The context for this study is the Danish upper secondary school (gymnasium) which is undergoing remarkable changes these years. Focus are directed towards the development of student’s competences to further academic studies, compared to a basic approach directed towards the content in the subjects as scientific disciplines. Schools are also subject for a financial reform, and they may in a competitive environment earn their money due to number of enrolled and completed students. We label this process ’the double reform’, and it cause for school management a greater focus towards knowledge that are adequate to the new requirements. What are now perceived as valid and reliable knowledge under these new circumstances? And how do they secure that this knowledge become a part of the single schools stock of common capacity of knowledge.

 Our research question is as follows: What strategic conceptions may be identified and what practices may be observed concerning creation and sharing of relevant and appropriate knowledge in light of ‘the double reform’?

 Our theoretical point of departure is the institutional tradition, especially organizational institutionalism and discursive institutionalism. The main question in these areas are how institutions are constituted, rationalized and legitimated in a changing culture, and how institutions are perceived and developed through discourses (Campbell & Pedersen 2001). A strategic leadership task is therefore to contribute to the organizational interpretations and translations. Translations, that constitutes the forms for new institutional processes.

 Below we show a model that is used for constructing and categorizing the empirical data in the project (Olsen 2005, Raae, forthcoming):

The institution’s processes and dynamics are governed by internal factors

The institution’s processes and dynamics are governed by external factors

Decentralised or polycentred perspective

The subject-driven gymnasium

Constituent logic

Single-subject expertise, interest representation, choice, negotiation between subject groups.

Criteria for assessment:

Single subject standards.

Knowledge concerns students scientific capabilities

The market-driven gymnasium

Constituent logic:

Market-based services for society.

Criteria for assessment:

Responsiveness in relation to user demand. Financial efficiency, flexibility.

Knowledge concerns the organizations strategic capablities against survival

Central or monocentric

perspective

The Bildung-driven gymnasium

Constituent logic: Bildung and truth.

Criteria for assessment:

A Bildung based on centrality of perspective.

Knowledge concerns students ethical ‘bildung’

The politically driven gymnasium

Constituent logic: Implementation of preordained political aims.

Criteria for assessment: The national objectives.

Knowledge concerns implementation and quality assessment

The model illustrate on the one hand the tension between the upper secondary school as a historically well established institution and a ‘competitive modern institutin, and on the other an expression of an increased will to political control and government.

 These four idealtypical schools in the model may be perceived as institutional layers, present at the same time as loosely coupled institutions 

 From the model we may construct four concepts of knowledge, namely knowledge for ‘bildung’, scientific disciplinary knowledge, innovative knowledge, and knowledge for implementation. These four forms may, furthermore, be viewed in their rationalized as well as their practiced form.

Kjær, P. & Pedersen, O.K (2001) Translating Liberalization: Neoliberalism in the Danish Negotiated Economy, in: John L. Campbell, J.L. & Pedersen, O.K. (eds.) The Rise of Neoliberalism and Institutional Analysis, Princeton University Press Olsen, J.P. (2005): The institutional dynamics of the (European) University. Working Paper: www.arena.uio.no Raae, P. H. (2011): Principals think organization. Dilemmas in the management of today’s education, in Westend, T. (ed.): Handbook of Rolf, B. (1995): Profession, tradition och tyst kundskap. En studie i Michael Polanyis teori om den professionelle kunskapens tysta dimension. Lund: Bokförlaget Nya Doxa Scott, W. R (2008) Institutions and organizations. Ideas and interests. London : Sage.