The conditioning of project participants’ authority to learn within projects

Abstract This paper provides a rich case study insight into the dynamics of learning within a project and explores the conditioning of project participants’ initial ’authority to learn’ within a setting. This conditioning refers to how aspects of the socio-cultural environment in which a project is immersed, impact the participants’ real or perceived authority (which they bring into a project) to want to, or to be able to pursue learning activity. The paper identifies and discusses three conditioners of participants’ perceptions of their authority to lead their project learning activities and makes a contribution to better understanding the dilemmas of practically supporting intra-project learning.

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