The Role of Subproject Task-Specific Attributes in Managing Enterprise-Wide Projects

Realizing that different types of projects require different styles of management is becoming part of the mainstream theory and practice in project management. This paper addresses the question of whether the same notion is also applicable to the subproject level, and how. We suggest that a project’s building blocks exhibit unique characteristics with respect to two major dimensions: Challenge (or difficulty) and vitality (or importance). Specifically, we add to the critical path and critical chain project management concepts a critical component—a unit at the sub-project level that is exceptionally risky to a project’s success. We lay out the conceptual framework in which critical component is embedded and demonstrate the theoretical and managerial aspects of contingency at the subproject level by analyzing three case studies

Conceptual Model-Based Systems Biology: Mapping Knowledge and Discovering Gaps in the mRNA Transcription Cycle

We propose a Conceptual Model-based Systems Biology framework for qualitative modeling, executing, and eliciting knowledge gaps in molecular biology systems. The framework is an adaptation of Object-Process Methodology (OPM), a graphical and textual executable modeling language. OPM enables concurrent representation of the system's structure—the objects that comprise the system, and behavior—how processes transform objects over time. Applying a top-down approach of recursively zooming into processes, we model a case in point—the mRNA transcription cycle. Starting with this high level cell function, we model increasingly detailed processes along with participating objects. Our modeling approach is capable of modeling molecular processes such as complex formation, localization and trafficking, molecular binding, enzymatic stimulation, and environmental intervention. At the lowest level, similar to the Gene Ontology, all biological processes boil down to three basic molecular functions: catalysis, binding/dissociation, and transporting. During modeling and execution of the mRNA transcription model, we discovered knowledge gaps, which we present and classify into various types. We also show how model execution enhances a coherent model construction. Identification and pinpointing knowledge gaps is an important feature of the framework, as it suggests where research should focus and whether conjectures about uncertain mechanisms fit into the already verified model

Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course

Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help predict the system’s behavior, outcomes, and in the case of human-made artifacts, the value to its beneficiaries. Conceptual modeling involves the simultaneous visual and textual representation of one’s ideas about a phenomenon or system in science or engineering. The qualitative study described here aimed to examine the effect of an online interdisciplinary asynchronous course on the development of systems thinking and conceptual modeling skills among pre- and in-service science and engineering teachers. Engaging in a qualitative case study with an exploratory orientation, we investigated how science and engineering teachers and teacher educators coped with (a) online learning of conceptual modeling and systems thinking using Object-Process Methodology in a food and sustainability context, and (b) developing an online assignment for teaching those skills to their students and assessing them. Research tools included the online assignment that the participants developed, dedicated rubrics for analyzing their assignments, accounting for use of modeling, media, visualization, micro–macro-process scientific understanding levels, and a mix of closed- and open-ended questions. Additionally, the participants’ reflections were analyzed to characterize their sense of self-efficacy and academic progression. We characterize five teacher-developed assignment cases along with the related teachers’ reflections, which exposed the benefits they had gained from the online course, as well as the systems thinking and modeling challenges they had faced. Analysis of the effect of the course with emphasis on the final task reveals that this approach is effective for developing the systems thinking and modeling skills of the teachers and serves as a catalyst for their professional development. The study offers a methodological contribution by providing a basis for evaluating teachers’ assessment knowledge and skills using a six attributes rubric

Conceptual Modeling of mRNA Decay Provokes New Hypotheses

Biologists are required to integrate large amounts of data to construct a working model of the system under investigation. This model is often informal and stored mentally or textually, making it prone to contain undetected inconsistencies, inaccuracies, or even contradictions, not much less than a representation in free natural language. Using Object-Process Methodology (OPM), a formal yet visual and humanly accessible conceptual modeling language, we have created an executable working model of the mRNA decay process in Saccharomyces cerevisiae, as well as the import of its components to the nucleus following mRNA decay. We show how our model, which incorporates knowledge from 43 articles, can reproduce outcomes that match the experimental findings, evaluate hypotheses, and predict new possible outcomes. Moreover, we were able to analyze the effects of the mRNA decay model perturbations related to gene and interaction deletions, and predict the nuclear import of certain decay factors, which we then verified experimentally. In particular, we verified experimentally the hypothesis that Rpb4p, Lsm1p, and Pan2p remain bound to the RNA 3′-untralslated region during the entire process of the 5′ to 3′ degradation of the RNA open reading frame. The model has also highlighted erroneous hypotheses that indeed were not in line with the experimental outcomes. Beyond the scientific value of these specific findings, this work demonstrates the value of the conceptual model as an in silico vehicle for hypotheses generation and testing, which can reinforce, and often even replace, risky, costlier wet lab experiments

A Software System Development Life Cycle Model for Improved Stakeholders’ Communication and Collaboration

Software vendors and entrepreneurs, who try to introduce an innovative software product to a specific organization or an entire market, enter a long and tedious process. During this process, the market and various organizations evaluate the product from different perspectives, such as software robustness, manufacturer reliability, and corporate need for the product. The vendors and entrepreneurs engaged in this process encounter decision crossroads for which no relevant guidance exists in the literature. The research closely monitored the processes associated with the introduction and assimilation of an innovative off-the-shelf (OTS) software product into five different organizations in different vertical market segments. Observations were carried out to assess organizational and marketing processes and to document and analyze what the software product undergoes before it is accepted for acquisition or full implementation within the organization. The research outcomes offer a unified, collaborative multi-tier System Development Life Cycle (SDLC) framework and methodology for packaged OTS software products that greatly improves communication and collaboration among the stakeholders. Each tier addresses a different force or stakeholder involved in the software market: vendor, customer, consultants and integrators. All stakeholders refer to the same time-line thus; tasks of various stakeholders are streamlined. Adherence to the unified time-line brings about an increased amount of stakeholder interaction, communication and collaboration. Newly found tasks that improve communication and collaboration among stakeholders include (1) offering of the OTS software product together with personnel as a bundle, (2) an improvisation-intensive iterative task of weaving potential customers’ requirements into the prototype, and (3) a third sale milestone, representing the successful diffusion of the product. The significance of this interdisciplinary research stems from its unique position at a crossroad between software engineering, marketing, and business administration, which has not yet been sufficiently explored or cultivated