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]


Strategic Management (BUSINESS 304)
Qualitative research methods (BUSINESS 705)
Research and Study Leave -- 2016
Management in dynamic contexts (MGMT 300)
Strategic Management (BUSINESS 304)


  • 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


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]
How to assess what a persons knows? Or do I mean, how to assess what a person knows in an efficient and effective way? Let us assume that we want to assess a person’s vocabulary. How might we do that? Various bit of research suggest that a two-year old has a vocabulary of about 300 words, growing to 5,000 words at five years old, and as many as 25,000–40,000 words as a graduate. [more]