Cathrine Filstad

Professor - Institutt for ledelse og organisasjon


Cathrine Filstad is Professor in the Department of Leadership and Organizational Behaviour at BI Norwegian School of Management. She is Professor II at the Police University College and Professor II at the University of Tromsø. She received her PhD in Organizational Learning and Leadership in 2003 from Aarhus School of Business.

Filstad's research interests include Organizational Learning, Leadership and Leadership Development. Learning Culture, Strategic Knowledge Management, Knowledge sharing and Trust, Social Identity and Belonging, HRM, Organizational Socialization and Newcomers Learning processes. Her research includes all types of organizations, public and private, the Health sector, the Police, paramedics, the Norwegian force, the Bank Industry, the Oil Industry and the Tax Industry. Addtionally, whe holds yearly a number of presentations workshop, programs and facilitation for organizations within her expertise and contribute with cronics, articles, discussions in the Norwegian media and National scientific journals. She teaches and holds programs within Leadership Development, Knowledge sharing and how to create a strong Learning Culture in organizations and at BI. At BI she is responsible for courses at Master of Science in Organizational Learning, HRM at Bacheor thesis, and Learning Culture and Knowledge Sharing, Newcomers learning and HRM at BIs Part-time Executive Education.

She has a considerable number of artcles in scientific high ranked international journals. She has also written 6 books and a substantial number of book chapters. Her recent books is 2016 (2.ed): "Organisasjonslæring - fra kunnskap til kompetanse" and 2017 (january) "Nyansattes organisasjonssosialsering: perspektiver og læringsstrategier.

For more information about professor Filstad, please see her private homepage.


Filstad, Cathrine & Karp, Tom (2020)

Police leadership as a professional practice

Policing and Society: An International Journal of Research and Policy Doi: 10.1080/10439463.2020.1777996

In this paper, we ascertain whether a practice-based approach can increase our knowledge of police leadership. This approach represents an alternative to normative management models which have dominated the management literature. The normative approach often focuses on how police leaders must lead as well as on the traits and skills of police leaders. In contrast, our focus is on what leaders do and why and, therefore, what constitutes their professional leadership practices. We conducted qualitative explorative studies with Norwegian police leaders in 2016 and 2018. Our data were collected through the following means: a one-day shadowing of 27 police leaders, six weeks of fieldwork, 63 formal interviews of police leaders and a substantial number of informal conversations with police leaders and subordinates. In our analysis of leadership as practice, we recognise the importance of structural, cultural and contextual conditions as well as the emergent and dynamic nature of leadership practices. We identified four important practice dynamics: producing, relating, interpreting/sensemaking and negotiating. These practice dynamics were concerned with the relationships between leader(s) and employees, often characterised by the following. ‘Taking care of each other’ and ‘us against them’ within a leadership practice. Interpretations and sensemaking of the ‘reality’ within practices and production of policing as collective achievements. The language, symbols; artefacts, the police mission in relation to how it belongs/identifies with the practice and the negotiations of police leaders ‘fighting’ for resources (silos). And the continuously creation of manoeuvring spaces in what constitute police leaderś professional practice.

Filstad, Cathrine; Traavik, Laura E. Mercer & Gorli, Mara (2019)

Belonging at work: the experiences, representations and meanings of belonging

Journal of Workplace Learning, 31(2), s. 116- 142. Doi: 10.1108/JWL-06-2018-0081 - Fulltekst i vitenarkiv

Karp, Tom; Filstad, Cathrine & Glomseth, Rune (2018)

27 Days of Managerial work in the police service

Police Practice & Research, s. 1- 17. Doi: 10.1080/15614263.2018.1526682 - Fulltekst i vitenarkiv

The purpose of this study was to uncover the realities of managerial work in the Norwegian police service. Observation and interview of 27 police managers showed that managerial work emerged and unfolded through specific practices, which occurred within a shared organisational practice shaped by police culture, context and mission. Managers practiced in a variety of ways rather than according to a universal set of managerial practices. Individual police managers developed proficiency by carrying out day-to-day work duties. These managerial practices were dependent on dynamic actions and interactions and were subject to expectations and pressures. Police managers earned legitimacy primarily through being foremost among equals. The current findings supported studies suggesting that managers face complexity and uncertainty in their work as well as those that downplay what managers ought to do, focussing instead on what it is possible to achieve. The implication of these findings for practice is that individual police managers need to develop their own ways of tackling personal, strategic, relational and operational challenges.

Borge, Baard Herman; Filstad, Cathrine, Olsen, Trude Høgvold & Skogmo, Per Øyvind (2018)

Diverging assessments of learning organizations during reform implementation

Learning Organization, 25(6), s. 399- 409. Doi: 10.1108/TLO-02-2018-0024

Purpose – This study aims to explore whether hierarchical position and organizational size affect perceptions of a learning organization (LO) during reform implementation. Design/methodology/approach – An electronic survey was distributed in four Norwegian police districts at an early stage of reform implementation. One of the objectives of the reform was to develop the police toward being more knowledge-based, and there had been specific calls for the police to become a LO.The 753 respondents were top managers, middle managers and employees. Findings – Respondents rated their organizations lower than benchmark scores on supportive learning environment, learning processes and practices and leadership that reinforces learning. The perceptions diverged across hierarchical levels: middle managers and top managers gave higher scores to the organization as a learning one than employees did. Respondents from large police districts gave higher scores to their organizational units as LOs than respondents from small police districts. Research limitations/implications – The study captures perceptions of characteristics of a LO at one point in reform implementation, and further studies are needed to fully understand explanations of diverging views within an organization as to whether it can be characterized as a LO. Practical implications – Actual differences in local learning practices or different assessments of learning practices within the organization should be considered when developing LOs. Originality/value – The study contributes to our knowledge of LOs by showing diverging views within the same organization in a context of reform implementation.

Nilsen, Jon-Andre; Aaserud, Terje & Filstad, Cathrine (2018)

Learning how to lead police investigations

International Journal of Police Science and Management, 20(3), s. 185- 195. Doi: 10.1177/1461355718793662 - Fulltekst i vitenarkiv

The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for communication and cooperation between colleagues in the context of their everyday leadership practice. They acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and the new network useful for their own leadership development. However, using these new learning methods ‘back home’ was more challenging. Participants did not have time to prioritize and develop this new network. Providing Learning methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and reflection methods, but also about learning how to apply new knowledge through experience, where reflection Ensures that learning in practice is not ‘due to change’.

Filstad, Cathrine; Karp, Tom & Glomseth, Rune (2018)

How police leaders learn to lead

Policing: A journal og Policy and Practice, s. 1- 15. Doi: 10.1093/police/pay043 - Fulltekst i vitenarkiv

This article examines how Norwegian police leaders learn to lead and what constitutes police practices. Twenty-seven police leaders were shadowed during and interviewed about their daily practices of policing. We found that police leaders learn foremost through their experiences by practising leadership within the context of police culture. We therefore argue for a shift from teaching to acknowledging learning through practice instead of learning through practice constituting missed opportunities for learning and being ‘due to chance’. The Norwegian police culture and the Norwegian Police Service not being a learning organization will strongly influence what Norwegian police leaders learn. Consequently, Norwegian police leaders learn management more than they learn leadership. We argue for combining management and leadership in future police leadership practices We also argue for the importance of enabling police leaders to construct their manoeuvring space, acknowledging the importance of a manoeuvring space in police leaders’ learning to ensure their learning results in changes in established practices.

Filstad, Cathrine; Simenova, Boyka & Visser, Max (2018)

Crossing power and knowledge boundaries in knowledge sharing: the role of EMS

Learning Organization, 25(3), s. 159- 168. Doi: 10.1108/TLO-02-2017-0024 - Fulltekst i vitenarkiv

Purpose: The purpose of this study is to investigate the crossing of knowledge and power boundaries within a bureaucratic organization by using enterprise social media (ESM). (Carlile’s 2002) boundary crossing framework is used to guide this research. Design/methodology/approach: This is a qualitative study based on semi-structured interviews and observations in a large Norwegian public sector organization. Findings: The authors find that investigating crossing knowledge and power boundaries by using ESM is problematic at syntactic, semantic and pragmatic levels. ESM is used predominantly for sharing, storing and retrieving explicit knowledge, which is a display of crossing the information-processing boundary. Hence, the possibilities of shifts in formal power positions where all employees can participate on equal terms is not achieved. On the contrary, as shared meaning on how to use EMS, taking the perspective of other on how to share knowledge and thus creating new knowledge practices in EMS by overcoming these knowledge barriers is not evident. Therefore, examples of crossing the semantic and pragmatic knowledge boundaries are rarely found. Research limitations/implications: The framework could be applied to a variety of contexts to further explore the role of ESM in learning and knowledge sharing and its ability to cross power and knowledge boundaries. Originality/value: This paper addresses a gap in the literature around discussions of power, trust, boundary crossing and the use of ESM for knowledge sharing and learning.

Olsen, Trude Høgvold; Glad, Tone & Filstad, Cathrine (2018)

Learning to learn differently

Journal of Workplace Learning, 30(1), s. 18- 31. Doi: 10.1108/JWL-04-2017-0032 - Fulltekst i vitenarkiv

Purpose:This paper aims to investigate whether the formal and informal learning patterns of community health-care nurses changed in the wake of a reform that altered their work by introducing new patient groups, and to explore whether conditions in the new workplaces facilitated or impeded shifts in learning patterns. Design/methodology/approach: Data were collected through interviews with experienced nurses in community health care to learn whether and how they changed their learning patterns and the challenges they experienced in establishing new work practices. Findings: In established learning patterns among nurses, the most experienced nurse passes on the knowledge to novices. These knowledge boundaries were challenged and they created new contexts and tasks calling for more cross-disciplinary cooperation. The informants acknowledged the need for formal and informal learning activities to change their learning pattern in addressing new knowledge challenges. Structural and cultural factors in community health care impeded changes in individual and collective learning patterns. Research limitations/implications: This paper reports a single case study. Further study is needed on how changes in structural and contextual conditions challenge the established formal and informal learning patterns. Practical implications: It is crucial that managers facilitate the development of new routines, structures and cultures to support individual initiatives and the growth of necessary changes in established practice to implement a new reform. Originality/value: This study’s contribution to the literature primarily concerns how changes in structural conditions challenge formal and informal learning patterns, and the structural and cultural conditions for these learning patterns.

Filstad, Cathrine (2017)

Nyansattes organisasjonssosialisering: Læringsstrategier og perspektiver


Filstad, Cathrine (2016)

Organisasjonslæring - fra kunnskap til kompetanse, 2utg.


Filstad, Cathrine & Gottschalk, Petter (2014)

Knowledge management in the police force

Örtenblad, Anders (red.). Handbook of Research on Knowledge Management: Adaptation and Context

Filstad, Cathrine & Gottschalk, Petter (2014)

Knowledge management in law firms

Örtenblad, Anders (red.). Handbook of Research on Knowledge Management: Adaptation and Context

Filstad, Cathrine (2014)

The politics of sensemaking and sensegiving at work

Journal of Workplace Learning, 26(1), s. 3- 21. Doi: 10.1108/JWL-03-2012-0016

Filstad, Cathrine (2014)

Learning and knowledge as interrelations between CoPs and NoPs

Learning Organization, 21(2), s. 70- 82. Doi: 10.1108/TLO-11-2012-0077

Filstad, Cathrine & Gottschalk, Petter (2013)

The police force : To be or not to be a learning organization?

Örtenblad, Anders (red.). Handbook of research on the learning organization : Adaption and context

Filstad, Cathrine; Hepsø, Vidar & Skarholt, Kari (2013)

Connecting Worlds through Self-Synchronization and Boundary Spanning: Crossing Boundaries in Virtual Teams

Hepsø, Irene & Hepsø, Vidar (red.). Integrated Operations in the Oil and Gas Industry: Sustainability and Capability Development

Filstad, Cathrine (2012)

Organisasjonslärende - från kunskap til kompetens

Studentlitteratur AB.

Filstad, Cathrine; Gottschalk, Petter & Solli-Sæther, Hans (2012)

Executives´ knowledge of white-collar Crime: learning to prevent criminal behavior

International Journal of Innovation and Learning, 11(3), s. 250- 267. Doi: 10.1504/IJIL.2012.046065

Filstad, Cathrine & Gottschalk, Petter (2012)

Characteristics of White-Collar Criminals: An Norwegian Study

Journal of Money Laundering Control, 15(2) Doi: 10.1108/13685201211218199

Filstad, Cathrine (2011)

Organizational Commitment through Organizational Socialization

Journal of Workplace Learning, 23(6), s. 376- 390. Doi: 10.1108/13665621111154395

Filstad, Cathrine & McManus, Jacqueline (2011)

Transforming knowledge to knowing at work: the experience of newcomers

International Journal of Lifelong Education, 30(6), s. 763- 780. Doi: 10.1080/02601370.2011.625573

Filstad, Cathrine & Gottschalk, Petter (2011)

Becoming a learning organization: The espoused values of police managers from two Norwegian districts

Learning Organization, 18(6), s. 486- 500. Doi: 10.1108/09696471111171321

Gottschalk, Petter; Filstad, Cathrine, Glomseth, Rune & Solli-Sæther, Hans Arthur (2011)

Information management for investigation and prevention of white-collar crime

International Journal of Information Management, 31(3), s. 226- 233. Doi: 10.1016/j.ijinfomgt.2010.07.002

Filstad, Cathrine & Gottschalk, Petter (2011)

Performance evaluation of police oversight agencies

Policing and Society: An International Journal of Research and Policy, 21(1), s. 96- 109. Doi: 10.1080/10439463.2010.540653

Filstad, Cathrine (2010)

A Social and Cultural Approach to Newcomers Workplace Learning

Westover, J.H. (ed), Traning the next generation of knowledge workers

Filstad, Cathrine (2010)

Organisasjonslæring: fra kunnskap til kompetanse


Filstad, Cathrine (2010)

Learning to be a competent paramedic: emotional management in emotional work

International Journal of Work Organisation and Emotion, 3(4), s. 368- 383.

Filstad, Cathrine (2010)

Suksesskriterier for etablering av en sterk læringskultur

Magma - Tidsskrift for økonomi og ledelse, 13(3), s. 63- 70.

Filstad, Cathrine & Gottschalk, Petter (2010)

Collectivism versus individualism in police cultures

International Journal of Human Resources Development and Management, 10(2), s. 117- 135.

Filstad, Cathrine & Gottschalk, Petter (2010)

Knowing in mobile organizations - trust and knowledge sharing in virtual teams

International Journal of Mobile Learning and Organisation, 4(3), s. 269- 280.

Filstad, Cathrine & Gottschalk, Petter (2010)

Creating a learning organization in law enforcement: Maturity levels for police oversight agencies

Learning Organization, 17(5), s. 404- 418.

Filstad, Cathrine & Gottschalk, Petter (2009)

How knowledge organizations work: The case of real estate agencies

International Real Estate Review, 12(1), s. 88- 97.

Filstad, Cathrine; Dean, Geoff, Fahsing, Ivar Andre & Gottschalk, Petter (2008)

Newcomers’ use of colleagues as role models: Research propositions for investigative thinking styles of law enforcement detectives

Knowledge and Process Management, 14(2), s. 71- 80.

Filstad, Cathrine (2008)

Nye perspektiver på læring og kunnskapsutvikling i organisasjoner

Magma - Tidsskrift for økonomi og ledelse, 11(1), s. 55- 62.

Blåka, Gunnhild & Filstad, Cathrine (2007)

How Does a Newcomer Construct Identity? A Socio-Cultural Approach to Workplace Learning

International Journal of Lifelong Education, 26(1)

Filstad, Cathrine; Dean, Geoff, Fahsing, Ivar Andre, Gottschalk, Petter & Gottschalk, Petter (2007)

Newcomer`s use of colleagues as role models: Research propositions for investigative thinking styles of law enforcement detectives

Knowledge and Process Management, 14(2), s. 71- 80.

Fahsing, Ivar Andre; Filstad, Cathrine, Gottschalk, Petter & Gottschalk, Petter (2007)

Research propositions for the use of role models in law enforcement: The case of newcomers in police investigations

International Journal of Innovation and Learning, 4(5), s. 501- 515.

Dean, Geoff; Filstad, Cathrine & Gottschalk, Petter (2006)

Knowledge Sharing in Criminal Investigations: An Empirical Study of Norwegian Police as Value Shop

Criminal justice studies, 19(4), s. 423- 437.

Blaaka, G. & Filstad, Cathrine (2005)

A Social and Cultural Approach to Newcomers´Learning Processes in Two Different Communties

International Journal of Learning, 12(12), s. 63- 70.

Filstad, Cathrine (2004)

Rollemodeller i organisasjoner

?, 7(1)

Filstad, Cathrine & Rosendahl, Tom (2004)

Globalisering av kunnskap i kompetanseledelse og organisatorisk læring

Beta, 18(1)

Filstad, Cathrine (2004)

How newcomers use role models in organizational socialization

Journal of Workplace Learning, 16(7), s. 396- 409.

Bjørkelo, Brita; Hoel, Linda Antoniett, Eckblad, Kjersti, Filstad, Cathrine & Wathne, Christin Thea (2020)

Et genuint ønske om utvikling: Politiet skal bør og må lære av sine feil

Dagbladet [Kronikk]

Ellefsen, Hjørdis Birgitte; Filstad, Cathrine, Gundhus, Helene Ingebrigtsen, Jahnsen, Synnøve Økland & Wathne, Christin Thea (2020)

En prinsippløs og selvmotsigende politipolitikk

Politiforum [Kronikk]

Filstad, Cathrine & Karp, Tom (2018)

Enten må politiet få mer penger, eller så må ambisjonen og tempoet i reformen senkes

Dagbladet [Kronikk]

Filstad, Cathrine & Karp, Tom (2018)

Politiet venter...

Lensmannsbladet - Politilederen [Kronikk]

Filstad, Cathrine; Karp, Tom, Glomseth, Rune & Dahl, Terje (2016)

Farlige halvsannheter som fasit i politiet

Dagbladet.no [Kronikk]

Glomseth, Rune; Karp, Tom, Filstad, Cathrine & Dahl, Terje (2016)

Hva gjør egentlig politiledere?

Aftenposten (morgenutg. : trykt utg.) [Kronikk]

Arnulf, Jan Ketil & Filstad, Cathrine (2016)

Politiledelse – noe for seg selv?

Dagens næringsliv [Kronikk]

Filstad, Cathrine (2014)

Tillit til å dele kunnskap

BI Leadership Magazine [Fagblad]

Filstad, Cathrine (2014)

Like barn leker best

Kapital [Fagblad]

Filstad, Cathrine (2014)

Gi mellomlederne makt

Ledernytt [Fagblad]

Filstad, Cathrine (2014)

Hvordan lykkes med kunnskapsdeling?

Ukeavisen Ledelse [Avis]

Filstad, Cathrine (2014)

Uformelle arenaer viktige i lederutvikling - viktige funn om praksisfellesskap

Ukeavisen Ledelse [Avis]

Filstad, Cathrine; Glomseth, Rune & Karp, Tom (1)

Er det noe galt med lederkulturen i politiet?

Aftenposten (morgenutg. : trykt utg.) [Kronikk]

Filstad, Cathrine (2020)

Politiledelse og ledelse av nærpolitireformen: Forskning, diskusjoner og refleksjoner

[Report]. Politihøgskolen.

Karp, Tom & Filstad, Cathrine (2019)

Noe galt med lederkulturen? Det finner vi ingen bevis for

[Article in business/trade/industry journal]. Politiforum

Filstad, Cathrine & Karp, Tom (2019)

Evaluering, implementering og resultater av nærpolitireformen.

[Report]. Politihøgskolen.

Sørli, Vanja Lundgren; Ellefsen, Hjørdis Birgitte, Egge, Marit, Filstad, Cathrine, Glomseth, Rune & Larsson, Paul (2019)

Regjeringens mål om politidekning er utdatert

[Article in business/trade/industry journal]. Politiforum

Filstad, Cathrine & Karp, Tom (2018)

Ledelse, implementering, effekter og resultater av nærpolitireformen

[Report]. Politihøgskolen.

Filstad, Cathrine (2018)

Hvordan politiledere lærer å lede

[Article in business/trade/industry journal]. Politiforum, 9, s. 40- 41.

Borge, Baard Herman; Filstad, Cathrine, Olsen, Trude Høgvold & Skogmo, Per Øyvind (2017)

Diverging views of the Norwegian Police Services as a Learning Organization

[Academic lecture]. NEON-konferansen 2017.

Filstad, Cathrine (2017)

Ledelse læres mens man leder

[Article in business/trade/industry journal]. BI Business Review

Filstad, Cathrine & Olsen, Trude Høgvold (2017)

Change readiness and socially constructed manoeuvring space: Dilemmas police leaders encounter as change agents

[Academic lecture]. British Academy of Management.

Filstad, Cathrine (2017)

Ledelse av kompetanse: kompetent ledelse

Aas, Marit & Paulsen, Jan Merok (red.). Ledelse i fremtidens skole

Filstad, Cathrine (2017)

Ledelse for kompetanse og kompetent ledelse

Heier, Tormod (red.). Kompetanseforvaltning i Forsvaret

Filstad, Cathrine; Traavik, Laura E. Mercer & Gorli, Mara (2017)

The Sense of Belonging At Work: Investigating its Dynamicity between Representation and Interpretation

[Academic lecture]. OLKC Conference.

Simenova, Boyka; Easterby-Smith, Mark, Bogolyubov, Pavel & Filstad, Cathrine (2016)

Power and trust in knowledge sharing: a systematic review

[Academic lecture]. OLKC konferanse.

Filstad, Cathrine & Traavik, Laura E. Mercer (2016)

Senses of belonging: Getting underneath notions of identity

[Academic lecture]. OLKC 2016 Organizational Learning and Knowledge and Capabilities.

Filstad, Cathrine (2011)

Taus kunnskap er gull

[Article in business/trade/industry journal]. Kapital

Filstad, Cathrine (2011)

Innovation and organizational learning

[Academic lecture]. OLKC.

Filstad, Cathrine; Geppert, Mike & Visser, Max (2011)

Power and politics in organizational learning and knowing

[Academic lecture]. EGOS.

Filstad, Cathrine (2009)

Suksesskriterier for en sterk læringskultur i Sparebank1 Alliansen

[Report]. Sparebank 1.

Filstad, Cathrine (2008)

Nye perspektiver på læring og kunnskapsutvikling i organisasjoner

[Article in business/trade/industry journal]. Magma - Tidsskrift for økonomi og ledelse

Blaaka, G. & Filstad, Cathrine (2007)

Læring i helseorganisasjoner

[Textbook]. Cappelen Damm Akademisk.

Filstad, Cathrine & Blaaka, G. (2007)

Learning in Organizations

[Textbook]. Cappelen Damm Akademisk.

Filstad, Cathrine; Hildebrandt, Steen & Rishøj, Sif (2004)

Familien på arbeid : om å skape sammenheng mellom arbeidsliv og familieliv

[Scientific book]. Abstrakt forlag.

Akademisk grad
År Akademisk institusjon Grad
2003 Aarhus School of Business Ph.D.
1998 BI Norwegian Business School Master
1993 University of Oslo Bachelor
1989 Norwegian School of Marketing Diploma in Market Economy
År Arbeidsgiver Tittel
2016 - Present Norwegian Police University College Professor II
2011 - Present BI Norwegian Business School Professor and Doctor
2015 - 2018 University of Tromsø Professor II
2003 - 2011 BI Norwegian Business School Doctor and Associate Professor
2004 - 2007 BI Norwegian Business School Program Director Master of Science
1996 - 2003 BI Norwegian Business School Lecturer
1994 - 1996 BI Norwegian Business School/ Norwegian School of Marketing Chief of Administration
1986 - 1994 Norwegian School of Marketing Leader of the Exam Department/ Project Leader for the Career center
1983 - 1986 Arne Syversen A/S Purchasing Leader
1982 - 1983 Motorspeed A/S Employee