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.

Based upon an empirical study of CSR policy and practices across a number of multinational companies, we explore some of the underlying reasons why CSR reporting seems to have a low impact on business decision making and, through a validated framework linking CSR to business and social outcomes, we make recommendations for change.

Continuing professional development (CPD) is costly in terms of both organizational resources and personal time and effort. It forms an important part of the strategy for modernizing the health service and is an expectation of qualified nurses. There is little evidence to demonstrate the impact of CPD in terms of improved patient care and services. A small pilot study was undertaken. A group of intensive therapy unit (ITU) managers developed a goal attainment scale (GAS) to evaluate the impact of an ITU course. Results suggest that the ITU course did make a difference to the development of ITU nurses, but the nurses who did not take the course also developed. This has implications for service providers and educationalists in terms of expectations, timing and content of courses. The GAS was a useful tool as an approach to evaluating the impact of CPD but requires more rigorous testing before it can be described as reliable and valid.