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This study aims to examine the relationship between ethical leadership and project success directly and indirectly through psychological empowerment along with the moderating role of Islamic work ethic.

Using a time-lagged design, data were gathered from 202 employees working in project-based organizations of Pakistan. Confirmatory factor analysis confirmed the distinctiveness of variables used in the study.

Consistent with the cognitive evaluation theory, the findings supported the hypotheses other than the moderating role of Islamic work ethics between psychological empowerment and project success. The results confirmed that ethical leadership promotes project success directly and indirectly via psychological empowerment. Furthermore, theoretical and practical implications are also discussed highlighting the importance of ethical leadership for researchers and practitioners.

Literature is insufficient on the topic of ethical leadership in the project management domain with the effect of Islamic work ethics and psychological empowerment. Therefore, the current study explored unanswered research questions in the project management domain.

Previous research within the dynamic capabilities literature has primarily targeted the strategic innovation of technology firms and significantly less interest has been given to project-based organizations that operate in the construction sector. A recent study by Davies and Brady (2016) places the dynamic capabilities concept in a project-based context, drawing upon research on dynamic capabilities and organizational ambidexterity. The purpose of this paper is to apply the aforementioned framework in a case involving public construction clients with the aim of examining their approaches for maintaining or developing project capabilities depending on the volatility of the environment.

The study is based on a case study of a decentralized association of 16 healthcare client organizations in Swedish counties, which was compared to a centralized unit for healthcare planning and construction in Norway. In total, 19 interviews were conducted, alongside two workshops and a feedback questionnaire.

The interviewees emphasized the lack of adequate support to handle the increasingly more complex projects. Results indicate the need for a more segmented approach for understanding how dynamic capabilities are managed in client organizations based not merely on the level of stability in the environment, but also taking into account the resources that are utilized. It is further argued that there is a need for a more granular research approach to studying the development of capabilities in a case-based setting, an approach that more specifically links the development of dynamic capabilities with their relevant antecedent activities.

The study sheds light on how the various approaches for maintaining/developing project capabilities available to the public sector construction client depend on the volatility of the environment and the resources they require.

Using an institutionalist lens, this study aims to identify factors that influence the knowledge sharing behaviour of volunteers engaged in collaborative, cross-cultural and project-focussed development work.

Following an inductive research design, the authors conducted a thematic analysis of interviews with volunteers to explore the practicalities of knowledge sharing in the context of development aid projects and to examine contributing factors, such as personality, motivations, experience and variations in team members’ understanding of the nature and objective of projects.

Through exploring the experiences of volunteers working on cross-cultural development aid programmes, the authors identify and discuss the ways in which the preparation of volunteers and the structuring of project work is shaped by managerialist modes of thinking, with an emphasis on the creation of an environment that is conducive to sustainable knowledge sharing practices for all stakeholders involved.

The examination of volunteer development work tendency towards institutional isomorphism is a novel contribution intersecting the areas of knowledge sharing in the project, volunteer-led and culturally diverse environments.

The purpose of this paper is to identify the marketing practices adopted by contractors in project-based industries to win new business and maintain relationships with existing clients.

The authors interviewed eight such contractors, and used activity theory as a lens to analyze the results. The authors investigated project marketing activities at four stages of the project contract life cycle, and against four enablers of collaboration.

The authors have identified that the service-dominant logic pervades project marketing. Through the project contract life cycle the marketing activity starts with a strategic focus, becomes tactical, then operational and returns to strategic. Project marketing involves executive managers, marketing, client or account managers and project managers. Project managers have a key responsibility for project marketing. The four enablers of collaboration, relationships, communication, going-with and trust, support each other and the entire project marketing activity.

As a contribution to theory, the authors have identified the practices adopted by contractors in project-based industries to market their competencies to clients to win new work and maintain relationships with existing clients. The authors have identified practices throughout the contract life cycle, and practices to develop collaboration. The next step will be to explain these practices in terms of traditional marketing theory.

The results provide guidelines to contractors in project-based industries who wish to improve their marketing activity to achieve sustainable performance. Industry may also find it useful to train or coach their project managers to be conscious of their marketing role.

Previous work has been conceptual in nature and has speculated on the nature of the project marketing performed by contractors to win new projects, and set it against marketing done by the project. This research has empirically investigated the actual marketing practices adopted by project contracting organizations, shown how it varies through the project life cycle and shown how responsibility passes from senior management to the account team and then to project managers. It has also investigated the application of the four enablers of collaboration: relationships, communication, going-with and trust.

In elite sport competitions there are small margins, and small advantages may be the key to big success. Details that in many other setting would be considered insignificant can have a major impact on results. Awareness about risks therefore becomes a key concern in such projects, and this is often viewed as the essence of project management. Compensations for negative outcomes do not make sense. Delays, cost‐overruns or compensations are not viable options. In such situations, success depends on the ability to manage risks with a high degree of reliability, reflects the ability to mobilize, use and develop new knowledge. This paper aims to offer an opportunity to investigate mechanisms for knowledge development and transfer in relation to risk management in a mindful organization.

The starting point was formal documents and plans, but the main data source is semi‐structured in‐depth interviews with all major actors involved. The data are representative in the sense that they provide a comprehensive mapping of critical elements in Olympic projects, strategies for dealing with them and how knowledge from earlier projects were exploited. As data were collected they were systematized through open coding, identifying recurrent themes relating to major concerns, influence of earlier experience, knowledge sharing, relationships between experiences and new project team members, etc. The next step was to recode descriptive categories in ways that captured underlying analytical or theoretical dimensions relating to different types of risk, knowledge and knowledge carriers.

The article links risk management to knowledge development and transfer in a mindful organization. Three mechanisms are crucial for successful project‐based learning: relating different competences; reflecting on experiences; and routinizing lessons learned. Such processes are at the core of a mindful organization. Knowledge transfer and risk management are an integrated part of best practice. In Olympiatoppen there is little codification of knowledge in formal systems and detailed operating procedures. Knowledge is mainly carried by individuals – and activated, evaluated and used in a setting where relationships play a key role. The ability to exploit such mechanisms for knowledge transfer is generally attracting attention as an essential success factor in project‐based learning.

The paper contributes to the literature on knowledge development in projects in the following ways: first, knowledge development and transfer is linked to risk management and the concept of mindful organization. In a mindful organization knowledge transfer and risk management are an integrated part of best practice. Second, it pays special attention to the social aspects of knowledge transfer; particularly the role of personal knowledge and problem solving capacities and the importance of social relationships.

Employees, as the most important assets of an organization, acquire a great deal of experience, skills and knowledge throughout the time period they work for the organization. If their skills and technical knowledge are not documented properly, these will be lost once the employees leave the organization. Therefore, documentation is necessary for preserving this invaluable knowledge, avoiding duplication and preventing repeated mistakes that occurred in the past and, providing the junior staff with experiences gained by their predecessors. Thus, this research aims to elaborate on the role of organizational knowledge management (KM) as an essential tool for turning tacit knowledge into explicit knowledge and sharing the gained experiences with others.

This research is developmental applied research with qualitative approach and it was conducted using thematic analysis method. This method includes a semi-structured interview with 18 researchers conducting research projects at the Satellite Research Institute under the supervision of the Iran Space Agency.

The projects contain knowledge that is a combination of “know why”, “know what”, “know who” and “know how”. A large amount of this knowledge is, indeed, the tacit knowledge. Most of this tacit knowledge is not reflected in the project documents. Generally, the documents contain results only and they do not include experience, technical details, methodology, analysis and mistakes that were made during research activities. Documentation challenges fall into three major types: technical, human resources and administrative.

Considering the necessity of documentation within the knowledge transfer process and its important role in KM; and, with respect to the lack of technical knowledge and experience transfer observed in the documents of Satellite Research Institute, this research proposes some steps that need to be taken to turn the knowledge sharing into an organizational culture.

Although knowledge transfer in the context of projects and project-based organizations (PBOs) has gained increasing attention from academia and industry, it is not clear how knowledge transfers from projects to their parent PBOs. This research aims to explore the main factors influencing knowledge transfer from projects to their parent PBOs, and analyze how these factors integrate the transfer process as system components using the system dynamics (SD) method.

Based on the literature review, investigation and interview, this paper adopts the event analysis to obtain the influencing factors from historical cases and establishes a conceptual model of knowledge transfer from five dimensions, which simultaneously considers the knowledge sender, knowledge receiver and the relationship between the knowledge sender and receiver, knowledge features and transfer context. Then, the relationships between variables in the qualitative model were clarified, and a quantitative model including seven feedback loops was established using the SD model. Lastly, the system simulation and sensitivity analysis of the main parameters were realized in Vensim PLE software.

The simulation analysis results show that the model can simulate the knowledge transfer process from projects to the PBO to a certain extent. This research fully demonstrates the impact of variables from five dimensions on knowledge transfer and incorporates the knowledge gap and transfer threshold in the research category. Moreover, the rationality of seven feedback loops proposed in the model was verified. And the effects of various factors on the amount of knowledge transferred and the PBO's knowledge stock were examined through sensitivity analysis. Furthermore, recommendations for developing an integrated knowledge transfer mechanism of PBOs and projects to enhance transfer effect are offered.

This research provides other researchers with a systematic understanding of transfer process from projects to PBOs, and insight for further research on knowledge transfer in project and organization contexts. Furthermore, this study guides researchers to focus on the causal processes that constitute knowledge transfer and explores the expected and unexpected phenomena generated over time. However, some variables involved in the transfer process are simplified, and the establishment of a more complex dynamic model needs further research and discussion.

By establishing a simulation model for knowledge transfer from projects to their parent PBOs, this study helps project teams and PBOs grasp the overall picture of the transfer process. Especially, this paper provides target-oriented recommendations for project and PBO managers to implement effective knowledge transfer practices, which have certain practical values for knowledge cultivation, coordination, reuse and innovation in the organization.

This study contributes to knowledge management and project management literature by simulating the knowledge transfer process from projects to their parent PBOs. Additionally, this paper provides a reference for PBO and project managers to establish an integrated knowledge-transfer mechanism in the work process and comprehensively implement effective knowledge transfer practices.

Project-based learning is an effective means for companies to capture, retain and use knowledge. To exploit both explicit and tacit knowledge, firms can combine knowledge transfer with social learning mechanisms to boost the overall effectiveness of project-to-organization learning.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Project-based learning is an effective means for companies to capture, retain and use knowledge. To exploit both explicit and tacit knowledge, firms can combine knowledge transfer with social learning mechanisms to boost the overall effectiveness of project-to-organization learning.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to examine the joint congruence effect of leadership styles and organizational culture on project members’ innovative behaviors in the construction projects setting.

The proposed hypotheses are tested using polynomial regression with a sample of 217 project managers and employees of different construction projects in China, and plotted through response surface analysis.

The results of polynomial regressions support the congruence effect hypothesis, indicating that more innovative behaviors of the project members could be elicited by a high level of congruence between transformational or transactional leadership styles and organizational culture. Furthermore, asymmetrical incongruence effects are found wherein project members with lower levels of innovative behaviors when project organizational culture is stronger as compared with when two leadership styles are at higher levels. Specifically, the condition is found under the innovation dimension of organization culture, but higher level of innovative behavior conversely displays when the harmony culture is weaker than two leadership styles.

The conceptual model and hypotheses are examined by analyzing cross-sectional and self-reported data collected in China. The findings could be further examined through multi-source or longitudinal, more systematic research.

The findings highlight the pivotal role played by the value congruence of leaders-organizations in motivating employees to be innovative in project organizations. This paper provides knowledge for project managers to help them understand whether and how project members’ innovative behaviors are better motivated by the fit or misfit between the styles of leadership and project organizational cultures. Besides, this study provides the approach or direction for the project leaders training.

This study is one of the first to examine the joint effects of leadership styles and organizational culture on innovative behavior based on the person-organization fit theory and from the perspective of value congruence.

While projects can generate highly relevant knowledge to inform operations and improve performance, organizations face the difficulty of retaining knowledge once a project ceases to exist. This study aims to examine how project work can lead to organizational learning and, in particular, how knowledge transfer and social learning practices shape project-to-organization learning in a setting where projects complement a traditional functional form of organization.

This case study examined a project for inclusive teacher training at a German university. Data were collected and analyzed following an ethnographic approach, including participatory observation, a focus group discussion and 14 interviews with project participants.

The findings support the idea that much of the learning that occurs within projects is tacit. In this study, tacit knowledge from the project was shared with the organization through social learning practices. These social learning practices had a larger impact on project-to-organization learning than knowledge transfer practices such as codification. Additionally, the findings suggest that when knowledge transfer and social learning practices are in conflict, project-to-organization learning will likely suffer.

This study contributes to existing literature by examining the relative importance of technical and social dimensions of project-to-organization learning and by focusing on universities as an example of organizations where projects operate alongside a traditional functional form. Practical implications suggest that to facilitate project-to-organization learning, universities may need to enact a combination of new practices, some designed to codify and transfer knowledge and others created to generate new interpretations and build common knowledge across organizational boundaries.