Introduction
The argument of this master thesis is that innovation is a requirement as well as a necessity for the educational system to secure the future and continually adapt to the ambient requirements.
The educational system is under strain as it plays a central role in ensuring Denmark's competitiveness in a globalized world.
The thesis brings into empirical focus two organizations which have both ap-plied theory U as a method for facilitating transformation processes, namely a department at a primary school and a department at a vocational school. Both organizations are like other private and public organizations under pressure to change, and both organizations have seen the necessity of changes which are located not on a structural level, but origins from the development of human skills and mindset within the organization. Both have found that theory U is an adequate method to initiate and sustain transformation processes.
The task is a study not only of how to create transformation processes from theory U, but also of the problem areas which can be seen in connection with such work.
The thesis presents Theory U in a scientific theory and learning theory context, while also the practical application of the theory is presented.

Problem
Based on interviews with executives from Aarhus Business School and Katri-nebjerg School SFO, I have examined how Theory U used as a model promotes learning processes for the development of an innovative organization, and how the work with theory U changes the mindset and the reality of the organization. I have also examined the problem areas that can be viewed when organizations use theory U, and which factors managers must consider in this context.

Empirics
Through interviews with managers from the Aarhus Business College and the Katrinebjerg School SFO, respectively, I have examined their experiences and how reality emerges in the two organizations when working with the theory U.
The Aarhus Business College has for a number of years been working with competency based on the key concepts: playing, learning and innovation, and they used theory U as a process model for the work.
The Katrinebjerg School SFO had after a major merging process the need to study in depth the core of teaching and the motivating power for the individual.
Empirics attempts to uncover the process with the two organizations and the issues arising in the process. Empirical findings also seek to uncover if and in which way the work with theory U has changed the mindset of the employees in the organization, and if the organization has become innovative. Also I have examined how key concepts in the theory U can be understood and made operational.

Conclusion
The concept Presencing is the claim of Theory U in the requirement for trans-formative changes on several levels: empirical and temporal transformation - learning happens in the meeting with the emerging future.

• Self transformation - learning happens when the everyday self meets its own highest potential.
• Organizational transformation of mindset - change happens when the organization changes its mindset.
• All these transformations require specific conditions in the organiza-tion in order to be possible.
The Management must take into consideration how transformation processes are organized, and must take into account that trust and respectful communication are fundamental elements for the transformative processes to succeed. The Management must also take into account that innovative processes make the evolving person(s) open and vulnerable and this vulnerability must be shielded until the balance of the identity of the evolving person has been restored.