


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 8, No. 2, 2025 

www.scholink.org/ojs/index.php/grhe 

 

63 

 

 

Original Paper 

Analysis of the Application of X-Y Management Theory in 

University Engineering Consulting Project Organizations 

Zhi Li
1*

, Zhaoqiang Wu
1
, Jing Wang

1
 & Qixiang Miao

1
 

1
 Project Management of Civil Engineering, Qingdao City University, Qingdao, China 

*
 Zhi Li, E-mail: zhi.li@qdc.edu.cn  

 

Received: May 25, 2025         Accepted: June 3, 2025        Online Published: June 5, 2025 

doi:10.22158/grhe.v8n2p63                URL:http://dx.doi.org/10.22158/grhe.v8n2p63 

 

Abstract 

This paper takes university-based engineering consulting project organizations as the research subject, 

identifying and summarizing their formation process and characteristics. Grounded in McGregor’s 

Management X-Y Theory, it identifies the organizational management needs of project personnel. 

Subsequently, based on the management needs of organizational members and integrating Maslow’s 

Hierarchy of Needs with the application scenarios of X-Y Management Theory, applicable models for 

different organizational contexts are proposed. Particularly when facing university-based engineering 

consulting project organizations, it is necessary to make appropriate selections and adjustments to 

organizational management strategies. This avoids large-scale negative risks for projects and members 

arising from deviations in management strategies, leading to the better achievement of organizational 

and project objectives. 

Keywords 

X-Y Management Theory, University-Based Engineering Consulting Organizations, Project 

management, Management strategies 

 

1. Introduction 

To promote deep industry-academia-research integration, an increasing number of faculty members in 

construction-related disciplines at universities are actively engaging in engineering project practices. 

Whether viewed from the perspective of talent cultivation or individual faculty development, such 

participation facilitates the conversion and sharing of explicit and tacit knowledge (Nonaka & Takeuchi, 

1995), thereby enhancing the alignment between academic research and industrial demands. This 

initiative not only enriches teaching with cutting-edge relevance but also imbues engineering practice 



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with more systematic significance. 

Engineering consulting project teams composed of university faculty exhibit distinct characteristics that 

differentiate them from conventional project teams. Consequently, management approaches for such 

organizations require tailored strategies. Neglecting these differences may lead to negative outcomes, 

such as passive member engagement and organizational inefficacy, ultimately resulting in failure to 

achieve project objectives or member participation goals (Li, J. H., 2024, pp. 107-109). 

This paper aims to explore the core dynamics of faculty participation in engineering project practices. 

Using engineering consulting projects as a focal point, it analyzes the unique organizational needs of 

such teams and proposes management approaches grounded in X-Y Management Theory to better align 

with the context of university-led engineering consulting organizations (Arabian Journal of Business 

and Management Review, 2021, pp. 1-7). 

 

2. Development of University-Based Engineering Consulting Project Organizations 

In the early 19th century, alongside the Industrial Revolution, large-scale engineering projects such as 

railways, transportation networks, water conservancy systems, and civil infrastructure proliferated 

globally. However, due to inadequate project management mechanisms, many projects suffered from 

resource wastage and delays. As demand for professional project management grew, independent 

consulting institutions emerged to provide engineering consulting services. Typically staffed by 

experienced engineers and technical experts, these organizations offered technical and managerial 

guidance, helping clients resolve project issues while delivering rational consulting, design, and 

construction solutions (Cao, X. L., 2017). 

In China, the involvement of university faculty from construction-related disciplines in engineering 

consulting projects traces back to the founding of the People’s Republic of China. With the 

advancement of national economic development, the expertise and skills of academics in engineering 

construction gained broad recognition. They began participating in consulting, evaluation, and design 

work for diverse projects. Particularly after the Reform and Opening-up policy, as the market economy 

matured, opportunities for faculty engagement in engineering consulting expanded significantly. 

According to “The 14th Five-Year Plan for National Economic and Social Development and the 

Long-Range Objectives Through the Year 2035”, major initiatives such as new infrastructure, new 

urbanization, and transportation/water conservancy projects are integral to achieving socialist 

modernization. Social fixed-asset investment will maintain reasonable growth atop an already 

substantial scale. Concurrently, national policies encourage modern service industries and emphasize 

cultivating engineers and high-skilled talent. Thus, the engineering consulting sector—providing 

specialized services for fixed-asset investment—will retain vast market potential and robust policy 

support, driving sustained industry expansion in the coming years. 



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Recently, the concept of whole-process engineering consulting has further deepened and broadened 

faculty participation in such projects (Dai, X. M., 2024, pp. 115-119). This approach emphasizes 

comprehensive consulting and services spanning project planning, decision-making, design, 

construction, and operation management. It necessitates multidisciplinary knowledge and collaborative 

teamwork—a domain where university faculty, as talent resources with profound expertise and 

practical experience, naturally constitute critical components of whole-process consulting teams. 

 

3. Characteristics of University-Based Engineering Consulting Project Organizations 

3.1 Strong Self-Directed Initiative 

University faculty consulting teams primarily consist of academics whose performance evaluation and 

administrative oversight reside with their schools or universities, while project leaders typically lack 

formal hierarchical authority over team members. Consequently, team formation relies more on 

personal commitment than organizational mandates. 

Moreover, long-term immersion in academic research and teaching cultivates high self-discipline. 

When undertaking consulting projects, members proactively plan tasks, schedule timelines, and 

advance deliverables with minimal external supervision. Their intrinsic motivation ensures efficient 

and orderly completion of consulting outcomes. 

Thus, compared to conventional project teams, faculty-led groups exhibit pronounced autonomy and 

self-initiation. 

3.2 Proficiency in Collaboration and Innovation 

These teams are driven by strong professional development aspirations. Faculty seek exposure to 

cutting-edge industry practices and real-world challenges to enrich teaching cases and enhance the 

applicability of their research. They leverage project opportunities to pioneer new research directions 

and elevate their careers (Qi, Y. K., 2022). 

Hence, collaboration and innovation permeate all project phases. On one hand, members’ academic 

experience fosters advanced communication skills—they articulate specialized insights clearly while 

actively listening to peers. This enables effective information exchange with clients and within teams, 

preventing misunderstandings and delays. 

On the other hand, faculty from diverse disciplines (e.g., engineering, management, economics) engage 

in cross-domain collaboration, integrating multidisciplinary knowledge to develop holistic solutions for 

complex engineering problems. Beyond contractual obligations, many view consulting as a means to 

bridge theory and practice, sharpening their applied skills. This mindset often sparks creative 

approaches when tackling project challenges. 

 

 



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3.3 High-Level Needs Orientation 

Per Maslow’s Hierarchy, faculty typically satisfy basic physiological and safety needs (e.g., stable 

income, work-life balance) through their primary academic roles (Teng, Y. L., & Ma, C. M., 2023, pp. 

74-79). Consequently, their consulting engagement centers on higher-level needs: 

Social Belonging Needs: Extensive interaction with clients, interdisciplinary teams, and industry peers 

fulfills relational aspirations. Professional networks built through conferences and academic exchanges 

foster community integration. 

Esteem Needs: This tier drives core motivation. Members seek recognition from clients, peers, and 

society for their expertise. High praise for project outcomes significantly validates their professional 

standing, amplifying their value contribution. 

Self-Actualization Needs: As the ultimate pursuit, faculty aim to apply knowledge toward solving 

complex engineering problems and advancing industry innovation. For instance, when consulting on a 

major aviation hub project involving multiple stakeholders and multi-functional integrated spaces, 

pioneering solutions established industry benchmarks while fulfilling personal ideals. This quest for 

self-realization fuels continuous excellence. 

 

4. Management Needs of University-Based Engineering Consulting Project Organizations 

In conventional consulting projects, leaders primarily focus on managing behavioral boundaries and 

ensuring minimum output standards, emphasizing controlling and directive leadership styles (Zhang, R. 

L., Li, L., & Wang, Q., 2015, pp. 92-97). 

In contrast, university faculty—enjoying elevated social status and professional respect—prioritize 

participatory environments that foster free discourse and personal growth. 

Consequently, project leadership roles in such contexts require distinct positioning. Controlling or 

directive approaches often impede operational efficiency and may even trigger team dysfunction under 

extreme conditions. 

For these organizations, management needs shift from “baseline enforcement” to “upward 

guidance”—transitioning from behavioral constraints to attitude- and motivation-focused positive 

cultivation. Leaders must therefore adopt parental, expertise-based, and mentorship-oriented roles to 

fulfill these elevated expectations. 

 

 

 

 

 

 



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5. Practical Application of X-Y Management Theory 

5.1 Conventional Engineering Project Organizations—Application of Theory X 

Theory X assumes negative human traits: inherent laziness, work aversion, and responsibility 

avoidance, necessitating external control and punishment. In engineering consulting teams, this 

manifests through: Centralized decision-making, Rigid rules/procedures, Economic 

incentives/sanctions (Stoyan, S., & Monique, D., 2017). 

Project complexity, uncertainty, and resource/timeline constraints often justify centralized decisions for 

speed and consistency. Though limiting flexibility, this enables rapid crisis response. Strict protocols 

(workflows, quality standards, timelines) enforce behavioral boundaries to ensure execution efficiency. 

Under Theory X, economic incentives dominate motivation drivers. Bonuses/commissions reward 

performance, while penalties (fines, warnings, termination) address underachievement. 

5.2 University-Based Consulting Organizations—Embodiment of Theory Y 

Theory Y posits positive human traits: work as natural as play, with innate responsibility-seeking and 

self-actualization drives. 

Since faculty participation is volitional and purpose-driven, applying Theory X would invert their 

motivation logic, potentially causing team dissolution and project failure (Petkovska, S. M., Bojadjiev, 

I. M., & Blazevski, P., 2021, pp. 366-380). Thus, leaders adopt: 

Nurturing | Expertise-based | Mentorship-oriented 

roles aligning with Theory Y’s core principles. 

Theory Y implementation features three pillars: 

(1) Participatory Management & Self-Control 

(2) Leaders involve members in co-developing project goals/plans, enhancing ownership. 

Self-direction based on expertise and academic interests is encouraged. 

(3) Flexible Structure & Open Culture 

Adaptive frameworks foster cross-disciplinary collaboration. Leaders cultivate psychologically safe 

environments for knowledge sharing. Intrinsic Motivation & Achievement Leaders ignite internal drive 

through: Challenging assignments, Professional/academic growth support, Recognition of excellence. 

 

 

 

 

 

 

 

 



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6. Application of X-Y Theory Integrated with Maslow’s Hierarchy 

As established, engineering consulting teams composed of university faculty exhibit strong intrinsic 

motivation, with organizational needs predominantly oriented toward social belonging, esteem, and 

self-actualization. 

 

 

Figure 1. Application Context of X-Y Management Theory Integrated with Maslow’s Hierarchy 

of Needs 

 

Applying Theory X’s behavior-centric control mechanisms to such teams creates a fundamental 

mismatch between individual needs and management methodology. This incongruence renders 

organizational strategies incapable of fulfilling members’ participation objectives. 

Per McGregor’s framework, Theory Y-appropriate organizations must fully affirm human agency as 

productive agents. Here, member initiative dominates, with management’s core function being the 

optimization of this latent potential. 

Consequently, imposing Theory X strategies on faculty-led consulting teams would deprive 

participants of higher-order needs as: 

(1) Trigger negative, adversarial, and responsibility-averse attitudes 

(2) Provoke widespread disengagement 

(3) Ultimately cause project termination 

 

 

 



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7. Conclusion 

In summary, university engineering consulting project organizations exhibit distinct organizational 

characteristics and divergent management needs compared to conventional project teams. These 

differences necessitate tailored management strategies that align with organizational contexts, while 

simultaneously reflecting how members’ professional backgrounds and intrinsic drivers influence team 

structuring and governance. 

Project managers need to select context-appropriate management approaches to support implement 

calibrated adjustments based on organizational demands. Also the position needs to understand 

respecting, and strategically responding to these distinctions proves instrumental in Optimizing team 

architecture, enhancing project efficiency and fostering sustainable organizational development. 

 

References 

Cao, X. L. (2017). Engineering project management. Chongqing, China: Chongqing University Press. 

Dai, X. M. (2024). Exploration of teaching mechanisms for construction project management courses 

based on the “1+X” talent cultivation model. China-Arab Science and Technology Forum 

(Chinese and English), 12, 115-119. 

Li, J. H. (2024). Application analysis of project management in marketing practice. Modern Business 

Research, 14, 107-109. https://doi.org/10.62517/jbm.202409415 

Petkovska, S. M., Bojadjiev, I. M., & Blazevski, P. (2021). Application of McGregor’s XY leadership 

theory in education management: Investigation of the link between preferred leadership style, 

intrinsic motivation and turnover intention. International Journal of Transitions and Innovation 

Systems, 6(4), 366-380. https://doi.org/10.1504/IJTIS.2021.116905 

Qi, Y. K. (2022). Research on problems and countermeasures in the construction of teaching staff in 

private universities in China [doctoral dissertation]. East China Normal University.  

Stoyan, S., & Monique, D. (2017). The human side of enterprise. Macat Library; Taylor and Francis.  

Teng, Y. L., & Ma, C. M. (2023). Strategies to enhance the stability of teaching staff in private 

universities from the perspective of Maslow’s Hierarchy of Needs. Modern Education Science, 3, 

74-79.  

The Application of Elton Mayo’s Human Relations Theory and Douglas McGregor’s Theory X and Y 

to Achieve Organization Objectives. (2021). Arabian Journal of Business and Management 

Review, 11(4), 1-7. 

Zhang, R. L., Li, L., & Wang, Q. (2015). McGregor’s X-Y Theory and its application. China Industrial 

Review, 7, 92-97. 

 

 

https://doi.org/10.62517/jbm.202409415
https://doi.org/10.1504/IJTIS.2021.116905

