Collaborative Learning to Improve the Governance and Performance of Infrastructure Projects in the Construction Sector

Abstract

Collaborative learning helps construction organizations adapt their governance structures (GS) to maximize project performance (PP). Although previous studies indicated that governance directly influences performance, and that learning directly influences performance, there is little deductive evidence exploring the relationship between all three variables, especially at a high level of disaggregation. A conceptual model is developed based on the literature, which defines collaborative learning capability (CLC) as an absorptive capacity that construction organizations develop to explore, transform, and exploit knowledge through 18 specific learning routines. These routines influence formal and informal governance types and, ultimately, three different performance metrics for projects. This study is based on a survey of 320 experienced practitioners on Australian collaborative infrastructure projects in the construction sector. Statistical tests demonstrated that the CLC measurement scale developed by the authors is reliable and valid. CLC in this context is found to be based on 18 confirmed individual learning routines, organized into six learning factors and three learning phases. The study confirmed CLC influences PP through project GS. However, the usage intensity of individual learning routines was found to be lacking on Australian collaborative infrastructure projects. The specific and important role of CLC in PP has been highlighted for the first time, but construction organizations need to invest more heavily in their CLC through stronger mobilization of individual routines.