In this study, the authors used qualitative techniques to look for reoccurring themes related to 87 project managers' responses to interview questions associated with entry into the field of project management and career progression. The study found that despite the efforts of higher education, professional associations, and their professional development and certifications, the project management remains a destination by accident. Professional project managers do not intend to be project managers but "fall into" the profession. This study provides a conceptual framework for project manager career trajectory that has implications for project management training and mentoring and contributes to the growing literature on the accidental profession.

In this paper, we examined managers' leadership behavior when working on a simulated team project regarding task-oriented versus relationship-oriented leadership behavior to effectively achieve successful project completion. Managers attending an advanced project management development program responded to the Fielder Leadership Behavior Style Self-Assessment, which is a useful framework to determine task-oriented versus relationship-oriented leadership behavioral styles. The degree of task-oriented versus relationshiporiented leadership behavior styles was assessed to determine the approach taken by the managers for achieving successful project completion. A Pearson's chi-square test was conducted to determine whether the observed values were significantly different from an expected value of five. The findings can contribute to better understanding the leadership styles, which characterize project management accomplishment. stakeholders' expectations. To accomplish project completion success, project managers must have a good understanding of how to apply the tools and techniques of quality project management (Anderson, 1992; PmBOK, 2017). However, project management is more than applying the technical skills of doing the project work by using specific knowledge, methods, and techniques, such as planning, scheduling, budgeting, and computing, and working with numbers, templates, charts, and graphs. Crucially, project managers, project managers must lead the project team members, interact efficiently, and influence other stakeholders (Hardy-Vallee, 2012; Kumar, 2009). Therefore, there is a wide range of interpersonal skills that a project manager must develop and learn to use at the appropriate time; these skills include leadership, communication, organization, team-building, coping, risk management, conflict, planning, administration, resource allocation, and change management skills

The project manager is key to the success of any project. But the path to becoming a successful project manager is ill defined. In this study, the authors analyzed interview results of 87 project managers' responses to questions associated with entry into the field, career progression, and advice for the new project manager, seeking to better understand practicing project manager career progression. Qualitative analysis techniques were used to identify recurring themes from the interview summaries. The themes and the resulting conceptual framework provide evidence that supports the development of successful project manager career path. Further, the results suggest individual project management competencies in soft skills as a key enabler of project execution.

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End-of course evaluations have been frequently used to assess teaching effectiveness and influence critical decisions about faculty contract renewal, future course assignment, tenure and promotion in higher education. This quantitative study sought to determine whether there are differences in student perceptions of faculty performance based on gender or faculty status (full-time vs. adjunct) in an online higher education environment. It also sought to answer these questions: 1) Do adjunct faculty tend to grade more leniently than full time faculty, and as such, do adjunct faculty receive higher evaluation ratings than full time faculty, who may be more stringent in grading? 2) Do student evaluation scores differ depending on the course being evaluated? 3) Does gender or faculty status impact student response rates? Survey responses from a total of 683 sections associated with 24 courses were analyzed from the March 2018 to January 2019 timeframe. Due to the broad range of class sizes and differences between faculty characteristics, the variances for each comparison sample were observed to be significantly different using Levene's test for equal variances. Thus, the Mann-Whitney test for two variables and the Kruskal-Wallis test for evaluation of significant difference between more than two variables were used on the data. While other literature and personal anecdotes may indicate that gender bias exists, this study did not indicate that gender bias is occurring in online higher education courses taught for the time period studied, suggesting gender neutrality.