Codified boundary objects for project-to-project learning and surrounding context and mechanisms: literature review identifying key research gaps

Effective project learning can prevent projects from repeating the same mistakes however knowledge codification is required for project-to-project learning to be up-scaled across time, geographical and organisational boundaries. This paper aims to explore the context and mechanisms applicable to the codification of learnings within boundary objects for project-to-project learning. We pursue this aim in line with the following research question: Which project artefacts are best placed to codify learnings and be selected, retained and shared as boundary objects to enable project-to-project learning? An integrative literature review method has been applied following the recent call of PMJ Editors Klein and Muller (2020), considering project learning, knowledge, boundary object and project artefact scholarship. Our review results indicate that significant research gaps exist: there has been no integrated study of the contextual factors that influence whether key learnings are selected for codification within project artefacts, with potential influences including organisational, actor and reliability and trustworthiness considerations; and, limited recommendations exist as to which project artefacts should be selected, retained and shared as boundary objects to optimise project-to-project learning. We conclude that the research gaps identified present important future research opportunities to improve how project practitioners select boundary objects for project-to-project learning.