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The purpose of this paper is to study the effect of project management flexibility in early project phases on end-project performance including its mediating role on the effect of complexity over project performance.

Out of 13 hypotheses, 6 hypotheses regarding the relationships between areas of flexibility and project performance, 1 regarding the effect of complexity on performance and 6 other hypotheses regarding the mediating effect of six areas of flexibility were formulated. Statistical analysis was performed using partial least squares–structural equation modeling on data gathered from 111 surveys.

Research results revealed that flexibility of “how-attitude” and “how-organization” has positive significant effects on project performance. “How-attitude” contributes to the flexibility of project management processes by having an “open attitude,” “wide approach” and “proactive attitude” while “how-organization” put the emphasis of flexibility on “facilitate planning,” “outer organization” and “inner organization.” Moreover, this research confirmed that complexity has a negative effect on project performance. Among the six areas of flexibility, flexibility of “how-organization” mediates the effect of complexity on project performance.

The increased project complexity requires some degree of flexibility in project management to deal with project dynamics. However, whether such flexibility in early project phases has an effect on end-project performance has not been empirically investigated. This research contributes to filling the gap in literature about the relationship between project management flexibility and project performance. Such effect was investigated by studying the direct effect of flexibility on project performance and the mediating role of flexibility on the negative effect of project complexity on project performance.

Societies depend on interconnected infrastructures that are becoming more complex over the years. Multi-disciplinary knowledge and skills are essential to develop modern infrastructures, requiring close collaboration of various infrastructure owners. To effectively manage and improve inter-organizational collaboration (IOC) in infrastructure construction projects, collaboration status should be assessed continually. This study identifies the assessment criteria, forming the foundation of a tool for assessing the status of IOC in interconnected infrastructure projects.

A systematic literature study and in-depth semi-structured interviews with practitioners in interconnected infrastructure construction projects in the Netherlands are performed to identify the criteria for assessing the status of IOC in infrastructure construction projects, based on which an assessment tool is developed.

The identified assessment criteria through the literature and the practitioner’s perspectives results in the designing and development of a collaboration assessment tool. The assessment tool consists of 12 criteria and 36 sub-criteria from three different categories of collaborative capacity: individual, relational, and organizational.

The assessment tool enables practitioners to monitor the status of IOC between infrastructure owners and assists them in making informed decisions to enhance collaboration. The assessment tool provides the opportunity to assess and analyze the status of collaboration based on three categories (i.e., individual, relational, and organizational).

Management of inter-organizational projects focuses on the collective benefits of a group of organizations on a shared activity for a limited period and the coordination among them. However, how learning is facilitated in the inter-organizational project remains under-developed in the literature.

This research analyses the exploitative learning process in the longest tunnel project on land in the Netherlands realized in a densely populated area. Data were collected through archived documents, in-depth interviews, site visits in the ethnographic research to analyze the actors, the daily practices and social situations in projects.

The empirical findings indicate that exploitative learning is promoted positively between the owner and the contractor and internally within the contractor. The most significant change that the exploitative learning process has led to is the change in mindset toward the collaboration. Project culture is considered to be shaped by exploitative learning in the inter-organizational project. However, there is a gap between the transfer of knowledge from the inter-organizational project to the parent organization.

The findings have implications for understanding learning in the inter-organizational project setting.

The authors argue that public project managers do not consider the iron triangle (cost, quality and schedule) primary important in measuring the success of their projects. To investigate which success criteria are important to public project managers, the authors interviewed 26 Dutch project managers who are employed by the government and who are responsible for managing infrastructural projects. The paper aims to discuss these issues.

In this research the Q-methodology is applied. Q-methodology helps to find for correlations between subjects across a sample of variables. Q-factor analysis reduces the individual viewpoints down to a few factors. A factor can be seen as the mathematical representation of an “average” perspective shared by a group of people.

Findings are based on the individual rankings of 19 success criteria; the authors distinguished three common perspectives: the holistic and cooperative leader, the socially engaged, ambiguous manager and the executor of a top-down assignment. In none of the perspectives the iron triangle criteria formed the top three to measure project success.

The research results may have a national character. The way project success is perceived by public project managers may be culture dependent. For this the authors expand the research to other countries in the near future.

This paper contributes to the understanding of the public project manager by their private collaboration partners, like consultants, engineers and contractors. This will help them to understand their client and contribute to better collaboration in projects.

This paper shows that the difference in work attitude and value frame in the public sector leads to a specific view on project success.

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.

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.

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.

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.

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.

This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.