Abstract
Successfully sharing knowledge through interactions between projects and the organization is, especially in a situation of changing work processes, an important capability for organizations to learn. The aim of this study is to gain insights into the process of project-based learning, specifically by studying how project-based learning relates to project autonomy. Drawing on the data of two teams in collaborative projects, we found that in both projects symbolic, discursive, and spatial practices of isolation were developed that changed the relationship with the permanent organization. We show how these practices contributed to the project teams moving from operating autonomously – whilst still having their goals aligned with the organization – to operating in isolation from the permanent organization. The findings indicate that project autonomy is beneficial for explorative forms of project-based learning, but when turning into isolation project autonomy inhibits the dissemination of knowledge to the wider project-oriented environment.
Original language | English |
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Title of host publication | Proceedings of EURAM18 European Academy of Management conference 2018 |
Number of pages | 36 |
ISBN (Electronic) | 978-2-9602195-0-0 |
Publication status | Published - 2018 |
Event | EURAM 2018: Research in Action - Reykjavik, Iceland Duration: 19 Jun 2018 → 22 Jun 2018 |
Conference
Conference | EURAM 2018 |
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Country/Territory | Iceland |
City | Reykjavik |
Period | 19/06/18 → 22/06/18 |