Project Learning Enablers within Fragmented Construction Projects

Many studies have affirmed a negative influence of fragmentation on learning and knowledge sharing in construction projects. However, the literature overlooked enablers of learning within this context. The purpose of this paper is to explore the factors that facilitate project learning and ways to negate any unbecoming effects of fragmentation. Qualitative study used to explore the enablers through interviews administered to 11 top management individuals working in different construction projects in Malaysia. The findings revealed the following factors: participation, relationships, togetherness, and roles of project leader and coordinator. The role of boundary objects was also highlighted including information technology (IT), contract and procedures, drawings, specifications, and reports. The outcome of this paper initiates the development of a model for better knowledge creation and sharing in construction projects. The significance of this model stems from its ability to connection both the characteristics of construction project and project learning theories using the enablers. It is envisaged that future work will be to confirm the model in a quantitative study.