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Purpose -Consumers are sometimes unexpectedly resistant toward radically innovative product concepts, and it is often argued that this is due to their difficulties in understanding the novel products. Thus, marketing research has focused on new ways to make consumers familiar with new product concepts. The purpose of this study is to present the argument that educating consumers may not solve all problems, and may sometimes even address the wrong question. Design/methodology/approach -The authors' previous research on consumer responses to new product concepts for the purchasing and consumption of food is drawn upon to explore the reasons for consumers' acceptance of and resistance to radical product innovations. Findings -Ignorance about radical product concepts is not the sole reason for consumers' resistance to novelties. In many cases, consumers understand the product concepts fairly well. Their lack of enthusiasm stems from other reasons, including the innovation's instrumentalism, its impact on consumers' autonomy, as well as its organizational complexity and systemic effects. Practical implications -The findings suggest that companies introducing new product innovations may need to take consumers' resistance more seriously. They might need to reconsider the acceptability of new product innovations, and integrate these considerations at earlier stages of the innovation cycle. A more open-ended approach to concept testing is suggested, encouraging users to evaluate concepts more critically. Concept testing should not be used as a pass/fail screen, but as an opportunity to learn more about potential impacts of the innovation on everyday life and society. Originality/value -The paper reconsiders resistance to innovations, and demonstrates the value of consumer research for product development.

Abstract:Experimentation is critical for the deployment of low-carbon technologies. New solutions need to be selected and adapted to their contexts of use, and users need to learn new skills. Society as a whole needs to create new modes of production, consumption and governance. We investigated how local pilot projects, demonstrations and trials of low-carbon technologies promote learning in Finnish society, where the government has made a commitment to a culture of experimentation. We drew on a database of 100 pilot projects and experiments and 15 detailed case studies. We identified several types of learning, beyond the formal evaluation of "what works where and when": pilot projects served to inspire, to create commitment and to develop networks. We also investigated how lessons learned are transferred to other sites and into societal knowledge. We contribute by conceptualizing different forms of learning and transfer-particularly situated and embodied forms-alongside more techno-scientific ones. While highlighting this form of learning, we also note that it is not particularly strong in acknowledging challenges faced in experimentation. We argue that there is scope for more systematic evaluation, alongside more situated forms of learning and sharing. We also pinpoint tensions between these two forms of learning that need to be addressed.

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