Cultivating situated learning within project management practice: A case study exploration of the dynamics of project‐based learning

Abstract

Purpose

The purpose of this paper is to briefly summarise a successfully completed doctoral thesis which longitudinally and intimately explored the social dynamics of learning activity within a project team.

Design/methodology/approach

This research was pursued through participative action research applied to a case study project team.

Findings

The key findings of this study included the identification and analysis of five sociological elements which moderate the situated learning behaviour of participants while they are on‐the‐job. Combined, these elements form a model of project situated learning behaviour.

Practical implications

The findings generated focus attention on the complex social and practical issues involved in learning within projects and provide a framework that aids practitioners' systematic reflection and action on their learning activities.

Originality/value

This study provides deep and original insights into the learning phenomenon within the practice of project management. There has already been numerous journal publications generated from it, and in late 2007, the author of this thesis published a book largely based on this doctoral work entitled Cultivating Learning within Projects, by Andrew Sense, Palgrave Macmillan. ISBN: 0230006914 ISBN‐13: 9780230006911. This book can be sourced directly from Palgrave Macmillan at: www.palgrave.com/products/title.aspx?PID = 276502

Citation

Sense, A.J. and Badham, R.J. (2008), "Cultivating situated learning within project management practice: A case study exploration of the dynamics of project‐based learning", International Journal of Managing Projects in Business, Vol. 1 No. 3, pp. 432-438. https://doi.org/10.1108/17538370810883864