Résumés
Abstract
Undergraduate education can play a transformative role in developing students’ leadership capacities, the practice of which can be examined through the Scholarship of Teaching and Learning. This study examines how educational experiences in a senior undergraduate-level leadership development course at a western Canadian university contributed to shaping students’ self-awareness, personal philosophies, and leadership skills.
Using thematic analysis of reflective writing from 17 students, the research revealed a significant shift among students from perceiving leadership as a positional role to understanding it as a lifelong personal journey of growth and societal responsibility. The findings suggest that, in addition to developing leadership competencies, the course facilitated personal transformations by exploring the alignment of personal values, individual leadership styles, and social awareness. A major contribution of this paper is a model that maps a path for students’ leadership growth, beginning with self-awareness, moving to the development of personal philosophy on leadership, and, finally, building practical skills.
The findings of this study have broad interdisciplinary applications, highlighting the importance of fostering self-awareness and developing leadership philosophies to prepare students for navigating complex challenges and leading effectively in diverse fields. Universities and educators may consider integrating reflective teaching methods that encourage transformative learning. Such pedagogical approaches can support students in leading authentically, adapting their leadership to various contexts, and maintaining a strong commitment to ethical practices and positive societal impact.
Keywords:
- leadership development,
- leadership education,
- undergraduate education,
- transformative learning
Parties annexes
Bibliography
- Abrell, C., Rowold, J., Weibler, J., & Moenninghoff, M. (2011). Evaluation of a long-term transformational leadership development program. German Journal of Human Resource Management, 25(3), 205–224. https://doi.org/10.1688/1862-0000_ZfP_2011_03_Abrell
- Avolio, B. J. (2010). Full range leadership development. SAGE Publications. https://us.sagepub.com/en-us/nam/full-range-leadership-development/book233868
- Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications. https://us.sagepub.com/en-us/nam/thematic-analysis/book248481
- Carey, M. (2020). Creating leaders: A pilot SoTL study of an ontological/phenomenological leadership course. International Journal for the Scholarship of Teaching and Learning, 14(2), 1–12. https://doi.org/10.20429/ijsotl.2020.140205
- Collinson, D., & Tourish, D. (2015). Teaching leadership critically: New directions for leadership pedagogy. Academy of Management Learning & Education, 14(4), 576–594 https://www.jstor.org/stable/43698375
- Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels of analyses. Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 133–156. https://doi.org/10.1146/annurev-orgpsych-032414-111328
- Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J. (2014). Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives. The Leadership Quarterly, 25(1), 36–62. https://doi.org/10.1016/j.leaqua.2013.11.005
- Drucker, P. F. (2020). The essential Drucker. Routledge. https://doi.org/10.4324/9780429347979
- Erhard, W., Jensen, M. C., & Granger, K. L. (2013). Creating leaders: An ontological/phenomenological model. In S. Snook, N. Nohria, & R. Khurana (Eds.), The handbook for teaching leadership (pp. 245–264). SAGE Publications.
- Esen, M., Bellibas, M. S., & Gumus, S. (2020). The evolution of leadership research in higher education for two decades (1995–2014): A bibliometric and content analysis. International Journal of Leadership in Education, 23(3), 259–273. https://doi.org/10.1080/13603124.2018.1508753
- Felten, P., Gardner, J. N., Schroeder, C. C., Lambert, L. M., Barefoot, B. O., & Hrabowski, F. A. (2016). The undergraduate experience: Focusing institutions on what matters most. Jossey-Bass.
- Ford, J., & Harding, N. (2018). Followers in leadership theory: Fiction, fantasy and illusion. Leadership, 14(1), 3–24. https://doi.org/10.1177/1742715015621372
- Gimmarco, M., McKean, M., & Higham, S. (2020). The future is social and emotional: Evolving skills needs in the 21st century. The Conference Board of Canada. https://www.conferenceboard.ca/product/the-future-is-social-and-emotional-evolving-skills-needs-in-the-21st-century/
- Goleman, D. (2019). The emotionally intelligent leader. Harvard Business Press. https://store.hbr.org/product/the-emotionally-intelligent-leader/10263
- Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2022). Leadership: Enhancing the lessons of experience (10th ed.). McGraw Hill. https://www.mheducation.ca/leadership-enhancing-the-lessons-of-experience-ise-9781265107888-can-group
- Jenkins, D. M. (2012). Exploring signature pedagogies in undergraduate leadership education. Journal of Leadership Education, 11(1), 1–27. https://doi.org/10.12806/V11/I1/RF1
- Johnson, C. E. (2019). Meeting the ethical challenges of leadership: Casting light or shadow. SAGE Publications.
- Kegan, R. (2009). What “form” transforms? A constructive-developmental approach to transformative learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists ... in their own words (pp. 29–45). Routledge.
- Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, 85(1), 96–103. http://www.lighthouseconsultants.co.uk/wp-content/uploads/2010/08/Kotter-Leading-Change-Why-transformation-efforts-fail.pdf
- Leroy, H. L., Anisman-Razin, M., Avolio, B. J., Bresman, H., Stuart Bunderson, J., Burris, E. R., Claeys, J., Detert, J. R., Dragoni, L., Giessner, S. R., Kniffin, K. M., Kolditz, T., Petriglieri, G., Pettit, N. C., Sitkin, S. B., Van Quaquebeke, N., & Vongswasdi, P. (2022). Walking our evidence-based talk: The case of leadership development in business schools. Journal of Leadership & Organizational Studies, 29(1), 5–32. https://doi.org/10.1177/15480518211062563
- Mayhew, M. J., Selznick, B., Zhang, L., Barnes, A., & Mangia, S. (2021). Teaching innovation capacities in undergraduate leadership courses: The influence of a short-term pedagogical intervention. The Journal of Higher Education, 92(6), 877–896. https://doi.org/10.1080/00221546.2021.1876480
- Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
- Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
- Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110.
- Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
- Morrison, J. L., Rha, J., & Helfman, A. (2003). Learning awareness, student engagement, and change: A transformation in leadership development. Journal of Education for Business, 79(1), 11–17. https://doi.org/10.1080/08832320309599081
- Mount Royal University. (2025, February 16). General Education. https://catalog.mtroyal.ca/content.php?catoid=5&navoid=177
- Newstead, T. P., Eva, N., & Day, D. V. (2024). Where are you coming from? A place-based approach to developing leader self-awareness. Academy of Management Learning & Education. https://doi.org/10.5465/amle.2023.0213
- Njah, J., Hansoti, B., Adeyami, A., Bruce, K., O’Malley, G., Gugerty, M. K., Chi, B. H., Lubimbi, N., Steen, E., Stampfly, S., Berman, E., & Kimball, A. M. (2021). Measuring for success: Evaluating leadership training programs for sustainable impact. Annals of Global Health, 87(1), 1–10. https://doi.org/10.5334/aogh.3221
- Northouse, P. G. (2024). Introduction to leadership: Concepts and practice. SAGE Publications.
- Odom, S. F., McKee, V., & Dunn, A. L. (2017). Measuring significant learning through a personal leadership transformation assignment in an undergraduate leadership course. Journal of Leadership Education, 16(3), 67–81.
- Ronald, B. (2014). Comprehensive leadership review-literature, theories and research. Advances in Management, 7(5), 52–66.
- Uhl-Bien, M. (2021). Complexity leadership and followership: Changed leadership in a changed world. Journal of Change Management, 21(2), 144–162. https://doi.org/10.1080/14697017.2021.1917490
- Van Velsor, E., McCauley, C. D., & Ruderman, M. N. (2010). The center for creative leadership: Handbook of leadership development (3rd ed.). Jossey-Bass.
- Willkie, W. L. (1943). Freedom and the liberal arts. The American Scholar, 12(2), 135–142. http://www.jstor.org/stable/41202834
- Winstead, A. S., Adams, B. L., & Sillah, M. R. (2009). Teaching the “soft skills”: A professional development curriculum to enhance the employability skills of business graduates. American Journal of Business Education, 2(5), 35–44.
- Yeo, M., Miller-Young, J., & Manarin, K. (2023). SoTL research methodologies: A guide to conceptualizing and conducting the Scholarship of Teaching and Learning (1st ed.). Routledge. https://doi.org/10.4324/9781003447054