Ali Salehi

Researcher of Management, TÉLUQ University (Université du Québec) School of Business Administration, Montreal, QC, Canada le 5800 St Denis, 5800 Saint Denis St, Montreal, Quebec H2S 3L4

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i3n09

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ABSTRACT

The main purpose of this study is identifying the nature of the project based on the Scandinavian school's arguments, examining the discourse of the critical success movement in PM, and then identifying project learning challenges as a critical success factor in project, and finally developing a comprehensive project learning framework which complies with project features. To this end, a systematic review method was used which, following its steps, out of 554 articles searched, 111 articles that were relevant to the research topic were selected and used. As the research conclusion, first, the project is a temporary organization, but not every temporary organization is a project. Second, although PM was praised by experts until a few decades ago, it was criticized by academics for a variety of reasons, including the failure of some important projects. Thus, the critical success movement was formed that emphasized the critical success factors in projects. Since project learning is considered one of the critical success factors, and it is also one of the major challenges in projects, in this study, a comprehensive project learning framework is developed. This framework is expected to be in line with the temporary nature of projects however, it has methodological limitations despite the development of related literature.

KEYWORDS:

PM, Temporary organization, The Scandinavian school, the critical success movement, project learning

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