https://hdl.handle.net/2149/3556 2026-08-15T06:29:36Z https://hdl.handle.net/2149/3499 “Breaking the rules”: A reflective processual analysis of multidisciplinary academic collaboration. Kier, Cheryl A.; Park, Caroline L.; Jugdev, Kam Three academics from different fields collaborated on a study in which we reflected on our group involvement. Although we originally worked together to provide our different perspectives on how to use debates in online courses, we found that our multidisciplinary collaboration evolved into self-study as we each wrote narratives about our own participation which we then discussed and interpreted from our unique perspectives. Despite the fact that our members consisted of someone from nursing, someone from business, and someone in psychology, we all agreed that we engaged in a successful collaboration, as assessed by our desire to work together again and by the joint publication of an article. This paper presents our individual and collective interpretations of our attempts to understand why we were successful in this project, even though we did not follow most of the principles of multidisciplinary collaboration, nor of the usual conventions of our respective disciplines. 2013-04-01T00:00:00Z https://hdl.handle.net/2149/3497 Advancing project and portfolio management research with strategic management theories on resources, competencies, and capabilities. Killen, Catherine; Drouin, Nathalie; Jugdev, Kam; Petit, Yvan; Soderlund, J. Research within project management (PM) and project portfolio management (PPM) continues to evolve. In looking for suitable theoretical bases to apply to PM and PPM research, our panel members turn to the strategic management domain. This session will explore and debate the application of the resource based view (RBV), dynamic capabilities (DC) and absorptive capacity (AC) concepts to PM and PPM research. The goals of this educational and interactive session are to promote the sharing of experiences, encourage critical analysis, and heighten awareness about current theoretical approaches to research in PM and PPM. The session is conducted by a panel of researchers who have contributed to the field of project management through conceptual and empirical papers based on the RBV, DC and/or AC perspectives. 2011-06-19T00:00:00Z https://hdl.handle.net/2149/3496 Organizational Enablers for Organizational Project Management. Aubry, M.; Drouin, Nathalie; Jugdev, Kam; Muller, Ralf; Shao, J. This research report focuses on the five Board and Executive OPM driven enabler areas in response to a PMI Standards request for research. In this report, we review evidence-based literature on Organizational Enablers (OEs) that facilitate effective Organizational Project Management (OPM). This report uses a systematic review of the empirical literature including the Project Management Research Journals, the Allied Disciplines Journals, and the 2012 Financial Times Top 40 Journals. The report offers detailed findings and recommendations for PMI. Our main conclusion is that whereas the field of standards is evolving, there are gaps that need to be bridged between how the standards are developed and how research is conducted. Our findings indicate that these gaps contribute to narrower understandings and interpretations of concepts and related standards in the Board and Executive OPM driven enabler domain. We recommend that PMI: • Refine, clarify, and better position the definitions, scope, and roles of OEs referred to in the standards. • Include leadership as a key component of all the standards and describe its role as a meta-enabler for OPM and effective leadership as a meta-enabler characteristic. • Transition from a prescriptive processes orientation towards a human orientation by advocating the development of “reflective practitioners” who can understand and use enablers. • Develop a framework to use for OE development. • Solicit input from practitioners and academia for further development of the standards. We greatly appreciate the regular and extensive integrative work that occurs between the Standard Members Advisory Group, the Academic Members Advisory Group, and the Research Informed Standards Steering Committee. It is only through their generous support for research such as this, that we are able to contribute to future developments and directions at PMI. The entire project team thoroughly enjoyed the collaborative and open working relationship in terms of trust and communication in terms of the successful partnership between the team and PMI. Unpublished report. 2012-01-01T00:00:00Z https://hdl.handle.net/2149/3495 Multidisciplinary academic collaboration. Kier, Cheryl A.; Park, Caroline L.; Jugdev, Kam Dr. Caroline Park (Centre for Nursing and Health Studies, Faculty of Health Disciplines), Dr. Cheryl Kier (Psychology, Faculty of Humanities and Social Sciences) and and Dr. Kam Jugdev (Faculty of Business) have been collaborating since 2011 on interdisciplinary research. Their presentation in September 2013 for the Practical Conversations in Teaching and Learning Online is entitled "Breaking All the Rules: Interdisciplinary Collaboration about Online Student Debates". This interactive presentation discusses their research and perceptions about the interdisciplinary collaborative process from a healthcare, psychology and project management/strategy perspective. 2013-09-13T00:00:00Z https://hdl.handle.net/2149/3494 The “F” in Group Work: Managing the Free Rider Problem. Jugdev, Kam We have all heard about the benefits of group work leading to a better product. However, we have also all experienced group work that has been frustrating, involved productivity losses and undermined teamwork. The literature refers to this as “group hate”. This presentation is based on our initial literature review of free riding, social loafing, and the sucker effect. The common denominator between these concepts involves withholding effort. The free rider phenomenon involves a balance between personal interests (individual utility) and collective interest (social utility). Faculty has an important role to play in addressing the free rider problem in relation to coursework because they control the contextual variables as well as technical and organizational aspects of group work. By the end of this session, participants will have an understanding of the concepts of free riding, social loafing, and the sucker effect. Participants will also be able to reflect on the free rider problem in the context of their courses and appreciate why some individuals withhold effort. This session will also involve discussion on practices to minimize the free rider problem. 2014-11-28T00:00:00Z https://hdl.handle.net/2149/3493 Project management resources, resource development pathway typology, and the quest for competitive advantage. Jugdev, Kam Increasingly, firms are turning to effective project management to help them achieve and retain a dominant position in the marketplace. Applying the Resource-Based View (RBV), this theoretical paper examines project management and its role in achieving competitive advantage. By classifying project resources under Brush et al.’s (2001) Resource Development Pathway typology and combining this with the project-based structures of control versus cooperation, we are able to develop a conceptual model that explains how projects achieve competitive advantage. We conclude by indicating directions for future research as well as some suggestions for management practice. 2007-01-01T00:00:00Z https://hdl.handle.net/2149/3492 A Case Study on Project Lessons Learned: The Good, the Bad, and the Ugly. Jugdev, Kam; Yurka, W.; Sennara, M.; Ruwanpura, J. This paper reviews the literature on lessons learned and presents findings from an exploratory case study of mega projects in the oil and gas industry. Based on the meta-level analysis of interviews, the findings indicate that lessons learned reflect the maturity of project management practices within companies. Our findings support the importance of management sponsorship in terms of continuous improvement practices, incentives, and financial investments to help embed individual and team behaviours, best practices, and standard operating procedures into the company’s routines. Consistent with the challenges faced in knowledge management, our findings also suggest that more work is needed to support and encourage informal knowledge sharing practices because these practices can be sources of competitive advantage. 2008-08-08T00:00:00Z https://hdl.handle.net/2149/3491 The rise of the telecommuter. Kanuka, Heather; Jugdev, Kam; Heller, Bob; West, Dan As the number of distance delivered e-learning courses being offered increases, so does the number of academics who are teaching from their home offices—most often referred to as ‘teleworkers’. While research has shown there are benefits of teleworking for both the institution and the employee (Hill, Ferris and Martinson 2003; Ng 2006; Pinsonneault and Boisvert 1996), it also has drawbacks. One drawback to teleworking is that it can create a vulnerable situation for employees, arising from the lack of contact between colleagues and the organization, often resulting in feelings of isolation and a lack of collegial community (Beyth-Marom, Harpaz-Gorodeisky, Bar-Haim and Godder 2006; Cooper and Kurland 2002; Mael and Ashforth1992; Meyer and Allen 1997; Meyer, Stanley, Herscovitch and Topolnytsky 2002). Though, research has shown this problem can be decreased when there is regular contact and collaboration between colleagues, with the most effective contact being activities that revolve around the provision of regular training and continuous support for professional growth (Fouche 2006; Lockwood & Latchem 2004; Schrum and Ohler 2005). Within our own institution number of full time staff who are choosing to be teleworkers has exceeded 50%. This has created new participation problems to continuous learning opportunities for those who have opted to be teleworkers. The objectives of the study were twofold: (1) to explore what structures and practices can encourage the improvement of e-learning teaching practices and (2) to do so in ways that will overcome many of the participation barriers for academics who are teleworkers. 2007-08-28T00:00:00Z https://hdl.handle.net/2149/3490 Lessons learned from lessons learned: Project management research program. Jugdev, Kam Problem Statement: When we fail to learn from our own mistakes or those of others, we tend to repeat the mistakes. This paper discusses lessons learned as important ways of gathering and sharing both formal and informal project knowledge. Approach: The paper presents findings from three studies from a research program on lessons learned. The first study is a content analysis of two sets of conference proceedings. The second study is a case study from the energy sector on lessons learned. The final study is a content analysis of the Project Management Body of Knowledge® Guide. Results: The conference proceedings study indicated that the topic of lessons learned was under represented within the conference proceedings. This was in keeping with the literature review that the topic of lessons learned is emerging. The energy sector study shed light on the lessons learned process, some best practices and challenges. The content analysis of the Project Management Body of Knowledge Guide® indicated that the guide defines lessons learned narrowly, primarily as a set of administrative, documented outputs pertaining mainly to the closeout phase. This was also evident in the guide’s commodification of lessons learned (and related terms). Conclusion/Recommendations: This paper contributes to the fields of project management, knowledge management, and workplace learning. Academics and practitioners use various terms to refer to lessons learned. Negative events are often the impetus for companies to add lessons learned to their project management toolbox. In order to conduct effective lessons learned, there has to be management support, the right stakeholders should be involved, and knowledge should be shared in both codified and uncodified ways. Lessons learned are processes that involve formal and informal learning. Effective lessons learned can be embedded into a company’s practices, especially through informal learning and sharing practices, such as through Communities of Practice and by applying principles from workplace learning, such as situated learning theory. 2011-11-16T00:00:00Z https://hdl.handle.net/2149/3489 Promoting spiritual intelligence and values in business education: A holistic model for enhancing individual engagement towards sustainability. Azevedo, A.; Jugdev, Kam This paper introduces a holistic model to enable business education students to become more engaged citizens. The model is based on four learning outcomes: knowledge, competency development, values, and spiritual intelligence. It extends existing paradigms of learning outcomes with the latter two concepts in order to foster re-shaping of academic curricula. The paper concludes with suggestions on how spiritual intelligence and values can be translated into pedagogical and curricular tools. 2012-01-01T00:00:00Z https://hdl.handle.net/2149/3488 An exploratory study of project success with tools, software and methods. Jugdev, Kam; Perkins, D.; Walker, Derek; Fortune, Joyce; White, Diana Purpose-The purpose of this paper is to examine the relationships between project delivery success factors, project management tools, software, and methods. Design/methodology/approach – A statistical analysis was undertaken using data from a survey from a purposive sample of 150 participants across three countries (Australia, Canada and the UK). The findings were used to consider the relationships between project success factors, project management tools, software, and methods. Findings – The findings reveal certain insights in the use of tools and methodologies. Of all the variables measured, the number of project management tools used and the number of risks tools used showed the highest direct correlation. It was therefore surmised that the use of tools from one of these categories is often coincident with the use of tools from the other category. Also, the use of project management tools exhibited less variability as compared to use of information communication technology Support Tools and risk mgmt. tools. In addition, use of formal project management methods exhibited less variability than use of formal decision-making methods. Therefore, it is suggested that use of project management tools and methods is more consistent across the organizations studied, as compared to other tools and methods. Originality/value – This paper extends the survey findings of an international 2011 study and sheds light on the use of project management and related tools and methods. 2012-01-01T00:00:00Z https://hdl.handle.net/2149/3487 From Burnout to Engagement in Project Managers. Jugdev, Kam Workplaces are hypercompetitive and stressful environments. Stress and burnout affect bio-psycho-social-spiritual aspects of quality of life and the spillover effects disturb home and workplace dynamics. Project managers are not immune to burnout. Project managers are pressured to deliver projects on time, within budget and to changing client expectations on scope (often due to over optimism, inexperience or greed). This paper bridges the psychosocial and management domains by describing a study designed to apply a burnout and work life instrument to project management. Burnout in project managers is an under researched topic. The proposed instruments for the study are well-known and based on research by Maslach and Leiter. The paper will discuss the literature on burnout and engagement as well as the limited research evident on stress in the project management field. The paper will also discuss the concept of care in management and its relevance to fostering and engaged workplaces. The mixed methods design involves surveys and interviews to gather information on how project managers cope with burnout. Burnout consists of exhaustion, cynicism and professional inefficacy. In contrast, energy, involvement and professional efficacy comprise engagement. The areas of worklife span workload, control, rewards, community, fairness and values. The proposed benefits will contribute to employee well-being, healthier work environment and improved project success, thereby enhancing organizational productivity. The paper will discuss the study design as well as the challenges of cost-effectively gathering data. Techniques to enhance response rates will also be discussed. The survey research questions focus on the predictive values of the six areas of worklife categories on each dimension of burnout. Sample questions follow: I feel emotionally drained from my work (burnout); I do not have the time to do the work that must be done (areas of worklife). The qualitative part of the study will involve interviews. Sample questions follow: What makes worklife more engaging (meaningful, important)/less engaging to you? How do you cope? Aspects related to grounded theory methodology including using software such as Atlas TI will also be highlighted. Burnout is a societal challenge and presents opportunities for prevention and intervention. Knowing what may increase engagement could forestall burnout in project managers. This mixed methods study proposes to examine burnout and engagement self-perceptions and the social context of project work. 2014-01-01T00:00:00Z https://hdl.handle.net/2149/3486 Workplace learning theories and perspectives: Re-thinking project learning practices. Jugdev, Kam; Thompson, T. L. This paper examines workplace learning perspectives and relates them to project management reviews and communities of practice, both of which are social and relational processes. Findings indicate that the boundaries between the field of workplace learning and project management remain to be researched and can help us advance the field of project management. 2010-05-22T00:00:00Z https://hdl.handle.net/2149/3485 A Content Analysis of The Project Management Body of Knowledge on Lessons Learned. Jugdev, Kam; Thompson, T. L. We analyze the Project Management Institute’s body of knowledge guide in its portrayal of lessons learned in the knowledge areas. Then, we introduce readers to situated learning theory as a broader lens with which to examine lessons learned because project learning has formal, informal, self-directed, collective, and social dimensions and practices. 2011-07-02T00:00:00Z https://hdl.handle.net/2149/3484 A Framework for Classifying Project Management Resources. Jugdev, Kam; Mathur, Gita This paper presents a conceptual framework to classify project management resources as sources of competitive advantage. The paper draws on the resource-based view of the firm. The paper proposes a relationship between four categories of resources and the contribution to competitive advantage by the resource being valuable, rare, inimitable, and organizationally supported. 2011-07-02T00:00:00Z https://hdl.handle.net/2149/3483 Project management: The seesaw balance between control and cooperation. Jugdev, Kam Increasingly, more companies are adopting project management practices to remain competitive. The predominant emphasis in the literature and the Project Management Body of Knowledge Guide has been on tools, techniques, and methodologies – the technical and tangible resources. There has been a lack of emphasis on the cooperation practices based on socio cultural aspects of projects, such as interpersonal skills, communities of practice, and social exchange practices. This paper introduces readers to a resource categorization framework whereby resources can be grouped within a two by two matrix. By classifying project resources with this framework and by examining both the control and cooperation practices, we posit that the control practices are useful in achieving operational efficiencies and effectiveness. However, more emphasis on the intangible project management resources (involving cooperation practices) is required so that project practices are unique, embedded in the ways of work, and difficult for rival companies to imitate. Paper presented at the American Society for Engineering Management, Virginia Beach, VA. 2012-10-17T00:00:00Z https://hdl.handle.net/2149/3482 Learning and sharing on projects through relational dynamics. Jugdev, Kam; Wishart, Paul In the traditional sense, project reviews and communities of practice were considered cornerstones for lessons learned. Although advantageous, both mechanisms have limitations. This study develops an understanding of how individuals learned and shared their project knowledge. We interviewed 15 project managers from various industries and analyzed the data using grounded theory methodology. The primary mechanism for sharing lessons learned was based on relational dynamics. Mutual caring emerged as the basic social psychological process used to address the main concern of habituation through which individuals used spinning, pushing and resisting practices. Awareness was necessary to enable them to transition from habituation towards the core variable of mutual caring. In mutual caring, individuals gain traction through comfortable conversations with trusted advisors (experts in project management), sharing and engaging in discussions, developing self-confidence and contributing to the wisdom pool – all in the context of sharing project management learning and knowledge. The study findings relate to the concept of care in management. Paper presented at the Administrative Sciences Association of Canada, Calgary, AB 2013-06-09T00:00:00Z https://hdl.handle.net/2149/3475 Debate as a Teaching Strategy in Online Education: A Case Study Park, Caroline L.; Kier, Cheryl A.; Jugdev, Kam This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in instructional techniques. Using narrative inquiry, we melded our data sources to analyze the findings, including our individual experiences with the technique. Our paper contributes to the field of research on instructional techniques (specifically debates), as well as online distance education. The findings suggest that the use of debates as instructional techniques in text-based paced and un-paced courses at the online undergraduate and graduate levels can contribute to improved learning outcomes and student satisfaction. 2011-09-01T00:00:00Z https://hdl.handle.net/2149/3443 Mutual Caring-Resolving Habituation through Awareness: Supporting Meaningful Learning from Projects Jugdev, Kam; Wishart, Paul M. This study used Grounded Theory methodology and developed an emergent theory of Mutual Caring. The main concern was Habituation to ineffective lessons learned sharing practices. Habituation is resolved through Mutual Caring, a socially and psychologically adaptive process. Mutual Caring involves comfortable conversations, engaging / sharing, and developing self-confidence, resulting in an enhanced wisdom pool. This paper extends the emphasis on tangible knowledge-sharing mechanisms. Mutual Caring could lead to better outcomes, such as more accessible and usable knowledge, a project management wisdom pool, and criteria for improved dyadic relationships to enhance project learning. 2014-04-01T00:00:00Z https://hdl.handle.net/2149/3196 Project management: A strategic asset? Jugdev, Kam 2011-01-01T00:00:00Z https://hdl.handle.net/2149/3195 Book Review: Project Management: The managerial process (5th ed.) Jugdev, Kam Book review of a top selling textbook on project management. 2010-01-01T00:00:00Z https://hdl.handle.net/2149/3194 Learning from lessons learned: Project management research program Jugdev, Kam When we fail to learn from our own mistakes or those of others, we tend to repeat the mistakes. This study discusses lessons learned as important ways of gathering and sharing both formal and informal project knowledge. The study presents findings of three studies from a research program on lessons learned. The first study is a content analysis of two sets of conference proceedings. The second study is a case study from the energy sector on lessons learned. The final study is a content analysis of the Project Management Body of Knowledge® Guide. The conference proceedings study indicated that the topic of lessons learned was under represented within the conference proceedings. This was in keeping with the literature review that the topic of lessons learned is emerging. The energy sector study shed light on the lessons learned process, best practices and challenges. The content analysis of the Project Management Body of Knowledge Guide® showed that the guide defines lessons learned narrowly, primarily as a set of administrative, documented outputs pertaining mainly to the closeout phase. This was also evident in the guide’s commodification of lessons learned (and related terms). This study contributes to the fields of project management, knowledge management and workplace learning. Academics and practitioners use various terms to refer to lessons learned. Negative events often compel companies to add lessons learned practices to their project management processes. In order to conduct effective lessons learned, there has to be management support, the right stakeholders should be involved and knowledge should be shared in both codified and uncodified ways. Lessons learned are processes that involve formal and informal learning. Effective lessons learned can be embedded into a company’s practices, especially through informal learning and sharing practices, such as through Communities of Practice and by applying principles from workplace learning, such as situated learning theory. 2012-01-01T00:00:00Z https://hdl.handle.net/2149/3193 Classifying project management resources by complexity and leverage Jugdev, Kam; Mathur, Gita Purpose – The purpose of this paper is to present a conceptual framework to classify project management resources as sources of competitive advantage. Design/methodology/approach – The paper draws on the resource-based view of the firm and project management literature to explore the level of competitive advantage from 17 project management resources based on their degree of complexity and level of leverage in the project management process. This exploratory study drew on a small sample of practitioners in the classification. Findings – The paper proposes a conceptual model to show the relationship between four categories of resources and their contribution to competitive advantage by being valuable, rare, inimitable, and organizationally supported. Research limitations/implications – This paper is exploratory in nature and uses a small sample of practitioners. Practical implications – The authors believe that the classification of project management resources based on complexity and leverage provides a useful framework for managers considering the impact of investment in these resources for competitive advantage. Originality/value – This paper provides a classification of project management resources based on the complexity of the resource and its leverage in the project management process. It is posited that resources that are complex and can be highly leveraged to develop further resources warrant attention as sources of competitive advantage. 2012-01-01T00:00:00Z https://hdl.handle.net/2149/3192 Critical success factors in projects: Pinto, Slevin, and Prescott - the elucidation of project success Müller, Ralf; Jugdev, Kam Purpose – Few scholars have been cited as frequently as Pinto, Slevin, and Prescott for their contributions to project success and related critical success factors (CSF) in the 1980s. Studies since then built on their articles to broaden and refine our understanding of the topic. The purpose of this paper is to discuss the reasons for the impact of these seminal contributions and how the topic of project success continues to evolve. Design/methodology/approach – The paper analyses the popularity of Pinto and his colleagues’ contributions to project success and reviews the development of this field of research since then. Findings – Project success remains a vibrant school of thought as do the earlier definitions, measurement scales and dimensions, and assessment techniques that Pinto and his colleagues developed. The authors view success more broadly and think of it strategically because they consider longer-term business objectives. Some research is now based on managerial or organizational theories and reflects the multi-dimensional and networked nature of project success. Practical implications – Practically, the classic contributions in project success continue to be valid. The authors see diversity in how success is defined and measured. The CSFs vary by project types, life cycle phases, industries, nationalities, individuals, and organizations. Originality/value – The paper relates earlier understandings of project success to subsequent research in the field and underscores the significant findings by Pinto, Slevin, and Prescott. 2012-09-06T16:29:27Z https://hdl.handle.net/2149/3168 Advancing project and portfolio management research: Applying strategic management theories Killen, Catherine; Jugdev, Kam; Drouin, Nathalie; Petit, Yvan This paper focuses on the application of strategic management theories to Project Management and Project Portfolio Management research, specifically the Resource-Based View, Dynamic Capabilities, and Absorptive Capacity. A literature review and four research experiences illustrate the advances achieved through the use of these three theoretical perspectives, and contribute to the development of this field by providing examples and guidance for theory development and future research. Commonalities between the research examples include a strong strategic focus, recognition of the importance of knowledge and learning, and research questions seeking understanding and explanation. These research experiences outline the successful application of strategic management theories to a wide range of contexts, using diverse methodologies at a variety of levels of analysis. The findings indicate a broad potential for further fruitful research stemming from the relatively recent application of strategic management theories to Project Management and Project Portfolio Management research. 2012-04-28T12:58:08Z https://hdl.handle.net/2149/3113 Looking again at current practice in project management Fortune, Joyce; White, Diana; Jugdev, Kam; Walker, Derek Purpose – The purpose of this paper is to report the findings of a survey designed to: capture the “real world” experiences of people active in project management (PM) in Australia, Canada and the UK; determine the extent to which those involved in the management of projects make use of the methods and techniques that are available; and discover how effective the methods and techniques are felt to be. Design/methodology/approach – A questionnaire comprising 24 questions with a mixture of yes/no, Likert-scale, multiple choice and open questions was developed. These were designed so that the data gathered could be compared with the results of a similar survey conducted in the UK a decade ago. Professional networks and direct e-mails were used to distribute the survey electronically to potential respondents who were actively involved in PM in the three countries. A total of 150 responses are used in the analysis, 50 from each country. Findings – The results show that there are many areas where the experiences, practices and views are similar across all three countries and are comparable to the earlier UK survey. However, as is often the case, it is perhaps the differences that are of most interest and these are commented upon throughout the paper. Originality/value – This paper sheds light on current practice across three countries and presents a useful historical perspective on PM trends in practice and rates of credentialization of those surveyed. It also provides useful quantitative results that can be used to more broadly speculate and make sense of other qualitative studies. 2011-01-01T00:00:00Z https://hdl.handle.net/2149/3093 Project Management Assets and Project Management Performance: Preliminary Findings Jugdev, Kam The objective of this research is to examine the degree of competitive advantage from project management assets by exploring the link between the characteristics of project management assets as independent variables and project management performance outcomes as dependent variables. This paper analyses data from responses to an online survey by 198 North American Project Management Institute® members. Factor analysis is used to identify the characteristics of project management assets and the project management performance outcome factors. Seven factors that comprised the characteristics of project management assets, three factors that comprised organizational support for project management assets, and two factors that comprised the project management performance outcomes were extracted from the data analysis. Preliminary findings are presented in the paper. We draw on the Resource Based View of the firm as a lens to examine and validate project management capabilities as a source of competitive advantage. This paper contributes an improved understanding of project management as a source of competitive advantage for scholars and practitioners interested in project management. There were nearly 500 attendees at the Portland International Centre for Management of Engineering and Technology conference. Over 760 papers were submitted and 344 were accepted. We presented our paper in the Project/Program Management Division to an audience of 40. A number of those in attendance were masters and doctoral students. The combined feedback on our paper/presentation from the audience was extremely helpful. The feedback reinforced the methodological rigor our study and helped us in clarifying several aspects as we work on a revised version of the paper to submit to the Management Research journal. During the evening reception, several individuals thanked us for my presentation and indicated that they found it to be clear and easy to follow. I would like to take this opportunity to sincerely thank the A&PDF committee for the generous funding and support to attend this conference and present at it. I thoroughly enjoyed the tracks, especially the constructive dialogue we were able to engage in at the sessions to assist each other with our research endeavors. This conference also enabled me to reconnect with my close research colleague and others in the project management field. I was also able to network with and meet new colleagues. Thank you again. I appreciate all the support from AU. As per page 24 of the proceedings (Source: http://www.picmet.org/new/conferences/2011/Picmet11.pdf) THE PAPERS “Research papers and applications-oriented papers are explicitly identified in this conference. Separate evaluation criteria were used, and different referees were selected for each category to make sure that appropriate papers were included in the conference for the “Research” and “Application” categories. We emphasized research methodology, the use of the research literature, the theory behind the paper, the sample size, and the impact on the research community for the “Research Papers.” The important evaluation criteria for “Industry Applications” were the usefulness of the application, the importance of the case being discussed, the generalizability of the concepts presented, and the impact of the paper on the users of technology management. The “Research Papers” included in PICMET ’11 are listed with an [R] in front of their titles on the following pages; and the “Industry Applications” papers are shown with an [A] in front of their titles. Roughly 73 percent are in the [R] category, and the rest are in the [A] category. The Research Papers and Industry Applications are mixed in the sessions. This was done intentionally to assure effective exchange of ideas among those presenting research papers and those presenting applications-oriented papers.” 2011-08-25T16:04:21Z https://hdl.handle.net/2149/2916 Online Course Innovations: The "Great Debate" & "MBA Orientation" Jugdev, Kam; Hutchison, Maureen; Markowski, Carrie The MBA Orientation has undergone dramatic changes to better meet new students' needs in an online environment. "The Great Debate" has also been introduced as an online activity in some of the MBA courses. Both innovations have been well-received! Kam Jugdev, Maureen Hutchison, and Carrie Markowski subsequently published two papers about these online course improvements in the Online Classroom. Kam and Maureen look forward to sharing these experiences at the Lunch 'N' Learn and will also talk about the joy of collaborative publications that are practitioner-oriented. 2011-03-09T15:57:44Z https://hdl.handle.net/2149/2841 Applying for Grants and Conducting Research: The Tortoise Approach Jugdev, Kam This workshop proposal is geared for CCSBE attendees interested in discussions on strategies to improve their approach to grant proposal applications and build a research community. The presentation discusses a) The importance of capitalizing on starter university grants advance research proposals and publications, b)Understanding granting agency requirements, the role of council officers, and managing the proposal like a project, c) The value of developing a research support community (i.e., mentors, colleagues, university research office), and d)Remaining open to learning from each negative experience. Canadian Council for Small Business and Entrepreneurship 2010 Annual Conference: Entrepreneurship & Community, October 2010, Calgary, Alberta 2010-11-01T15:53:05Z https://hdl.handle.net/2149/2423 Sample course syllabus Jugdev, Kam 2010-01-11T18:59:48Z https://hdl.handle.net/2149/1718 "In-your-pocket" and "on-the-fly:" Meeting the needs of today's new generation of online learners with mobile learning technology Hutchison, Maureen; Tin, Tony; Cao, Yang In The Theory and Practice of Online Learning, 2nd ed. Edited by Terry Anderson. 2008-01-01T00:00:00Z https://hdl.handle.net/2149/1667 Good theory: developing a foundation for project management Jugdev, Kam 2008-01-01T00:00:00Z https://hdl.handle.net/2149/1635 The factor structure of teaching development needs for distance delivered e-learning Kanuka, Heather; Heller, Bob; Jugdev, Kam 2008-06-01T00:00:00Z https://hdl.handle.net/2149/1634 The rise of the teleworker: False promises and responsive solutions. Kanuka, Heather; Jugdev, Kam; Heller, Bob; West, Dan 2008-01-01T00:00:00Z https://hdl.handle.net/2149/1379 SimProject: A Project Management Simulation for Classroom Instruction Jugdev, Kam 2007-12-01T00:00:00Z https://hdl.handle.net/2149/1074 The rise of the telecommuter and the fall of community: False promises Kanuka, Heather; Jugdev, Kam; Heller, Bob; West, Dan 2007-05-01T00:00:00Z https://hdl.handle.net/2149/994 Project management assets and their relationship with the project management capability of the firm Jugdev, Kam; Mathur, Gita; Fung, Tak Shing 2007-01-01T00:00:00Z https://hdl.handle.net/2149/834 Intangible project management assets as determinants of competitive advantage Mathur, Gita; Jugdev, Kam; Fung, Tak Shing 2007-01-01T00:00:00Z https://hdl.handle.net/2149/750 Advice for New Engineering Faculty: Insights Gained from Faculty Development Programs Jugdev, Kam 2007-07-24T00:00:00Z https://hdl.handle.net/2149/751 Distance Education MBA Project Management Program: A Case Study Jugdev, Kam 2007-06-01T00:00:00Z https://hdl.handle.net/2149/578 Closing the circle: The knowledge management spiral of project management Jugdev, Kam 2007-02-15T16:11:42Z https://hdl.handle.net/2149/404 Project management elements as strategic assets: Preliminary findings Jugdev, Kam; Mathur, Gita 2006-11-10T02:25:59Z https://hdl.handle.net/2149/381 A Factor Analysis of Tangible and Intangible Project Management Assets Jugdev, Kam; Mathur, Gita 2006-07-01T00:00:00Z https://hdl.handle.net/2149/375 Distance education MBA students: An investigation into the use of an orientation course to address academic and social integration issues. Kanuka, Heather; Jugdev, Kam Distance education programs warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programs along with their critical thinking abilities. Using Holmberg’s (2001) theory of teaching-learning conversations as the guiding theoretical framework, the purpose of this study was to assess whether an intervention activity (a week-long orientation course) increases academic and social empathy for students entering a distance-delivered MBA programme. Empathy was measured through seven academic and social integration indicators. Using pre and post surveys (n=102), the results reveal that an orientation intervention can be effective for facilitating social and academic empathy. 2006-06-01T00:00:00Z https://hdl.handle.net/2149/363 The ABCs of online course syllabi: Anticipate, build on objectives, and collaborate Jugdev, Kam; Hutchison, Maureen; Lynes, Shelley 2006-05-01T00:00:00Z https://hdl.handle.net/2149/304 Project lessons learned: Implications for an empirical study in the Canadian energy sector Jugdev, Kam 2006-05-01T00:00:00Z https://hdl.handle.net/2149/303 The unique value of online MBA course syllabi Jugdev, Kam; Hutchison, Maureen; Lynes, Shelley 2006-04-01T00:00:00Z https://hdl.handle.net/2149/297 Online Executive MBA Orientation Jugdev, Kam; Hutchison, Maureen 2006-03-01T00:00:00Z https://hdl.handle.net/2149/296 Course Syllabus for MBA Orientation (MBAO-100) Jugdev, Kam 2006-03-01T00:00:00Z https://hdl.handle.net/2149/292 Project Management: A Strategic Asset? Jugdev, Kam 2006-01-01T00:00:00Z https://hdl.handle.net/2149/290 Research issues: A conceptual look at project management as a source of competitive advantage. Jugdev, Kam 2004-06-01T00:00:00Z https://hdl.handle.net/2149/289 Through the Looking Glass: Examining Theory Development in Project Management with the Resource-Based View Lens. Jugdev, Kam 2004-09-01T00:00:00Z https://hdl.handle.net/2149/287 The VRIO Framework of Competitive Advantage: Preliminary research implications for innovation management. Jugdev, Kam 2005-08-01T00:00:00Z https://hdl.handle.net/2149/286 Tangible and intangible project management practices - The pot of gold at the end of the rainbow Jugdev, Kam 2006-02-01T00:00:00Z https://hdl.handle.net/2149/282 Project Management as a Strategic Asset: What does it look like and how do companies get there? Jugdev, Kam 2005-01-01T00:00:00Z https://hdl.handle.net/2149/281 Using the debate as a teaching tool in the online classroom Jugdev, Kam; Markowski, Carrie; Mengel, Thomas 2004-10-01T00:00:00Z https://hdl.handle.net/2149/279 Book review: Implementing virtual teams: Guide to organizational and human factors by A Edwards and J R Wilson Jugdev, Kam 2004-01-01T00:00:00Z https://hdl.handle.net/2149/278 Don't park your brain outside: A practical guide to improving shareholder value with SMART project management Jugdev, Kam 2000-12-01T00:00:00Z https://hdl.handle.net/2149/277 A retrospective look at our evolving understanding of project success Jugdev, Kam; Muller, Ralf Our views on project success have changed over the years from definitions that were limited to the implementation phase of the project life cycle to definitions that reflect an appreciation of success over the entire project and product life cycle. This paper assesses our evolving understanding of project success over the past 40 years and discusses conditions for success, critical success factors and success frameworks. The paper concludes with a holistic view of project success and its implications for practice. This is an important topic because projects are an increasingly common way of work, and the lines between project and process work are harder to discern. Increasingly, more project managers work in companies using program and portfolio management as a means to organize project-related work. The success of individual projects, therefore, impacts the wider organization in several dimensions and makes the concept of project and project management success that much more relevant. The topic is also important because it has a bearing on the future directions of project management in the strategic context. 2005-12-01T00:00:00Z https://hdl.handle.net/2149/25 Online MBA Orientation Program: Some Best Practices Jugdev, Kam; Hutchison, Maureen 2004-11-01T00:00:00Z