In my research, I investigate how different types of groups and organisations manage knowledge. It often turns out to be difficult to bring in new knowledge for several different reasons, even when change is in demand. It may be that resources are required to find people with adequate skills. But it can also be rooted in resistance to rely on available new knowledge, which is different from the traditional and accustomed. Habitual patterns are common reasons behind the build-up of knowledge thresholds.
When thresholds are crossed
Often enough, new knowledge asserts itself despite these knowledge thresholds. The question I ask myself is how knowledge thresholds are created and how they are crossed. How, for example, do institutional conditions affect the possibilities for change, both negatively and positively? Since it often involves rather long processes, I often have a historical perspective in my analyses of lock-in effects and how they can be avoided.
