When project autonomy turns into isolation: Understanding the influence of project isolation on project-based learning

Thijs Willems · Lizet Kuitert · Alfons H. van Marrewijk · Leentje Volker · Marleen H. Hermans

2 citations0/0 files storedResearch Repository (Delft University of Technology)

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Education and Learning Practices Innovation and Knowledge Management Organizational Learning and Leadership

Abstract

Successfully sharing knowledge through interactions between projects and the organization is, especially in a situation of changing work processes, an important capability for organizations to learn. The aim of this study is to gain insights into the process of project-based learning, specifically by studying how project-based learning relates to project autonomy. Drawing on the data of two teams in collaborative projects, we found that in both projects symbolic, discursive, and spatial practices of isolation were developed that changed the relationship with the permanent organization. We show how these practices contributed to the project teams moving from operating autonomously – whilst still having their goals aligned with the organization – to operating in isolation from the permanent organization. The findings indicate that project autonomy is beneficial for explorative forms of project-based learning, but when turning into isolation project autonomy inhibits the dissemination of knowledge to the wider project-oriented environment.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Imported from OpenAlex (CC0) — nothing here is generated.