Investigating collective sensemaking of a major project success
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The purpose of this paper is to investigate a case of collective sensemaking about the project success of the multifunctional amphitheater of Quebec (Canada). Design/methodology/approach For this explorative and qualitative research, the authors started from the post-mortem document and complemented their comprehension with six semi-structured interviews with the main project actors and other public documents regarding this project. Findings According to the respondents, the main success factors of this project can be attributed to: a clear governance structure; proven project management and construction methods; the use of emerging collaborative practices in construction (such as building information modeling (BIM) and lean construction); an adapted policy for procurement; as well as a code of values and ethics shared by all stakeholders. Originality/value The sensemaking perspective has been scarcely mobilized in project management studies, emerging from a constructivist view of reality and being sensitive about material-discursive practices. This exploratory study explores a case of collective sensemaking of a major project success and suggests avenues for major and megaprojects research. Lessons learned and implications for practice are also outlined. The conclusion allows a synthesis and an opening to consider how practitioners and researchers can build on this (and other successful) case(s) for future projects and research.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it