PurposeThis paper aims to examine the use of project management practices in small high‐technology firms and to identify what contributes to project success.Design/methodology/approachThe results presented in this paper are based on a survey of Irish high‐technology small‐to medium‐sized enterprises (SMEs). A questionnaire was distributed to over 200 organisations via e‐mail and a response rate of 20 per cent was achieved.FindingsResults suggest that the existence of a project manager and the use of project planning significantly contribute to project success. Control for projects resides primarily with owner‐managers and achieving quality standards is a significant success criterion. Additionally, having clear goals/objectives and top management support are identified as the most important success factors in the firms surveyed.Research limitations/implicationsThis paper presents the findings of an initial investigation into the management of projects within SMEs. The study has been limited by the number of respondents and also by the use of a survey as a research instrument. Further research to develop a deeper understanding of how projects are managed in SMEs and how project success can be improved would require a more varied research methodology.Practical implicationsFindings suggest that project management tools and techniques are being used to a limited extent by high‐technology SMEs. Analysis suggests that the employment of a project manager and the implementation of project planning techniques are likely to contribute to the overall success of projects. SMEs also strongly believe that past experiences are a vital factor in implementing effective management procedures and determining future success.Originality/valueWhile most research into the use of project management has concentrated on practices within large firms, there has been a lack of investigation into project management in small firms as addressed by this paper.

Abstract

Traditional education has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies (ICT

Abstracte-Learning has opened a multitude of possibilities for teaching and learning. As the market matures there is a demand for more effective and cost-efficient learning interventions that meet the learning needs of the diverse learner population. Currently, however, very few teaching attempts have been made to match the pedagogical styles underlying e-Learning interventions to students' diverse learning styles. Information and communication technologies can provide a variety of ways for adapting learning environments to students learning styles, although they are not often used to their full potential.In the Global Campus (GC) project at Middlesex University, we studied the differences in the learning styles of our distance and classroom students. We then examined the electronic learning resources and underlying pedagogical approach to establish how effectively they accommodate the diverse learning styles of the students. Finally, we proposed some measures to improve the elearning environment in a way that matches the students' learning styles more effectively.

Interest in delivering training, especially via innovative methods (m-learning), has received increasing attention over the past decade [12]. While many believe that there is a global market for m-learning programmes (especially using English), very few have much experience outside of their home market. Although there is considerable work on cross cultural aspects [9], there are few studies that consider how different cultural groups perceive training requirements. The current work is an exploratory study designed to investigate what Eastern participants feel are important aspects of training: communication; student support; design issues; and working with learning environments. The discussion centers on essential elements to be considered during, and for the development of, an m-learning or blended training programmes, across cultures.