Understanding the Impact of Case-in-Point Courses in Graduate Leadership Programs

Abstract

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database.Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master's program across a decade. Alumni's retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.

Cautions and limitations of emergent pedagogies in leadership development

“…Moreover, even looking before the global impacts of the pandemic, in a 2017 publication by the Varkey Foundation, only about 30% of Gen Z reported having good overall emotional well‐being, and only 17% reported having good overall physical well‐being (Broadbent et al., 2017). Furthermore, this issue does not exist alone with Gen Z, as previous scholars have identified ambiguity and uncertainty as a source of risk and heat (Weng & Hubbard, 2022; Wildermuth et al., 2015).…”

“…Other examples exist when one looks at the impact of gender, race, and ethnicity, among other identities, may inform how discomfort is experienced and expressed. For example, Weng and Hubbard (2022) interviewed alumni from a graduate course using CIP, and reported individuals recalled confronting their privilege and biases in the public classroom setting, which can come with shame or frustration. On the other hand, alumni reported reliving dynamics from day-to-day lives for the sake of the class's broader learning around a particular set of concepts (Weng & Hubbard, 2022).…”

Learning needs of the 21st century: Using intentional emergence with Generation Z college students

“…Emergent pedagogies such as case-in-point and intentional emergence (IE) have been developed over the last few decades as tools to address complex learning needs (Parks, 2005;Weng & Hubbard, 2022;Werner et al, 2016). In particular, IE as described by Werner et al (2016) showcases how leadership educators and practitioners teach leadership and how students learn leadership.…”

Emergent teaching movements in leadership development: Group relations, case‐in‐point, and intentional emergence

“…Program demand, end‐of‐program evaluations, and stories of people progress on adaptive challenges suggest that CIP teaching is worth the investment and risk. However, little empirical research exists on the teaching practice itself (Weng & Hubbard, 2022). In addition to calling for more research on the topic, significant training is needed to practice CIP.…”