Learning in megaprojects: Constructing identities and improving performance

This article applies organizational identity theory to explore how megaprojects construct their identities as learning organizations. The study draws on 33 in-depth interviews from megaprojects in the UK construction/infrastructure sector. Interviews were further triangulated with data from a series of industry events and workshops. The investigation explores key characteristics of learning in megaprojects and their impact on performance. The research demonstrates the shift towards informal ways of learning and importance of narratives about the programme mission. Boundary spanners actively engage in sharing learning through stories about lessons learned from past experiences in managing megaprojects.