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Project-based learning and the role of learning boundaries

journal contribution
posted on 2023-06-08, 19:15 authored by H Scarbrough, J Swan, S Laurent, L Bresnen, L Edelman, Susan Newell
This paper seeks to analyse the extent to which organizations can learn from projects by focusing on the relationship between projects and their organizational context. The paper highlights three dimensions of project-based learning: the practice-based nature of learning, project autonomy and knowledge integration. This analysis generates a number of propositions on the relationship between the learning generated within projects and its transfer to other parts of the organization. In particular, the paper highlights the ‘learning boundaries’ which emerge when learning within projects creates new divisions in practice. These propositions are explored through a comparative analysis of two case studies of construction projects. This analysis suggests that the learning boundaries which develop around projects reflect the nested nature of learning, whereby different levels of learning may substitute for each other. Learning outcomes in the cases can thus be analysed in terms of the interplay between organizational learning and project-level learning. The paper concludes that learning boundaries are an important constraint on attempts to exploit the benefits of projectbased learning for the wider organization.

History

Publication status

  • Published

Journal

Organization Studies

ISSN

0170-8406

Publisher

SAGE Publications

Issue

9

Volume

25

Page range

1579-1600

Department affiliated with

  • Business and Management Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2014-12-10

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