This study focuses on crises in megaprojects and on the strategies used to cope with them. The context examined is the Islamabad–Rawalpindi Metro, a megaproject in Pakistan. Our empirical data comprise semistructured interviews, illustrative materials, and archival data, analyzed using grounded theory. In the crisis management model, we divide crises into four categories: (1) internal technical/economic; (2) internal social; (3) external technical/economic; and (4) external social crises; and link them to six distinct coping strategies: communication, coordination, resource mobilization, planning and multitasking, negotiation, and compensation. We observe that the first three of these strategies are generic in nature, whereas the three latter are crisis-specific strategies.

Purpose This paper aims to focus on knowledge sharing process in an interorganizational setting. For this purpose, the context examined is the Orange Line metro train project in Pakistan, in which multiple organizations are involved. Design/methodology/approach This paper adopts a single case study approach. The empirical data comprises semi-structured interviews and archival documents. Thematic analysis is used for analyzing the data. Findings The findings present distinct mechanisms of knowledge sharing, which include knowledge sharing tools, both formal and informal; types of knowledge, i.e. tacit and explicit knowledge; and levels of units such as individuals, teams, organizations (internal knowledge sources) and the interorganizational level (external knowledge sources). Based on the findings, the authors propose an integrative model of the interplay between knowledge sharing tools, types of knowledge and levels of units. Furthermore, the findings depict that the knowledge sharing tools and types of knowledge are important at different levels of units, but their importance may vary depending on whether they are primary or supporting for different levels of units. Originality/value This paper contributes to the literature on knowledge-based theory by examining knowledge sharing in an interorganizational project. The proposed model deepens our understanding of the practices and processes of interorganizational knowledge sharing.

In this paper, we discuss differences among risk, crisis, and disaster. These concepts are commonly and interchangeably used but are conceptually different from each other. It is pivotal to understand their differences in order to manage them. Within each of these concepts, the paper offers an overview of the literature, particularly the definitions, types, characteristics, and management approaches to develop a taxonomy of risk, crisis, and disaster. Sixteen dimensions of difference were identified for the taxonomy. Further distinguishing dimensions are developed. By plotting existing literature against the origin, mitigation, and recovery publication of each of these concepts, an agenda of future research topics is developed.

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PurposeThe purpose of this study is to consolidate the existing research on interorganizational projects and to explore how organizations learn by closely examining multilevel learning, that is, organizational and interorganizational learning.Design/methodology/approachThis article adopts a single case study approach, examining the Islamabad–Rawalpindi Metro project in Pakistan, with data consisting of interview results and archival data. An inductive approach is used for data analysis.FindingsAn empirically grounded learning model was developed based on an interorganizational project following eight lessons: capacity building, personality traits of leadership, working procedures, impeccable planning and implementation, involvement of stakeholders, design compatibility, investigation of underground services, conditions and maintenance of databases, and conceive rational timelines. These lessons learned were classified into three categories: (1) organizational capacity, (2) organizational embeddedness and (3) collective awareness.Originality/valueThis paper develops a novel learning model that can deepen our understanding of the practices and processes involved in multilevel learning. This study contributes to and extends the literature on organizational and interorganizational learning by studying an interorganizational setting.