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

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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 languageEnglish
Title of host publicationProceedings of the 29th Annual ARCOM Conference, 2-4 September 2013, Reading, UK
EditorsS.D. Smith, D.D. Ahiaga-Dagbui
Place of PublicationReading, UK
PublisherAssociation of Researchers in Construction Management (ARCOM)
Number of pages10
ISBN (Print)978-0-9552390-7-6
Publication statusPublished - 2 Sept 2013
Event29th Annual Q conference 2013 - VU University, Amsterdam, Netherlands
Duration: 5 Sept 20137 Sept 2013
Conference number: 29

Publication series



Conference29th Annual Q conference 2013
Abbreviated titleARCOM 2013


  • IR-90808
  • METIS-297407


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