Project learning relationships and situated learning: defensive deflection and protective veneers
by Andrew J. Sense
International Journal of Learning and Change (IJLC), Vol. 1, No. 3, 2006

Abstract: This paper contributes to better understanding the dynamics of practically supporting the knowledge creation processes within a project management setting. Based on a longitudinal participative action research study of the dynamics of situated learning in a project case study involving organisational change, this paper describes and theorises about how the 'learning relationships' between project team participants significantly impact situated learning activity within a project team setting. As observed in the case study and then argued in this paper, through project team participants systematically and publicly exploring and communally reflecting on this sociological element (amongst others identified in this study), they aid their situated learning processes and incidentally, help develop their competency in 'learning how to learn'.

Online publication date: Sun, 24-Sep-2006

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Learning and Change (IJLC):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com