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In this chapter, the author argues that in order to meet the United Nations’ sustainable development goal 4 which calls for education to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030,” transformative leadership may be key. Transformative leadership goes well beyond traditional technical and rational approaches to leadership; it includes but extends theories such as social justice leadership and transformational leadership and involves two general principles and eight interconnected tenets. These include knowing oneself, one’s community and organization; deconstructing frameworks that perpetuate inequity and reconstructing them in more equitable ways; addressing the inequitable distribution of power; emphasizing individual and collective good; focusing on democracy emancipation, equity, and justice as well as interconnectedness and global awareness; and offering both critique and promise. Transformative leadership theory is a critical, holistic, and normative approach that focuses on values, and on beliefs and mindsets as well as knowledge and action. It is characterized by its activist agenda and its overriding commitment to social justice, equity, and democratic society. Thus, it is an approach to leadership that is anti-racist, anti-homophobic, anti-xenophobic, etc.; it calls for rejection of deficit thinking and for inclusive and equitable practices that require moral courage. It is such a holistic and critical theory that would help to promote the United Nations’ education goal by the target of 2030.

The purpose of this paper is to document a Danish fraud scheme, in which a large number of limited companies were stripped of their assets leaving them with nothing but tax debt, eventually causing the Danish Tax and Customs Administration to lose large sums. Furthermore, the purpose is to analyse why the asset‐stripping schemes occurred in a mature market economy with a strong corporate governance system and a low level of corruption.

The research is conducted as a longitudinal single case study based on documentary research.

The Danish case indicates that asset stripping may take place in mature market economies to the extent that perpetrators are able to circumvent the corporate governance system by giving lawyers, public accountants and banks incentives to act less critically towards dubious business transactions.

The opportunity and rationalisations supporting the fraud are particular to the Danish context.

The paper provides insights into the consequences of professionals disregarding their duty to serve the public interest.

The paper provides an example on how to circumvent the social supervisory system of a mature market economy.

The paper contributes to the knowledge about asset stripping by documenting and analysing the phenomenon in a mature market economy context.

The purpose of this research is to analyse how participants in leadership training programs in higher education value and perceive their training process.

A stylized theoretical model is developed indicating that leadership training may be designed along a collegial‐managerial continuum. To study how participants placed themselves on this continuum, a questionnaire was distributed to participants in three different leadership training programs.

The study shows that leadership training programs are tools to modernize higher education without resulting in a rejection of inherent values and characteristics of the sector.

Leadership training programs need to be supplemented with broader organisational development activities and a more systematic follow‐up process after completion of the program.

Against the grain of the paradigmatic postcolonial analytics of the colonial state, this chapter presents a non-dichotomous comparison of two regimes within the late 18th century Danish empire, which are commonly presumed to be of essentially different kinds – namely the colonial state in Tranquebar in South East India and the metropolitan government of rural Danish society. By focusing, firstly, on practices of policing and, secondly, on the general technology of power that targeted these significantly different socio-political spheres, it is argued that these regimes were governing according to similar strategies: seeking, on one hand, to deploy societal mechanisms of self-regulation and, on the other, to provide a balance and order to the otherwise chaotic forces of the population. On the basis of a Foucauldian vocabulary of government, it is thereby argued that colonialism, at this time and place, had not yet clearly constituted itself as a particular form of rule.

This article results from a survey on national and international research articles published from 1947 to 2018 that aimed to produce a theoretical framework and description of education governance.

The study was based on bibliographic research techniques. Its bibliometric analysis (Pritchett, 2001) focused on three structural indicators: 1) keywords, 2) most relevant journals and 3) most productive researchers. A survey was made targeting national and international research articles on education governance published from 1947 to 2018 as available on Scopus.

The survey pointed out the fundamentals of the education governance dimensions as posited in Hufty’s (2011) Governance Analytical Framework, namely: problems, social norms, actors, nodal points and processes.

The study provides the theoretical framework for establishing operational definitions of aforementioned dimensions that can be used in an education governance assessment instrument.

This editorial aims to introduce the first of a set of two special issues on New modes of governance in activation policies.

The article explores the concept of governance, distinguishing a broad and more narrow use of the concept. Then, it argues that issues of governance should be an integral part of studies of welfare state transformations. Not in the last instance, because governance reforms do have an impact on the content of social policies and social services such as activation. The article continues by discussing three models of the provision of social services.

The article states that the development of the modes of governance in activation in various countries reveals that a mix of service provision models is being used.

The article introduces the articles of the special issue.

All Scandinavian cities seem to be close to water, if not the sea then there will be a lake or river. All too have that wonderful clear light in which the reflections sparkle and dance. Helsingør, the location for this year's ISHM‐Nordic event was no exception. It is just over half an hour by road from the capital city, Copenhagen, and the coastal route gives excellent views of the sea and the nearby coast of Sweden. Helsingør has many outstanding buildings dating from the middle ages, including St Olav Church and the nearby Carmelite monastery dating from around 1400. From 1660 to 1668 the famous composer Buxtehude was organist at the church. The town itself is dominated by the castle which was built in the Fifteenth century. The later alterations carried out by King Christian IV left the exterior virtually unchanged.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.