The Future of Education

This research examined the effectiveness of a senior year Leadership Development course within a Canadian university’s undergraduate business program. The course was designed to coach students through a Transformative Learning Experience or TLE (Mezirow, 2000) involving self-driven discovery processes focused on developing their personal and professional leadership capabilities. Transformative learning focuses on the relationship between personal change and learning. It involves changing frames of reference, habits, and established patterns of behaviour and usually results from a “disorienting dilemma” (a life crisis, or major transition, such as job loss, illness). This type of learning requires taking risks and a willingness to be vulnerable and have one’s attitudes and assumptions challenged. In this course, students are thrust into a “disorienting dilemma” within the initial three weeks. Students complete a series of self-scoring and 360-degree diagnostics measuring their thinking styles, emotional intelligence, stress management, time management, their character, and their talents. They become “aware” of thoughts, behaviours, feelings -- many of which are unhealthy and unproductive. In their first self-reflection, students create an individual Leader Vision Statement --- essentially how they wish to be remembered, their legacy, their intended impact in life. They are required to design a 6-week action plan with goals and a strategic, detailed and individualized plan to bridge the gap between their current and desired leader states, thus attempting to move them closer to their vision. Essentially, they define what thoughts and behaviours they wish to change and how they intend to change them. A second critical reflection piece following the 6-week period, allows students to process their transformative journey and learnings. Students describe the experience as “life-altering,” “revealing,” “a professional development opportunity leading to profound growth,” and “an individual leadership experience absolutely necessary before attempting to lead others.” A survey was also conducted to collect longitudinal data on students’ perspectives of the course after having graduated and worked at least 1-3 years. Questions focused on their in-course experience and its long-term impacts on themselves as leaders. Survey results from participants revealed an improved ability to embrace opportunities as they arise, a greater capability in coping with challenges as they emerge, an enhanced ability to lead self and others through change experiences and increased conflict resolution skills. Above all, there is an improved ability to move from what may appear as a breakdown or burnout position to a more positive or breakthrough state of mind or position within and outside the corporate world.

Keywords: Transformative Learning; Assessment-Based Learning; Self-Discovery; Coaching

References:
[1] Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.