Application of organic learning styles to construction management

The discipline of construction management is currently going through a period of introspective change. One major issue that assumes great significance in this change relates to the way research is undertaken by the discipline, and the basis for augmenting its body of knowledge with new ideas, concepts and developments discovered through research. This has manifested itself in the form of a challenge on its existing culture of research, which is predominated by the scientific approach. As a result, calls have been made to broaden the research perspectives of the discipline, by introducing paradigms from other disciplines to enrich construction management. The main argument that underlies the calls seems to be that "the pendulum must be swung to the other side" in order to bring a balance into construction management research. While this has considerable merit, it seems to overlook the fact that the solution does not simply lie in adopting paradigms. To achieve a more balanced perspective, research has to evolve to make the discipline a dynamic learning system that adapts effectively to its changing environment. This paper examines various styles of how organic systems learn as a means for adapting to the requirements of their internal and external environments, and to achieve greater effectiveness. The principles involved in these models of learning provide useful lessons for taking forward research development in construction management. A framework is developed within which the enrichment and development desired for construction management should take place.