Cross-sector Research on Knowledge Management Practices for Project-based Learning

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. Our 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. 1 Bentley College, 175 Forest Street, Waltham, 02452-4705 (USA), [email protected] 2 Warwick Business School, University of Warwick, Coventry, CV4 7AL (UK), [email protected] 3 Management Centre, University of Leicester, University Road, Leicester, LE1 7RH (UK), [email protected] 4 Management Centre, University of Leicester, University Road, Leicester, LE1 7RH (UK), [email protected] 5 Royal Holloway, University of London, Egham, TW20 0EX (UK), [email protected]