Learning in project settings may contribute to a societal transition when learning outcomes become situated in organizations or networks that are external to the project. This paper examines to what extent and under which conditions European cooperation projects contribute to such wider learning outcomes. Learning outcomes are assessed using five progressing stages of knowledge utilization. We use fuzzy-set Qualitative Comparative Analysis to determine how seven potentially relevant conditions influence learning outcomes. From the systematic comparison of 30 cases (i.e. organizations who participated in seven selected projects) we conclude that, on the short-term, there is no relation between high levels of project-internal learning and wider learning outcomes. For wider learning outcomes to occur, a project needs to be aligned with formal policy processes. When “policy agenda alignment” is present, “motivation”, “external actor involvement” and “project knowledge and communication” are sufficient for the use of project knowledge by external actors.

当学习成果位于项目外部的组织或网络中时，在项目环境中进行学习可能有助于社会转型。本文研究了欧洲合作项目在何种程度上和何种条件下为实现这种更广泛的学习成果做出了贡献。学习成果是通过知识利用的五个进步阶段进行评估的。我们使用模糊集定性比较分析来确定七个潜在相关条件如何影响学习成果。通过对30个案例（即参与七个选定项目的组织）的系统比较，我们得出结论，从短期来看，项目内部学习的高水平与更广泛的学习成果之间没有关系。为了产生更广泛的学习成果，项目需要与正式的政策流程保持一致。如果存在“政策议程调整”，那么“动机”，“外部参与者的参与”和“项目知识与交流”就足以由外部参与者使用项目知识。