There has been recent academic interest in programs as value creation processes. Scholars focus particularly on the front end of programs as opportunities for clients to create value. At the front end, client and market partners can actively co-produce value through co-creation sessions. This paper investigates what stakeholders do in co-creation sessions and how this contributes to the co-creation of value at the front end of programs. We used an action research approach combined with participant observation, document analysis, and interviews with participants to study stakeholder engagement in co-creation sessions at the front end of a Dutch infrastructure development program. The findings show that the client intended to realize a value (value-for-firm) that was competing with market partners' values. By engaging in co-creation sessions with the client, market partners and knowledge partners co-created three sets of values (value-in-use) as follows: commercial, intellectual and collaborative values. The findings contribute to the academic debate on value creation in programs with an in-depth understanding of co-creation sessions at the front end.

Research on explorative learning has primarily focused on the organizational level. Not much research has been done at the megaproject level, which is a more complex form of organizing. Therefore, it is advisable to analyze how the pursuit of explorative learning is enabled at the megaproject level. This research draws upon the case study of the Hong Kong-Zhuhai-Macao Bridge (HZMB)—a cross-sea link construction project—to study how explorative learning was achieved and sustained. The findings from archival documents, interviews, and focus group discussions indicate that megaprojects are more likely to increase in complexity but might bring value via more significant learning opportunities. Explorative learning is enacted through the complementary use of owner leadership, collaboration, external resources, and experiments. This research adds to our knowledge of how explorative learning works in practice and highlights its significance in the context of megaprojects.

Purpose -How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect.Design/Methodology/Approach -This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research.Findings -The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project.Research Limitations/Implications -While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world.Practical Implications -The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data.Originality/Value -This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.

Purpose Civil engineering projects around the world have been underperforming for a long time. While the complexity of these projects will continue to increase, there is an urgent need to perform better. Although the integrated design process is critical for project success, the literature lacks studies describing the link to project performance. Therefore, this study aims to investigate the dominant variables that affect the integrated design process and consequently project performance. Design/methodology/approach A multiple case study was conducted to determine the dominant variables that affect the integrated design process and project performance. The research included four projects. Semi-structured interviews were the main source of data. Findings The cases indicated that the extent to which an integrated approach is achieved in the design process is essential for project performance. This applies to the integration of stakeholders’ interests as well as the integration of disciplines. Above all, it was concluded that the project team participants’ competencies for integration are a dominant factor for project performance, as the integrated design process has changed from a technical challenge to an integrative one. Originality/value This study provides insights into the dominant variable of the integrated design process that affects project performance, which is underexposed in the literature. The study results reveal the importance of competencies related to integration and adoption of the design problem context, which are not yet included in civil engineering design methods. In this respect, empathy is introduced as a new and critical competence for the civil engineering industry, which needs further research.