Interorganisational collaboration has been a longstanding, central topic of interest to researchers and practitioners in construction management. Early studies have approached collaboration through factors- or indicators-oriented modes of theorising, with more recent studies zooming in on the practices of collaboration. Yet, how collaboration emerges and what effortful accomplishments need to be in place for collaboration to work remain under-explored. In this paper, we investigate how interorganisational collaboration emerges in the context of sustainability transitions, where transitions are characterised by long-term endeavours that go beyond a single project, and which are typically known for high levels of uncertainty and novelty. Through two living laboratories for regenerating the port cities of Amsterdam and Rotterdam, in which we work as engaged scholars in these settings we analysed how, how actors navigate through the paradoxes of identity, challenge specificity, and temporal uncertainties are analysed as they come together to learn to collaborate.@en

Learning has been put forward as a critical aspect to achieve sustainable transformation of societal systems. However, there is a lack of a systematic review of empirical evidence on how learning is related to sustainability transitions. To bridge this gap, we systematically reviewed 113 empirical papers that addressed the role of learning in transitions. Our results show that the complexity of the relationship between learning and transitions is not deeply analysed and that there is a need to distinguish more precisely between learning processes and learning outcomes. Further, there is a need to shift the focus towards analysing regime-level learning to increase our understanding of how learning contributes to system transformation. Finally, networks, trust, disagreement, and power are key aspects related to learning that will require further examination, especially in terms of how they play out dynamically in learning for sustainability transitions.

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