When project autonomy turns into isolation

Understanding the influence of project isolation on project-based learning

Conference paper (2018)

Authors

Thijs Willems Singapore University of Technology and Design
L. Kuitert Public Commissioning - Architecture and the Built Environment
Alfons van Marrewijk Vrije Universiteit Amsterdam
L. Volker Public Commissioning - Architecture and the Built Environment
M.H. Hermans Public Commissioning - Architecture and the Built Environment
Research Group
Public Commissioning (Architecture and the Built Environment) (TU Delft)
Copyright: © 2018 Thijs Willems, L. Kuitert, Alfons van Marrewijk, L. Volker, M.H. Hermans
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Published Date

2018

Language

English

Reuse Rights

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Faculty

Architecture and the Built Environment

Department

Management in the Built Environment

Research Group

Public Commissioning

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.