What if Mason and Mitroff [-@mason_1998_complexitynaturereal] are right? I am sometimes unclear as to how students respond to the material that they are exposed to; e.g., something like the notion of wicked problems. For a small minority of students, typically those with whom I end up having one-on-one conversations, I get much greater clarity of the ‘sense’ they are getting from the work we are doing. But for some students, including those with high GPAs, I wonder to what extent they believe the ideas that they are encountering, and—if they accept that something like the work of Mason and Mitroff is right—how do they operationalise those insights. [more]
Notes from: Cooper, J. L. and Robinson, P. (2000). The argument for making large classes seem small. New directions for teaching and learning. p. 5-16. The prevail reality is that “In undergraduate settings today, large-class environments are prevalent. On many campuses, dozens of classes are regularly enrolled at over fifty students, and many carry enrolments of one hundred, two hundred, and up to six hundred and even seven hundred students. [more]
Scattered around the University’s websites (and in the work of colleagues in CleaR there are many references to student engagement. This is probably because “Engagement could be described as the holy grail of learning …. because it has been linked with to positive learning outcomes both in and out of schools” (Sinatra, Heddy & Lombardi, 2015, p. 1). From the perspective of a manager, I have often found the notion to engagement—in general—to be somewhat messy. [more]


  • Smith, P., Callagher, L. J., & Siedlok, F. (2015). Risk and innovation in projects: The case of alliancing. Paper presented at In ISPIM Innovation Summit: Changing the innovation landscape. Brisbane, AU. AbstractPDF
  • Callagher, L. J., Smith, P., & Ruscoe, S. (2015). Government roles in venture capital development: A review of current literature. Journal of Entrepreneurship and Public Policy. AbstractPDF
  • Smith, P. (2015). Advancing software engineering: Technology roadmapping in Management 716, Computer Science 704 and Software Engineering 711. In Reflections on rethinking the classroom: Interactive teaching and learning (pp. 24–28). Auckland: The University of Auckland. Abstract
  • Breidbach, C. F., Smith, P., & Callagher, L. J. (2013). Advancing innovation in professional service firms: Insights from the service-dominant logic. Service Science, 5(3), 263–275. AbstractPDF


Strategic Management (BUSINESS 304)
Qualitative research methods (BUSINESS 705)
Research and Study Leave -- 2016
Management in dynamic contexts (MGMT 300)
Strategic Management (BUSINESS 304)
I am a teacher and lecturer at the University of Auckland, where my main teaching and research activity is in the field of strategy. I am particularly interested in Strategy-as-practice a practice based view of strategy, Professional service firms, especially engineering firms, and Innovation as strategy, especially technology roadmapping (TRM). My consulting activity is focused on strategy for high-technology firms. I my spare time, I can be found enjoying running, and drinking coffee. [more]