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Project-Based Learning and the Role of Learning Boundaries

University of Warwick, UK, harry.scarbrough{at}wbs.ac.uk

Jacky Swan

University of Warwick, UK, jacky.swan{at}wbs.ac.uk

Stéphane Laurent

University of Warwick, UK, stephane.laurent{at}wbs.ac.uk

Mike Bresnen

University of Leicester, UK, m.bresnen{at}le.ac.uk

Linda Edelman

Bentley College, USA, ledelman{at}bentley.edu

Sue Newell

Bentley College, USA, snewell{at}bentley.edu

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 project-based learning for the wider organization.

Key Words: projects • organizational learning • knowledge boundaries

Organization Studies, Vol. 25, No. 9, 1579-1600 (2004)
DOI: 10.1177/0170840604048001


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