Educational Transformation As Business

The paper explores the dynamics and interactions between private corporate foundations and University colleges. The hypothesis is that such partnerships may be described as “co-transformation”: The transformation of education becomes a medium for transformation of business and the transformation of business becomes a medium for transformation of education. The case is Playful Learning (LEGO) and the partnerships with the Danish University Colleges, thus the education of all teachers and pedagogues in Denmark. The Danish University Colleges describe Playful Learning as a “paradigm shift” from traditional teaching to playful learning. The hypothesis is that LEGO also uses the partnership for transformation – namely self-transformation of LEGO from being in the toy-business to being in the learning-business.

The aim for educational paradigm shift is in line with the tendency that private corporate foundations increasingly reposition themselves as “change-makers”. A tendency termed in the research as “new philanthropy” (Lubienski, Olmedo), where corporate foundations seek to disrupt existing educational aims, forms and mindsets rather than back up existing political ambitions.

LEGO is an interesting case, having engaged in partnerships with Danish universities, UCs, schools, libraries, museums, hospitals, and municipalities since 2018. The theoretical approach is systems theoretical with concepts of transformation and potentialisation (Luhmann, Andersen). The empirical material stems from the LEGO foundations annual reports and other documents, interviews with employees in the LEGO Group (company and foundation), written materials on Playful Learning and interviews with employees in the University Colleges.