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This paper puts forth the somewhat controversial position that what is needed to improve project management in practice is not more research on what should be done or the frequency and/or use of traditional project management practices. We argue that while a great deal is written about traditional project management we know very little about the ''actuality'' of project based working and management. This paper formulates a research approach that takes seriously practitioner's lived experience of projects. We explore the ontological, epistemological and methodological assumptions underlying this kind of research and provide examples of some project management research originating from this perspective. We conclude by summarizing the findings from these studies and providing insights into the map ahead for future such research. In this kind of work the attention is refocused on praxis, on context-dependent judgement, on situational ethics and on reflexivity which enables social actors to see how power actually functions in context.

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This paper discusses the possibilities that a qualitative research approach grounded in critical interpretative perspectives of phronetic social science can offer an alternative way of understanding and talking about the practice of project management. Such an approach implies a combination of practical philosophical considerations and concrete empirical analysis of lived experiences and social processes in concrete project settings. Two important issues are addressed: the complex process of this kind of qualitative research, and the nature and practical usefulness of its outcomes. First, the interconnectedness of a number of elements in the process of management research (the focus of inquiry, theoretical tradition used to define the research question, methodological approach to research design, and data collection and interpretation method) is presented as a holistic framework, which is then used to discuss the implications of deploying interpretative and critical methodologies in researching project management practice, skills, and competencies. By providing examples of both the process and outcomes from an illustrative research study, the paper illuminates how the chosen, phronesis-centered approach underpinned by the concepts of “pragmatic epistemology” and “cooperative enquiry” can generate new insights into project managers’ daily coping with the complexity of projects. Further commentary is then provided on how the mainstream, normative prescriptions regarding individual skills and competencies could be combined with the alternative ones that promote intuition, judgment, and social and political virtuosity in local contexts, and integrated to enhance the existing project management training and development schemes.

This paper provides avenues for a broader engagement with the conceptual considerations of projects and project management with the aim of creating new possibilities for thinking about, researching, and developing our understanding of the field as practiced. Attention is drawn to the legacy of conventional but deeply rooted mainstream approaches to studying projects and project management, and implications of the specific underpinning intellectual tradition for recommendations proposed to organisational members as best practice project management. The identified concerns and limitations are discussed in the context of project management evolution where taken-for-granted advantages of project management as a disciplined effective methodology and its popularity are reexamined. The paper sheds light on a variety of voices from both scholarly and practitioner communities that have attempted to respond to this paradox and move the field forward. Taking issue with conventional labels of project success or failure, and drawing attention to alternative theoretical and methodological propositions, the argument turns toward critical management studies, outlining the implications of this intellectual tradition for studies of projects, project management, project performance, and individual skills and competencies to cope with social arrangements labelled "projects." Keywords: project management theory; project management methodology; research and development ®2oo6 by the Project Management Institute Vol. 37, No. 3,111-122, ISSN 8756-9728/03 AUGUST 2006 PROJECT MANAGEMENT JOURNAL "3SVETLANA CICMIL, BSc (Civ. EngO, MBA, PhD, is the head of research in operations and information management and director of MBA Programmes at Bristol Business School, University of the West of England, U.K. She has an extensive international teaching, consultancy and industrial experience in the field of project management. Svetlana's specific research interests lie in the areas of complexity theory and sociology of project based work, project management education, and the development of project management skills, competencies, and knowledge. She is also interested in the global aspects of management education, and the international transfer of management knowledge. Svetlana is actively involved in Project Management Research Networks, regularly speaks at conferences and has published widely. Recent articles written by Svetlana have appeared in International lourr^al of Project Management, Building Research and Information, and Intemational Journal of Diversity in Organisations, Communities, and Nations. In collaboration with Dr. Hodgson, Svetlana published an influential book Making Projects Critical (Palgrave), drawing on a series of distinctive workshops with the same name with contributions from a range of international researchers. HODGSON BA (HONS), MA, PhD is senior lecturer in organisational analysis at Manchester Business School, University of Manchester. His key research theme at present is the phenomenon of projects in work organisati...

In this paper, we explore the standardization of contemporary management knowledge, focusing in particular upon the role of 'standards' in creating and reifying 'organizational objects', with powerful consequences and with often unrecognized ethical implications. It is our argument that modernist beliefs in 'general, abstract and timeless ideas' (Brunsson et al., 2000, p. 173), enshrined in a universal and abstract rationality, results in the marginalization of more reflexive forms of rationality and the suppression of autonomy, creativity and discretion in organizations. To investigate the consequences of standardization, we take as the focus of our analysis a specific management model which has a significant and growing impact on many sectors of contemporary industry; that of project management. Drawing on the work of Timmermans and Berg (1997), Bowker and Star (1999) and Brunsson et al. (2000), we draw attention to the reification of the object of management; in this case, the project itself, as a transhistorical, 'real world' object. By tracing efforts to establish and institutionalize 'standards' in this and other fields of management, in particular through the creation and dissemination of a universal 'body of knowledge' for this field, we draw attention to the political and moral significance of the 'blackboxing' of knowledge. It is our broader intention here to help to denaturalize this organizational object, to legitimize other modes of knowledge and practice in the field, and thereby to reopen debate in this and other arenas of standardization.

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