Learning to improvise, or improvising to learn: knowledge generation and ‘innovative practice’ in project environments
Date
2015-01
DOI
Authors
Kennedy, Monica
Version
Accepted manuscript
OA Version
Citation
Stephen Leybourne, Monica Kennedy. 2015. "Learning to Improvise, or Improvising to Learn: Knowledge Generation and ‘Innovative Practice’ in Project Environments." Knowledge and Process Management, Volume 22, Issue 1, pp. 1 - 10. https://doi.org/10.1002/kpm.1457
Abstract
This paper considers the links between knowledge management, improvisational working and project management,
highlighting their confluence in a number of key dimensions and focusing on the way new knowledge is generated,
shared, and applied within the project domain. The opportunities for improved management in contexts of ubiquitous
novelty, ambiguity, and compressed time, particularly in project-based domains, are explored with reference to
these key dimensions and recommendations for practice and further research suggested.
Description
License
Copyright © 2015 John Wiley & Sons, Ltd.