Managing project-based learning is becoming an increasingly important part of project management. This article presents a comparative case study of 12 cases of knowledge transfer between temporary inter-organizational projects and permanent parent organizations. Our set-theoretic analysis of these data yields two major findings. First, a high level of absorptive capacity of the project owner is a necessary condition for successful project knowledge transfer, which implies that the responsibility for knowledge transfer seems to in the first place lie with the project parent organization, not with the project manager. Second, none of the factors are sufficient by themselves. This implies that successful project knowledge transfer is a complex process always involving configurations of multiple factors. We link these implications with the view of projects as complex temporary organizational forms in which successful project managers need to cope with complexity by simultaneously paying attention to both relational and organizational processes. © 2010 Elsevier Ltd. and IPMA. All rights reserved.

Additional Metadata
Persistent URL hdl.handle.net/1765/112923
Journal International Journal of Project Management
Citation
Bakker, R.M, Cambré, B., Korlaar, L., & Raab, J. (2011). Managing the project learning paradox: A set-theoretic approach toward knowledge transfer. International Journal of Project Management, 29(5), 494–503. Retrieved from http://hdl.handle.net/1765/112923