© 2013

Transnational Influences on Values and Practices in Nordic Educational Leadership

Is there a Nordic Model?

  • Lejf Moos

Part of the Studies in Educational Leadership book series (SIEL, volume 19)

Table of contents

  1. Front Matter
    Pages i-xx
  2. Lejf Moos
    Pages 1-16
  3. Country Cases

    1. Front Matter
      Pages 17-17
    2. Lejf Moos, Klaus Kasper Kofod, Katrin Hjort, Peter Henrik Raae
      Pages 19-30
    3. Mikael Holmgren, Olof Johansson, Elisabet Nihlfors
      Pages 73-85
  4. Thematic Chapters

    1. Front Matter
      Pages 87-87
    2. Lejf Moos, Börkur Hansen, Göran Björk, Olof Johansson
      Pages 113-131
    3. Michael Uljens, Jorunn Møller, Helene Ärlestig, Lars Frode Frederiksen
      Pages 133-157
    4. Lejf Moos, Olof Johansson, Guri Skedsmo
      Pages 159-172
    5. Olof Johansson, Mikael Holmgren, Elisabet Nihlfors, Lejf Moos, Guri Skedsmo, Jan Merok Paulsen et al.
      Pages 173-192
    6. Elisabet Nihlfors, Olof Johansson, Lejf Moos, Jan Merok Paulsen, Mika Risku
      Pages 193-212
    7. Lejf Moos
      Pages 213-223
  5. Back Matter
    Pages 225-228

About this book


This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation influences school leadership values, culture and practice, in competition with traditional values.

The transnational and global discourse on educational leadership is mostly formed according to Anglo-American thinking and tradition. Pivotal foundations of this discourse are strong hierarchical societies/class societies with liberal democracies, and clearly streamed education systems. The Nordic discourse, however, builds on a more equal society and flat hierarchies with participatory democracy, and on comprehensive schooling with strong local community roots. Leadership thinking and practices are formed by the culture and context they are part of: they are primarily shaped by the national/local values, traditions and practices, and only partially shaped by politics, discourses and literature. Due to the fact that a great deal of the literature that is being used in the Nordic contexts is of Anglo-American origin and many of the research projects have Anglo-American foundations, it is difficult to distinguish the sources for leadership thinking and practice. This book distinguishes the Nordic from the Anglo-American thinking and presents important findings and arguments for leadership practitioners inside as well as outside the Nordic countries.​


Anglo-American thinking and tradition Nordic educational politics Nordic educational practice participatory democracy school leadership values, culture and practice traditional cultures and discourses

Editors and affiliations

  • Lejf Moos
    • 1
  1. 1., Department of EducationAarhus UniversityCopenhagenDenmark

Bibliographic information