Abstract

There is no shortage of literature on managing complex projects. However, we lack an understanding of projects in which the complexity goes beyond technical, financial and time-related challenges. We report on two Nordic business school accreditation projects, where the major management challenge is the knowledge boundaries institutionalized deep into the ethos of the schools. We focus on the project team’s use of boundary objects — a communication device across social groups — to expose and overcome knowledge boundaries materializing at temporary-permanent interface. We identify three progressively more challenging boundary object uses: informative, interactive and integrative. Consequently, we suggest a dynamic approach to boundary objects wherein their use evolves throughout the project life span as a consequence of the lived “in situ” experiences.