Integrating Transformative Capabilities Into Program Development: Learnings From Two Cases of Nordic Nine Integration Into Educational Programs at Copenhagen Business School

Educational program development involves integrating multiple concerns to create conditions that enable students to reach their learning aspirations. Learning aspirations are individual and institutional and affect disciplinary competencies and transformative capabilities. Concerns reflect the need for educational quality assurance, transparency, judicial assessments, and desires for broader formative development. Aspirations and concerns originate from qualification frameworks, local institutional policies, faculty, and students. Through experiences from two cases of program development at the Copenhagen Business School, we provide reflections and outline a framework for integrating transformative capabilities. Rather than implementation, we suggest an approach that emphasizes integration and collective meaning-making in which threshold concepts and experiential learning can bridge aspirations and concerns.