Bridging situated learning theory to the resource-based view of project management

Purpose - This paper aims to present a high-level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning theory to project management practice to guide shared learning within and between projects. Design/methodology/approach - The paper bridges situated learning theory from the workplace learning literature and the resource-based view (RBV) of project management from the strategic management literature, using them as lenses to view two learning mechanisms in the project management domain, project reviews and communities of practices. Findings - The paper finds that situated learning theory can be applied to project management to highlight processes that enable capability development through shared project learning. Research limitations/implications - This paper is conceptual in nature and intended tomake a case for empirical research that draws on workplace learning literature which is useful to project management as there remains the challenge of leveraging these perspectives for project management practice. Practical implications - The paper believes that situated learning theory offers insights that can be leveraged to make project management environments more effective through improved intra-project and inter-project shared learning. Originality/value - This paper presents a high-level conceptual framework to bridge situated learning theory to the RBV of project management. The paper finds that situated learning theory is well suited to contribute to an understanding of shared learning in projects and justifies future research.