Purpose This study aims to test the mediating role of individual learning in the relationship between perceived project governance and professionals' perceived project success, addressing the theoretical gap between formal governance structures and micro-level learning processes in project work. Design/methodology/approach A cross-sectional survey was conducted with 186 Brazilian project professionals from manufacturing, services and public-sector organizations. Relationships among practitioners' perceptions of governance, individual learning behaviors and perceived project success were analyzed using partial least squares structural equation modeling with bootstrapping to test both direct and mediation effects while controlling for strategic alignment, project complexity and organizational characteristics. All constructs were operationalized at the individual level; accordingly, the dependent variable captures professionals' evaluative assessments of project success rather than objective project-level performance. Findings Results indicate that perceived governance is positively related to both individual learning and professionals' perceived project success. Individual learning is also positively associated with perceived success and partially mediates the governance-success relationship. Together, the findings support a dual-pathway interpretation in which governance relates to success evaluations both directly and indirectly through learning behaviors. Research limitations/implications Organizations should design governance systems that explicitly foster learning behaviors through embedded reflection opportunities, structured debriefs and peer-learning forums within formal governance frameworks to maximize both compliance and capability development outcomes. Originality/value This research provides empirical evidence of the governance–learning–success pathway using individual-level perceptual data. It bridges governance and learning research streams and clarifies how governance can function simultaneously as a mechanism of control and as an enabler of individual learning associated with professionals' perceived project success.
Stivanim et al. (Wed,) studied this question.