Dr Kate Davis

About

I am an experienced Associate Professor in Project Management, and a training consultant to local and international businesses. I currently lead the Business Management degree, design employability-based specialist modules for degrees throughout the University and supervise research projects for under and postgraduate students. As leader of an employment forum and working closely with the University careers/employability unit, I have contributed to the employability of Kingston graduates especially from BAME groups. I am a mentor for both colleagues and students so that they are supported to reach their potential through reflection and learning.

I have created an extensive network of local and national employers working with them to shape the workforce of the future. I am an Entrepreneur in Residence on the Leading to Grow Programme which aims to equip businesses to grow, innovate, and increase productivity through adopting digital and new technologies. The role has been pivotal in developing opportunities to bring students and businesses together to develop their product and process for optimum cost effectiveness.

An inherent interest in digital and new technologies has made me a leader in the development of communication between students and staff and accessible modules. Through regular presentations to colleagues in various departments/faculties I have championed a digitised approach to learning for the University. 

Academic responsibilities

Associate Professor

Qualifications

  • PhD
  • MSc MBSR
  • MSc BIT
  • C&G 7407 - Stages 1, 2, 3 - Teaching Qualification - attained in 2007
  • MSET
  • Senior Fellow Higher Education Academy (SFHEA) - attained in 2016
  • PRINCE2 Foundation
  • Certified Management & Business Educator

Teaching and learning

Since I joined Kingston University in 2005 I have introduced Project Management to the curriculum and increased student attainment and retention. I am course director for the major undergraduate Business Management degree.

I have designed degrees and modules that reflect and keep pace with the fast-moving business world through regular review and evaluation. Linking theory to practice is a common theme in both postgraduate and undergraduate modules. Lectures and computer-based learning are used to achieve lower cognitive goals that are applied to practice using higher intellectual skills. Examples are: Strategic Information Management and Consultancy, Project Management, Risk Management, Strategy Management and Consultancy, Consultancy in Practice, International Project Management and Practice, Operations and Project Management and Business Information Systems. A different approach, made possible through funding, has been to embed professional qualifications for project management e.g. PRINCE2, Agile, Scrum, giving graduates a competitive edge in the job market.

I have encouraged and supported employer forum members to contribute to the design and delivery of modules. This has helped to stimulate and motivate students to learn and select external work placements which I have negotiated with a diverse range of employers. I work closely with the careers unit at the University to find and implement placements across the University.

Students are at the centre of my teaching, learning and assessment strategies. I pioneered the development of a peer assisted learning scheme to address the support needs of students in large practical classes. By recruiting students from those who had completed the module and making them part of the teaching team, current students enjoy quick responses to their queries with consequential more rapid progress. Additionally, I have devised a teaching methodology that addresses learning in large student groups which has been shared with peers and adopted for many different modules. This is underpinned by interactive digital technology, computer-based assessment and a structured mentorship programme for staff and students. A digital approach has also helped me to resolve long standing difficulties encountered when the same module is delivered in our national and international partner colleges.

I have been awarded an honorary Professorship from Apsley Business School for contributions to embedding employability in the curriculum and was an external examiner for them from 2015-2018. I am currently an External assessor for the National Commission for Further and Higher Education, Malta.

Undergraduate courses taught

Postgraduate courses taught

Case studies

Davis, Katherine (2020) Case Study 1 - Enhancing student engagement through peer assisted learning. Internal Kingston University Report, unpublished.

The innovative peer assisted learning scheme (PALS) was commended for the impact that PALS has had on the learning of thousands of students in my UKPSF level 3 Senior Fellow application. Improved student motivation to learn has transformed their lives especially those who struggle with communication and lack confidence in their own ability. The success of the scheme has had a wider impact through its use in partner colleges and other faculties within the University and external institutions. The scheme addressed the lack of 1 to 1 support for students in practice based modules with existing student staff ratios. It relies on the recruitment of students who have previously passed the module and is a sustainable low cost additional support strategy that students are keen to join. I published a collection of relevant extracts from key texts that saved students purchasing multiple text books and support materials for peer leaders and students to use.

Davis, Katherine (2020) Case Study 2 - A New Research Field for Kingston University. Internal Kingston University Report, unpublished.

Project Management (PM) is my passion; it is only offered at Kingston University through my foresight and conviction that PM skills would recruit students. My plan to make Kingston University an academic centre of excellence in PM demanded a strong research group respected in the field. My enterprise has established a new and active research group that I co lead, with four internal researchers currently collaborating with 18 external researchers. Since the groups inception, we have produced in excess of 43 outputs including journal articles, books and conference papers. I led the development of practice-based research based on bottom-up approaches to portfolio project management that informs strategic implementation. For example, looking at the impact that stakeholder groups have on perceived success of projects has been influential in attracting collaborative researchers (e.g. PhD, DBA and publication output) wishing to contribute to this dynamic research agenda.

Davis, Katherine (2020) Case Study 3 - Curriculum design to improve graduate employment. Internal Kingston University Report, unpublished.

In response to increasing global recognition of the significant contribution of Project Management (PM) to worldwide economic development, the curriculum changes I instigated and led changed the curriculum for many degrees offered by Kingston University. Kingston now offers undergraduate and postgraduate degrees with embedded PM modules and training at FBSS, GISMA, Mumbai and the Computing and Engineering Schools with a total of 938 postgraduate and 312 undergraduates currently enrolled in training for 2020/1 modules and courses. My recognition of the changing job market influenced changes in our collaboration and engagement with employers that impacted on the curriculum content to include skills and knowledge relevant to today’s business need that later included embedding professional qualifications in the curriculum. The consistent rise in Kingston University ratings to reach the top 40 Universities in the UK is matched by the increasing student recruitment to my modules and courses and improvement in employment of Business School graduates. My courses attract a high number of BAME students for whom national graduate employment rates to high skilled jobs is lower compared to other ethnic groups. A positive Impact of this approach is the high employment figures for our graduates that goes against the national trend.

Davis, Katherine (2020) Case Study 4 - Enhancing academic relationships with partner colleges assuring quality standards across national and international module delivery. Internal Kingston University Report, unpublished.

Poor communication between the University and partner colleges was shown to be a significant factor in poor student achievement. Training and mentoring staff from partner colleges to assure shared understanding of learning outcomes and quality processes has changed a ‘failing’ module (BB1754) to a very successful module with 98% achievement within two years (BB1754 in 2009, 18.7% achieved an A grade, in 2010, 69.5% achieved an A grade). The methodology can be applied to different modules as similar success has been recorded for BB2116 and BH5004. On BB2116 in 2009 96% of students passed the module. BH5004 Consultancy in Practice - overall MEQ module score 4.59. Flexibility within the curriculum gives lecturers the option to use different sources for examples to tailor their delivery to their own students resulting in an increase engagement and retention of students particularly in partner colleges. Publication of a dedicated textbook with all resources and teaching activities gives students a clear direction, managed their expectations and allowed them to become more independent learners. The University has enjoyed a strong, academic relationship with Mumbai College helping to underline University commitment to increase BAME participation in their high-quality undergraduate modules.

Davis, Katherine (2020) Case Study 6 - Innovation in Modules to Increase Business and Community Engagement. Internal Kingston University Report, unpublished.

Engagement with business employers in our community led to their involvement in the design of our modules and subsequent impact on student employability evidenced by graduate employment figures. The specific knowledge and skills gained from these modules have helped our students to overcome other barriers that they might have, e.g. being a member of the BAME group or lack of work-related experience. Co-designing modules with employers has enhanced understanding of their needs and values that has influenced the design of all modules in business degrees. Ensuring that feedback processes were in place for students and employers led to continual refinement and improvement. Inclusion of professional qualifications within the module was made possible through my community connections. Development of work experience modules to include options without the need to attend an external workplace has been invaluable during COVID-19. A comparison of graduate employment between traditional work placement experience and completing work-based projects internally showed no significant difference to future employment. Dissemination of this approach through presentations to colleagues and my ability to connect them with appropriate employers has acknowledged my sustained leadership in module design. I am an Honorary Professor for a private university specialising in this field.

Davis, Katherine (2020) Case study 5 - Mentorship of students and staff to promote independency and emotional well being. Internal Kingston University Report, unpublished.

Mentorship for students has improved student retention and achievement across all modules particularly in their first year and generic skills learnt can continue to be applied throughout their academic and professional life. A structured mentorship programme for employers enhanced their academic values, assessment and delivery skills judged by feedback from students and participants. Mentorship of staff teaching on the courses (one MSc and four BSc degrees) for which I am course director has achieved above average pass rates for a diverse body of students. Mentorship of new staff introduced them to new styles of delivery to assure success of teaching large modules. Mentorship of staff to enable them to use newer technologies for delivery contributed to their professional development. Recognised within and without the faculty for expertise and enthusiasm to act as a mentor for 11 staff from both the modules I lead and those from different subject areas to ensure high quality delivery of large modules. Mentored visiting and part time lecturers and those from partner colleges in assessment techniques that were fair and allowed computer assessment.

Davis, Katherine (2020) Case study 7 - Using technology to improve engagement, retention and attainment of student and employee cohorts in synchronous and asynchronous contexts. Internal Kingston University Report, unpublished.

Using technology to promote the change from information giving lectures to a more interactive approach has shown a consistent improvement in student achievement. Introduction of asynchronous communication e.g. message boards, recorded lectures, use of social media, online forums for all modules offered a more inclusive curriculum. A similar approach to teach employee cohorts achieved changes in business strategy. Introduction of computer assessed examinations has made assessment more time and cost effective. Lessons learnt have enabled a faster change to online learning necessitated by COVID-19. Understanding of digital approaches to monitor online student attendance has ensured accurate measurement of retention. Students have embraced these changes and early indications of becoming more independent learners have been observed through assessment where a wider range of resources have been used.

This list was generated on Thu Aug 5 07:23:53 2021 BST.

Research

I co-lead the Project Management Research group. The research group has successfully collaborated with external researchers and attracts postgraduate students to study for PhDs. To date the group has produced multiple outputs including journal articles, books and conference papers. I lead the development of practice-based research, focussed on real world problems; it is based on bottom-up approaches to portfolio project management that informs strategic implementation. For example, looking at the impact that stakeholder groups have on the perceived success of projects. This work has been influential in attracting collaborative researchers including Professor Jeff Pinto, a (Black School of Business, Penn), Professor Merlin Stone (St Mary's, Twickenham) and researchers at COMSTATS University in Pakistan who are leading authorities in their field of research.

In 2019, I was the most cited author in the Business School (Davis, 2014), with scholarly publications and book contributions on stakeholder influence on successful projects. I anticipate my research activity to continue to provide a rich and diverse source of projects for undergraduate and postgraduate degrees. The potential impact that project management research has on the global economy is an exciting concept. Our active research group has a growing expertise in the field and is establishing a strong academic and national reputation.

I am a member of the editorial board of the European Workplace Journal of Innovation and The Bottom Line: Information in Theory and Practice. I am a regular reviewer for the Journal of Management Studies, Project Management Journal, Journal of Business Research, IEEE Transactions on Engineering Management, Journal of Engineering and Technology Management and International Journal of Project Management.

External Duties

2020 – present - External assessor for National Commission for Further and Higher Education, Malta

2020 - External PhD Examiner – Capital University of Science and Technology, Islamabad. Title: Impact of Organizational Dehumanization on Employee Perceptions of Mistreatment and Their Work Outcomes

2020 - External PhD Examiner - Apsley Business School. Title: The Use of Chatbot Technology for Employee Recruitment Processes

2020 - External PhD Examiner - Apsley Business School. Title: Management of the Automotive Sector with Implementation of the Kanban System

2019 - External PhD Examiner - Universidad Politécnica de Madrid. Title: Opening the Black Box of Local Communities; Exploring their Perception and Judgment

2015-2018 - External examiner for Postgraduate Business Management Programmes, Apsley Business School

PhD/ DBA Supervision

Started 2021 - PhD Director of Studies at Kingston University - Student: Ana Pedro. Title: Improving Female Wellbeing in the UK Real Estate Sector: the role of male vs. female leadership.

Started 2020 - External PhD First Supervisor - Apsley Business School. Title: Orchestration and Service Innovation: Examining the Moderating Effect of Competitor Orientation

Started 2020 - External First Supervisor - Apsley Business School. Title: Optimising social impact analysis: the observer effect and trauma informed practice

Completed 2018 - Supervised Francesco Di Maddaloni to successful PhD student completion in 2018 as a second supervisor. Title: Stakeholder Inclusiveness in Megaprojects: Managing the Locals for Sustainable Developments.

Areas of specialism

  • Project management
  • Risk management
  • Stakeholder management
  • Employability

Case studies

Davis, Katherine (2020) Case Study 2 - A New Research Field for Kingston University. Internal Kingston University Report, unpublished.

Project Management (PM) is my passion; it is only offered at Kingston University through my foresight and conviction that PM skills would recruit students. My plan to make Kingston University an academic centre of excellence in PM demanded a strong research group respected in the field. My enterprise has established a new and active research group that I co lead, with four internal researchers currently collaborating with 18 external researchers. Since the groups inception, we have produced in excess of 43 outputs including journal articles, books and conference papers. I led the development of practice-based research based on bottom-up approaches to portfolio project management that informs strategic implementation. For example, looking at the impact that stakeholder groups have on perceived success of projects has been influential in attracting collaborative researchers (e.g. PhD, DBA and publication output) wishing to contribute to this dynamic research agenda.

Davis, Katherine (2020) Case Study 3 - Curriculum design to improve graduate employment. Internal Kingston University Report, unpublished.

In response to increasing global recognition of the significant contribution of Project Management (PM) to worldwide economic development, the curriculum changes I instigated and led changed the curriculum for many degrees offered by Kingston University. Kingston now offers undergraduate and postgraduate degrees with embedded PM modules and training at FBSS, GISMA, Mumbai and the Computing and Engineering Schools with a total of 938 postgraduate and 312 undergraduates currently enrolled in training for 2020/1 modules and courses. My recognition of the changing job market influenced changes in our collaboration and engagement with employers that impacted on the curriculum content to include skills and knowledge relevant to today’s business need that later included embedding professional qualifications in the curriculum. The consistent rise in Kingston University ratings to reach the top 40 Universities in the UK is matched by the increasing student recruitment to my modules and courses and improvement in employment of Business School graduates. My courses attract a high number of BAME students for whom national graduate employment rates to high skilled jobs is lower compared to other ethnic groups. A positive Impact of this approach is the high employment figures for our graduates that goes against the national trend.

This list was generated on Thu Aug 5 07:23:53 2021 BST.

Publications

Number of items: 17.

Article

Shahzad, Muhammad Usman, Davis, Kate and Ahmad, Muhammad Shakil (2021) Knowledge oriented leadership and open innovation : the mediating role of knowledge process and infrastructure capability. International Journal of Innovation Management (IJIM), 25(3), p. 2150028. ISSN (print) 1363-9196

Davis, Kate, Di Maddaloni, Francesco and Pinto, Jeffrey K. (2021) Drawing new cards or standing pat : antecedents, dynamics, and consequences of project manager replacement. IEEE Transactions on Engineering Management, ISSN (print) 0018-9391 (Epub Ahead of Print)

Parker, Pauline and Davis, Kate (2019) Dynamic capabilities : their effect on performance mediated by product integration in the highly acquisitive software industry. European Journal of Workplace Innovation, 5(1), pp. 97-117. ISSN (online) 2387-4570

Davis, Kate (2018) Reconciling views of project success : a multiple stakeholder model. Project Management Journal, 49(5), pp. 38-47. ISSN (print) 8756-9728

Di Maddaloni, Francesco and Davis, Kate (2018) Project manager's perception of the local communities' stakeholder in megaprojects : an empirical investigation in the UK. International Journal of Project Management, 36(3), pp. 542-565. ISSN (print) 0263-7863

Di Maddaloni, Francesco and Davis, Kate (2017) The influence of local community stakeholders in megaprojects : rethinking their inclusiveness to improve project performance. International Journal of Project Management, 35(8), pp. 1537-1556. ISSN (print) 0263-7863

Davis, Kate (2017) An empirical investigation into different stakeholder groups perception of project success. International Journal of Project Management, 35(4), pp. 604-617. ISSN (print) 0263-7863

Davis, Kate (2016) A method to measure success dimensions relating to individual stakeholder groups. International Journal of Project Management, 34(3), pp. 480-493. ISSN (print) 0263-7863

Davis, Kate (2014) Different stakeholder groups and their perceptions of project success. International Journal of Project Management, 32(2), pp. 189-201. ISSN (print) 0263-7863

Book

Davis, Kate [Compiler] (2014) Project management. 2nd ed. Harlow, U.K. : Pearson Education Limited. 631p. ISBN 9781783992843

Davis, Kate [Compiler] (2011) Project management. Harlow, U.K. : Pearson Education Limited. ISBN 9781849599764

Davis, Kate [Compiler] (2010) Business information systems. 3rd ed. Harlow : Pearson Education Limited. ISBN 9781849591461

Benson, Vladlena and Davis, Kate (2008) Business Information Management. Ventus Publishing ApS. 83p. ISBN 9788776814137

Benson, Vladlena and Davis, Kate (2008) Business Information Management: Exercise Book. Ventus Publishing ApS. 39p. ISBN 9788776814144

Book Section

Davis, Kate, Pinto, Jeffrey and Di Maddaloni, Francesco (2021) Significance : the need for better benefits realisation in megaprojects. In: Ochieng, Edward , Zuofa, Tarila and Badi, Sulafa, (eds.) Routledge handbook of planning and management of global strategic infrastructure projects. Abingdon, U.K. : Routledge. (Routledge Handbooks) ISBN 9780367477486 (In Press)

Conference or Workshop Item

Davis, Kate, Di Maddaloni, Francesco, Pinto, Jeff and Cheong, Byung-Cheol (2020) Drawing new cards or standing pat : antecedents, dynamics, and consequences of project manager replacement. In: EURAM 2020 conference; 04 - 06 Dec 2020, Dublin, Ireland (held online). (Unpublished)

Thesis

Davis, Katherine (2016) Reconciling views of project success : a multiple stakeholder model. (PhD thesis), Kingston University, .

This list was generated on Thu Aug 5 06:44:30 2021 BST.

Professional practice, knowledge exchange and impact

My business and professional practice is a natural extension of the changes in the curriculum I have initiated and developed from my understanding of business need. Setting up an employer forum has forged links between the University and local business and grown to include national and international companies. This link has been reinforced through my appointment as an Entrepreneur in Residence. Reaching out into the community to help businesses has been an opportunity for our students to analyse productivity and find cost effective solutions. The relationship is mutually beneficial in that it has created training and research opportunities for the University.

I have been a constant supporter of the University strategic aim to make our graduates employable. The network of employers who offer work internships, placements and research projects has grown from less than 10 to 60 per annum under my leadership. I have set up a unique graduate scheme ‘The Ardonagh Scheme' with the Ardonagh Insurance Group. The scheme offers guaranteed employment for at least two graduates a year in project management, infrastructure engineering, supply and management and IT security. All of the graduates accepted to the scheme are paid and given opportunities to work on a range of different projects and have found employment.

I have established connections in Uzbekistan, where I was invited to speak to senior executives in the oil and gas industries in 2019. These links have identified areas that I have introduced into the curriculum and encouraged a global perspective for students.

Qualifications and expertise

  • Awarded Honorary Professorship from Apsley Business School in 2019 for contribution to embedding employability in the curriculum.

Case studies

Davis, Katherine (2020) Case Study 2 - A New Research Field for Kingston University. Internal Kingston University Report, unpublished.

Project Management (PM) is my passion; it is only offered at Kingston University through my foresight and conviction that PM skills would recruit students. My plan to make Kingston University an academic centre of excellence in PM demanded a strong research group respected in the field. My enterprise has established a new and active research group that I co lead, with four internal researchers currently collaborating with 18 external researchers. Since the groups inception, we have produced in excess of 43 outputs including journal articles, books and conference papers. I led the development of practice-based research based on bottom-up approaches to portfolio project management that informs strategic implementation. For example, looking at the impact that stakeholder groups have on perceived success of projects has been influential in attracting collaborative researchers (e.g. PhD, DBA and publication output) wishing to contribute to this dynamic research agenda.

Davis, Katherine (2020) Case Study 3 - Curriculum design to improve graduate employment. Internal Kingston University Report, unpublished.

In response to increasing global recognition of the significant contribution of Project Management (PM) to worldwide economic development, the curriculum changes I instigated and led changed the curriculum for many degrees offered by Kingston University. Kingston now offers undergraduate and postgraduate degrees with embedded PM modules and training at FBSS, GISMA, Mumbai and the Computing and Engineering Schools with a total of 938 postgraduate and 312 undergraduates currently enrolled in training for 2020/1 modules and courses. My recognition of the changing job market influenced changes in our collaboration and engagement with employers that impacted on the curriculum content to include skills and knowledge relevant to today’s business need that later included embedding professional qualifications in the curriculum. The consistent rise in Kingston University ratings to reach the top 40 Universities in the UK is matched by the increasing student recruitment to my modules and courses and improvement in employment of Business School graduates. My courses attract a high number of BAME students for whom national graduate employment rates to high skilled jobs is lower compared to other ethnic groups. A positive Impact of this approach is the high employment figures for our graduates that goes against the national trend.

Davis, Katherine (2020) Case Study 6 - Innovation in Modules to Increase Business and Community Engagement. Internal Kingston University Report, unpublished.

Engagement with business employers in our community led to their involvement in the design of our modules and subsequent impact on student employability evidenced by graduate employment figures. The specific knowledge and skills gained from these modules have helped our students to overcome other barriers that they might have, e.g. being a member of the BAME group or lack of work-related experience. Co-designing modules with employers has enhanced understanding of their needs and values that has influenced the design of all modules in business degrees. Ensuring that feedback processes were in place for students and employers led to continual refinement and improvement. Inclusion of professional qualifications within the module was made possible through my community connections. Development of work experience modules to include options without the need to attend an external workplace has been invaluable during COVID-19. A comparison of graduate employment between traditional work placement experience and completing work-based projects internally showed no significant difference to future employment. Dissemination of this approach through presentations to colleagues and my ability to connect them with appropriate employers has acknowledged my sustained leadership in module design. I am an Honorary Professor for a private university specialising in this field.

Davis, Katherine (2020) Case study 7 - Using technology to improve engagement, retention and attainment of student and employee cohorts in synchronous and asynchronous contexts. Internal Kingston University Report, unpublished.

Using technology to promote the change from information giving lectures to a more interactive approach has shown a consistent improvement in student achievement. Introduction of asynchronous communication e.g. message boards, recorded lectures, use of social media, online forums for all modules offered a more inclusive curriculum. A similar approach to teach employee cohorts achieved changes in business strategy. Introduction of computer assessed examinations has made assessment more time and cost effective. Lessons learnt have enabled a faster change to online learning necessitated by COVID-19. Understanding of digital approaches to monitor online student attendance has ensured accurate measurement of retention. Students have embraced these changes and early indications of becoming more independent learners have been observed through assessment where a wider range of resources have been used.

This list was generated on Thu Aug 5 07:23:53 2021 BST.

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