A journey towards becoming a systemic practitioner: becoming a project manager and an educationalist

2.50
Hdl Handle:
http://hdl.handle.net/10547/337220
Title:
A journey towards becoming a systemic practitioner: becoming a project manager and an educationalist
Authors:
Cammack, Ian Joseph
Abstract:
This thesis is a systemic examination of my practice as an educator specialising in the development of early career project managers. This inquiry is conducted through an internal inquiry into my living theory and an externally focussed inquiry into the journey that the early career project managers take to becoming a project manager. Four broad foci of my living theory are identified, ‘Soft Systems Methodology’, ‘Action Learning’, ‘Reflective Practice’ and ‘Systemic Practice’. These are discussed in order to consciously consider the foundations of my practice and to identify areas where the practice has been eroded through familiarity and developed through innovation. The external inquiry draws on three sources of qualitative data. The first two sources of data explore the experiences of students enrolled on the MSc in Project Management at Lancaster University during an action learning project. These two sources are an analysis of ‘word clouds’ and ‘critical incidents‘ presented in the dissertations that reflect on these projects. The third source of data is a series of interviews held with alumni of the MSc in Project Management at Lancaster University. These two areas of inquiry combine to present a framework for project management practitioner education that comprises of three broad areas of development. These areas of development align to the ‘ways of knowing’, ‘ways of doing’ and ‘ways of being’. The ways of knowing zone is made up of the development of a systematic approach to project management. This zone is complemented by the ‘ways of doing’ that looks at the development of this systematic perspective through the development of a range of analytical and social skills. It is suggested that systemic eloquence may be gained by enhancing the ‘ways of knowing’ and ‘ways of doing’ with a systemic perspective that encompasses relational dispositions to the practice of project management. This relational disposition covers the ways in which project managers learn to understand the dynamics of the problem situations that they co-create with their stakeholders. Furthermore, it is noted that the development of project management practitioners should be facilitated through their experience in the practice of projects. This ‘hands on’ engagement combined with an approach to self-development founded on reflective practice helps to develop people capable of delivering projects rather than talking about the delivery of projects.
Citation:
Cammack, I.J. (2013) 'A journey towards becoming a systemic practitioner: becoming a project manager and an educationalist'. PhD thesis. University of Bedfordshire.
Publisher:
University of Bedfordshire
Issue Date:
Jan-2013
URI:
http://hdl.handle.net/10547/337220
Type:
Thesis or dissertation
Language:
en
Description:
A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Professional Doctorate in Systemic Practice
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorCammack, Ian Josephen
dc.date.accessioned2014-12-16T12:58:58Z-
dc.date.available2014-12-16T12:58:58Z-
dc.date.issued2013-01-
dc.identifier.citationCammack, I.J. (2013) 'A journey towards becoming a systemic practitioner: becoming a project manager and an educationalist'. PhD thesis. University of Bedfordshire.en
dc.identifier.urihttp://hdl.handle.net/10547/337220-
dc.descriptionA thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Professional Doctorate in Systemic Practiceen
dc.description.abstractThis thesis is a systemic examination of my practice as an educator specialising in the development of early career project managers. This inquiry is conducted through an internal inquiry into my living theory and an externally focussed inquiry into the journey that the early career project managers take to becoming a project manager. Four broad foci of my living theory are identified, ‘Soft Systems Methodology’, ‘Action Learning’, ‘Reflective Practice’ and ‘Systemic Practice’. These are discussed in order to consciously consider the foundations of my practice and to identify areas where the practice has been eroded through familiarity and developed through innovation. The external inquiry draws on three sources of qualitative data. The first two sources of data explore the experiences of students enrolled on the MSc in Project Management at Lancaster University during an action learning project. These two sources are an analysis of ‘word clouds’ and ‘critical incidents‘ presented in the dissertations that reflect on these projects. The third source of data is a series of interviews held with alumni of the MSc in Project Management at Lancaster University. These two areas of inquiry combine to present a framework for project management practitioner education that comprises of three broad areas of development. These areas of development align to the ‘ways of knowing’, ‘ways of doing’ and ‘ways of being’. The ways of knowing zone is made up of the development of a systematic approach to project management. This zone is complemented by the ‘ways of doing’ that looks at the development of this systematic perspective through the development of a range of analytical and social skills. It is suggested that systemic eloquence may be gained by enhancing the ‘ways of knowing’ and ‘ways of doing’ with a systemic perspective that encompasses relational dispositions to the practice of project management. This relational disposition covers the ways in which project managers learn to understand the dynamics of the problem situations that they co-create with their stakeholders. Furthermore, it is noted that the development of project management practitioners should be facilitated through their experience in the practice of projects. This ‘hands on’ engagement combined with an approach to self-development founded on reflective practice helps to develop people capable of delivering projects rather than talking about the delivery of projects.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectN213 Project Managementen
dc.subjectsystemic practiceen
dc.subjectproject managementen
dc.subjectearly careeren
dc.titleA journey towards becoming a systemic practitioner: becoming a project manager and an educationalisten
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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