Muath Abu Arqoub, Amir Naser Ghanbaripour, Craig Langston and Greg Skulmoski
This research aims to develop and test a model for measuring end-user satisfaction (EUS) in a practical manner and then statistically verify its reliability and validity.
Abstract
Purpose
This research aims to develop and test a model for measuring end-user satisfaction (EUS) in a practical manner and then statistically verify its reliability and validity.
Design/methodology/approach
A comprehensive list of attributes using extensive literature review, focus group and brainstorming meetings were used to create a set of attributes for the model. These attributes were then used in a survey among the end-users (N = 687) of seven case studies with different characteristics (type, size and location) to assess the reliability and validity of the model. The statistical methods included reliability tests (Cronbach's alpha), confirmatory factor analysis (CFA) and correlation analysis), canonical discriminant analysis (CDA), item response theory (IRT) and model specification tests.
Findings
EUS must be quantified before determining a project's overall performance. The analysis of repeatability and consistency (reliability and validity) performed on case studies (data collected from the end-users) strongly suggests that the EUS model is robust for a range of project types.
Originality/value
Although many studies have proposed customer satisfaction models in the project success context, research on quantitative measurement tools is scarce. The paper departs from past research and develops and validates a new EUS model independent of project characteristics (while the study's limitations are acknowledged).
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Amir Naser Ghanbaripour, Craig Langston, Roksana Jahan Tumpa and Greg Skulmoski
Despite considerable research on the subject, there is still some misunderstanding about what characterizes successful project delivery in construction projects. Evaluating…
Abstract
Purpose
Despite considerable research on the subject, there is still some misunderstanding about what characterizes successful project delivery in construction projects. Evaluating project delivery success is crucial for organizations since it enables them to prepare for future growth through more effective project management mechanisms and rank the organization's projects for continuous improvement. There is considerable disagreement over a set of success criteria that can be applied to all kinds of projects when evaluating project delivery success, making it a complicated procedure for practitioners and scholars. This research seeks to alleviate the problem by validating and testing a systematic project delivery success model (3D integration model) in the Australian construction industry. The aim is to establish a dependable approach built upon prior research and reliable in evaluating delivery success for any project type.
Design/methodology/approach
Based on a novel project delivery success model, this research applies a case study methodology to analyse 40 construction projects undertaken by a single Australian project management consultancy. The research utilizes a mixed-method research approach and triangulates three sets of data. First, the project delivery success (PDS) scores of the projects are calculated by the model. Second, a qualitative analysis targeting the performance of the same projects using a different system called the performance assessment review (PAR) scores was obtained. These culminate in two sets of ranking. The third step seeks validation of results from the head of the partnering organization that has undertaken the projects.
Findings
The findings of this study indicate that the 3D integration model is accurate and reliable in measuring the success of project delivery in construction projects of various sizes, locations and durations. While the model uses six key performance indicators (KPIs) to measure delivery success, it is evident that three of these may significantly improve the likelihood of PDS: value, speed and impact. Project managers should focus on these priority aspects of performance to generate better results.
Research limitations/implications
Restrictions inherent to the case study approach are identified for this mixed-method multiple-case study research. There is a limitation on the sample size in this study. Despite the researcher's best efforts, no other firm was willing to share such essential data; therefore, only 40 case studies could be analysed. Nonetheless, the number of case studies met the literature's requirements for adequate units for multiple-case research. This research only looked at Australian construction projects. Thus, the conclusions may not seem applicable to other countries or industries. The authors investigated testing the PDS in the construction sector. It can assist in improving efficiency and resource optimization in this area. Nonetheless, the same technique may be used to analyse and rank the success of non-construction projects.
Originality/value
Despite the research conducted previously on the PDS of construction projects, there is still confusion among researchers and practitioners about what constitutes a successful project delivery. Although several studies have attempted to address this confusion, no consensus on consistent performance metrics or a practical project success model has been formed. More importantly, (1) the ability to measure success across multiple project types, (2) the use of triple bottom line (TBL) to incorporate sustainability in evaluating delivery success and (3) the use of a complexity measurement tool to adjust delivery success scores set the 3D integration model apart from others.
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Mohammed B. Lahkim, Gregory J. Skulmoski and Russel E. Bruhn
This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical…
Abstract
This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.