Abstract
While strategic change implies something to change giving rise to something new, it is not evident what the source for the emergence of novelty is. Our longitudinal case study documents a public school building project with an attempt to create a wholly new kind of a future learning environment, while also changing the accustomed purchasing practices of the municipality. We trace the emergence of novelty to the dynamics of ambiguity and the related practices through which the actors balance between materializing and dematerializing the object. Our study draws attention to the sociomaterial nature of ambiguity and challenges scholars to approach it in more processual terms and not only as rhetoric tools controlled by managers.
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