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Front. Eng    2024, Vol. 11 Issue (3) : 501-515    https://doi.org/10.1007/s42524-024-3113-z
Technology and Innovation Management
Project-based learning principles: Insights from the development of large infrastructure
Yan LIU1(), Erik-Jan HOUWING2, Marcel HERTOGH2, Hans BAKKER2
1. School of Management and Engineering, Nanjing University, Nanjing 210008, China
2. Faculty of Civil Engineering and Geosciences, Delft University of Technology, Stevinweg 1 2628 CN Delft, the Netherlands
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Abstract

In recent decades, interest in project-based learning within organizational learning has grown significantly. This study synthesizes principles that facilitate learning at the project level. Through a cross-case analysis of the Gaasperdammer Tunnel project in the Netherlands and the Hong Kong-Zhuhai-Macao Bridge in China, and validation via focus group discussions, we have identified five key principles: Owner Commitment, Social Environment Approach, Collaboration Vision, Value Orientation, and Open Mindset. These principles highlight the mindsets that guide the behavior and thinking of project practitioners beyond prescriptive processes and routines. Our research enhances the understanding of how project participants can learn from their involvement in unique, complex projects and improve their capabilities for future endeavors. We emphasize the critical role of learning in the development of project capabilities and suggest it be a focal point in future research on infrastructure development projects.
Keywords organizational learning      project-based learning      principles      project capabilities      infrastructure development     
Corresponding Author(s): Yan LIU   
Online First Date: 05 September 2024    Issue Date: 26 September 2024
 Cite this article:   
Yan LIU,Erik-Jan HOUWING,Marcel HERTOGH, et al. Project-based learning principles: Insights from the development of large infrastructure[J]. Front. Eng, 2024, 11(3): 501-515.
 URL:  
https://academic.hep.com.cn/fem/EN/10.1007/s42524-024-3113-z
https://academic.hep.com.cn/fem/EN/Y2024/V11/I3/501
Name Full name Time Funded by Lead
B-Hive Building a Higher Value Construction Environment: Cross-organizational Learning Approach (COLA) − EPSRC and DETR London School of Economics and Leeds Metropolitan University
KLICON Knowledge and Learning In CONstruction (IT in knowledge management and organisational learning for construction projects) 1999−2000 EPSRC University of Salford
CLEVER Cross-sectoral LEarning in the Virtual entERprise 1999−2001 EPSRC Loughborough University
KnowBiz Knowledge Management for Improved Business Performance: Improving Management Performance through Knowledge Transformation (IMPARKT) 2000−2003 EPSRC Loughborough University
C-SanD Creating, Sustaining and Disseminating Knowledge for Sustainable Construction: Tools, Methods and Architecture 2001−2004 EPSRC Loughborough University, the London School of Economics and Salford University
e-COGNOS Methodology, tools, and architectures for electronic consistent knowledge management across projects and between enterprises in the construction domain 2001−2003 EC FP5 CSTB and University of Salford
CAPRIKON Capture and Reuse of Project Knowledge in Construction 2003−2005 EPSRC Loughborough University and University of Newcastle
− A knowledge transfer approach tocontinuous improvement on PFI projects 2003−2004 Loughborough University
− An Approach to Knowledge Management for SMEs 2003−2005 DTI Glasgow Caledonian University
PROLAB-project 2003−2005 Vaasa University (Finland)
NETLIPSE the NETwork for the dissemination of knowledge on the management and organization of Large Infrastructure ProjectS in Europe 2006−2008 EC FP6 AT OSBORNE
the Leonardo da Vinci Programme CLOEMC I Common Learning Outcomes for European Managers in Construction 2009−2011 the European Commission, DG Education, and Culture Warsaw University of Technology (Poland)
MEGAPROJECT The effective design and delivery of megaprojects in the European Union 2011−2015 COST University of Leeds
Tab.1  A quick scan of research projects on knowledge management in construction
No. Project case base Sponsor Location Leader Existing period Number of projects Publicly available
1 IPA IPA the US Edward Merrow 1987−now 20000 + No
2 NETLIPSE First EC FP6 and then client organizations mainly in North-West Europe Europe Marcel Hertogh, Eddy Westerveld and Pau Lian Staal-Ong 2006−now 17 (shown on its website) Yes
3 OMEGA Centre First the Volvo Research & Education Foundations (VREF) and then UCL the UK Harry Dimitrou 2006−2011 30 Yes
4 COST Action Megaproject EU COST Action Europe Naomi Brookes 2011−2015 50 Yes
5 Flyvbjerg − The UK Bent Flyvbjerg − 806 No
6 Hertie School of Governance Hertie School of Governance Germany Genia Kostka 2015 170 Yes
7 MPCSC Tongji University and National Natural Science Foundation of China China Zhaohan Sheng 2011−now 393 Yes
Tab.2  Characteristic of the project case base
Case Description of the project Focus on the project-based learning Type of learning
The Gaasperdammer tunnel (GSP) The longest tunnel project on land in the Netherlands To have a constant reflection going on in the project rather than just learn from the project after it has finished Intra-project learning Exploitative learning
Hong Kong–Zhuhai–Macao Bridge (HZMB) The longest sea-crossing linking Mainland China, Hong Kong, and Macau all over the world, in the form of a bridge structure, an immersed tunnel, and two artificial islands To adopt advanced technologies and management philosophies to address the project complexity and satisfy the innovation requirements Inter-project learning Explorative learning
Tab.3  Summary of two cases
Fig.1  Levels of project-based learning.
Fig.2  Five project-based learning principles.
Principles How principles can be achieved Relation to other principles Application
Owner commitment Demonstrating learning value; Helping mediate tensions strengthen Creating a particular learning program and database; Reward instead of punishment; Proactive engagement
Social environment approach Creating safe spaces for feedback enable Knowledge sharing workshops; An external knowledge party
Collaboration vision Generating feelings of partnership contribute to Partnership; supply chain management
Value orientation Attaining consensus and sustainability set goals to Management tool; Shaping the project culture
Open mindset Thinking out of the box; Allowing mistakes influence Innovations from other industries; Experiment
Tab.4  Use of five project-based learning principles
Fig.3  An integrative framework linking learning, capabilities, and performance (Easterby-Smith and Prieto, 2008).
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