From Summer 1986 to Summer 1987, I attended 11th grade at Mainland Regional High School in Linwood, New Jersey, USA. During the time, I spent in the USA, I was very fortunate to have the possibility to live with the Leap family, a family that included 3 sons, Christopher (Chris), Gregory (Greg), and Douglas (Doug), as well as their parents, Barbara (Barb) and James (Jim). It was a very new experience for me to live with a family with 3 children. And I recall that I very much liked living with the Leap family in Linwood, New Jersey. For example, I remember some great times playing basketball in the backyard with Chris and Greg. I also recall several amusing times with good laughs around the kitchen table. And I recall a great trip we had to Baltimore, Maryland with friends of the family as well as a wonderful trip to Philadelphia with the church community to see Harlem Globetrotters play. 

Compared with the life I had been living in Denmark, living in the USA felt quite different in many ways. One of the first differences I noticed was the rhythm of daily life at high school. Between classes, students had just four minutes to get what they needed from their lockers and then hurry to the next classroom. It was just enough time to move quickly through the relatively crowded hallways. I also remember how students greeted each other as they passed by. It was common to hear, “Hi, how are you doing?” In my first weeks at Mainland Regional High School, I took this question literally. Whenever someone asked me, I would stop for a moment, reflect on how I was actually doing, and look forward to sharing a few thoughts. But I soon realized that in the quick-paced flow between classes, there was no time for long conversations. By watching and listening to others, I learned that the typical response was a cheerful “Great, how are you?” - often followed by a smile and a wave before both people continued walking. This brief exchange, while friendly and warm, initially felt like a small culture shock. It made me aware of how social interactions can differ between cultures - one emphasizing efficiency and friendly surface connections, the other leaving more room for deeper reflection and conversation. Over time, though, I came to appreciate the easy, positive tone of these hallway moments as part of the unique rhythm of American high school life.

Reflecting on my experiences as part of high school life in New Jersey, I also remember how recognition and celebration of achievement played an important role in the school culture. There were several awards given throughout the year to honor students for their accomplishments - academically, in sports, and in other areas of school life. This approach was quite different from what I was used to in Denmark. I recall how special it felt to stand among my peers and be acknowledged for my efforts. I was deeply honored to receive two awards: "Most valuable player" and "The principal’s award for a unique contribution." These moments filled me with gratitude and also taught me the value of appreciation and encouragement as a way to motivate people as well as strengthen a sense of community. For that, I remain sincerely thankful.

Among the many things that felt different in the United States compared with Denmark, two that stand out in my memory are food and how people got from A to B. I remember being somewhat surprised by the food choices at school - including that French fries were served in the cafeteria quite regularly. It was delicious, of course, but also a noticeable contrast to what I was used to back home in Denmark where I recall often having rye bread for lunch. Another striking difference was how central cars were to everyday life. Many students either drove themselves or were driven to school, often in quite impressive cars like Ford Mustang and sporty Japanese brands. Coming from Denmark, where most students walked or cycled from place to place, this felt both fascinating and a little foreign to me. Looking back, I think that playing sports almost every day after school helped me stay active and maintain a healthy balance.

When I returned to Denmark in 1987, I continued my education at Risskov Gymnasium. During the three-year gymnasium period, one of the projects that stands out most clearly in my memory is the final thesis. Together with a classmate, I chose to write about the Japanese economy, a topic that fascinated us deeply at the time. Japan’s impressive economic progress during the 1970s and 1980s captured global attention, and we wanted to understand the underlying factors that contributed to such remarkable growth and productivity. Through researching and writing the thesis, I was introduced to ideas such as Total Quality Management (TQM) and continuous improvement, concepts that shaped Japan’s success in both industry and management. This experience left a lasting impression on me and sparked an enduring interest in how organizations can learn, adapt, and enhance performance through systematic and human-centered approaches. Later, during my master’s studies, I had the opportunity to spend an exchange semester at HEC Montréal in Canada. Building on my earlier curiosity, I chose to study these management philosophies in greater depth, exploring how Total Quality Management principles could be applied across different cultures and business contexts. Looking back, this sequence of experiences - from Risskov Gymnasium in Denmark to HEC Montréal in Canada - played a significant role in shaping my professional outlook and my continued fascination with improvement, learning, and innovation.

During my years at gymnasium, I acquired a broad range of academic, social, and personal skills that have continued to serve me well throughout life. Through studies in subjects such as mathematics, geography, and biology, I developed a strong foundation in problem-solving and analytical thinking. Courses in social studies and history deepened my understanding of economics, political systems, and social structures across different countries, broadening my perspective on how societies function and evolve. Engaging in reading, writing, and diverse classroom exercises helped me learn to analyze, evaluate, and critically assess information and arguments - skills that I find increasingly important in today’s complex and fast-changing world. I also learned how to conduct research and structure written reports, a process that strengthened both my intellectual discipline and my ability to communicate ideas clearly and effectively. Through lively discussions in various classes, I became more confident in expressing my thoughts and knowledge in multiple languages - Danish, English, German, and French. This multilingual practice not only enriched my communication skills but also deepened my cross-cultural awareness. Because gymnasium education required extensive work outside of regular school hours, I quickly realized the importance of time management, prioritization, and personal organization. It was during this period that I truly learned the value of self-discipline and independence - qualities that later became essential in my studies, professional life, and personal growth.

What stands out for me from the gymnasium education is also the tests at the end of each year. I recall that because there were relatively few tests during the course of a year, the tests at the end of the year had a relatively strong influence on the final grade. This made me a little nervous, I admit, because I got the impression that I must perform to my very best every time. From the testing period I also remember a 3 person group exam in Math, when we were tested on our math knowledge in a room by the math teacher and another person. I found this group exam very different from several tests / exams, during which lots of focus was put on individual performance. In addition, I recall the positive feedback of the written German exam that the German teacher gave me. I remember he said to me that he was quite impressed by the expression "meiner Meinung nach", which I used. In Danish, English and French, which were other languages I was learning at the time, the sequence of the words used was different.

Another memorable experience from my three years at Risskov Gymnasium was a school project in which each class was responsible for creating an event. Our class decided to transform a space in the basement of the gymnasium into a lively venue filled with games and various forms of entertainment - including a show dance performance. I remember how much fun we had preparing for the event: Decorating the space, rehearsing, and coordinating each detail to make it engaging for visitors. The atmosphere was full of creativity and excitement, and it was rewarding to see how many people came to join and enjoy what we had created together. Through this collaborative project, I learned a great deal about teamwork and the dynamics of group work. It was an exercise in listening to others, communicating effectively, developing and sharing ideas, and taking both initiative and responsibility. In many ways, it was also an early experience in project management, showing how diverse talents and perspectives can come together to create something meaningful and memorable.