In recent decades, interest in project-based learning within organizational learning has grown significantly. This study synthesizes principles that facilitate learning at the project level. Through a cross-case analysis of the Gaasperdammer Tunnel project in the Netherlands and the Hong Kong-Zhuhai-Macao Bridge in China, and validation via focus group discussions, we have identified five key principles: Owner Commitment, Social Environment Approach, Collaboration Vision, Value Orientation, and Open Mindset. These principles highlight the mindsets that guide the behavior and thinking of project practitioners beyond prescriptive processes and routines. Our research enhances the understanding of how project participants can learn from their involvement in unique, complex projects and improve their capabilities for future endeavors. We emphasize the critical role of learning in the development of project capabilities and suggest it be a focal point in future research on infrastructure development projects.

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Empathy is receiving increasing attention as it can contribute to the collaboration and connectedness required for today's global challenges. A similar trend reveals itself at the scale of project management, given the change from technological to integration-driven challenges in projects. The necessary integrated approach affects the key competencies sought in project team participants. Since empathy enhances one's feeling for and understanding of the project participants’ interests, it could support the integration assignment. Therefore, focusing on the Dutch civil engineering industry, this study investigated whether the project team's empathic ability drives project performance. The results suggest a positive correlation between the team's empathic abilities and performance. Additionally, the study provides insights into the industry's current level of empathic ability, prompting the conclusion that there is room to improve performance by increasing the project teams’ empathic abilities.

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Propellers of ships generate high velocities adjacent to quay walls, jetties and locks. Generally, a bottom protection is installed in order to prevent instability due to scour. Although design guidance exist, propeller-induced loads are far from fully understood and have predominantly been derived on the basis of model tests. The validation of the existing design methods is lacking, especially for specific types of bow thrusters. In this research, field measurements of flow velocities induced by a 4-channel bow thruster system against a vertical quay wall have been performed. Test results showed a flow characterized by low mean velocities and large fluctuations, with the extent of reflected flow limited to few meters from the quay wall and inflow beneath the suction points playing a role.

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Purpose:
The increasing complexity of civil engineering projects necessitates focusing on new competencies of project participants. Based on the research on team performance and design processes that are more closely linked to the relevance of the project context, it is hypothesised that empathic abilities could play an important role in the performance of civil engineering projects. Therefore, this study aims to investigate whether performance can be improved by focusing on empathic abilities during the integrated design phase.

Design/methodology/approach:
Semi-structured in-depth interviews with experts were conducted to explore the relevance of empathic abilities and their interaction with performance in a real-life infrastructure project. The project team’s empathy level was measured by means of a survey using Davis’ Interpersonal Reactivity Index method. Finally, differences between expected and measured levels of empathy were analysed.

Findings:
The results provide insights into how empathic abilities interact with performance. The measurement indicates that, on average, professionals in the civil engineering industry score relatively low on empathy. In addition, differences were identified between the expected distribution and the measured empathy levels of the team, implying a potential for improvement, in particular by increasing the empathic abilities of the project management and increasing gender diversity.

Originality/value:
To the best of the authors’ knowledge, this study is the first to investigate a relationship between empathy and the performance of civil engineering projects. The results provide initial insights into the empathic ability of civil engineering project teams and the potential of empathy to improve performance. Furthermore, from an empathy perspective, this study advocates increasing the gender diversity of project teams to improve performance.

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Research on explorative learning has primarily focused on the organizational level. Not much research has been done at the megaproject level, which is a more complex form of organizing. Therefore, it is advisable to analyze how the pursuit of explorative learning is enabled at the megaproject level. This research draws upon the case study of the Hong Kong-Zhuhai-Macao Bridge (HZMB)—a cross-sea link construction project—to study how explorative learning was achieved and sustained. The findings from archival documents, interviews, and focus group discussions indicate that megaprojects are more likely to increase in complexity but might bring value via more significant learning opportunities. Explorative learning is enacted through the complementary use of owner leadership, collaboration, external resources, and experiments. This research adds to our knowledge of how explorative learning works in practice and highlights its significance in the context of megaprojects.

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Purpose: Civil engineering projects around the world have been underperforming for a long time. While the complexity of these projects will continue to increase, there is an urgent need to perform better. Although the integrated design process is critical for project success, the literature lacks studies describing the link to project performance. Therefore, this study aims to investigate the dominant variables that affect the integrated design process and consequently project performance. Design/methodology/approach: A multiple case study was conducted to determine the dominant variables that affect the integrated design process and project performance. The research included four projects. Semi-structured interviews were the main source of data. Findings: The cases indicated that the extent to which an integrated approach is achieved in the design process is essential for project performance. This applies to the integration of stakeholders’ interests as well as the integration of disciplines. Above all, it was concluded that the project team participants’ competencies for integration are a dominant factor for project performance, as the integrated design process has changed from a technical challenge to an integrative one. Originality/value: This study provides insights into the dominant variable of the integrated design process that affects project performance, which is underexposed in the literature. The study results reveal the importance of competencies related to integration and adoption of the design problem context, which are not yet included in civil engineering design methods. In this respect, empathy is introduced as a new and critical competence for the civil engineering industry, which needs further research.

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Purpose: Management of inter-organizational projects focuses on the collective benefits of a group of organizations on a shared activity for a limited period and the coordination among them. However, how learning is facilitated in the inter-organizational project remains under-developed in the literature. Design/methodology/approach: This research analyses the exploitative learning process in the longest tunnel project on land in the Netherlands realized in a densely populated area. Data were collected through archived documents, in-depth interviews, site visits in the ethnographic research to analyze the actors, the daily practices and social situations in projects. Findings: The empirical findings indicate that exploitative learning is promoted positively between the owner and the contractor and internally within the contractor. The most significant change that the exploitative learning process has led to is the change in mindset toward the collaboration. Project culture is considered to be shaped by exploitative learning in the inter-organizational project. However, there is a gap between the transfer of knowledge from the inter-organizational project to the parent organization. Originality/value: The findings have implications for understanding learning in the inter-organizational project setting.

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There has been recent academic interest in programs as value creation processes. Scholars focus particularly on the front end of programs as opportunities for clients to create value. At the front end, client and market partners can actively co-produce value through co-creation sessions. This paper investigates what stakeholders do in co-creation sessions and how this contributes to the co-creation of value at the front end of programs. We used an action research approach combined with participant observation, document analysis, and interviews with participants to study stakeholder engagement in co-creation sessions at the front end of a Dutch infrastructure development program. The findings show that the client intended to realize a value (value-for-firm) that was competing with market partners' values. By engaging in co-creation sessions with the client, market partners and knowledge partners co-created three sets of values (value-in-use) as follows: commercial, intellectual and collaborative values. The findings contribute to the academic debate on value creation in programs with an in-depth understanding of co-creation sessions at the front end.@en

Over the last 20 years, there has been an increase in the study of project-based learning to deploy knowledge management strategies and the concept of organizational capability. We address this topic in the context of infrastructure development projects. Through a review of existing literature complemented by pilot empirical research carried out in MultiWaterWork program, and Gaasperdammer tunnel project in the Netherlands, Hong Kong–Zhuhai–Macau Bridge in China and Crossrail in the UK, research propositions are presented on the relationship among knowledge management, project-based learning, and organizational capabilities. The findings reject the position of knowledge management as a best practice toolkit for immediate use and emphasize that there is no pure copy-paste knowledge learned from one project to another. Learning is proposed as the missing link between project capabilities and knowledge management. The study then focuses on the contribution of sets of project capabilities to achieve project performance. It is suggested that the critical role of learning in the development of project capabilities should be on the future research agenda of infrastructure development projects.@en

Purpose - How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect. Design/Methodology/Approach - This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research. Findings - The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project. Research Limitations/Implications - While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world. Practical Implications - The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data. Originality/Value - This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact omcollaboration.

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