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

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

2 Citations (Scopus)

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 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)
Pages569-578
Number of pages10
ISBN (Print)978-0-9552390-7-6
Publication statusPublished - 2 Sep 2013
Event29th Annual Q conference 2013 - VU University, Amsterdam, Netherlands
Duration: 5 Sep 20137 Sep 2013
Conference number: 29

Publication series

Name
PublisherARCOM
Volume1

Conference

Conference29th Annual Q conference 2013
Abbreviated titleARCOM 2013
CountryNetherlands
CityAmsterdam
Period5/09/137/09/13

Keywords

  • IR-90808
  • METIS-297407

Fingerprint Dive into the research topics of 'Messages in bottles: the fallacy of transferring knowledge between construction projects'. Together they form a unique fingerprint.

Cite this