Narrative Pedagogy for Leadership Education: Stories of Leadership Efficacy, Self‐Identity, and Leadership Development

Abstract

Narrative pedagogy in leadership studies has become popular with a growing body of literature. The current study used a phenomenological case study approach to explore the experiences of emerging adults who had completed a leadership storytelling course. The goal of the current research was to better understand students’ learning outcomes, sense‐making of identity, and leadership skill development. Qualitative data analysis revealed six main themes centering around student's learning: the (a) potentiality of storytelling, (b) self‐efficacy and (c) story reframing in terms of identity sense‐making, and leadership development consisting of (d) act of storytelling, (e) ripple effect, and (f) authentic leadership characteristics. The purpose of the research was to inform leadership educators and practitioners on the positive outcomes associated with narrative frameworks in leadership courses.

Narratives as a Tool for Practically Wise Leadership

“…As previously noted, effective narratives can have a significant impact not only on storylisteners but also on the narrators themselves. For example, scholars claim that leaders can use stories self-reflectively to achieve self-development (Auvinen et al 2013a;Armstrong and McCain 2021). Their experiences, values, beliefs, and wisdoms are not documented by lists of dull facts and figures; rather, they are remembered in the form of narratives.…”

“…It may open up space for new experiences. Hence, leaders can utilize stories as a means of self-reflection to foster personal growth and development (Auvinen et al 2013a;Armstrong and McCain 2021). Furthermore, processing certain situations with a narrative pathway may induce distinctly different comprehension.…”

Leadership identity development in curricular settings

“…College is when many young adults begin to challenge the stories of their youth as they work to create their own unique identity and find meaning within it. Subsequently, using a familiar pedagogy such as storytelling may help college students create and make sense of their identity as a leader (Armstrong & McCain, 2021; McCain & Matkin, 2019).…”

“…The effect of leadership identity development has also been examined longitudinally and evidence suggests it may promote more effective leadership behaviors and increase leadership motivation, especially for less experienced leaders (Clapp‐Smith et al., 2019; Day & Sin, 2011; Kragt & Guenter, 2018). College is an optimal time for individuals to develop their leadership identity (Armstrong & McCain, 2021; Arnett, 2000; Jabr, 2012; Kolditz et al., 2021; Srivastava et al., 2003) as this life stage is both biologically and culturally fit for learning. Traditional age college students experience their greatest change in personal identity at this life stage as well as partake in greater risks and are more open to ideas (Arnett, 2000; Jabr, 2012).…”

The digital transformation of human resources and its impact on the organizational strategic sustainability: The mediating role of the conscious leadership

“…3-The human experience: Most of the time, the conscious leaders are keen on realizing the human experience, which is somewhat complex, as every day provides people with an opportunity to do what is new. The conscious leader also takes the initiative to explore the problems facing people and their sources and correct them as much as possible (Armstrong & McCain, 2021). Everyone has a different personality, personal ways and habits that include feelings and beliefs, which can be affected as a result of personal experiences, as the belief in the experience is both positive and negative.…”