An examination of assistant professors’ project management practices

Abstract

Purpose– The purpose of this research was to identify factors that influence the use of project management in higher education research projects by investigating the project management practices of assistant professors. Design/methodology/approach – Using a grounded theory approach that included in‐depth, semi‐structured interviews with 22 assistant professors across 13 US states, this study uncovered how participants used project management processes and tools and factors that enabled, motivated, and/or inhibited the use of project management in research projects. Findings – From the nearly 200 codes that were documented, 11 major categories emerged that led to the development of a grounded theory appropriate for participants of this study. Research limitations/implications – The primary limitation of this study was the sampling strategy (purposive and convenience sampling), which may limit broad generalizability. To ensure that the sampling strategy enabled a grounded theory to emerge from the data, theoretical sampling was used. Additional research is needed to describe the experiences of professors in other disciplines as well as others who are directly involved in research projects. Originality/value – While a single study of this topic cannot provide a universal basis for explaining how project management is used in higher education, this study suggests that there are several ways that professors and universities can increase the likelihood of research project success. Training in project management, broader and deeper research support services, and systematic processes to engage assistant professors in research support services are three recommendations for improving how professors manage their research projects.

Citation

Atkinson Alpert, S. and Hartshorne, R. (2013), "An examination of assistant professors’ project management practices", International Journal of Educational Management, Vol. 27 No. 5, pp. 541-554. https://doi.org/10.1108/IJEM-1-2012-0023