More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.

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The literature is rich with studies addressing stress effects on In Vitro Fertilisation (IVF) outcomes. Debate continues regarding whether there is a cause-and-effect relationship, or merely a correlation, between stress and IVF failure. While several studies have addressed coping mechanisms used by couples undergoing IVF, and the effects of coping mechanisms used at three points within an IVF cycle, the author found no study that presented a programme for women to deal with stress before, during and after IVF cycles. Based on evidence from practice, the author devised a five-phased psychotherapy and hypnotherapy protocol (“IVF-Assist”). This qualitative study provides insights from the narratives of eight ‘difficult case’ women who underwent that programme, including one who found she would never be able to carry to term. The narratives of both the seven participants who fell pregnant and the one who was unable to carry to term inform future psychotherapy interventions to assist women better address stress effects that could affect IVF outcomes.

An area of interest for project participants is one's career. It may be as simple as looking for the next consulting contract in the Gig Economy, taking training, or thinking about the next 5-10 years to accommodate planned changes such as semi-retirement. The literature hints that project participants who take a sustainable approach to career management may enjoy better outcomes. We look at the sustainable project-oriented career concept and propose key error messages that signal career risks, such as the absence of substantial training or education within the past ten years. We examine the sustainable project-oriented career framework within the Gig Economy, including the need for periodic renewal through education and training. We review key innovations in education and training that project participants can leverage to improve career sustainability. This paper combines emerging theory with practical advice to develop sustainable project-oriented careers and to thrive in the Gig Economy and beyond.

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