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By Jonathan E Schroeder; Miriam Salzer-Mörling; Søren Askegaard; et al

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2000) Brand Leadership, New York: The Free Press. Albert, S. A. Staw (eds) Research in Organizational Behavior 7: 263–295. T. and Greyser, S. (eds) (2003) Revealing the Corporation, London: Routledge. C. and Porras, J. (1994) Built to Last, New York: Harper Business. Dutton, J. and Dukerich, J. (1991) ‘Keeping an eye on the mirror: image and identity in organizational adaptation’, Academy of Management Journal 34: 517–554. , Dukerich, J. and Harquail, C. (1994) ‘Organizational images and member identification’, Administrative Science Quarterly 39: 239–263.

And de Chernatony, L. (2002) ‘Special issue on corporate branding’, Corporate Reputation Review 5. Schultz, M. J. (2003) ‘The cycles of corporate branding; the case of the LEGO Group’, California Management Review 46, 1:6–24. Van de Ven, A. and Scott Poole, M. (1989) ‘Using paradox to build organization and management theories’, Academy of Management Review 15, 3:562–578. A. and Mackey, A. (2002) ‘A social actor conception of organizational identity and its implications for the study of organizational reputation’, Business and Society 41, 4:393–414.

This generated new ideas about how knowledge of playful learning can contribute to the interpretation process of LEGO company values along with creating stronger consumer understanding. In its own explanation, the renewal of the brand school was based on the ambition to combine a deeper understanding of the core beliefs of the company, stating that ‘Children are our role models’, with a stronger insight into the unique capabilities and mindset of children. Learning from how children engage in playful learning and creative self-expressions, the brand school sought to facilitate similar processes among the participants in making company values relevant to their everyday culture.

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