Exploring Leadership Styles in Software Development Projects

Successful software development projects depend, among other things, on their project manager’s leadership capabilities. This paper analyzes how specific leadership styles of IT project managers contributed to the success of a large IT project realized by an IT service provider in India. We conducted an interpretive case study following the principles of the Grounded Theory Methodology to explore whether there are special leadership characteristics in a software development project in a typical offshore context in India, and their potential contribution to IT project success. The core concept of leadership as a key management issue emerged from the interpretive approach of our study, with ‘collaborative leadership’ and ‘directive leadership’ as the two most relevant characteristics of the IT project managers. We show how the use and the right balance of these two leadership styles help in overcoming the problems induced by different quality expectations between client and vendor. We also show why IT expertise is important to execute these two primary leadership styles, and how IT leadership contributes to the successful management of large software development projects

Evaluation of team dynamic in Norwegian projects for IT students

The need for teaching realistic software development in project courses has increased in a global scale. It has always been challenges in cooperating fast-changing software technologies, development methodologies and teamwork. Moreover, such project courses need to be designed in the connection to existing theoretical courses. We performed a large-scale research on student performance in Software Engineering projects in Norwegian universities. This paper investigates four aspects of team dynamics, which are team reflection, leadership, decision making and task assignment in order to improve student learning. Data was collected from student projects in 4 years at two universities. We found that some leader's characteristics are perceived differently for female and male leaders, including the perception of leaders as skilful workers or visionaries. Leadership is still a challenging aspect to teach, and assigned leadership is probably not the best way to learn. Students is are performing well in task review, however, needs support while performing task assignment. The result also suggests that task management to be done in more fine-grained levels. It is also important to maintain an open and active discussion to facilitate effective group decision makings

Enhancing project-related behavioral competence in education

The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Business school techspectations Technology in the daily lives and educational experiences of business students

Business School Techspectations is the second in a series of reports based on research by the DCU Leadership, Innovation and Knowledge Research Centre (LInK) at DCU Business School. With its roots in an Irish business school, it is no surprise that LInK’s mission is to strengthen the competitiveness, productivity, innovation and entrepreneurial capacity of the Irish economy. Ireland’s next generation transformation will be enabled by information and communication technologies (ICT) and digital participation by members of Irish society. As a university research centre we have an important role to play in supporting education, industry and government to accelerate this transformation

Making Disciples: The Effects of Technology Integration Coaching

This paper describes a pilot study of collegial coaching for technology integration at two private Christian schools. Two students nearing completion of a Master’s in Education in Curriculum and Instruction with a Specialization in Instructional Technology each coached three fellow teachers, self-described as digital immigrants, to integrate technology into their teaching. The coaches spent an average of 15 hours per teacher brainstorming, teaching, and facilitating technology integration. Information obtained from a variety of data sources (interviews, a post-coaching questionnaire, a focus group, and analyses of journals kept by both coaches and coached teachers) revealed the positive effects of their collegial coaching and suggested ideas for optimizing coaching for technology integration