Lessons learned for managing projects in a Higher Education environment:organisational and individual experience

Text (Report with appendices)
0902171 Locock Martin DSAW7010 Project.pdf - Full Archive
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Download (3MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Audio (Participant 1 interview)
Part_1.MP3 - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (91MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Audio (Participant 2 interview)
Part_2.MP3 - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (62MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Audio (Participant 3 interview)
Part_3.MP3 - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (78MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Audio (Participant 4 interview)
Part_4.MP3 - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (58MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Audio (Participant 5 interview (until phone call))
Part_5 pt1.MP3 - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (9MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Audio (Participant 5 interview (after phone call))
Part_5 pt2.MP3 - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (75MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Other (NVivo 11 coded transcripts)
Lesson learned.nvp - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (6MB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Text (Participant 1 transcript)
Locock, Martin (2018) Lessons learned Participant 1 transcript v3.pdf - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (71kB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Text (Participant 2 transcript)
Locock, Martin (2018) Lessons learned Participant 2 transcript v2.pdf - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (63kB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Text (Participant 3 transcript)
Locock, Martin (2018) Lessons learned Participant 3 transcript v1.pdf - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (70kB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Text (Participant 4 transcript)
Locock, Martin (2018) Lessons learned Participant 4 transcript v1.pdf - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (72kB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Text (Participant 5 transcript)
Locock, Martin (2018) Lessons learned Participant 5 transcript v1.pdf - Data
Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
Download (61kB) | A research project examining the qualitative experiences of project managers in the Higher Education context. The research showed that the use of formal project management methodologies such as PRINCE2 was rare. It was reported that projects adapted their approach in the light of experience but organisations were poor at embedding lessons learned into future practice. A Grounded Theory analysis of the interview transcripts highlights the Emotional Labour required by the project manager role, especially feelings of Impostorship and the need to manage interactions as Adult-to-Adult rather than Parent-Child.

Text (Participant consent forms (redacted))
Redacted consent forms.pdf - Documentation
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Available under License CC-BY-ND Creative Commons Attribution No Derivatives.
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