Leadership Learning through Student-Centered and Inquiry-Focused Approaches to Teaching Adaptive Leadership

Abstract

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-inpoint, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of purpose and vocation, and integration of their leadership practices in and out of the classroom. Students' understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized relationship building. Findings suggest three prominent experiences as contributing to students' learning -reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.

Mindsets of Leadership Education Undergraduates: An Approach to Program Assessment

“…Determining where students stand in their leadership identity is important for leadership educators because it may serve as a "spring board" for designing curriculum and experiences for helping students develop leaders. Scholars have found leadership coursework experiences have a strong, significant, and positive impact on student learning and growth as a leader (Haber-Curran & Tillapaugh, 2013;Lindsay, Foster, Jackson, & Hassan, 2009;Thompson, 2013).…”

Leader Development Through Reading and Reflection

“…Results from the current study highlight the value that student‐centered and reflective‐focused pedagogies have in leadership education (Haber‐Curran & Tillapaugh, ). Constructing a classroom environment that alters the traditional classroom structure of lecture, memorization, and test taking toward a more reflective and experiential environment may provide opportunity for leader development learning, and creative thought.…”

“…Although these three leader development themes are distinct to the sample, they are not disparate from the larger body of knowledge surrounding leader development. Haber‐Curran and Tillapaugh () noted that student recognition of the importance of intrapersonal (awareness development), interpersonal (relationship development), and technical systems (skills development) of leadership align with many contemporary perspectives of leader development (Heifetz & Linsky, ; Komives & Wagner, ; Shankman & Allen, ; Wheatley, ). Interpersonal competency, intrapersonal competence, and skill development are pivotal for students’ success in college and beyond, and they are noted as desired outcomes in leadership pedagogy and higher education (Astin & Astin, ; Council for the Advancement of Standards in Higher Education, ; Haber‐Curran & Tillapaugh, ).…”

Holding on in Moments of Not Knowing: Disequilibrium, Reflective Judgment, and Practicing Adaptive Leadership

“…Adaptive leadership prioritizes mobilizing individuals and groups to address challenges that are often ambiguous and lack readily available solutions (Haber-Curran & Tillapaugh, 2013;Heifetz, 1994;Heifetz & Linsky, 2002). Practicing adaptive leadership requires challenging existing belief systems and assumptions, examining the greater system and the role its dynamics play (Haber-Curran & Tillapaugh, 2013;Heifetz, 1994;Heifetz & Linsky, 2002), and holding steady through uncertain times long enough for new learning to happen (Heifetz, 1994;Heifetz & Linsky, 2002). While initially exciting, challenging long-held beliefs and expectations can be difficult, present frustrations, and can often prove quite dangerous as these frustrations are met with intense, sometimes violent reactions which emerge from a fear of an unknown or unimagined future (Heifetz, 1994;Heifetz & Linsky, 2002;2004).…”