Pedagogic and learning spaces of leadership development: A sectoral case study

Abstract

This article advances the critical reviews of the leadership development terrain and argues for the necessity to consider and explore the pedagogic spaces of leadership development and its constitutive dynamics. It first synthesises the theoretical debates on pedagogic space by identifying five relevant themes and how pedagogic and learning spaces are differentiated. It locates itself within these debates, focusing on assemblage, embodiment and enactment. It then draws on a case study of the South African retail banking sector to suggest a sectoral analysis.The value and contribution of this case is the attention to different levels of analysis and the theme of journeys. It allows for the consideration of the evolving roles and partnerships of the business schools; and deliberation on expanding and opening up pedagogic and learning spaces. These provoke questions on the roles, nature and values of pedagogy and higher education.

A case study of the evolving management of leadership development in the retail banking sector

“…In this way, they delimit the learning content, process and spaces as well as open up these as they develop and mature in their configuration and internal capabilities. The notion of learning spaces helps locate this understanding of leadership development within the broader debate on pedagogic space (see Jivan & Paile, 2019) and the interdisciplinary debates on the 'spatial turn' (Soja quoted in Kostogriz, 2006, p. 176) in the various fields of the social sciences. It leads to an appreciation of space as sociomaterial realities, which are multi-faceted and comprise the material, structural, institutional, relational, discursive and experiential.…”