04-08-2012, 11:57 AM
Adjudicating an Ill-defined Problem from a System Development
[attachment=30179]
Introduction
This chapter contains a summary of the subject of discussion and outlines the scope of
the thesis. The chapter comprises the research background and rationale for the
research. The main focus of this study is to examine the nature of adjudicating an illdefined
problem from a system development and project management perspective and
the associated successful transfer of knowledge associated with project requirements.
The research explores key project management, systems analysis and design, agile
software development and knowledge management methodologies in this context to
enhance the successful movement of information. In addition, the chapter discusses the
research problem statement and then continues with the research question, proposition,
scope and objectives. The chapter concludes with the research aims, design, research
methods, theoretical framework, limits of the research, and closing with the thesis
structure.
The Doctorate of Project Management Program
The Doctor of Project Management (DPM) is a research based doctorial program
undertaken at the Royal Melbourne Institute of Technology (RMIT) School of
Property, Construction and Project Management located in Melbourne, Australia. The
program includes four compulsory courses that contribute to shaping potential research
topics:
• Project Management Theory and Practice Knowledge Management and
Innovation
• Project Management Leadership (centred around business strategy as a
program/project driver, stakeholder engagement, organizational forms, impact
of national/organizational culture, and leading versus managing)
• Project Management Procurement and Ethics (creating value through ethical
and sustainable project delivery, value chains, project delivery forms, and
benefits management)
• One elective course
The DPM is a combination of 33% coursework and 67% research that is conducted in
the workplace of the DPM candidate. After successfully completing the course work,
that includes research and the publishing of a number of articles in academic journals
and other project management forums, the candidate then focuses on the thesis problem
statement. The research exercise in this thesis was observed, evaluated and completed
in the actual work environment of the author. The DPM requires deep interaction with
current project management practices, tools, techniques and methodologies, and it is
expected to contribute to the project management body of knowledge through superior
understanding of project management practices. See Appendix A for a course
breakdown and links to this thesis.
The structure of the DPM, as depicted in Figure 1.1, illustrates the course work as well
as the reflective learning that occur from each course. These reflective learning courses
give the candidate the occasion to reflect on the course work as well as his or her
experience in the environment and assimilate the two together. Having spent over
twenty five years in the project management field working on a number of very diverse
projects, the reflective learning gave the author the time to pull together relevant rich
tacit knowledge from my organization and industry. It also facilitated an increased
understanding of the underlying value systems and norms in North America and then
tied that back to each learning module. Each module builds and gives input into the
overall research thesis.
[attachment=30179]
Introduction
This chapter contains a summary of the subject of discussion and outlines the scope of
the thesis. The chapter comprises the research background and rationale for the
research. The main focus of this study is to examine the nature of adjudicating an illdefined
problem from a system development and project management perspective and
the associated successful transfer of knowledge associated with project requirements.
The research explores key project management, systems analysis and design, agile
software development and knowledge management methodologies in this context to
enhance the successful movement of information. In addition, the chapter discusses the
research problem statement and then continues with the research question, proposition,
scope and objectives. The chapter concludes with the research aims, design, research
methods, theoretical framework, limits of the research, and closing with the thesis
structure.
The Doctorate of Project Management Program
The Doctor of Project Management (DPM) is a research based doctorial program
undertaken at the Royal Melbourne Institute of Technology (RMIT) School of
Property, Construction and Project Management located in Melbourne, Australia. The
program includes four compulsory courses that contribute to shaping potential research
topics:
• Project Management Theory and Practice Knowledge Management and
Innovation
• Project Management Leadership (centred around business strategy as a
program/project driver, stakeholder engagement, organizational forms, impact
of national/organizational culture, and leading versus managing)
• Project Management Procurement and Ethics (creating value through ethical
and sustainable project delivery, value chains, project delivery forms, and
benefits management)
• One elective course
The DPM is a combination of 33% coursework and 67% research that is conducted in
the workplace of the DPM candidate. After successfully completing the course work,
that includes research and the publishing of a number of articles in academic journals
and other project management forums, the candidate then focuses on the thesis problem
statement. The research exercise in this thesis was observed, evaluated and completed
in the actual work environment of the author. The DPM requires deep interaction with
current project management practices, tools, techniques and methodologies, and it is
expected to contribute to the project management body of knowledge through superior
understanding of project management practices. See Appendix A for a course
breakdown and links to this thesis.
The structure of the DPM, as depicted in Figure 1.1, illustrates the course work as well
as the reflective learning that occur from each course. These reflective learning courses
give the candidate the occasion to reflect on the course work as well as his or her
experience in the environment and assimilate the two together. Having spent over
twenty five years in the project management field working on a number of very diverse
projects, the reflective learning gave the author the time to pull together relevant rich
tacit knowledge from my organization and industry. It also facilitated an increased
understanding of the underlying value systems and norms in North America and then
tied that back to each learning module. Each module builds and gives input into the
overall research thesis.