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

Abstract

In a post‐pandemic context, the need for leadership students to navigate ambiguous conditions and examine their automatic responses to authority has increased. Yet, common approaches to teaching leadership, such as group discussions and simulations, overlook the potential for using development spaces as living laboratories. This article explores three emergent‐based pedagogies (group relations, case‐in‐point, and intentional emergence) that de‐center the instructor, prioritize co‐creation and emergence, and provide living laboratories for students to examine their assumptions and default behaviors related to leadership.