were sorted into competency categories: personal attributes (e.g., eye for details), communication (e.g., effective questioning), leadership (e.g., create an effective project environment), negotiations (e.g., consensus building), professionalism (e.g., lifelong learning), social skills (e.g., charisma), and project management competencies (e.g., manage expectations). Each of the most important competencies is discussed and interconnections among competencies identified. How this research can be used by the practitioner and academic communities and the broader implications of this research are examined.
Publisher: Emerald
Date: 07-02-2023
DOI: 10.1108/BEPAM-07-2022-0106
Abstract: This research aims to develop and test a model for measuring end-user satisfaction (EUS) in a practical manner and then statistically verify its reliability and validity. A comprehensive list of attributes using extensive literature review, focus group and brainstorming meetings were used to create a set of attributes for the model. These attributes were then used in a survey among the end-users (N = 687) of seven case studies with different characteristics (type, size and location) to assess the reliability and validity of the model. The statistical methods included reliability tests (Cronbach's alpha), confirmatory factor analysis (CFA) and correlation analysis), canonical discriminant analysis (CDA), item response theory (IRT) and model specification tests. EUS must be quantified before determining a project's overall performance. The analysis of repeatability and consistency (reliability and validity) performed on case studies (data collected from the end-users) strongly suggests that the EUS model is robust for a range of project types. Although many studies have proposed customer satisfaction models in the project success context, research on quantitative measurement tools is scarce. The paper departs from past research and develops and validates a new EUS model independent of project characteristics (while the study's limitations are acknowledged).
Publisher: Informing Science Institute
Date: 2007
DOI: 10.28945/199
Publisher: Informa UK Limited
Date: 23-10-2020
Publisher: Wiley
Date: 27-02-2023
DOI: 10.1111/BJET.13311
Abstract: While gamification and game‐based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game‐based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete ERIC Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed‐methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game‐based learning usage were their beliefs that it encourages student interactions and collaborative learning provides fun and improves engagement and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design‐related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game‐based learning and develop more effective strategies to overcome these barriers to its successful implementation. Gamification and game‐based learning may have many benefits for university students. The majority of university educators do not routinely use gamification and game‐based learning in their teaching. University educators' major drivers that positively influence the use of gamification and game‐based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students. University educators' major barriers that negatively influence the use of gamification and game‐based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. These drivers and barriers may be classified as attitudinal, design‐related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching. Attitudinal factors such as university educators' intention to use gamification and game‐based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use. A range of design‐related and administrative barriers may need to be overcome to increase the use of gamification and game‐based learning in the university sector.
Publisher: University of Technology, Sydney (UTS)
Date: 03-09-2020
Abstract: More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-400-2.CH003
Abstract: The purpose of this research was to investigate the soft competencies by project phase that IT project managers, hybrid and technical team members require for project success. The authors conducted qualitative interviews to collect data from a s le of 22 IT project managers and business leaders located in Calgary, Canada. They identified the key competencies for the three types of job roles. The research participants offered their opinions of what are the most important competencies from the following competence categories: Personal Attributes (e.g. eye for details), Communication (e.g. effective questioning), Leadership (e.g. create an effective project environment), Negotiations (e.g. consensus building), Professionalism (e.g. life long learning), Social Skills (e.g. charisma) and Project Management Competencies (e.g. manage expectations). The authors discuss the progression of competence through these job roles. They identified and discuss the interplay between a change in job role and the required competencies necessary for IT project success from a neuro-science perspective.
Publisher: Emerald
Date: 23-01-2023
DOI: 10.1108/SASBE-09-2022-0200
Abstract: Despite considerable research on the subject, there is still some misunderstanding about what characterizes successful project delivery in construction projects. Evaluating project delivery success is crucial for organizations since it enables them to prepare for future growth through more effective project management mechanisms and rank the organization's projects for continuous improvement. There is considerable disagreement over a set of success criteria that can be applied to all kinds of projects when evaluating project delivery success, making it a complicated procedure for practitioners and scholars. This research seeks to alleviate the problem by validating and testing a systematic project delivery success model (3D integration model) in the Australian construction industry. The aim is to establish a dependable approach built upon prior research and reliable in evaluating delivery success for any project type. Based on a novel project delivery success model, this research applies a case study methodology to analyse 40 construction projects undertaken by a single Australian project management consultancy. The research utilizes a mixed-method research approach and triangulates three sets of data. First, the project delivery success (PDS) scores of the projects are calculated by the model. Second, a qualitative analysis targeting the performance of the same projects using a different system called the performance assessment review (PAR) scores was obtained. These culminate in two sets of ranking. The third step seeks validation of results from the head of the partnering organization that has undertaken the projects. The findings of this study indicate that the 3D integration model is accurate and reliable in measuring the success of project delivery in construction projects of various sizes, locations and durations. While the model uses six key performance indicators (KPIs) to measure delivery success, it is evident that three of these may significantly improve the likelihood of PDS: value, speed and impact. Project managers should focus on these priority aspects of performance to generate better results. Restrictions inherent to the case study approach are identified for this mixed-method multiple-case study research. There is a limitation on the s le size in this study. Despite the researcher's best efforts, no other firm was willing to share such essential data therefore, only 40 case studies could be analysed. Nonetheless, the number of case studies met the literature's requirements for adequate units for multiple-case research. This research only looked at Australian construction projects. Thus, the conclusions may not seem applicable to other countries or industries. The authors investigated testing the PDS in the construction sector. It can assist in improving efficiency and resource optimization in this area. Nonetheless, the same technique may be used to analyse and rank the success of non-construction projects. Despite the research conducted previously on the PDS of construction projects, there is still confusion among researchers and practitioners about what constitutes a successful project delivery. Although several studies have attempted to address this confusion, no consensus on consistent performance metrics or a practical project success model has been formed. More importantly, (1) the ability to measure success across multiple project types, (2) the use of triple bottom line (TBL) to incorporate sustainability in evaluating delivery success and (3) the use of a complexity measurement tool to adjust delivery success scores set the 3D integration model apart from others.
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer International Publishing
Date: 18-12-2021
No related grants have been discovered for Greg Skulmoski.