000			01698pab a2200181 454500
008			180718b2004 xxu||||| |||| 00| 0 eng d
100			_aScarbrough, Harry et al.
245			_aProject-based learning and the role of learning boundaries
260			_c2004
300			_ap.1579-1600.
362			_aNov
520			_aThis 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 projeccts 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. - Reproduced.
650			_aLearning
650			_aOrganizations
650			_aProject management
773			_aOrganization Studies
909			_a63775
999			_c63775 _d63775