Erickson, Erik2017-10-092017-10-092017-07https://hdl.handle.net/11299/190440University of Minnesota Ph.D. dissertation.July 2017. Major: Organizational Leadership, Policy, and Development. Advisor: Peter Demerath. 1 computer file (PDF); viii, 238 pages.This study explored the influence attending a Norwegian folk high school had on the long-term well-being of former students. The Norwegian folk high schools represent a unique form of publicly funded education with an emphasis on learning through shared experience and that by law, the schools cannot issue grades, give formal examinations, or provide a degree that certifies a competency. A qualitative design was used to explore how attending a folk high school influenced the well-being of fifteen former folk high school students. Well-being was operationalized using the capabilities approach. This study found that attending a folk high school contributed to a number of personal, social, and knowledge outcomes and shaped the values and preferences of students by strengthening their existing values and helping them ideate a view of the good life. While attending a folk high school was viewed as one of many influences on well-being later in life, it was found to have an influence via the direct application of learning outcomes, the support and influence of a social network, as an initial spark for one’s career or study path, and as a model of the good life that directed their subsequent choices.enCapabilities approachDevelopmentEducationFolk high schoolNorwayWell-BeingThesis or Dissertation