The development of most sectors in Western economies goes towards a more flexible, project-oriented way of doing business. However, the vast majority of projects exceed their planned budget in terms of time, financial resources and other resources. In companies, which organize work in the form of projects, reinventions of the wheel can also often be observed. One reason for problems of project management is learning deficiencies. Most projects have repetitive components, which make an institutionalization of them useful. However, any formalization should be seen in a balanced relation to the renewal potential of projects.

The research presented in this thesis aims to gain insight into enabling factors of Inter-Project Learning. This aim is pursued via theoretical literature studies and the study of organizations. The thesis consists of a frame and four papers covering different aspects of Inter-Project Learning. The areas discussed in the frame and the papers are Project Management, Profound Knowledge. Organizational Learning and Process Management.

In the literature it was found that Inter-Project Learning is usually not planned for, which is supported by empirical evidence. Inter-Project Learning activities partly gave the impression of being seen as pleasant side effects. A central challenge for Inter-Project Learning is the understanding and perception of time in projects, since members of a temporary organization have partly other goals than members of the permanent parental organization. Deming's concept of Profound Knowledge was found to be one useful way of achieving a better understanding of the problems surrounding Inter-Project Learning.

Experience from projects can be preserved in a process organization supporting Inter-Project Learning. However, it was found that the relation between both project and process organization, as well as between project manager and process owner, in practice is often unclear, which can lead to problems.

Furthermore. a distinction of forms supporting Inter-Project Learning in codification and personalization forms was found to be convenient. These should not be understood as mutually exclusive approaches, but rather as a choice of emphasis. Empirical data suggest that the choice of emphasis is not a static one, but can shift over time.

Apart of the findings have been combined in a tentative model for Inter­Project Learning, which shall function as a basis for further discussion. improvement and research.