Capturing and diffusing the knowledge generated on projects is highly problematic due to the idiosyncratic, complex and dynamic nature of projects. In particular, the recurrent re-organisation required by projects especially the constant re-formation of project teams militates against the systematic codification of knowledge or its embodiment in the knowledge base of project teams. This paper reports on on-going research in the UK that is designed to explore organisational and other factors inhibiting and enabling project-based learning. This research compares and contrasts project-based learning across a range of industrial sectors (including medical technology, telecommunications, health and public services). It emphasises the inherently social nature of project-based learning and the difficulties this creates for attempts to capture and codify project-based learning.
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