Messages in bottles: the fallacy of transferring knowledge between construction projects

Andreas Hartmann; Andries G. Doree

Messages in bottles: the fallacy of transferring knowledge between construction projects

Andreas Hartmann, Andries G. Doree

Faculty of Engineering Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

2 Citations (Scopus)

69 Downloads (Pure)

Abstract

Although learning from projects in construction has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in construction. Drawing upon the notion of learning as social activity embedded in organisational context, we develop the argument that learning from projects takes place within projects rooted in the historical, organisational and cultural context of previous and current projects. We underpin our argument with results from a multiple-case study on learning in construction organisations.

Original language	English
Title of host publication	Proceedings of the 29th Annual ARCOM Conference, 2-4 September 2013, Reading, UK
Editors	S.D. Smith, D.D. Ahiaga-Dagbui
Place of Publication	Reading, UK
Publisher	Association of Researchers in Construction Management (ARCOM)
Pages	569-578
Number of pages	10
ISBN (Print)	978-0-9552390-7-6
Publication status	Published - 2 Sep 2013
Event	29th Annual Q conference 2013 - VU University, Amsterdam, Netherlands Duration: 5 Sep 2013 → 7 Sep 2013 Conference number: 29

Publication series

Name
Publisher	ARCOM
Volume	1

Conference

Conference	29th Annual Q conference 2013
Abbreviated title	ARCOM 2013
Country/Territory	Netherlands
City	Amsterdam
Period	5/09/13 → 7/09/13

Keywords

IR-90808
METIS-297407

Access to Document

ar2013-0569-0578_Hartmann_DoreeFinal published version, 242 KB

Cite this

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title = "Messages in bottles: the fallacy of transferring knowledge between construction projects",

abstract = "Although learning from projects in construction has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in construction. Drawing upon the notion of learning as social activity embedded in organisational context, we develop the argument that learning from projects takes place within projects rooted in the historical, organisational and cultural context of previous and current projects. We underpin our argument with results from a multiple-case study on learning in construction organisations. ",

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Hartmann, A & Doree, AG 2013, Messages in bottles: the fallacy of transferring knowledge between construction projects. in SD Smith & DD Ahiaga-Dagbui (eds), Proceedings of the 29th Annual ARCOM Conference, 2-4 September 2013, Reading, UK. Association of Researchers in Construction Management (ARCOM), Reading, UK, pp. 569-578, 29th Annual Q conference 2013, Amsterdam, Netherlands, 5/09/13.

Messages in bottles : the fallacy of transferring knowledge between construction projects. / Hartmann, Andreas ; Doree, Andries G.

Proceedings of the 29th Annual ARCOM Conference, 2-4 September 2013, Reading, UK. ed. / S.D. Smith; D.D. Ahiaga-Dagbui. Reading, UK : Association of Researchers in Construction Management (ARCOM), 2013. p. 569-578.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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T1 - Messages in bottles

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AU - Doree, Andries G.

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PY - 2013/9/2

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AB - Although learning from projects in construction has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in construction. Drawing upon the notion of learning as social activity embedded in organisational context, we develop the argument that learning from projects takes place within projects rooted in the historical, organisational and cultural context of previous and current projects. We underpin our argument with results from a multiple-case study on learning in construction organisations.

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M3 - Conference contribution

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BT - Proceedings of the 29th Annual ARCOM Conference, 2-4 September 2013, Reading, UK

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CY - Reading, UK

Y2 - 5 September 2013 through 7 September 2013

ER -

Messages in bottles: the fallacy of transferring knowledge between construction projects

Abstract

Publication series

Conference

Keywords

Access to Document

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