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How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect.

This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research.

The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project.

While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world.

The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data.

This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a state-supported HBCU and National Science Foundation (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Institutional Implementation Project grantee. Through three rounds of NSF HBCU-UP implementation grants, a concerted effort has been made in developing interdisciplinary STEM undergraduate research programs in geophysical and environmental science (in round 1), geospatial, computational, and information science (in round 2), and mathematical and computational biology (in round 3) on NCA&T campus. We first present a brief history and background information about the interdisciplinary STEM undergraduate research programs developed and sustained at NCA&T, giving rationales on how these programs had been conceived, and summarizing what have been achieved. Next we give a detailed description on the development of undergraduate research infrastructure including building research facilities through multiple and leveraged funding sources, and engaging a core of committed faculty mentors and research collaborators. We then present, as case studies, some sample interdisciplinary research projects in which STEM undergraduate students were engaged and project outcomes. Successes associated to our endeavor in developing undergraduate research programs as well as challenges and opportunities on implementing and sustaining these efforts are discussed. Finally, we discuss the impact of well-structured undergraduate research training on student success in terms of academic performance, graduation rate and continuing graduate study, and summarize many of the learnings we have gained from implementation and delivery of undergraduate research experiences at HBCUs.

Although there have been extensive studies on the hydrological and erosional impacts of logging, relatively little is known about the impacts of conversion into agricultural plantation (namely rubber and oil palm). Furthermore, studies on morphological impacts, sediment-bound chemistry and forensic attribution of deposited sediment to their respective sources are scarcer. This chapter introduces the potential for using the multi-proxy sediment fingerprinting technique in this context. Featuring pilot projects in two major flood-prone river systems in Malaysia, the studies explore application of geochemistry-based sediment source ascription. The geochemical signatures of sediment mixtures on floodplains were compared to sediments from upstream source tributaries. The tributaries were hypothesised to have different geochemical signatures in response to dominant land management. The first case study took place in the Segama River system (4,023 km²) of Sabah, Malaysian Borneo where a mixture of primary forest, logged-forests and oil palm plantations were predominant. The second case study was in the Kelantan River Basin (13,100 km²) with two major tributaries (Galas River and Lebir River) where logged-forests and rubber and oil palm plantations are dominant land-uses. Both case studies demonstrated the applicability of this method in ascribing floodplain deposited sediment to their respective upstream sources. Preliminary results showed that trace elements associated with fertilisers (e.g. copper and vanadium) contribute to agricultural catchment signatures. Alkaline and alkaline-earth elements were linked to recently established oil palm plantations due to soil turnover. Mixing model outputs showed that contributions from smaller, more severely disturbed catchment are higher than those from larger but milder disturbed catchments. This method capitalises on flood events to counter its adverse impacts by identifying high-priority sediment source areas for efficient and effective management.

Purpose – A geologist and sociologist have developed a pair of Earth resource courses to teach geology in global context and critical thinking and negotiation skills. The energy and minerals courses emphasize the physical and geological sciences as well as an understanding of the political, social structural, cultural, economic, and environmental factors that influence resource extraction and use. We are seeking to develop the global citizenship skills students will need to participate in future discussions on Earth resource issues. To this end, active learning approaches involve students in group problem solving and negotiation.

Methodology – For five years we have been developing these courses and regularly assessing the accomplishment of course goals. Focus groups and before/after surveys guide course modifications.

Findings – Though limited, our evidence shows an increased awareness and willingness on the part of our students to engage in discussions searching for solutions to Earth resource issues. Geology students are enthusiastic about the content that goes beyond geology. Non-geology students appreciate knowing more of the science of Earth resources that help thereby providing critical insight and background for their interest in environmental and social problems.

Value of the paper – The L(SC)2 paradigm we have developed can be adopted or adapted to a variety of possible partnerships between the sciences and the social sciences and humanities. Studying Earth resource issues in global context connects the immediate concerns of consumers to the practices and problems of Earth resource extraction and processing around the world to better foster citizen involvement.

Field-based education for environmental studies has been a foundational principle for the Environmental Studies program at Stockton University, which began in 1971. Located within the 445,000 hectare Pinelands National Reserve, on an 800-hectare campus near Atlantic City, New Jersey, USA, two professors in the program discuss our rationale and experiences teaching students about the environment within the environment. Expounding on the interdisciplinary literature of field-based learning, we present four unique case studies including local and regional experiences, as well as student learning abroad. The first case proposes that learning outdoors might be beneficial for students with learning disabilities. This is exemplified during a one-week field study to the 2.4 million hectare Adirondack Park & Preserve. The second instance reveals the benefits of working with local towns and environs acting as consultants in a multidisciplinary capstone experience. Next, we show how on-campus data collection and hypothesis formulation help students to learn about environmental design and statistical analysis. Finally, an international trip to the Caribbean opens the minds of students through a service learning project. While on campus, in town, across the United States or at an international destination, learning in the field gives students the opportunity to expand their knowledge through field-based active learning strategies.

Utility strikes have spawned companies specializing in providing a priori analyses of the underground. Geophysical techniques such as Ground Penetrating Radar (GPR) are harnessed for this purpose. However, analyzing GPR data is labour-intensive and repetitive. It may therefore be worthwhile to amplify this process by means of Machine Learning (ML). In this work, harnessing the ADR design science methodology, an Intelligence Amplification (IA) system is designed that uses ML for decision-making with respect to utility material type. It is driven by three novel classes of Convolutional Neural Networks (CNNs) trained for this purpose, which yield accuracies of 81.5% with outliers of 86%. The tool is grounded in the available literature on IA, ML and GPR and is embedded into a generic analysis process. Early validation activities confirm its business value.

Professional careers have become more precarious in recent decades. Corporations today engage in downsizing even during profitable times, a practice that impacts workers throughout the labor force, including those with advanced degrees. Using a case study of women geoscientists in the oil and gas industry, I investigate how the increasing precariousness of professional careers reinforces gender inequality. The compressed cycle of booms and busts in the oil and gas industry permits an investigation into how women fare in precarious professional jobs. Extending gendered organization theory, I argue that three mechanisms are built into professional careers today that enhance women’s vulnerability to layoffs: teamwork, career maps, and networking. I illustrate how these mechanisms disadvantage women with in-depth portraits of three geoscientists who lost their jobs during the recent downturn in oil prices. Their personal narratives, collected over a 3-year period of boom and bust, reveal how a particular multinational corporation is structured in ways that favor the white men who dominate their industry. The rhetoric of diversity obscures the workings of gendered organizations during good times, but when times get tough, management’s decisions about whom to lay off belies the routine practices the reproduce men’s advantages within the industry.