Although effective project management is critical to the success of information technology (IT) projects, little empirical research has investigated skill requirements for IT project managers (PMs). This study addressed this gap by asking 19 practicing IT PMs to describe the skills that successful IT PMs exhibit. A semi-structured interview method known as the repertory grid (RepGrid) technique was used to elicit these skills. Nine skill categories emerged: client management, communication, general management, leadership, personal integrity, planning and control, problem solving, systems development and team development. Our study complements existing research by providing a richer understanding of several skills that were narrowly defined (client management, planning and control, and problem solving) and by introducing two new skill categories that had not been previously discussed (personal integrity and team development). Analysis of the individual RepGrids revealed four distinct ways in which study participants combined skill categories to form archetypes of effective IT PMs. We describe these four IT PM archetypes -General Manager, Problem Solver, Client Representative and Balanced Manager -and discuss how this knowledge can be useful for practitioners, researchers and educators. The paper concludes with suggestions for future research.

Software organizations increasingly face contradictory strategic choices as they develop customized and packaged solutions for the market. They need to improve efficiency of development processes while at the same time adapting to emerging customer needs; they need to exploit software products in relation to existing customers while simultaneously exploring new technology and market opportunities; and, they need to consider both incremental and radical innovations. While the integration of such opposing strategies requires software organizations to become ambidextrous, there is limited actionable advice on how managers can develop such capability. Against this backdrop, we report from a two-year action research study into a small software firm, TelSoft. Based on Pettigrew's contextualist inquiry, we develop a framework that integrates existing theory on contextual ambidexterity with a generic process for improving software organizations, and we apply this framework to analyze how TelSoft improved its coordination of products, projects, and innovation efforts. As a result, we offer principles for how software managers can build ambidextrous capability to improve firm-level coordination.

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

While research has shown that investments in IT capability may translate into improved firm performance, how and why they do is still a source of debate. Drawing on financial options thinking, recent research suggests that managers can support appropriate investment decisions by examining digital options. However, current research has not effectively translated the financial options construct into the IT domain, which makes it difficult to rigorously examine digital options. To address this void, we revisit general options theory and review current notions of digital options. To support understanding, we extend current theorizing by offering a rigorous conceptual foundation that defines the digital option lifecycle and relationships to neighboring constructs. To support practice, we present principles for examining digital options for a specific business process. To illustrate the detailed workings of the theory, we examine a production planning process in the dairy industry to arrive at a set of desirable and feasible IT capability investments. Our proposed theory supports managerial practice by offering a rigorous and actionable foundation for digital options thinking. It also sets an agenda for academic research by articulating theory-based constructs and principles that are subject to further empirical and theoretical investigation.