Knowledge creation and sharing in project contexts: The situated impact of our learning relationships

Abstract

This paper contributes to better understanding the dynamics of practically supporting the knowledge creation processes within a project management context. The case study findings presented in this paper describe and theorize about how the ‘learning relationships’ between project team participants present significant impacts on the immediate situated learning activity of a project team and ultimately also, for individual and team performance and development. As is argued in this paper, through project team participants publicly exploring and communally reflecting on this sociological element (amongst others), they aid their situated knowledge creation processes and help develop their skills in ‘learning how to learn’.

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