ABSTRACT
The project – a piece of work with defined goals, process, start and end points – has long been an essential item in the academic developer’s toolkit. Irrespective of changes to external funding for them, projects should remain a mainstay. However, we cannot rely on traditional project methodologies. In particular, we must ensure that the project is conceived and undertaken as a change process rather than as an isolated event, and that outcomes and outputs are integrated into learning environments. This means changing the ways we conceptualise, plan and then run projects. We use examples of recent and current projects from two national contexts, Canada and the UK.
