3The IPQMS and Case
Histories
The East-West Center initiate an intensive international team stu y in 1975
to evelop a new approach to project management e ucation an training.
The man ate to the team was to pro uce a new generation of managers who
woul have the analytical skills to ensure cost effectiveness an total uality
in all projects in both public an private sectors. A primary objective of the
strategy was to esign a curriculum that woul view planning, esign, imple-
mentation, an evaluation as integral parts of the total process.
3.1 IPQMS PROTOTYPE CURRICULUM
In September 1976, the project team convene at the East-West Center to
present an iscuss curriculum evelopment progress reports. It was agree
that the concept of a prototype curriculum was necessary  a curriculum
that coul be a apte to both training an e ucational programs. It was
further agree that the curriculum woul inclu e policy issues relate to
evelopment projects. A timetable of nine months was establishe to com-
plete the following materials:
" A syllabus an course outline for a 15- or 16-week curriculum that
coul be a apte to both aca emic courses an training programs.
" I entification of selecte rea ings on each task of the integrate
project cycle.
" A portfolio of five or six case stu ies of evelopment projects to
be researche an written in the context of the integrate project
cycle.
" An annotate bibliography.
" A teacher s gui e on the use of these case stu ies.
The project team reache a consensus on the prototype curriculum in
June 1977 at its next meeting at the East-West Center.1 At that time, it was
agree to implement the curriculum for testing an refinement uring the
1977 1978 aca emic year, provi e that the East-West Center coul package
© 1999 CRC Press LLC
all the materials into a 16-week (six hours per ay, five ays per week)
curriculum an eliver it to the participating institutions by September 1977.
It was also agree to evelop the curriculum an supporting materials within
the IPQMS framework. A final re uest calle for a itional case stu ies of
projects from four sectors: agriculture, public works, in ustry, an social
services.
The highlights of the many project team activities from 1977 to 1983 are
summarize below:
" A major research grant proposal for support to research an write
30 case histories was submitte to the Exxon E ucation Foun ation
in 1977.
" A comparative evaluation of initial implementation of the prototype
curriculum was hel at the East-West Center in 1978.
" Thirty case histories of evelopment projects in nine countries were
complete an publishe between 1979 an 1982. Twenty-two
cases were publishe by Pergamon Press an eight cases by the
East-West Center.
" A basic textbook was publishe by Pergamon Press in 1980 to
replace the selecte rea ings in the prototype curriculum.
" A planning conference on management training for public works
projects was convene in 1982. Participants inclu e key persons
from in ustry, government, an aca eme.
" A seminar for trainers of public works project managers from eight
countries was hel in 1983.
The syllabus for the prototype curriculum esigne in the IPQMS con-
ceptual framework reflects the results of the initial testing in 1977 1978
(Tables 3.1, 3.2, an 3.3), as well as further refinement resulting from a
Training of Trainers Seminar in 1983.2,3 The initial selecte rea ings to be
use with the curriculum resulte from an intensive global literature search
in 1976 1977. One thousan pages were finally i entifie , representing 25
book chapters an /or journal articles from 23 publishers throughout the
worl . The selecte rea ings were relate to the various phases an tasks in
the IPQMS. Twenty copies of these rea ings were repro uce an package
in 1977 for initial testing purposes. Selecte references for these rea ings
are shown for each phase of the IPQMS.4-7 In a ition, Goo man an Love
package a case book containing rafts of five cases researche an written
in the IPQMS conceptual framework.8
© 1999 CRC Press LLC
TABLE 3.1
Courses in Project Management in Different Countries*
Country Academic Course Training Course
New
ealan X X
Malaysia X
U.S. X
Philippines X X
In onesia X X
Taiwan X
Iran X
*Courses offere at the institutions represente by the workshop participants.
TABLE 3.2
Comparison of Training Courses Offered
New Zealand Malaysia Philippines Indonesia
Agency University Government University University
planning
Duration 12 weeks 8 weeks 7 weeks (2 32 weeks
weeks in plant)
No. of 18 24 39 (15 in plant) 45
participants
TABLE 3.3
Comparison of Academic Courses Offered
New Zealand U.S. Philippines
Name of university Massey Univ. Univ. of Arizona Univ. of the
Philippines
De La Salle University
Type of university PublicPublicPublic/private
program/college MBA MPA/Ph.D MPA/ME/MBA
3.2 USE OF CASES IN EDUCATION
The evaluation of the initial implementation of the curriculum2 conclu e
that the most important component is a series of IPQMS case histories
covering projects from agricultural, in ustrial, public works, an social sec-
© 1999 CRC Press LLC
tors. It was also conclu e that the case histories must come from a repre-
sentative cross section of socioeconomic settings.
Case stu y research has been use throughout the worl for over 120
years in teaching law an me icine. It has also been successfully use for
about 70 years in teaching business a ministration. The use of engineering
cases is reporte to have originate at Stanfor University in 1964.9 More
recently, schools of public affairs an a ministration have become intereste
in eveloping cases for use in strengthening both a ministration an program
management capabilities in eveloping countries.10
The East-West Center (EWC) project team eci e to con uct a global
search of the literature in an attempt to locate case stu ies that ha a focus
on the ifferent phases/tasks in the integrate project cycle. This ecision
was base on the use of five cases package by Goo man an Love for the
testing of the curriculum in 1977 1978.8 The team an EWC gra uate stu-
ents at the University of Hawaii reviewe over 1000 abstracts of cases from
the Harvar Gra uate School of Business A ministration, the Philippine Case
Clearing House, an the American Society for Engineering E ucation
(ASEE).
The results were negative. Thus, it was eci e to initiate the necessary
research an writing of cases in the conceptual framework of the integrate
project cycle. It was further eci e that these cases shoul be calle case
histories since they woul be base on autopsies or postmortems of programs
an projects. Only in this way coul the facts as to why projects faile or
succee e be etermine . This type of research is extremely time consuming
an coul only be carrie out with a significant grant from the Exxon
E ucation Foun ation.
The gui elines for researching an writing the case histories are covere
in Chapter 4.
3.2.1 BUSINESS CASE STUDIES
The Harvar University Business School reports the first business case stu y
was written in the early 1920s. Since then, over 7000 case stu ies have been
pro uce . They normally focus on a principle, an issue, or the value of a
particular approach in making a ecision.
Business school cases utilize stu ies of actual business situations an
ecisions face by real corporations, large an small. They may involve a
toy re esign problem to improve marketing or an assembly-line problem. In
to ay s economy, a large corporation may be face with a ecision to either
expan its portfolio or ownsize. Harvar Business School oes provi e a
© 1999 CRC Press LLC
publication escribing how to prepare case stu ies for both the instructor
an the stu ent.11
3.2.2 ENGINEERING CASE STUDIES
The American Society for Engineering E ucation maintaine an Engineering
Case Library (ECL) until the late 1980s.12 The ECL cases normally eal with
specific problem situations or issues, such as a sinking floor (settlement
problem) or magnetic fusion. The cases began to inclu e the impact of policy
matters in the mi -1980s. They are useful in the classroom for courses in
esign an pro uction processes. The ASEE engineering cases are now
house at Rose-Hulman Institute of Technology, Terre Haute, In iana. There
were approximately 285 cases as of 1995. The ECL is now jointly a minis-
tere by ASEE an the Rose-Hulman Institute of Technology.
Another example of engineering cases can now be foun at the Massa-
chusetts Institute of Technology (MIT). Dr. John Miller of the Department
of Civil an Environmental Engineering has initiate a series of case stu ies
of infrastructure projects in the U.S., Cana a, an Hong Kong.13 As a point
of interest, he inclu es both uestions an task exercises at the en of each
case. His cases represent a combination of case stu ies an case problems.*
Accor ing to ASEE, the University of Michigan is eveloping case stu -
ies for every course in chemical engineering.14 This is a joint effort by both
faculty an gra uate stu ents.
The majority of business an engineering cases are use in the classroom
to help stu ents evelop some real-worl skills. Of course, the i eal situation
in aca emia occurs when instructors have stu ents work on teams in solving
case problems. This means the instructors must evelop their own cases
unless there are ata banks of comprehensive cases available.
3.2.3 IPQMS CASE HISTORIES
These cases are base on autopsies or postmortems of projects. Each case
examines an analyzes the entire spectrum of a particular project, from
inception through completion, showing how the interrelationships (or lack
thereof) among policy makers, planners, esigners, implementers, an man-
agers contribute to the success (or failure) of the project. Special emphasis
is place on the feasibility stu ies in the planning phase to cover all aspects:
* Case problems normally involve a team approach to research the problem over a specific time perio .
© 1999 CRC Press LLC
economic, technical, financial, a ministrative/managerial, environmental,
an social/political.
The cases are a recor of events an issues that actually have been face
by managers: events interwoven with facts, opinions, preju ices, an ata
upon which the manager s ecisions epen e . They contain the experience
an influence of government officials, consultants, international assistance
officials, esigners, contractors (especially in public works projects), an
project managers so that others can learn from these successes an mistakes.
The projects presente vary in country, sector, form of management, an
fun ing. The lessons learne have been use in rebuil ing the islan of Kauai
after Hurricane Iniki in 1992.
3.3 SIGNIFICANT DIFFERENCES BETWEEN CASE
STUDIES AND IPQMS CASE HISTORIES
The foregoing efinitions for case stu ies an IPQMS case histories are
better un erstoo in examining abstracts of cases obtaine from the American
Society for Engineering E ucation, the Harvar Business School,10 an the
writers inventory of case histories. Harvar reports that nearly 100 hours
may be re uire to write a business case. Writing an IPQMS case re uires
a minimum of 1000 hours (the case of the Trans-Alaskan Pipeline System
[TAPS], Chapter 5, re uire 1500 hours). In ee , one IPQMS case history
will yiel ten or more case stu ies (one for each task).
Abstracts of business/engineering case stu ies an IPQMS case histories
are presente in Appen ix A. They vivi ly illustrate the ifferences.
3.4 THE NEED FOR CASES BASED ON
POSTMORTEMS
There is agreement among many e ucators, project planners, esigners,
contractors, an managers regar ing the nee to provi e unifie control of
all projects in all sectors in or er to ensure both uality an cost effective-
ness.15 This eminently ualifie group en orse the principles of the IPQMS
conceptual framework for e ucation an training of project planners an
managers  the professionals responsible for ifferent aspects of projects
from inception through completion. They further agree on the nee for ata
banks of case histories of public works projects to provi e the necessary
scientific an engineering ata to strengthen project planning an manage-
ment capabilities. This situation is true of all sectors, but it is especially
© 1999 CRC Press LLC
crucial in hazar ous waste isposal systems because of its irect impact on
public health.16
As note earlier, this book places heavy emphasis on project feasibility,
project evaluation, an the use of IPQMS cases. Regar ing the last factor,
there is urgent nee for case histories of public works projects, especially in
areas of hazar ous waste isposal an water supply systems. This nee is
reinforce in the postmortem of EPA Superfun Programs 1 to 3 (Chapter 8).
Thus, it is clear that learning lessons from the past can be invaluable in
planning new programs to ensure accountability, cost effectiveness, an
uality. The applications of in- epth analyses of past operations, programs,
an organizations are beneficial in all sectors an fiel s. Generals George
Patton an Douglas MacArthur were highly successful in Worl War II
because they analyze the winning strategies employe by General Hannibal
of ancient Carthage an other generals in the past. The me ical profession
has ma e outstan ing progress in fin ing cures for many iseases because
it initiate case research base on autopsies over 120 years ago, maintaining
an up ate ata bank available to physicians worl wi e.17
A worthwhile book on the history of project failure is foun in Petroski s
Design Paradigms.18 The book provi es insight into the esign process an
the role of failure in esign. It contains a history of many examples of esign
failures, inclu ing the reasons for the failures.
The IPQMS framework allows the examination of a broa range of factors
that contribute to a project s success or failure. Each case examines an
analyzes the entire spectrum of a particular project, from inception through
completion, showing how the interrelationships (or lack thereof) among
policy makers, planners, esigners, implementers, an managers contribute
to the success (or failure) of the project. The variety an range of projects
oc umente by the c ases further ensure that where one c ase foc uses on
technical factors or managerial policy, for example, other cases will comple-
ment it with an emphasis in other areas.
The foregoing illustrates the nee an potential for e ucating an training
a more effective project manager. This effort re uires a curriculum an
supporting materials that focus on unifie control of all projects. The IPQMS
an relate cases represent such an approach.
Thirty IPQMS cases have been researche an publishe as of this writ-
ing. Each case is analogous to an autopsy or postmortem of a project in a
similar framework, which is essential to establishing a ata base in a given
fiel , such as public works.17 The gui elines for researching an writing the
cases are presente in Chapter 4. The authors have complete research on
© 1999 CRC Press LLC
eight a itional postmortems of infrastructure-relate projects, an inclu e
six in this book (Chapters 5 to 9). Senior scholars an practitioners from
in ustry an aca eme recommen the use of this type of case, both as a
reference an textbook material in architecture, civil engineering, an con-
struction. Twenty-two cases of the initial 30 have been publishe by Perga-
mon Press.19-22
3.5 THE NEED TO TEACH TEAMWORK
Experience with troubleshooting a wi e variety of problem areas in public
works projects by the senior author clearly pointe to the nee for teamwork
among the principal parties: the owner, esign professional, an contractor.
This lesson was learne over 30 years ago. Unfortunately, the same problems
persist to ay in both private an public sectors. The best way to solve this
nee is to begin e ucating an training new generations of professionals in
the benefits of teamwork. Working together towar common goals will result
in accountability, cost effectiveness, an uality. A significant fringe benefit
is the minimization of litigation, which has been on the increase in public
works projects for the past 20 years.
The IPQMS was evelope to ensure teamwork from the principal parties.
Using IPQMS case histories calls upon stu ents to think actively an con-
structively about a real situation.* It re uires ealing with contemporaries,
communicating i eas, an eveloping in ivi ual ecision making an ju g-
ment. Often this process must take place in a situation surroun e by con-
flicting i eas. The case metho places an important role on the instructor.
The instructor will assign a case for iscussion, provoke interest an thinking,
gui e iscussions where necessary, an perhaps bring together in summary
form the threa s of stu ents arguments. Each case is in fact a new learning
situation an new opportunity for stu ents to express their i eas. Throughout
the case iscussion stu ents must be encourage to communicate their views,
support their views against isagreements from others, or accept the merits
of the others reasoning.
A careful step-by-step analysis of case facts is an essential prelu e to
iscussion of the case, an stu ents shoul appraise the specific situations
an consi er the choices of action available on the various issues. Analysis
of case facts shoul be encourage by continually focusing upon case etails,
* The terms  stu ents an  participants are normally use to enote e ucation an training, respectively.
The process is i entical in teaching the use of cases.
© 1999 CRC Press LLC
the interrelations of case etails an their implic ations for management
action. Instructors shoul be careful to istinguish between objective facts
an a stu ent s evaluation of the facts, as sometimes opinions or comments
recor e in a case may be taken as facts an not as a statement of opinion.
The instructor must encourage contributors to ifferentiate between fact an
opinion.
In some instances, the instructor will have to focus the attention of the
class on points that shoul be iscusse . This may occur when the class
becomes so concerne with one aspect of the case that they neglect other
issues that shoul be consi ere . When this happens, issues shoul be
reviewe with caution, an there may be nee to provi e a set of criteria for
the stu ents. Cases are, in effect, the tools that encourage purposeful thought,
an both in ivi ual an group creativity. They provi e the raw materials
from which ecisions are ma e, interaction an intercommunications are
establishe , an i eas are presente , challenge an efen e .
At all times, the instructor must keep in min the case histories provi e
a irect an intimate view of the role an activities of the project manager.
They also focus on the many techni ues, relationships, an other factors that
contribute to the success or failure of particular projects. For e ucation an
training purposes, they provi e a realistic context for analyzing the manage-
ment of projects. As a reference, they provi e both scholars an practitioners
with useful insights in (1) planning an managing new projects, an (2)
troubleshooting on-going projects.
3.5.1 USING THE TEAM METHOD
Experience with the IPQMS in both e ucation an practice emonstrates the
usefulness of selecting topics from each of the four phases for class or team
iscussions an homework assignments. The instructor will ivi e the class
into effective team groups of three or four stu ents to un erstan the benefits
of a team approach by all parties working towar s a common goal. Effective
team ivision ensures that stu ents from ifferent backgroun s an isci-
plines will work together an efine common groun s to resolve issues.
At the very start, the instructor an the teams shoul emphasize the
following gui elines to achieve results:
" Clarification of the team s purpose an the role of each member
" Smooth communication an interaction among members
" Unrestraine expression of, an access to, i eas of team members
© 1999 CRC Press LLC
" Acceptance an recognition of conten ing opinions within the
group
" Trusting, but not fraternal, relationships within the group
The instructor will act as a coach/a visor to the teams, an if necessary
as facilitator in case of break owns in iscussions. He or she will try to
remove barriers an enhance constructive interaction among team members
an across teams.
A team lea er is selecte for each team either by the instructor or the
team members. The team lea er will actually role play in class the project
manager in the fiel . The team lea er:
" Prepares the sche ules an short agen a for the team meetings
" Makes sure that notes are taken on the procee ings
" Lea s iscussion, elicits an referees i eas an other issues on the
subject
" Delegates assignments an follow up progress
" Makes sure that reports are prepare an presente to team mem-
bers
" Devises fee back mechanism for further iscussion of report with
the members an other teams
For successful team output an before further iscussion of the specifics
of the case histories, the members of the team(s) shoul express their com-
mitment to the group s mission an goals, objectives an proce ures. They
will participate actively in the problem i entification an solution processes.
They shoul feel free, absolutely uninhibite , to recommen i eas an alter-
natives. Most important, team members shoul carry out the elegate
assignments from the team lea er.
3.5.2 EXERCISES FOR STUDENTS/PARTICIPANTS
In phase 1, both class iscussion an homework assignments coul focus on
the cost effectiveness of geotechnical investigations, especially for senior-
level an gra uate stu ents in civil an environmental engineering an archi-
tecture. Failure to provi e a e uate fun s an time for a thorough site stu y
for a project such as TAPS (Chapter 5) results in costly construction elays.
A itional uestions are rea ily available in Chapter 4. Different teams coul
summarize the costly conse uences of ina e uate site stu ies for several
© 1999 CRC Press LLC
 ifferent projects (library research) an then compare with TAPS (Chapter
5). All universities have a variety of reference books ealing with this subject
matter, inclu ing reports by the State of Alaska an the U.S. Department of
the Interior on TAPS specifically. Other source material on this topic can be
foun in the references an bibliography.
The instructor can provoke further team iscussion in phase 1 by com-
paring the results of the above assignments with the feasibility stu ies (Chap-
ter 2) an Appen ix B in the text. Other aspects of phase 1 can be han le
in a similar manner with respect to worker pro uctivity, materials procure-
ment, an communication problems in isolate locations such as in the arctic
environment. Of course, the most important iscussion topic in phase 1
shoul focus on the nee to select a project manager (or management team)
at the outset for overall responsibility an accountability (see Appen ix B).
For both civil an environmental engineering stu ents, a itional iscussion
an homework topics shoul inclu e the innumerable environmental impact
stu ies resulting from opposition of environmentalists an the creation of
the Environmental Protection Agency.
The final esigns an environmental impact stu ies logically continue
into phase 2, serving as a basis for selection an approval. Specific iscussion
topics an assignments coul initially focus on how Congress entere the
picture, passing the Trans-Alaska Pipeline Authorization Act of 1973. What
were the features of the Act an its impact, if any, on activation an imple-
mentation? A itional major assignments shoul inclu e the many factors
involve to activate a project of this complexity, ranging from sche uling of
manpower an e uipment nee s to eveloping a preliminary control system
such as CPM or PERT. Discussion of the construction cycle in the arctic
environment an what stu ies were ma e prior to activation of the project
woul constitute another interesting assignment. This coul involve a i-
tional library research to obtain past experience with projects constructe in
the arctic.
In phase 3, the impact of a cumbersome project organizational structure
(Chapter 5) on overall management will re uire critical iscussions on rela-
tionships between an among the owners, esigners, contractors, an con-
struction managers. The marke ecline in pro uctivity shoul be thoroughly
iscusse in the context of the outstan ing nee s for (1) teamwork among
the principal groups involve in this project (or any other project), an (2)
selecting a project manager or management team with over-all responsibility
an accountability. A itional iscussion topics an uestions can be taken
from Chapters 7, 8, an 9.
© 1999 CRC Press LLC
Evaluation an refinement (phase 4) are just as alien to stu ents an
many practitioners as the concept of IPQMS case histories. Thus, the instruc-
tor must both provoke team interest an thinking along with provi ing close
gui ance. An extremely useful assignment is to elaborate on a etaile
checklist of uestions an gui elines a apte from Appen ix B for TAPS.
Remember evaluation of a project is concerne with both socioeconomic
nee s an performance of each task in the IPQMS (see Chapter 4). The latter
shoul be the focus of teams with stu ents in architecture an engineering.
A comprehensive assignment woul have the teams evaluating each task in
phases 1 to 3. Then, emonstrate how their evaluation coul be use to
improve policies, planning, esign, an implementation of new projects.
Another assignment for the teams woul be to apply the IPQMS framework
to costly problems in past projects, inclu ing structural collapses. These
projects might inclu e:
1. The Washington, D.C. Metropolitan Area Transit System (METRO)
with costly overruns of bu get compoun e by litigation as a result
of amage to a jacent properties.
2. The Washington State Public Power Supply System (WPPSS) esign
an construction of five nuclear power plants, with two plants aban-
one (an two shelve ) in varying stages of construction in the
early 1980s an over $24 billion waste , efault of State municipal
bon s ($2.25 billion), an on-going litigations (Chapter 7).
3. The tragic collapse of two atrium walkways in the Kansas City Hyatt
Regency Hotel in 1981, killing 114 persons an injuring nearly 200
others.
4. The Spacecraft Challenger isaster in 1986, killing one school
teacher an six astronauts. Of special interest here woul be the
management-engineer relationship: why Morton-Thiokol an NASA
managers rejecte the pleas of the esign engineers to abort the lift-
off (Chapter 9).
5. The Hanfor Nuclear Reservation, Richlan , Washington
(1943 1996). Hanfor was the nation s premier bomb factory in the
country, an also the most contaminate . It is one of 16 principal
sites in 13 states that have contaminate billions of gallons of water
an millions of tons of soil with wastes from the bomb buil ing
© 1999 CRC Press LLC
plants. Estimate costs of cleanup range from $200 to $300 billion
over the next 20 to 30 years (see Chapter 9).
6. The Hartfor -Connecticut Civic Center Roof collapse of 1978. The
space frame was esigne with the ai of a computer mo el (CAD).
The roof, which covere two an a half acres of an arena, collapse
hours after thousan s of fans ha left.
Assignments inclu e researching all the factors causing the problems an
then, through team presentations in class, preparing a list of these problems,
showing how many are common. A itional team assignments can be rea ily
obtaine from the training seminar outline in Chapter 10. Course research
papers in the IPQMS framework are re uire by participants working in
teams of three or four to illustrate the importance of teamwork.
3.5.3 IN PRACTICE
Many of the prece ing examples of iscussion an assignment topics will
also be of interest to the practitioner. Of particular importance to the con-
sulting engineers, architects, managers, environmentalists, an contractors,
the lessons learne from past mistakes shoul be of primary concern (Chap-
ters 5 to 9). Thus, the planning, esign, implementation, an management
of new projects shoul be more effective if the lessons are hee e .
In a ition, practitioners shoul evelop comprehensive checklists an
gui elines for each new project to provi e the necessary control systems to
turn out safe an cost-effective projects. Practitioners must encourage the
project owners to invest in thorough planning (phase 1) to satisfy the above
objectives. In particular, the esign professional (architect-engineer) shoul
stress the importance of selecting the project manager who will be both
responsible an accountable for proper implementation (see Appen ix B).
Another necessary step is to ocument each project to evelop ba ly nee e
ata bases of IPQMS case histories in public works project areas as well as
other project areas. I eally, teamwork with universities an consulting firms
(an public agencies such as EPA) coul be forme to permit gra uate
stu ents to research an write these case histories for gra uate cre it (special
projects course or thesis).
Experience with the use of IPQMS histories as a reference source in
practice confirms their value in pro ucing uality projects on sche ule an
within bu get. They illustrate the importance of ju gment in potentially
controversial matters, thus avoi ing litigation.
© 1999 CRC Press LLC
REFERENCES
1. Goo man, Louis J. et al. Summary Report of the Workshop to Criti ue an
Refine Prototype Curriculum Package. Hawaii: East-West Center, Technol-
ogy an Development Institute, June 1977.
2. A uino, Rosemary, Goo man, Louis J., an Hawkins, John N. Summary
Report: Workshop for Comparative Evaluation of Prototype Curriculum for
Project Management. Honolulu: East-West Center, Resource Systems Insti-
tute, 1978.
3. A uino, Rosemary, Goo man, Louis J., an Hawkins, John N. Summary
Report: Training of Trainers Seminar, Management of Public Works Project.
Honolulu: East-West Center, Centerwi e Programs, 1983.
4. Solomon, Morris J. Analysis of Projects for Economic Growth: An Opera-
tional System for Their Formulation, Evaluation and Implementation. New
York: Praeger Publishers, 1970.
5. Frankwicz, Michael J. A stu y of project management techni ues, Journal
of Systems Management 24( 10), 18-22, 1973
6. Ahuja, H.N. Construction Performance Control by Networks. New York:
John Wiley & Sons, 1976.
7. Harberger, Arnol C. Project Evaluation: Collected Papers. Lon on: Mac-
Millan, 1972.
8. Goo man, Louis J. an Love, Ralph N., E s. Management of Development
Projects: An International Case Study Approach. New York: Pergamon Press,
1979.
9. American Society for Engineering E ucation (ASEE), Engineering Cases.
Washington, D.C.: ASEE, 1976.
10. Milakovich, Michael E. International Project Planning an Management.
Summer course, University of Miami, Flori a, 1983 1990.
11. Bonoma, Thomas V. Questions an Answers About Case Learning. Boston:
Harvar Business School Case Services, 1981.
12. The Center for Case Stu ies in Engineering. The Engineering Case Library.
Terre-Haute: Rose-Hulman Institute of Technology, 1995.
13. Miller, John B. Engineering systems integration for civil infrastructure
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