The effects of the different dimensions of social capital on situated learning processes in projects

Purpose The purpose of the study is to demonstrate the influences of three dimensions of social capital (the structural, relational and cognitive dimensions) on five situated learning processes (institutionalization, socialization, knowledge articulation, experience accumulation and knowledge reuse) in projects. Design/methodology/approach Drawing on a cross sectional survey, data were drawn from 203 construction professionals in Ghana who have hands-on experience in managing projects. Partial least square structural equation modeling was used to conduct both confirmatory factor analysis and path analysis of the structural model of the relationship between these two constructs. Findings In relation to the research questions, all three dimensions of social capital have effects of the situating learning processes. However, the research’s key finding is that the relational dimension of social capital exerts much influence on the situated learning processes in projects, with the structural and cognitive dimensions of social capital exerting medium and small effects, respectively. Practical implications The study’s key finding implies that – addressing the “relational” conditioners that moderate project participants’ behaviour in social relationships is critical for increasing situated learning activity in projects. These must, however, be complemented by both structural and cognitive factors. Originality/value The research findings expand existing frontiers of knowledge by addressing the gap in the literature on the lack of practical demonstration of the influences exerted by the various dimensions of social capital on a situated learning activity in projects.