Delft University of Technology
When project autonomy turns into isolation
Understanding the influence of project isolation on project-based learning
Willems, Thijs; Kuitert, Lizet; van Marrewijk, Alfons; Volker, Leentje; Hermans, Marleen
Publication date
2018
Published in
Proceedings of EURAM18 European Academy of Management conference 2018
Citation (APA)
Willems, T., Kuitert, L., van Marrewijk, A., Volker, L., & Hermans, M. (2018). When project autonomy turns
into isolation: Understanding the influence of project isolation on project-based learning. In Proceedings of
EURAM18 European Academy of Management conference 2018 [1238]
Important note
To cite this publication, please use the final published version (if applicable).
Please check the document version above.
Copyright
Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons. Takedown policy
Please contact us and provide details if you believe this document breaches copyrights. We will remove access to the work immediately and investigate your claim.
This work is downloaded from Delft University of Technology.
1-8-2018 EURAM 18 - 1238
https://2018.euramfullpaper.org/programme/search.asp?qs=1238&Search=Search 1/1
1238 - WHEN PROJECT AUTONOMY TURNS INTO ISOLATION.
UNDERSTANDING THE INFLUENCE OF PROJECT ISOLATION ON
PROJECT-BASED LEARNING
Authors : Alfons Van Marrewijk - VU Amsterdam, Leentje Volker - TU Delft, Thijs Willems - Signapore University of Technology and Design, Liset Kuitert - TU Delft, Marleen Hermans - TU Delft
Wednesday, June 20, 2018 - Slot 1 (16:00 - 17:30) ARNAGARDUR Building / A-201
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.
