University of Florida Thesis Or Dissertation

EXPLORING THE ROLE OF TRANSFORMATIVE LEARNING IN DEVELOPING UNDERGRADUATE LEADERSHIP LEARNERS’ CAPACITY FOR SOLVING COMPLEX PROBLEMS

CAMERON JAMES OUTLAW

A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE

UNIVERSITY OF FLORIDA

2019

To Barbara “Nanny” Knight

ACKNOWLEDGMENTS

Through this arduous journey, I have been struck by the overwhelming belief and support I have felt from friends, family, and faculty. I am reminded of how great things take time and how it takes a village to do anything well. It is my privilege to offer heartfelt gratitude to these dear champions in my life.

I am moved by God’s mercy and grace upon my family – my mom and dad have been incredibly supportive and helpful. Jim and Sandy Outlaw have challenged me to become the best I can be. Even though we do not see eye-to-eye on certain things, I am ever learning of your abundant love for me. Thank you for never giving up and always being patient.

I love you, Emily. You are a strong big sister who sacrifices to love and serve her family. What a cool experience for both of us to be pursuing master’s degrees at the same time. I am glad we could spur one another on (and commiserate) during the process. Thanks for always championing me. I hope to one day return all the sacrificial love you have given me. I believe in you.

A big thank you to my advisor, Dr. Nicole Stedman. I enjoyed every meeting as we would talk business then branch into life and faith. You know me well – after seven years together, I can say I am a better version of Cam. Thanks for drawing out what I did not see in myself.

Thank you, Dr. Grady Roberts for serving on my committee and helping me consider the deeper implications of education. Your wisdom and humor was always appreciated.

Thank you, Dr. Tony Andenoro. Without you, I could not have become who I am today. You taught me many things, but what I most treasure is how you taught me how

to listen, to hear the hearts of others. Your creativity and energy have indelibly imprinted in my teaching philosophy, and I am tremendously grateful for that.

Thank you to Dr. Matthew Sowcik and Dr. CC Suarez for teaching me so much about leadership, education, mentoring, and love. I am sharper because of your investment in me. Thank you for taking all my crazy questions and helping me grow into the most humble leader we know (jk).

Thank you to my friends that feel like family. I could not have made it without you, and if I did, it would not have been worth it. While an exhaustive list would add hundreds of pages to this document, I want to attempt to shout-out some of the best support system I have: James, Paul, Ross, Nathan, Saneh, Austin, Val, Jenn, Nick, Jake, Gabe,

Dylan, Daniel, Chad, Nate, Daniel, Laura, Morgan, and more. People are people’s medicine – thanks for being mine.

The ultimate thank you is to Jesus Christ, the perfect leader. Thanks for saving me by grace to live a life poured for others – it is all for You.

Onward + Upward!

TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS ...... 4

LIST OF TABLES ...... 9

LIST OF FIGURES ...... 10

LIST OF ABBREVIATIONS ...... 11

ABSTRACT ...... 12

CHAPTER

1 INTRODUCTION ...... 14

Overview ...... 14 Learning ...... 16 Transformative Learning ...... 19 Leadership Education ...... 24 Critical Competencies for Complex Problem-solving ...... 25 Methods to Develop Critical Competencies for Solving Complex Problems ...... 27 Problem ...... 28 Purpose and Objectives ...... 30 Significance ...... 30 Definition of Terms ...... 31 Limitations ...... 33 Assumptions ...... 33 Chapter Summary ...... 34

2 THEORETICAL FRAMEWORK AND LITERATURE REVIEW ...... 36

Chapter Introduction ...... 36 Theoretical Framework ...... 36 Learning ...... 36 Transformative Learning...... 39 Supporting Literature for Transformative Learning ...... 40 Transformative learning in general ...... 41 Adversity ...... 43 Intersectionality ...... 43 Opportunity ...... 44 Leadership Education ...... 45 Supporting Literature for Leadership Education ...... 46 Student Learning ...... 49 Supporting Literature for Student Learning...... 50 Conceptual Model ...... 51

Summary ...... 53

3 METHODOLOGY ...... 54

Chapter Introduction ...... 54 Research Foundation...... 55 Research Design ...... 56 Context of the Study ...... 57 Sample and Population ...... 61 Researcher Subjectivity Statement ...... 64 Measurement Procedures and Instrument ...... 66 Data Collection ...... 67 Data Analysis ...... 69 Chapter Summary ...... 70

4 RESEARCH FINDINGS ...... 71

Chapter Introduction ...... 71 Findings ...... 72 Research Objective One ...... 72 Adversity ...... 73 Intersectionality ...... 77 Opportunity ...... 80 Research Objective Two ...... 83 Critical thinking ...... 84 Emotional intelligence ...... 89 Research Objective Three ...... 93 Cognitive changes ...... 94 Behavioral changes ...... 97 Attitudinal changes ...... 100 Summary ...... 101

5 CONCLUSIONS AND RECOMMENDATIONS ...... 103

Chapter Introduction ...... 103 Summary of the Study ...... 103 Purpose and Objectives ...... 103 Methodology ...... 104 Findings ...... 105 Research objective one ...... 105 Research objective two ...... 106 Research objective three ...... 107 Conclusions ...... 107 Objective One ...... 108 Objective Two ...... 110 Objective Three ...... 111 Recommendations and Implications ...... 112

Recommendations for Educational Practice ...... 113 Recommendations for Future Research ...... 116 Reflection of Study and Discussion ...... 117 Summary ...... 118

APPENDIX

A RESEARCH PROTOCOL – FOCUS GROUPS ...... 119

B REFLECTION QUESTIONS ...... 122

C FINAL REFLECTION QUESTIONS ...... 123

D THESIS CODING SHEET ...... 125

E COURSE SYLLABUS ...... 127

F INFORMED CONSENT FOR PARTICIPANT ...... 137

LIST OF REFERENCES ...... 139

BIOGRAPHICAL SKETCH ...... 145

LIST OF TABLES

Table page

3-1 The initial 16 teams for the group projects broken into similar KAI score (in parentheses) and preferred system ...... 61

3-2 List of the study’s participants that contains their pseudonym, age, year in school, gender, and major ...... 63

4-1 Overview of findings for research objective one ...... 73

4-2 Overview of findings for research objective two...... 84

4-3 Overview of findings for research objective three ...... 94

5-1 Components of a successful transformative learning experience ...... 114

LIST OF FIGURES

Figure page

1-1 Kolb’s experiential learning process (2014)...... 18

1-2 An experiential learning model for college educators from Stripling and Roberts (2010)...... 18

1-3 The transformative learning process adapted from Sharpe, J. (2015)...... 20

2-1 A conceptual model for the development of complex problem-solving skills in undergraduate leadership education ...... 52

3-1 The classes for the Challenge 2050 Project Global Leadership and Change certificate program ...... 58

3-2 The final nine teams for the group projects broken into diverse KAI styles and preferred systems ...... 62

LIST OF ABBREVIATIONS

C2P Challenge 2050 Project

CT Critical Thinking

EI Emotional Intelligence

TL Transformative Learning

TLE Transformative Learning Experience

Abstract of Thesis Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Master of Science

EXPLORING THE ROLE OF TRANSFORMATIVE LEARNING IN DEVELOPING UNDERGRADUATE LEADERSHIP LEARNERS’ CAPACITY FOR SOLVING COMPLEX PROBLEMS

Cameron James Outlaw

May 2019

Chair: Nicole Stedman Major: Agricultural Education and Communication

The world’s complex issues have demanded leaders to focus on developing their capacity for solving complex problems. In the academic world, the need exists to renovate the leadership education process to be more inclusive, adaptive, interdisciplinary, and engaging. This study explored the pedagogical outcomes of transformative learning theory in undergraduate leadership education for developing human capacity for solving complex problems.

The context of this study was an undergraduate leadership course geared towards solving global problems associated with a growing global population. Learners came from many different disciplines to understand sustainability and the wicked problems facing the world. The course was modified to encourage transformative learning by incorporating adversity, intersectionality, and opportunity into the curriculum and culture.

A total of 39 learners from the University of Florida participated in this study by contributing written reflections throughout the course and by participating in a focus

group at the end of the course. The constant comparative method was used to inductively and deductively analyze the data.

Learners discussed the value of this course; it was challenging, enjoyable, and rewarding. By their participation in the course, students experienced various shifts in their cognition, behavior, and affect, largely as it pertains to sustainability and problem- solving. Learners also demonstrated high levels of critical thinking and emotional intelligence linked to the transformative learning experience.

The study also offers recommendations and implications for leadership educators and future research.

CHAPTER 1 INTRODUCTION

Overview

The complex adaptive problems of the world today have demanded leaders with the skillset, mindset, and toolset to address systemic issues. High levels of critical thinking and emotional intelligence, along with other competencies (NACE, 2013;

Watkins, Earnhardt, Pittenger, Roberts, Rietsema, & Cosman-Ross, 2017), have been regarded as requisite capacities for effective leadership in the volatile, uncertain, complex, ambiguous present (Carvan, 2015). Complexity has led businesses and governments to declare the need for developing talent to manage, shape and lead changes for the sake of the future, making developing leadership capacity a global workforce challenge (World Economic Forum, 2016; IBM Global Business Services,

2008). Leadership education will only continue to rise in its significance as it develops and equips future leaders with the appropriate competencies and capacities to bridge social, political, and economic gaps.

Complex adaptive problems have also affected higher education. The challenge of complexity today has informed educators of a great need – an approach to leadership education that cultivates transformative learners (Andenoro, Sowcik, & Balser, 2017;

Petrie, 2014). Andenoro et al. (2017) identified that “leadership graduates often lack the capacity and or commitment to address these challenges in a meaningful way” (p. 1).

This growing trend has been recognized by not only the academic world, but the business world as well, with large companies like Forbes, VOA, and CNBC affirming this through interviews and polls (Glazer, 2016; Hyde & Bravo, 2015; Musto, 2016).

Case in point: the Association of American Colleges and Universities reported in 2015

that 70% of college students believe their critical thinking skills will be sufficient succeed in the workplace. However, less than a third of employers agree, stating that the average college education has not prepared graduates with the viable skills for excelling in the workforce (Hyde & Bravo, 2015). Thus, leadership education must assume the mantle of effectively equipping the next generation of leaders who will address complex adaptive problems. Einstein’s insight has remained relevant; the same type of thinking that created these problems will not be enough to solve them. With the global population rapidly approaching 10 billion, the wisest investment of resources will be in an education that equips leaders with the capacities to deal with complex adaptive problems.

Undeniably, the challenges facing humanity today have swelled to immense proportions (Emmott, 2013); news on climate change, population growth, food insecurity, etc. litter social media channels. Scholars and researchers have labeled these challenges as wicked (Buchanan, 1992), complex adaptive (Heifetz & Laurie,

2001), volatile, uncertain, complex, ambiguous/VUCA (Carvan, 2015), and other terms.

Even with various names, they all highlight the same key characteristics. Issues of this caliber have no easy solution and they will require multiple perspectives and systems thinking to develop and implement sustainable solutions.

Leaders have seen an increasing need for adaptive solutions as opposed to the technical solutions of the past. Technical solutions only truly address technical problems. Heifetz and Laurie (1997) defined technical problems as easily described and able to be resolved through standard operating procedures. Often, an expert exists in the field and can solve the problem. Technical solutions cannot address complex

adaptive problems. With these challenges, a clear solution does not exist, standard operating procedures perpetuate the problem, and no one expert can solve the problem. Multiple systems are involved, which will require a variety of perspectives and expertise to be involved in the solution development process. Complex adaptive problems “require the transfer of authority from the individual to collective because only collective engagement can hope to address this problem” (Grint, 2010, p. 18). A complex adaptive problem:

 is volatile, uncertain, complex, and ambiguous;  has no clear solutions;  is dynamic, changing constantly; and  is systemic, requiring multiple perspectives to address (Heifetz & Laurie, 2001).

For leadership education, shifting to interdisciplinary curriculum and innovative methodologies will target the development of learners’ capacity for solving complex problems. Complex challenges; however, they have been classified, have beckoned leadership education to assess current curriculum goals in order to progress. As an interdisciplinary domain, leadership education must poise itself to better prepare learners for solving complex adaptive problems. If leadership fails to incorporate addressing complex adaptive problems, then it “no longer match[es] the realities of the world in which leadership is exercised and the challenges [leaders] seek to address”

(Satterwhite, Miller, & Sheridan, 2015, p. 59).

Learning

Since the history of humankind, methods of learning evolved as a response to the needs of the surrounding context. With the passage of time, human needs have expanded significantly. Along with that, human capacity for meeting those needs has expanded also. The current context; however, represents a shift in the eras, a shift in

how humanity must adapt. This knowledge era (Uhl-Bien, Marion, & McKelvey, 2007) has been experiencing the growing pains derived from global interconnectedness, an increasing world population, and exponential technological development. Such facets inform not only the “what” to learn, but also the “how” and “why” (Petrie, 2014).

Looking through the historical lens at the evolution of teaching and learning, the malleability of theories to the context is noteworthy. From behaviorism to constructivism and beyond, scholars have contributed leading edge insight into the formation of human understanding of this phenomenon. In regards to effective teaching and learning theories in today’s complexity, experiential learning has offered a helpful framework

(Dewey, 1938; Kolb, 1975; Kolb & Kolb, 2005; Kolb, 2014; Roberts, 2006). Kolb (2014) stated that experiential learning is both powerful and proven according to the incontrovertible reality that people learn best through experience. Figures 1-1 and 1-2 provide an original and a modern conceptualization, respectively, of experiential learning by outlining the main stages – experience, reflection, abstraction, and experimentation. By using these models, the researcher conceptually traced the flow of transformative learning and the expectations of learners.

Figure 1-1. Kolb’s experiential learning process (2014).

Figure 1-2. An experiential learning model for college educators from Stripling and Roberts (2010).

Transformative Learning

Transformative learning (TL), an emancipatory learning paradigm housed in experiential learning, has constructed a foundation around perspective shifting in education (Mezirow, 1996). Transformative learning informs the frames of reference

(values, beliefs, assumptions) within a learner to better adapt to changes, inconsistencies, and new environments by expanding cognitive, affective, and behavioral thresholds. An individual’s values, beliefs, and assumptions form a) the lens through which the human experience is understood and b) the grid by which meaning is made (Merriam, 2004). As more unknown or inaugural experiences arise in a person’s life, the higher the need for a suitable meaning-making system that can replace inadequate information with new perspectives that are “more inclusive, discriminating, open, emotionally capable of change and reflective” (Mezirow, 2000, p. 7). In Figure 1-

3, Sharpe (2015) has synthesized a model of transformative learning that identifies the major stages of the process according to other scholars (Mezirow, 1994; Taylor, 2008).

Essentially, the flow of this model demonstrates the change in a learner’s frame of reference starting with the generalization of past experiences as the status quo.

Mezirow (1996, p. 162; 1990, p. 1) defined learning as the “process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future understanding, appreciation and action.” Further, the transformation taking place consists of critical reflection on experiences via a person’s meaning making system and from there the person can develop more reliable beliefs, explore and validate their fidelity, and make informed decisions (Taylor, 2017). Mezirow identifies three types of reflection that learners go through – content, process and

premise (Merriam, 2004; Mezirow, 1991).

Figure 1-3. The transformative learning process adapted from Sharpe, J. (2015).

Past works on transformative learning (Cranton, 2006; Mezirow, 1991) have fleshed out the distinctive qualities of these types. Content reflection consists of reflecting on what is perceived, thought, felt, and done. This level of reflection represents the conventional and shallow style of reflecting. In regard to problem-solving, content reflection focuses on the “what.” Process reflection consists of reflecting on how we perform the functions of perceiving. This type of reflection focuses on the “how” of the problem-solving process. The last type of reflection is premise reflection, which Mezirow deems critical reflection. This type consists of understanding the “why” behind perceptions, thoughts, feelings, and actions. Essential for transformative learning, this type of reflection

questions underlying values, beliefs and assumptions of the learner in order that new frames of reference can take root (Merriam, 2004; Mezirow, 1991). Transformative learning with its emphasis on reflection helps create the foundation for learning about leadership and complexity. This study provided students with a conceptual understanding of these types of reflection in the beginning of the semester as a way to inform their reflection process and challenge them to reflect critically.

The goal of leadership education is transformative learning, students who mature into self-regulated, independent-thinking and life-long learners (Gambrell,

Matkin, & Burbach, 2011). This goal echoes the adage that teaching a man to fish will feed him for a lifetime. Moving beyond teaching the “what” to learners, transformative learning provides a framework for understanding how to learn in various contexts, especially complex ones. If leadership education elicits transformative learning in students through selected practices and methods, then students acquire the skill sets, mindsets, and toolsets to address complex adaptive problems. While defining transformative learning on paper is straightforward, operationalizing the theory is a process that happens over time. Likened to metamorphosis, the transformation of learners’ values, beliefs and assumptions – their frames of reference – reaches a mature state as they “achieve a broader, more discriminating, permeable and integrative understanding of [their] experiences as a guide to action” (Mezirow, 1994, p.

226). Simply, as learners experience adversity and intersections as well as have the opportunity to critically reflect and act on new insight, they will develop better methods for learning and leading in complexity.

Furthermore, the educational process must be multidimensional, one that incorporates the equipping of learners with a relevant knowledge base, strategic training for development of key competencies, and guiding of self-reflective experiences to clarify values, beliefs, and assumptions and how they affect others (Stech, 2008). This is how leadership education theories and practices can venture beyond their present confines. The demand is for deeper methods that quicken students towards transformative learning and complex problem-solving (Andenoro, Sowcik, & Balser,

2017).

This study operationalized transformative learning by segmenting the process into three broad academic components – adversity, intersectionality, and opportunity.

Following Mezirow’s description and Figure 1-3 through the transformative learning cycle, the three components proved to be appropriate ways to measure and understand the phenomenon. The categories, further explained below, align with Mezirow’s descriptions of disorienting dilemmas (adversity), exploration of new ideas

(intersectionality), and critical reflection with new experiences involving the newly acquired ideas (opportunity).

These categories provided the study with guidelines to follow when writing the literature review and developing the research methods. For this study, educational adversity has been defined as intentional or latent difficulty within the course that serves as a hurdle for learners to overcome, evoking cognitive, behavioral, and attitudinal responses. Adversity comes from Mezirow’s description of a “disorienting dilemma” that forces learners to question their frames of reference. This study used the overwhelming nature of complex adaptive challenges, purposeful ambiguity, and certain innovative

teaching methods to create an academically adverse environment for learners.

Learners’ reflections and input during focus groups verified these components as adverse. Corresponding with Mezirow (1994) and Taylor’s (2017) assertion, adversity is the impetus for change.

Intersectionality aligns with his identification of the stage for exploration. In this context, it referred to an interdisciplinary approach to leadership education. As learners move through the transformative learning cycle, they have to search for new roles, relationships, and actions so they can respond appropriately to adversity. Often times, the search necessitates looking beyond familiar fountains of knowledge and, therefore, results in searching intersections for novel frames of reference. For this study, intersectionality manifested in three specific forms:

1. the student population representing multiple fields of study,

2. the course itself being relevantly diverse in delivery and content, and

3. the utilization of guest lecturers and subject matter experts from a myriad of backgrounds and professions.

Just as it is a diversity of elements and minerals in the earth that facilitate healthy growth in plants, being surrounded by different opinions and perspectives, learners flourish in the rich ideological soil. Intersectionality exposed learners to new ideas, beliefs, attitudes, and actions, proving to be a launching pad for their own development, especially as they recognized that these intersections lead to innovation.

Opportunity in this study stood for the experiential process of learning – the testing of knowledge and measuring its appropriateness. Opportunity is operationalized in two parts: critical reflection and experiences. The former represents the space for critical reflection to be a part of the learning process so learners can develop new ideas

and attitudes as well as investigate how to integrate them into their lives. The researcher asked learners to write reflections at the end of each week as well as constant, shorter reflections during most class days. The latter encourages learners to make moves on those new ideas and attitudes. To achieve the intended impact from a transformative learning experience, learners need the liberty to create, implement and assess innovation. Counteracting the grade-seeking, shallow (untransformed) learning that can be promoted by some educational systems, the freedom to experiment and risk in the leadership classroom can produce creative and resilient learners with the appropriate capacities to solve complex problems.

Leadership Education

The domain of leadership education encompasses a variety of disciplines including psychology, sociology, anthropology, education, and others (Barker, 1997).

Because of this, many argue that leadership education, on its own, is not a unique discipline, but a behavior or tool that lacks clear definition (Huber, 2002; Palmer &

Hardy, 2000). This has resulted in a vast array of definitions as scholars from different fields have attempted to operationalize this concept. Andenoro, Allen, Haber-Curran,

Jenkins, Sowcik, Dugan, and Osteen (2013) have provided an over-arching definition of leadership education:

The pedagogical practice of facilitating leadership learning in an effort to build human capacity and is formed by leadership theory and research. It values and is inclusive of both curricular and co-curricular educational contexts. (p. 3)

This definition of leadership education has informed one of the discipline’s current objectives: the individual and collective expansion and deepening of knowledge, attitudes, behaviors, and competencies for effective leadership practice (Andenoro et

al., 2017; Petrie, 2014). Leadership practice is thus a process of becoming – a learner progresses from one stage of competency and capacity to the next over time. At each stage, the learner reaches greater capacities for executing appropriate behavior, motivating self and others, taking initiative, reflecting critically, entertaining multiple ideas from varied sources, and remaining committed to the cause in the midst of adversity (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005, 2006; Sowcik,

Andenoro, McNutt, & Murphy, 2015;). Leadership education, therefore, should

“stimulate real-time learning that maximizes academic engagement and promotes agility and adaptability, leading to broadened competencies” (Watkins, Earnhardt, Pittenger,

Roberts, Rietsema, & Cosman-Ross, 2017, p 154).

However, today’s complex challenges have changed the rules of the game. The environment in which leadership education occurs and the critical competencies necessary for solving problems have shifted, yet leadership education has primarily stayed the same (Petrie, 2014). The future of leadership education must shift towards modes that activate learners to effectively make meaning of complexity and thrive in addressing it – it is no longer just the “what” of learning, but also the “how” and “why.”

Critical Competencies for Complex Problem-solving

One of the chief ends of leadership education is to equip learners to contribute positively (influencing over coercing, collaborating over demanding, collective values over self-selected values, etc.) to their respective post-industrial realities filled with complex social relationships (Carvan, 2015; Rost, 1993; Rost & Barker, 2000).

Undergraduate leadership education for the ambiguous future centers on the development of critical competencies for solving complex problems. This study focuses largely on two specific competencies: critical thinking and self-awareness. These,

amongst others, have been identified as vital components of one’s capacity for solving complex problems (Carvan, 2015; Petrie, 2014; Stedman & Andenoro, 2015).

Facione (1990) categorized critical thinking into six cognitive functions: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The higher one’s capacity for critical thinking, the more frequently they will engage in them.

Critical thinking refers to one’s “ability to clearly and precisely raise vital questions, gather relevant information and reach well-reasoned conclusions, make accurate decisions, assess the credibility of sources, identify cause-effect relationships, and effectively communicate with others in figuring out solutions” (Tiruneh, Weldeslassie,

Kassa, Tefera, Cock, & Elen, 2016, p. 482). For the leaders solving complex problems, being competent in critical thinking is a must.

With respect to self-awareness, Goleman (1998) included it as a key competence of emotional intelligence (EI). He categorized emotional intelligence into five competencies: self-awareness, self-regulation, motivation, empathy, social skills.

Representing a powerful soft skill, emotional intelligence is the capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically (Boyatzis, 2008; Goleman, 1998; Salovey & Mayer,

1990). A leader working with people to solve complex problems needs a high capacity for emotional intelligence.

Leadership education must be more than good; it must be good for something

(Huber, 2002). Methodologies that interweave quality knowledge and innovative instructional design with pertinent application add value to leadership education.

Concentrating on these critical competencies for addressing complex problems will

guide the future evolution of leadership education. By further understanding the intricacies in the development of undergraduate leadership learners, recommendations for innovating teaching methods will follow.

Methods to Develop Critical Competencies for Solving Complex Problems

A wide array of educational methods exists for developing critical competencies for solving complex problems. However, research has suggested these methods have underachieved in producing the desired impact in learners (Petrie, 2014). Kuh’s (2008) high-impact educational practices informed the selection of assignments and style of delivery for this study due to their role in increasing student engagement and persistence along with assisting higher education faculty meet student learning outcomes (White, 2018).

Kuh (2008) has contributed to the existing body of knowledge on how to engage learners in meaningful ways through high-impact educational practices. His examples of these practices are transferable and adaptable to any context. The practices he proposed include first-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, diversity/global learning, e-Portfolios, service learning/community-based learning, internships, undergraduate research, and capstone courses and projects.

This study adopted and adapted some of these practices to be in line with the transformative learning components of adversity, intersectionality, and opportunity.

Namely, the researcher used a mixture of collaborative projects, community-based learning, and values clarification to create a high-impact educational curriculum to encourage students to press into transformative learning. In chapter 2, the researcher will elaborate on the rationale and operationalization of the selected practices.

Problem

The adaptive challenge that leadership education continues to fight is how to produce leaders who are competent to lead in complex environments. The world’s problems have continued to evolve, creating a reality where clear answers and precedents do not exist, and where current experience and educational backgrounds have not prepared leaders to address situations holistically (Carvan, 2015). The complexity cycle functions as any other life cycle: complex adaptive problem arises, people innovate, adapt, and control situation, followed by a season of peace, then the next iteration of complexity arises. Despite the completion of numerous leadership courses and experiences during their undergraduate degree program, college graduates, in general, have continued to be underprepared in effectively addressing the complex challenges and problems they will face in their professional roles. Leadership education programs and courses must innovate to better equip students to creatively and critically address complex problems from a platform of aligned values, efficacy, and goals (Morgan & Manganaro, 2016; Stover & Seemiller, 2017).

Presently, little research has been conducted on implementing transformative learning in leadership education, specifically for undergraduate students. Most research studies have concentrated on business, sociology, and education at large (Taylor,

2007). However, the need remains for the understanding the role of transformative learning on undergraduate leadership learners.

Primarily, leadership education methods have concerned themselves with outdated methods that have left students with knowledge about leadership, yet without the requisite capacities for the evolving landscape of leadership (Petrie, 2014).

Theoretical explanation without meaningful application only promotes single-loop

learning (Argyris, 1976), and learner outcomes will remain confined to theory alone, rather than fomenting adaptive solutions. Therefore, undergraduate educators, including leadership educators, have been challenged to bring university students out of adolescent cycles of thinking and learning, rote memorization, shallow conceptualization, and low content retention. This is not a new goal yet, with the evolution of society, the methods of achieving it have to be updated. Apathy towards formalized education often permeates the mindsets of learners, freezing their progress towards self-actualization (Andenoro et al., 2017). Apathy reduces the odds of developing their capacity for critical reflection, diminishes self-regulated learning, and stymies the process of acquiring critical capacities for solving complex problems. The shallow nature in which students learn, study, and apply knowledge limits the impact of their education. The role of the educator is to deepen the educational experience for learners, and to adapt Perkins’ (2014) phrase, to liberate conventional curriculum from being chained to the bicycle rack. The present system has been trusted to provide an education for a lifetime, yet has been “fixated” on establishing a student’s reservoir of knowledge more than increasing the necessary competencies for addressing complex problems (Perkins, 2014). In order to tackle complexity, pedagogical fertility (Entwistle,

1994) must be a priority, that is, the prioritization of generating novel, appropriate innovations and frames of reference in regard to teaching and learning (Mezirow, 1990;

Sternberg & Zhang, 2014; Wang, Kirschner, Kushniruk, & Peng, 2018).

The energy for change pushes against the current system and has been since the turn of the century; the world demands skilled, capable leaders. If adaptive challenges are discussed in strategic ways to “promote [student] growth in cognitive

capacity and their levels of learning, reflecting, and adapting in action” (Nicolaides &

McCallum, 2013, p. 252), then a foundation is set for transformative learning and the educational environment assists in reshaping frames of reference and processes of meaning making (Mezirow 2000; Mezirow & Taylor, 2009).

Purpose and Objectives

The purpose of this study was to explore the role of transformative learning on the development of undergraduate leadership learners’ capacity for solving complex problems. The research objectives of this study were to:

1. Describe the undergraduate leadership learners’ perceptions of a transformative learning experience;

2. Explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience; and

3. Describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience.

Significance

Leadership learners, leadership educators, and the world stand to benefit from incorporating transformative learning strategies into leadership curriculum. When leadership learners are engaged in the transformative learning process, their capacity for addressing complex problems is expanded and deepened (Mezirow, 1990). The caliber of their education will be represented in their increased cognitive, affective, and behavioral thresholds. This is evidenced in their knowledge, desire, and competency for solving complex problems. When learners follow the process of transformative learning, their capacity for addressing complex problems becomes more inclusive, discriminating, open, reflective and emotionally able to change (Merriam, 2004; Mezirow, 1991, 2000,

2003).

The potential for transformative learning methods to enhance educational practices for leadership educators is considerable. Professors, faculty and staff teaching leadership can increase their effectiveness by targeting students’ engagement through transformative learning (Merriam, 2004; Mezirow, 1991, 2000, 2003). As educators unlock students’ capacities for transformative learning, outcomes and objectives can afford to be set higher. Transformative learning in leadership education raises the bar for learner achievement.

Definition of Terms

The following definitions clarify the concepts and methods utilized in this study.

They have been organized according to their respective relevance to the study. This list provides a snapshot of the important theories and terms to best understand the study moving forward.

 Transformative Learning. This is the deep level of learning that takes place in learners who understand their values, beliefs, and presuppositions, and actively engage in critical reflection of those components in order to make informed decisions. Transformative learning in this study is the process students engage in via critical reflection, Socratic discourse, values clarification in order to expand one’s values, beliefs, and assumptions to be more discerning, encompassing, and flexible (Merriam, 2004; Mezirow, 2000). Ultimately, it shapes one’s frame of reference or meaning making system to be more inclusive, adaptive, and complete.

 Adversity. Defined by Mezirow (1994) as a disorienting dilemma, this study uses adversity as the latent academic difficulty introduced to leadership learners in their interdisciplinary leadership course. In this study, the researcher uses intentional ambiguity, group project challenges, and the inherent weightiness of solving global problems as adversity.

 Intersectionality. This is the junction between different ideas, ways of thinking, disciplines, etc. that provides space for learners to search for more complete and appropriate frames of reference. The utilization of interdisciplinary and transdisciplinary speakers, articles, and assignments exposed learners to intersectionality in this course.

 Opportunity. Aligning with the portion of the transformative learning cycle for critical reflection and testing out new frames of reference, opportunity represents the space,

be it through assignments or class conversation, to discover and transform their meaning making systems.

 Transformative Learning Experience. The transformative learning experiences are the strategically planned components and content of the class where students were challenged with adversity in a context of intersectionality with opportunity to distill their frames of reference. Namely, the researcher used a mixture of collaborative projects, community-based learning, and values clarification as the transformative learning experiences.

 Leadership Education. For the purposes of this study, leadership education refers to the formal curriculum and delivery of curriculum of leadership geared towards prepare learners with certain knowledge, attitudes, behaviors, and competencies to address complexity (Andenoro et al., 2015; Huber, 2002).

 Complex Adaptive Problems. These challenges facing the world today, also known as VUCA problems and wicked problems, comprise some of the largest and most complicated problems (Buchanan, 1992; Carvan, 2015; Heifetz & Laurie, 2001; Roberts et al., 2016). These systemic issues include food and water shortage, refugee crises, health threats, terrorist governments, and the list continues on and on. These challenges do not have a one-size, right or wrong answer. They require interdisciplinary, international cooperation to design complex adaptive solutions.

 Capacity for Complex Problem-Solving. The capacity for solving complex problems refers to the cognitive, affective, and behavioral potential of an individual to express competencies for self-awareness, critical thinking, agency, hardiness, and systems thinking in the midst of complex adaptive situations.

 Emotional Intelligence. Representing a powerful soft skill, emotional intelligence (EQ) is comprised of five main components: self-awareness, self-regulation, motivation, empathy, social skills. EQ is one of the necessary competencies for solving complex problems. (Boyatzis, 2008; Goleman, 1998; Salovey & Mayer, 1990).

 Critical Thinking. Critical thinking refers to one’s “ability to clearly and precisely raise vital questions, gather relevant information and reach well-reasoned conclusions, make accurate decisions, assess the credibility of sources, identify cause-effect relationships, and effectively communicate with others in figuring out solutions” (Tiruneh, Weldeslassie, Kassa, Tefera, Cock, & Elen, 2016, p. 482). Inside critical thinking are six capacities for certain cognitive functions: interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 1990). Critical thinking is one of the necessary competencies for solving complex problems.

 Agency. Agency refers to one’s capability to originate and direct actions for given purposes based on an understanding of the past, present, and future contexts and belief in one’s ability to enact change in a positive direction (Andenoro, Sowcik,

Balser, 2017; Emirbayer & Mische, 1998). Agency is one of the necessary competencies for solving complex problems.

 Hardiness. The capacity for hardiness refers to an individual’s ability to handle adversity, specifically in regards to the person’s commitment (the level of involvement and engagement in the world), challenge (the perception of life’s difficulties), and control (the locus of control) (Kobasa & Maddi, 1982; Maddi, 2002). Hardiness is one of the necessary competencies for solving complex problems.

 Systems Thinking. Systems thinking is the understanding of a system through an examination of the linkages and interactions between the components that comprise the entirety of that defined system (Senge, 1991; Tate, 2009). Systems thinking is one of the necessary competencies for solving complex problems.

Limitations

This qualitative study utilized an undergraduate leadership course, and with that comes a few limitations, namely attendance and course overlap. For one reason or another, some students were not able to attend every class/lecture, meaning their exposure to the full effect of the transformative learning experiences is partially incomplete. Secondly, as students are taking multiple classes during the semester, it is uncertain if any outcome towards transformative learning can be directly traced back to this one course as a causality for their development, even though they are correlated.

Thirdly, not all students may have engaged in the deeper style of transformative learning.

Assumptions

The value of qualitative research stems from the thick, rich description acquired through various processes in order to describe the phenomenon occurring. Since the researcher was an integral part of the study, the research was conducted assuming all participants were answering accurately and honestly in their responses, rather than to garner favor of or to please the researcher.

Similarly, as the study was conducted in an undergraduate, interdisciplinary leadership course, the researcher assumed the students had similar experiences in each of the interventions and throughout the class as a whole. Specifically, the researcher assumed that the data collected was from students who engaged in transformative learning.

Another assumption was that learners followed through with what they said they would. As transformative learning produces change in learners’ frames of reference, those changes should be evidenced in their lives. The researcher assumed that when learners commented on a change in their frame of reference that they actively and continuously lived it out.

Chapter Summary

This study was conducted to explore the role of transformative learning in the development of undergraduate leadership learners’ capacity for solving complex problems. Chapter 1 introduced an overview of learning, transformative learning, and the present state of leadership education. In addition, this chapter described the interaction of those three ideas by identifying critical competencies for addressing complex problems and the methods for developing those critical competencies in leadership education.

Chapter 1 also identified the research problem and the study’s purpose. Both circulate around the idea of exploring the role of transformative learning on undergraduate leadership learners’ capacity for solving complex problems. The problem specifically lies in the inadequate nature of current leadership education methodologies for developing undergraduate students’ critical competencies for addressing complex problems. Additionally, chapter 1 presented certain operational definitions of key terms

for understanding the context of this research study. Lastly, the study’s significance, limitations and assumptions were also discussed.

CHAPTER 2 THEORETICAL FRAMEWORK AND LITERATURE REVIEW

Chapter Introduction

In this chapter, the researcher provides a theoretical framework, a review of pertinent literature, and a conceptual model to highlight the relevance of the study. This chapter contains three main sections. The first elaborates on transformative learning – its history, its roots in experiential learning, and its evolution – and offers examples of its use from existing literature. The second section provides a background of leadership education – its history and evolution – and offers examples from the existing literature as it pertains mostly to undergraduate learners. The third section offers further information on models of student learning, specifically in how transformative learning has been utilized for a collegiate demographic. The literature analyzed includes present and historical research on transformative learning and leadership education. All together, these sections serve as the theoretical framework for the study. The chapter concludes with an explanation of the researcher’s conceptual model.

Theoretical Framework

Learning

For centuries scholars, leaders, and educators have pursued understanding the phenomenon of learning. Constellations of epistemologies scatter the sky of learning theory. From early conceptualizations in behaviorism to more modern approaches in constructivism and subjectivism, time has catalyzed paradigmatic shifts in how humans understand learning.

Two of the largest influencers of the constructivist philosophy of learning have been Jean Piaget and Lev Vygotsky (Fosnot, 2013). Their works formed the academic

foundation for the belief that people construct their own understanding of the world and knowledge of the world by reflecting on their experiences (Piaget, 1969; Vygotsky,

1978). This epistemological source influenced the development of experiential learning.

The preponderance of literature on experiential learning has added credibility to its efficacy in the teaching and learning environment. Dewey (1938), Kolb (1984), and

Rogers (1969) have expressed experiential learning as intuitive. This learn-by-doing model of education moves away from the traditional teaching style influenced by behaviorism. Dewey (1938) believed that the whole purpose of education is to develop better citizens – individuals who competently and compassionately address the needs of self, others, and the community. Kolb (1984) stated, “The educational implication of constructivism… has had a profound impact on education at all levels all over the world”

(p. 26). Inherent to pedagogical practices, constructivism, experiential learning, and transformative learning, expose learners to certain experiences, guide them through critical reflection, and assist them in integrating the new beliefs and attitudes into their daily lives.

In operationalizing experiential learning, the educator designs experiences with highly transferrable teaching moments that model real world situations and develop requisite attitudes, behaviors, competencies, and capacities for appropriate action. The process of experiential learning is understood as a cycle, moving from concrete experience to reflective observation to abstract generalization to active experimentation.

Kolb’s (1984) model begins with a concrete experience, moment where the learner recognizes and faces a stimulus. The next stage in the cycle is reflective observation.

The learner intentionally thinks about the experience and its cognitive, affective, and

physical effects. At this point, abstract generalizations are drawn from reflecting on the experience. The learner, through these generalizations, ascribes meaning and value to the experience and transfers the new knowledge to other contexts. The individual’s generalizations interact with existing schema – cognitive structures of meaning making, frames of reference – and will either modify existing schema, create a new schema, or be eliminated as not credible. Piaget (1970) described this process of learning as assimilation and accommodation. With this new knowledge, the learner moves into active experimentation, where new knowledge informs thoughts, attitudes, and behaviors. These new experiences launch the next iteration of the cycle as the learner gains and reflects on additional experiences.

Roberts (2006) and Stripling and Roberts (2010) adapted and conceptualized the model of experiential learning so it charts the process of teaching at the college level.

This model covers affective, cognitive, and behavioral dimensions and outcomes in teaching, which serve as core components for learning. Experiential learning also targets learners' motivation, their knowledge base, and the transferability of their knowledge. Kolb stated that “learning is best facilitated by a process that draws out the students’ beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas” (1984, p. 26).

A clear link between experiential learning and transformative learning exists; transformative learning springs from experiential learning. While Kolb defined learning as “the process whereby knowledge is created through the transformation of experience” (1984, p. 38), Mezirow elaborated the definition of learning as the "social process of construing and appropriating a new or revised interpretation of the meaning

of one's experience as a guide to action" (1994, pp. 222-223). The latter definition highlights the cognitively based transformation that occurs in an individual’s frame of reference due to one’s experiences. Experiential learning is the groundwork upon which transformative learning is constructed.

Transformative Learning

For learning to be valuable and effective, an observable growth should occur in the knowledge, attitude, behaviors, and competencies of the learner. Transformative learning's theoretical roots run deep with constructivist thought (Vygotsky, 1978), which suggests that "the way learners interpret and reinterpret their sense experience is central to making meaning and hence learning" (Mezirow, 1994, p. 222). For transformative learning, those changes manifest in an individual’s perspective – the meaning making system of personal beliefs, values, thoughts, feelings and perceptions that inform understanding self and the world (Mezirow, 1990). Mezirow (2000) defined transformative learning as,

the process by which we transform taken-for-granted frames of reference...to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. (pp. 7-8)

Through this process of transformation, an individual's frame of reference becomes more mature, developed and functional (Taylor, 2008). The following process is a simplified, adapted interpretation of the stages Mezirow (1991; 1994) and Taylor

(2008) identified as significant for transformative learning:

1. Complex/ disorienting situation;

2. Critical reflection of perspectives and meaning making system;

3. Exploration of options and new ideas;

4. Identifying, attempting, and evaluating new ideas; and

5. Building competence and an inclusive, discerning, adaptable meaning-making system.

This study operationalized transformative learning theory by categorizing the process into three parts: adversity, intersectionality, and opportunity. Adversity corresponds with the first stage, a complex situation, whereas intersectionality and opportunity correspond with exploration (stage three) and reflective action (stage two and four), respectively. In regards to undergraduate leadership education, this process outlines and informs methodology. The utilization of transformative learning experiences fused with high-impact educational practices (Kuh, 2008) like narrative sharing

(Andenoro, Popa, Bletscher, & Albert, 2012), values clarification (Fritz & Guthrie, 2017), collaborative projects (Kuh, 2008) made manifest these three transformative learning components. The undergraduate leadership course in which this study took place provided the researcher ample liberty to weave adversity, intersectionality, and opportunity into the curriculum.

Learning in childhood is formative, where everything being learned is novel and quickly finds a cognitive home. Learning in adulthood is transformative, where everything being learned must sift through the existing schema (Piaget, 1976).

Transformative learning assists students in their journey towards acquiring efficient methods for making meaning of the world around them.

Supporting Literature for Transformative Learning

The seminal work for transformative learning by Jack Mezirow opened up an avenue for interpretation and adaptation of this concept in education. In 2007, Taylor

(2007) noted that transformative learning had been a hot topic in the educational world

for over 35 years. Today, the need to shift how and why people learn has become more prevalent, as complexity is the constant companion. Thus, transformative learning has continued to grow in its relevance in research and application.

The majority of research using transformative learning theory cited Mezirow

(1991, 2000) as the principal source for creating a theoretical framework. Other researchers have used the works of Freire (1970), Cranton (1994), Boyd and Meyers

(1998), and O’Sullivan (2002) to frame their studies. These contributors to the larger body of transformative learning and education theory conceptually approached the subject from various perspectives, such as critical theory (Freire, 1970), depth psychology (Boyd & Meyers, 1998), and integral education (O’Sullivan, 1999). Notable in the evolution of transformative learning has been the two waves of its conceptualization. The initial iteration of transformative learning highlighted the cognitive element of this style of learning, the “rational account of how adults come to reconstruct their sense of self and their being in the world” (Dirkx, Espinoza, & Schlegel, 2018, p. 1).

The second wave of transformative learning has focused on other dimensions of a learner, like the spiritual, affective, and social, in order to highlight the role emotions and unconscious processes play in learning (Dirkx et al., 2018).

Transformative learning in general

Ciporen (2010) studied the role of personally transformative learning on executive training programs. She found that through personally transformative learning

– learning that produces lasting cognitive and behavioral change – executives developed greater competencies for performing their jobs. Increased self-awareness and others-awareness, along with improved cognition, affect, and values were also

documented in the research study. Tying in the integral piece of reflection, she noted

“continual reflection helped these leaders sustain the changes they made” (p. 189).

Longmore, Grant, and Golnaraghi (2018) identified how most employers in the business world are “seeking to hire employees who will effectively contribute to workplace innovation–professionals who are able to adapt to ambiguity, think critically, and routinely make decisions on their own” (p. 198). They proposed a new model for business education that incorporates deep transformative learning. The backbone of their idea was grounded in critical reflection and holistic learning, where the whole person – head, heart, and body – learns. They concluded that this educational model is the paradigm shift that the 21st century needs to prepare learners with the requisite competencies for the workplace.

Sanchez, Kuchah, Rodrigues, and de Pietri (2018) conducted a study on the practicum pedagogical experiences of language teachers to understand their preparedness and adaptability in the teaching environment. By influencing the trainee teachers’ pedagogical beliefs and practices through a cycle of critical reflection and action, the researchers discovered trainees were more likely to “generate innovative ideas for teaching which [were] appropriate to [their] specific contexts” (p. 244).

Overall, transformative learning has served as a useful framework for understanding and encouraging growth in various populations. Though “innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education,” a gap in the literature exists on such pedagogical approaches

(Haber-Curran & Tillapaugh, 2015, p. 65). Numerous opportunities for understanding

the emancipatory practice of transformative learning since it is still finding its way into undergraduate education.

Adversity

Adversity in the classroom, albeit online or face-to-face, has served a powerful role in increasing retention, helping students persist when challenges arise, and promoting learning (Hochanadel & Finamore, 2015).

Sawatsky, Nordues, Merry, Bashir, and Hafferty (2018) investigated the role of international health electives in the overall development of medical students in residency. The researchers discovered components of transformative learning, such as disorienting experiences, an emotional response, critical reflection, perspective change, and commitment to future action. By incorporating a challenging experience – working and learning in a foreign context – participants were more prone to change their meaning making systems. Participants’ narrative reflective reports were collected, analyzed, and coded for themes aligning with transformative learning and professional identity. The findings of this study supported transformative learning being an appropriate methodology for learners’ development of a professional identity.

Intersectionality

The intersection of people and perspectives provides an opportunity to accelerate the process of transformative learning in learners. Following the stages of transformative learning, intersectionality fits with the learning and testing of new ideas, attitudes, and perspectives. Exposure creates awareness, which leads to the testing and adoption of more appropriate and adaptive frames of reference.

Robinson and Levac (2018) qualitatively examined the educational experience of college undergraduate students as it pertains to privilege and oppression in a civic

engagement and global citizenship course. In the context of this study, learners were presented with an intersection of ideas ranging from power and privilege to oppression and justice. Their multimodal approach to engaging the whole learner reinforced transformative learning principles. Their findings; however, mentioned a weak relationship between “the critical reflection of students on privilege and engagement and their ability to take a more critically aware approach to an engagement opportunity they had designed” (p. 125). This finding did not dismiss intersectionality, but rather begged the question of how much transformative learning must take place before it is manifested in one’s action.

Another form of creating intersectionality is the idea of narrative sharing. This process in the educational domain has been associated with creating “engaging worlds in which students are actively involved” (Mott, Callaway, Zettlemoyer, Lee, & Lester,

1999, p 78). Narrative building and narrative sharing possess an intrinsically human element that allows learners to reflect on their experience, imagine and empathize with others, and sharpen their creative and critical thinking skills (Andenoro et al., 2012).

Opportunity

Opportunity in this study referred to the creation of space for the learner to reflect on personal assumptions and meaning making processes and test new ones through specific course assignments.

Dirkx, Espinoza, and Schlegel (2018) posited an integrated conception of transformative learning grounded heavily in the affective and unconscious processes of learning alongside the cognitive aspects of learning. This model of transformative learning targets the whole learner, not just the cognitive component. Through an integrated approach, transformative learning enhances a learner’s ability to “adapt to

the demands of reality while at the same time deepening [his/her] relations with [self and others]” (p. 6).

The crux of learning is reflection. Most pedagogical models incorporate this vital component, as it is how learners make meaning of their educational experiences. Illeris

(2018) described transformative learning as a restructuring of schema due to an urgent need for change. Such restructuring comes about through critical reflection. Guthrie and

Thompson (2010) studied the intentional design of leadership education environments to integrate curricular education, co-curricular experiences, and reflection. They concluded that “student experiences are strengthened and learning is deepened” through purposefully created environments that unite theory, practice and reflection (p.

54).

Values clarification is a method of reflection that serves as a complementary antecedent to developing emotional intelligence and adds substance to a person's capacity for transformative learning. It is the process of distilling one's values and beliefs about certain topics and life in general to be comprehensive and adequate to understand the daily human experience.

Leadership Education

The recorded beginnings of human attempts to understand this amorphous, yet common phenomenon of leadership demonstrate a highly varied set of definitions and conceptions. Culture, society, political structure, and religion have influenced these perceptions, and have informed the continually evolving understanding of what, how, and why leadership is. Leadership, like the course of a river, has changed over time due to external and internal catalysts; its borders and depths ebbing and flowing, impacting humanity with the vital resources it provides such as stability, direction, and purpose.

Some forms of leadership have dried up and become antiquated, yet they represent the footprint of where leadership has been. The human landscape has looked different because of leadership and its education.

The power of leadership education has been its ability to develop the capacities critical for addressing complex problems. When the environment has changed, leadership education has needed to change with it (Huber, 2002). The human progression from the Stone Age all the way to today’s Digital Age has been accompanied with progressive attempts to educate leaders according to the needs of the times. The world’s issues demand leaders with the capacities for critical thinking, emotional intelligence, systems thinking, and hardiness (Carvan, 2015; Petrie, 2014;

Stedman & Andenoro, 2015). This generation has felt the tremors of transition from the recent jump to a hyper-connected, international, instantaneous, integrated reality. The problems facing the world today signify a changed landscape, and the river of leadership education will be adapting to the shift.

Leadership education in the present collegiate context has plateaued in a sense

(Rowland, 2016). If the goal is to develop critical competencies for solving complex problems, why is there a shortage of competent leaders in the workforce being reported? Current methods of leadership education have not achieved their objective. It is time to consider how leadership education can adapt again to the changing climate.

Supporting Literature for Leadership Education

As the world has progressed from one degree of complexity to the next, research studies have been conducted to assess the state of leadership education. The future trends inside the discipline veer towards the implementation of transformative learning.

The work of Nick Petrie on the future trends of leadership development (2014) has supported this research study significantly. In his research, Petrie interviewed 30 experts in the field of leadership development, asking each of them critical questions that would a) set a baseline for where leadership development is, b) enhance teaching practices, and c) predict where leadership development is headed. In addition to this, his sweeping inspection of multidisciplinary approaches to leadership development at

Harvard allowed him to chart congruent themes and to understand differences between the various disciplines. He also conducted a literature review of the field of leadership development, completing his understanding of how leadership development has arrived in its present state.

Petrie’s findings highlighted four facts:

1. The environment for leadership development has changed and become more complex and adaptive;

2. The necessary skills for leadership have also changed – “more complex and adaptive thinking abilities are needed” (p. 5);

3. The methods utilized for developing leaders have not changed enough; and

4. These methods are not developing leaders “fast enough or in the right ways to match the new environment” (p. 5).

These facts comprise the challenge facing leadership development: it is no longer the “what” of leadership development, but the “how.” He identified the need for deepening the learning process and the learner’s experience. Just as Argyris called for double-loop learning (1976), and Stover and Seemiller proposed a shift from shallow to deep learning (2017), leadership development cannot rely solely on the generic styles of teaching, but must move towards the expansion of a learner’s mind – how it collects, sorts, and understands the complex world around it. Petrie labeled this as vertical

development – the advancement through stages of how they “make sense” of their world. It is the “expansion of the glass,” not just the filling of it (p. 11).

The focus on vertical development flows over simultaneously into two other predicted trends in leadership development – transfer of greater developmental ownership to the individual and greater focus on collective rather than individual leadership. As a learner progresses into deeper stages of learning, the shifts from dependent to independent learning and from individual to collective conceptions of leadership come naturally.

The first of these shifts can be likened to the familiar term of self-regulated learning (Bandura, 1986). The principle behind this is a transformation of mindset and self-perceived role in the learning process. Petrie’s study identified an alarming mindset popular among learners – “that it is someone else’s job to tell me what I need to get better at and how to do it” (p 16). This learned helplessness blocks progress for further advancement towards the deeper stages of a leadership identity.

The second shift, from individual to collective conceptions of leadership, parallels the integrated network of systems involved in complex problems. These wicked problems are not solvable or even addressable from the singular perspective of a leader. Systemic problems require multilateral, interdisciplinary perspectives and dispersed leadership according to context and expertise (Petrie, 2014; Andenoro et al.

2017). The trend of leadership development will be the decline of the heroic leader and the ride of collective leadership.

The final future trend in leadership development that Petrie identified is a “much greater focus on innovation in leadership development methods” (p. 6). Innovating the

methods of the discipline addresses the need for modernized approaches at developing leaders who can effectively address complex adaptive problems. With complexity coming from the intersections of disciplines in an increasingly intermeshing society, innovation for leadership development will also come from intersections. Leadership educators and developers “will need to look to find partners within and outside of their organizations who they can join with to create prototypes that push the boundaries of the existing practices” (p. 25). The need remains for these intersections to form and foment the innovations produced through integrated networks.

The primary contextual application of Petrie’s study was for managers developing leaders in organizations. Yet, undergraduate leadership education has faced radically similar challenges. Looking specifically at the need to develop self-directed learners who understand the complexities of leadership in the future, the future trends of collegiate leadership education follow Petrie’s prognosis.

Student Learning

Models of student learning remain hallmarks of pedagogy and are not to be tossed in lieu of responding to changing times. They serve as standards for education.

The “how;” however, of leadership education is under review. When the present process proves to lag in ushering students from one stage of development to the next, quality questions should be asked and authentic assessments need to be conducted.

Student learning in this context refers to two things: a) the process through which students learn and b) the results of that process. This study concentrated on student learning in the realms of critical thinking and emotional intelligence.

Supporting Literature for Student Learning

Andenoro et al. (2017) shared their findings after conducting “a five-year study exploring the impact of an interdisciplinary undergraduate course on the development of global capacities, complex adaptive leadership, socially responsible agency, and systems thinking” (p. 1). They discovered that through “innovative and intentionally divergent teaching methods,” learners demonstrate an increase in their adaptive leadership capacity, self-awareness, intercultural competence, desire for collaboration, effective communication, and internal locus of control (pp. 1, 8). These outcomes strongly align with the identified critical competencies and capacities for addressing complex problems (Andenoro et al., 2015; Petrie, 2014; Sowcik et al., 2015).

Andenoro et al. (2017) noted two other emergent themes from their qualitative study: authentic audience and authentic challenge. The first is “a community or corporate-based stakeholder external to the university system who hold decision- making capacity with respect to a given problem” (p 13). By capitalizing on “real-world” partnerships in assignments and projects, students readily saw the correlation between what they were learning and its application as well as the value of their education. This authenticity in education propels students into deeper learning.

Raymer, Dobbs, Kelley, and Lindsay (2018) conducted a study on leadership development for undergraduate students at the United States Air Force Academy. The core academic leader development course had gone under a series of evolutions over time and their study charted the transformation. As it stands now, the course utilizes an interdisciplinary curriculum to “prepare students to practice leadership at all levels at and beyond” the institution (p. 141). They concluded students demonstrate greater

commitment to learning in safe environments that integrate interdisciplinary content and meaningful experiences.

By introducing transformative learning into leadership education, instructors and institutions can create the shift in pedagogical practice necessary for developing the leaders of the future. Cranton (2006) described transformative learning as a “process of examining, questioning, validating, and revising our perspectives” (p. 23).

Easy answers only exist when they are for easy problems. The growing pains most disciplines have been experiencing will serve as launch pads for greater innovation. The wheels of a drag racer spin in place for the first few seconds, and then bolt from the line as an arrow shot from a bow. The friction faced in leadership education will spark necessary change in teaching and learning to produce the leaders the world needs.

Conceptual Model

For conceptual representation of this study, the model shown in Figure 2-1 was created. Educational practices require the consideration of where learners are coming from, and for transformative learning, that looks like understanding their frames of reference. The student demographics inform how the course should be constructed, taught, and assessed. The transformative learning environment integrates adversity, intersectionality, and opportunity into the core of the class, from planning to delivery; a well-designed transformative learning environment has a piece of each components in every part of it. If students engage in a globally focused, transformative learning leadership course, their capacity for solving complex problems are increased. This capacity manifests itself in the development of core competencies in emotional intelligence, critical thinking, hardiness, agency, and systems thinking amongst others.

Figure 2-1. A conceptual model for the development of complex problem-solving skills in undergraduate leadership education

Summary

Chapter 2 reviewed the literature on various elements of transformative learning and leadership education as they pertain to this research study. A theoretical framework and a conceptual model were introduced.

Transformative learning was defined as the process by which taken-for-granted frames of reference are transformed to make them more “inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action” (Mezirow, 2000p. 7-8).

Transformative learning served as the guiding theory for this research study. This approach to pedagogy informed the design and objectives of the undergraduate course in which this study was conducted.

CHAPTER 3 METHODOLOGY

Chapter Introduction

Chapter one delivered a rich description of learning, leadership education, transformative learning, and core capacities for solving complex problems. Chapter one provided foundational understanding for the following chapters. Chapter one also identified the main problem addressed in this study along with the study’s purpose and objectives. Principally, the purpose of this study was to explore the role of transformative learning in the development of undergraduate leadership learners’ capacity for solving complex problems.

Chapter two described the theory base, past research findings, and the conceptual model tying everything together. Deeper focus on learning, transformative learning, leadership education, and student learning provided the theoretical framework for this study. While the archives of leadership education have been saturated with research studies on how to improve the discipline, certain studies illuminated appropriate contextual factors for this study and serve as the literature review.

This chapter explains the methods used by the researcher to complete each of the objectives proposed in this study. The three objectives of this study were to:

1. describe the undergraduate leadership learners’ perceptions of a transformative learning experience;

2. explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience; and

3. describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience.

Also in this chapter is a descriptive overview of the research foundation and design, research subjectivity statement, sample population, instrumentation, data collection process, and data analysis procedures used in this study.

Research Foundation

A naturalistic inquiry approach was the most appropriate to accurately observe, describe, and interpret the experiences and actions of the phenomena of leadership education and transformative learning (Lincoln & Guba, 1985). Aiming to improve the process of leadership education to be more streamlined and strategic, the study sought to qualitatively explore the role of transformative learning in the development of undergraduate leadership learners' capacity for solving complex problems.

An intensive case study approach was utilized to emphasize the "interpretation and understanding of the case as well as the elaboration of cultural meaning and sense- making processes” (Eriksson & Kovalainen, 2016, p 134) in the context of an interdisciplinary leadership course called Global Uncertainty, the introductory course of the Challenge 2050 Project. Intensive case study allowed for the natural development of a contextualized, "thick description" of the phenomenon of transformative learning in the course (Geertz, 1973). Eriksson and Kovalainen described case study research as "a continuous interlay or dialogue of theory and empirical data" (p. 136), where leadership and learning theories informed research methods and research data corroborated or negated the application of the theory in the case.

Generalizations were not the goal of this study, as this intensive case study approach focused on exploring and understanding how this specific case worked

(Eriksson & Kovalainen, 2016). However, transferable findings and implications exist for transformative learning in undergraduate leadership education, and, therefore, such

principles and practices can be adopted by and adapted to like contexts (Lincoln &

Guba, 1985).

Research Design

Patton (2002) argued that “the foundation for qualitative analysis and reporting” is the powerful description emanating from the researcher’s intimate involvement with the process (p. 437). A qualitative design was selected for this study to holistically explore the interconnectedness of transformative learning, interdisciplinary curriculum, and complex problem-solving skills. The three objectives of this study were constructed to produce the most applicable and effective data regarding the overarching purpose of the study.

Research that matters is research that is done well. Thus, establishing trustworthiness was integrated into each aspect of this study; it guided all the decisions made to verify that the researcher had accurately interpreted the participant’s experience. Trustworthiness and its various components – credibility, transferability, dependability, and confirmability — served as guiding thoughts in the planning and implementation processes of this study. Erlandson, Harris, Skipper, and Allen (1993) promote an essential focus on trustworthiness for naturalistic research.

Credibility, truth-value, was established through a theory-informed research design and an accurate depiction of the participants and context (Ary, Jacobs, Irvine, &

Walker, 2018). The data analysis process consisted of coding focus group transcripts, a content analysis of written reflections, and member checks; all contributed to triangulating the study's credibility. Transferability is the extent to which the findings of a qualitative study can be applied to other contexts (Ary et al., 2018). For this study, keeping a detailed account of how and why each aspect of the research was conducted

and a detailed account of the focus groups have allowed for accurate adaption of this study to other studies and classrooms. For the purpose of confirmability, that is to assure objectivity, this study employed peer review strategies.

Context of the Study

Bryman, Stephens, and a Campo (1996) discussed the significance of the context in qualitative research studies – namely that various contextual factors influence the findings and the transferability. In order to provide a clear picture of the study, the researcher found it apropos to describe the context in which the research was conducted.

At the large public university where this study was conducted, there exists a certificate program called the Challenge 2050 Project – Global Leadership and Change

(C2P). This program focuses on local and international community challenges that will face humanity as the global population creeps closer to nine billion by the year 2050.

The program empowers students to take action in addressing the unstructured, complex and adaptive issues in sustainable development and food security. C2P was started to create an interdisciplinary leadership learning certificate program for undergraduate students who have the desire to catalyze change for the better in the world. The certificate requires students to complete four courses, totaling in ten credit hours. The courses, pictured in Figure 3-1, consist of an introductory course (ALS 2410 Challenge

2050: Global Uncertainty), an adaptive leadership course (ALS 3415 Challenge 2050:

Developing Tools for Changing the World), an immersive study abroad experience (ALS

3940 Challenge 2050: The Experience), and a capstone course (ALS 4419 Challenge

2050: Creating Solutions). The program attempts to strike a balance between theory, application, and experience in each course. By investing in the future leaders and their

capacities for addressing complex problem, C2P represents an uncommon approach to leadership learning.

Figure 3-1. The classes for the Challenge 2050 Project Global Leadership and Change certificate program

This research study was conducted in the introductory course, ALS 2410

Challenge 2050: Global Uncertainty for a few reasons. The chief reason was the course itself; its content, flexible structure, historical demographic, and written purpose provided the ideal format to insert transformative learning. In previous semesters, the average number of students in this class compared to the others was higher, providing a larger population to be studied. ALS 2410 also coincided with the researcher’s timeline for data collection. The researcher had served as the graduate teaching assistant the year before and was familiar with ways to highlight existing or implement new transformative learning techniques.

A key example of where those techniques were implemented was the course- long group project. At week three, students took Kirton’s adaption-innovation (KAI) inventory (Kirton, 1976) to better understand their problem-solving style. While this inventory is traditionally used in quantitative analyses, the researcher operationalized

the instrument to help create and strengthen the transformative learning environment.

The information from the KAI allowed the researcher to leverage cognitive diversity as a means to introduce further adversity to the student experience. During that week’s two- hour class, a KAI trainer facilitated a workshop to improve their understanding of the inventory and its application. At week six of the class, students identified one of the five global systems (food, economic, environmental, social, health) in which they would prefer to solve a complex problem. Therefore, if a student was a biology major, he or she would probably prefer to address a global health issue as opposed to an issue whose source is in another system. The course utilized these five systems as a framework for understanding the wicked problems facing the world. At the end of week six, students reported their KAI scores and their top system.

Using this information, the researcher created teams according to similarities of preferenced system and KAI score. For example, individuals who preferenced the food system and had a higher adaptive problem-solving style would be grouped together, whereas individuals who preferenced the food system yet had a higher innovative problem-solving style were placed in another group. Following this method, the researcher grouped the rest of the class. The students were not informed of how groups were formed; they only knew that everyone had preferenced a system and that the KAI was something useful in teams. It was important that learners remained unaware of the intentional group dynamics. The data collected had higher probability of being unbiased due to students’ unawareness since learners would not be conjecturing or assuming why someone behaves, thinks, or feels a certain way in the process of designing their project. Table 3-1 illustrates the resulting 16 different groups according to KAI score and

system. The students have been assigned pseudonyms to provide for student confidentiality.

This set the students up to experience the role of cognitive diversity in their teams. Reynolds and Lewis (2017) depicted cognitive diversity as the difference in perspective or information processing style, specifically in regards to how individuals understand and work with complexity. The researcher purposefully decreased the cognitive diversity in the teams by putting individuals with proximal KAI scores and the same preferenced system together in order to create intellectual silos. Historically, such like-minded groups mesh, yet tend towards less innovative ideas. Creating groups like this allowed students to become comfortable and, at points, grow complacent in their problem solving.

In week eight of the course, in order to introduce a transformative learning experience, one that combines adversity, intersectionality, and opportunity, the researcher purposively changed the groups, increasing the cognitive diversity in each group. Students were placed into groups where the majority of others did not share either their KAI style or their preferred system. Once again, students were not told of how or why the groups were configured as such. Figure 3-2 illustrates the nine groups that resulted from this disorienting dilemma. The table demonstrates who was in each group along with their preferred system and KAI score.

In hopes of imitating real world uncertainty and volatility, this switch disrupted the flow each learner and group had been working in for two weeks. This was an opportunity for the students to think critically, adapt to uncontrollable situations and work

as a team to create realistic solutions. Learners wrestled with this unexpected change in different ways, yet most identify this moment as difficult, frustrating, and/or exciting.

Table 3-1. The initial 16 teams for the group projects broken into similar KAI score (in parentheses) and preferred system Food Environment Economic Social Health Daniel (122) Rita (133) Rumit (126) Ena (145) Lisa (106) Alexander (118) Kristen (125) Jonah (107) Lydia (128) Caitlyn (92)

Amor (101) Laura (116) Valerie(119) Nico (90) Sheila (95) Carl (112) Philippa (111) Regan (89) Mallory (100) Gab (84)

Sky (94) Dylan (111) Paul (97) Athena (73) Sally (85) Jenna (107) Riccardo (95) Leah (73) Gloria (100) Margot (62)

Ashley (86) Andi (69) Mariah (82) Tina (69) Sandy (70)

Agatha (69) Lorena (69) Victoria (66)

Understanding the Challenge 2050 Project and the Global Uncertainty class builds a stronger base for substantiating this study with the transformative learning paradigm. To provide further clarity on the specifics of the course, the syllabus has been placed in appendices.

Sample and Population

The participants for this study were purposively selected according to case sampling.

This style of selection allowed the researcher to understand the role of transformative learning among the average student in the course. These respondents

Team 1 Team 2 Team 3 Carl. Environmental (112) Sally. Food. (85) Sandy. Environmental (70) Ashley. Environmental (86) Gloria. Environmental(100) Dylan. Environmental (111) Ena. Social (145) Rita. Environmental (133) Lydia. Social. (128) Nico. Health (90) Philippa. Social. (111) Gab. Health (84) Athena. Health. (73)

Average KAI score: 108.25 Average KAI score: 100.4 Average KAI score: 98.25 Range of KAI scores: 59 Range of KAI scores: 60 Range of KAI scores: 58

Team 4 Team 5 Team 6 Sheila. Food (95) Kristen. Environmental Daniel. Food (122) Jenna. Environmental (125) Lorena. Environmental (69) (107) Andi. Social (69) Lisa. Health (106) Rumit. Economic (126) Jonah. Economic. (107) Mariah. Environmental (82) Tina. Social (69) Regan. Health (89) Riccardo. Social (95)

Average KAI score: 99.25 Average KAI score: 97.5 Average KAI score: 94.8 Range of KAI scores: 57 Range of KAI scores: 56 Range of KAI scores: 53

Team 7 Team 8 Team 9 Valerie. Social (119) Alexander. Food. (118) Laura. Environmental (116) Agatha. Environmental (69) Victoria. Environmental Margot. Health (62) Amor. Food (101) (66) Paul. Social (97) Leah. Health (73) Mallory. Social (100) Sky. Food (94) Caitlyn. Health (92) Average KAI score: 90.5 Average KAI score: 92.25 Range of KAI scores: 50 Average KAI score: 94 Range of KAI scores: 54 Range of KAI scores: 52

Figure 3-2. The final nine teams for the group projects broken into diverse KAI styles and preferred systems were enrolled in the undergraduate leadership course, ALS 2410 Challenge 2050:

Global Uncertainty and they represented an interdisciplinary group of students ranging from first year students to fourth year students. Table 3-2 shows each student’s pseudonym, age, year in school, gender, and major. The respondent names have been changed to maintain confidentiality. Their perspectives shed light on perceived course effectiveness, the role of transformative learning in the educational process, and the

existence of any gaps in curriculum or delivery method. The innovative design of the course itself facilitated the integration of transformative learning into the curriculum.

Table 3-2. List of the study’s participants that contains their pseudonym, age, year in school, gender, and major Name Age Year Gender Major Agatha 18 First Year Female Mechanical Engineering Kristen 19 Second Year Female Theater Tina 18 First Year Female Animal Sciences Leah 18 First Year Female Microbiology Sally 18 First Year Female Agricultural Education and Communication Nico 18 First Year Male Religion Sheila 18 First Year Female Plant Science focused in Sustainable Crop Production Lisa 18 First Year Female Animals sciences Margot 18 First Year Female Microbiology Riccardo 18 First Year Male Sustainability Studies Victoria 18 First Year Female Exploratory Ena 18 First Year Female Exploratory Engineering Gab 21 Fourth Year Female Public Health Carl 21 Fourth Year Male Marketing Athena 21 Fourth Year Female Public Health Ashley 21 Fourth Year Female Biology Jenna 19 Second Year Female Public Relations Jonah 19 Second Year Male General Business Leila 19 Second Year Female Plant Science Mariah 19 Second Year Female Public Relations Laura 20 Second Year Female Environmental Science Sandy 20 Third Year Female Political Science; Economics Lorena 20 Third Year Female Agricultural Education and Communication Daniel 35 + Third Year Male Plant Science Gloria 20 Third Year Female Sustainability; Sociology Rita 21 Third Year Female Plant Science Amor 20 Third Year Female Political Science; African Studies; Law Paul 20 Third Year Male Family, Youth, and Community Sciences Regan 20 Third Year Female Behavioral and Cognitive Neuroscience Mallory 20 Third Year Female International Studies; Political Science Valerie 20 Third Year Female Journalism Andi 20 Third Year Female Agricultural Education and Communication

Table 3-3. Continued Name Age Year Gender Major Philippa 19 Second Year Female Marketing Sky 22 Fourth Year Female Sustainability Studies Caitlyn 19 Second Year Female Biology Alexander 21 Fourth Year Male Plant Science Rumit 21 Fourth Year Male Information Systems Lydia 21 Fourth Year Female Sustainability and the Built Environment Dylan 18 First Year Male Sustainability

Researcher Subjectivity Statement

Qualitative research holds that the researcher is an integral part of the process, as it is through the researcher's perspective that meaning is made from mountains of data. Often through this integrated process, pieces of the phenomenon are discovered even though they were not enumerated in the objectives; the naturalistic approach to research allows the rich fullness of socially and culturally formed reality to be observed

(Eriksson & Kovalainen, 2016). This perspective, though, must be identified and accounted for due to various factors that have the potential to influence the study, such as personal experiences, background, and education.

As the graduate assistant for the Challenge 2050 Project and the ALS 2410 course while conducting this research, certain variables must be identified and compartmentalized so that I may impartially analyze the data. The largest personal components that may influence the study are my faith, my work experience, and my college education.

The first two components, my faith and work experience, go hand-in-hand. I grew up in a Christian home with a loving and supportive family consisting of my dad, mom and sister. I attended a private Christian school for my primary and secondary educations, so to say I knew about God, the Bible, and moral imperatives would be an

understatement. The religious majority of my community enfolded me with my passive acceptance. Near the end of my high school career, I pushed against the seams of my indoctrinated beliefs, but it was when I came to the University of Florida for my undergraduate degree that I felt the freedom to choose my identity. The first two years in college were hellacious and formative in their own right. Through the throes of personal discovery, I explored much and decided on little. My heart and mind began to settle into spiritual grooves as I neared the end of my undergraduate career. I started full-time work with a Christian ministry called The Navigators (Navs) for two years upon graduation. My time serving with The Navs proved invaluable for developing my personal foundation and core values.

That said, I understand the idiosyncratic nature of a person’s journey towards self-discovery and self-acceptance. My faith informs everything I do, but other individual’s, namely students, may not agree or even appreciate that. I acknowledge that my faith could affect a student’s experience in the course, one way or the other.

My education at the University of Florida, undergraduate and graduate, has propelled me into my passions and activated my strengths. I am a positive, futuristic, learning, connected, people-person (thank you, StrengthsFinder 2.0). I naturally energize those around me from the belief that life is too short to waste. From multiple leadership and mentor positons on and around campus to an immense amount of domestic and international travel, my time at the University of Florida has helped me understand and develop myself in ways of which I could only have dreamed.

Throughout my time, legacy has been a focus. The question of “How do I want to be remembered?” has ricocheted all around my head and heart during my stint at the

University of Florida. This culminated in the decision to invest my life in the physical, emotional, spiritual, and mental development of others. The concept of generativity often informs my decision-making process – how can I better help or serve those that will come after me? While I am still a work-in-progress, I aim to contribute to the creation of a community-minded generation who liberates the minds, hearts, and bodies of those around them to become self-aware, passionate individuals.

I understand that my position in the Agricultural Education and Communication department presents potential bias in the development and conducting of the research protocol and data analysis. Since most of the participants know me as their graduate teaching assistant, the potential motivation for their participation and responses in the focus groups could be to please me.

The qualitative research process requires taking appropriate measures to extract

“thick, rich description” and produce trustworthy findings (Patton, 2002, p.453). By acknowledging my background and current occupational roles, I have brought to light potential influencers and made a conscious effort to maintain impartiality. The measurement procedures and instrument are addressed next.

Measurement Procedures and Instrument

The researcher utilized two avenues for measurement: focus groups and a series of written reflection questions including the final reflection. By having two avenues, the breadth and depth of qualitative data were extensive. In addition, using reflections in the beginning, middle, and end of the course provided a glimpse into learners’ transformation, if any, over time. Each student submitted every written reflection, including the final reflection, and 31 out of 39 students participated in the focus groups.

Each focus group consisted of five to eight individuals. Transformative learning theory

influenced both the focus group protocol and the reflection questions. The protocol and the reflection questions have been placed in Appendices A and B respectively.

Data Collection

The research protocol for the focus group interviews contained open-ended questions to purposefully guide each 40-minute session. The researcher chose focus groups to highlight the what, how, and why of the student experience in the course. The content of these conversations as well as the emotions, nonverbal responses (i.e. body language), and visceral reactions of the students were collected as data, painting a fuller picture of the learners' experiences (Eriksson & Kovalainen, 2016). The questions were separated into six logical sections for two main reasons. Firstly, these sections allowed learners the opportunity to process different components of their experience in a meaningful, informal way. Secondly, this segmented method utilized the objectives of the study to serve as the backbone of the protocol, contributing to the validity of the focus groups and the research study as a whole. The protocol started with an introductory section, then progressing to sections two, three, and four on course objectives, then asking questions in section five about the KAI and its role in the class, and ending on summation questions, asking for any additional information. The advice and recommendations of researchers who have performed similar studies also contributed to the design of this research protocol.

With time as a constraint, the researcher sought assistance in conducting the focus groups from four fellow graduate students. As to their merit, each facilitator was competent in collecting quality data from the focus groups and had, at least a minor amount, of prior knowledge of the course and the study. Guest facilitator 1 was the other graduate teaching assistant. Guest facilitators 2 and 3 had guest lectured in the

class during the semester and been involved with C2P in the past. Guest facilitator 4 had conducted multiple interviews and focus groups prior and was informed more about the course and program. Prior to the focus groups, the researcher shared the protocol with each facilitator. Day of, the researcher led a 15-minute run-through of the protocol to answer questions and provide clarity of the objectives as an attempt to standardize each focus group. Each facilitator recorded the audio of the focus group on a university iPad and sent the electronic file to the researcher.

The other source of data collection was the written reflection component. The weekly reflection questions and the final reflection assignment, Appendix C, were integrated into the course as course assessments. The students were asked at the end of weeks three, eight, and thirteen to answer specific prompts in a journal-like fashion.

Each week’s questions centered around transformative learning and critical reflection in order to channel their writing towards their experience in the class. The questions were derived from literature on transformative learning (Mezirow, 1994, 2000; Taylor, 2017;

Sharpe, 2015) that highlighted significant shifts in the way a person learns. For example, asking learners to reflect on their assumptions and to describe how and why they may have changed in this class expressed how this class was at certain points a transformative learning environment.

Maintaining the same series of questions with the novelty of the experiences the new weeks brought, provided a longitudinal approach to assessing if students matured in the way they learned, if the class was affecting the transformation of how they learn.

The general reflection questions used were there to help students enjoy the reflection process as the prompts asked for more creative and nontraditional responses.

For trustworthiness purposes, confidentially was maintained in the coding process by aggregating responses in a collective and anonymous form. Data were kept in a secure location and only the research and his advisor could access them. The data were properly destroyed at the completion of the study.

Data Analysis

The analysis of the data followed the constant comparison method (Glaser,

1965) through both deductive and inductive lenses to discover “patterns, themes, and categories” in the data set, allowing “findings [to] emerge out of the data, through [the researcher’s] interactions” with it (Patton, 2002, p. 453). The researcher used a priori codes to deductively code the data for themes aligning with critical thinking and emotional intelligence. At the same time, the researcher inductively combed through that data to identify emergent themes and subthemes. The study’s objectives guided the data analysis process as it pertained to discovering the general themes and subthemes.

With all data converted into written artifacts, the researcher read the weekly reflections, the final reflection, and the transcribed focus group interviews and used a priori coding to make meaning out of learners’ experiences. The framework for the a priori coding relied on theoretical groundings in transformative learning theory (Mezirow,

1991, 2000), emotional intelligence (Goleman, 1996) and critical thinking (Facione,

1990). Seen in Appendix D, the a priori codes the researcher used were systematic and standardized. To verify his method and skill, the researcher performed a peer review test. Taking two copies of the same reflection to an expert faculty member familiar with all components of the study, specifically transformative learning, critical thinking, and emotional intelligence, both the researcher and the faculty member individually coded the reflection and, then, compared their results. This simple peer review process

provided a more accurate understanding of the components of the codes and, therefore, established greater reliability for the findings.

Chapter Summary

In this chapter, the researcher explained the research foundation, the research design, the instrumentation used, the data collection method, and the data analysis methods. The following chapter explains the findings of the research. These findings explain the role of transformative learning on undergraduate leadership learners and their capacity for solving complex problems.

In Chapter four, the researcher shares the findings of the data collection and analysis.

CHAPTER 4 RESEARCH FINDINGS

Chapter Introduction

The data from a qualitative research study tell a story of an experience. They provide a window into a phenomenon to better describe and understand its specific context, contents, and consequences. Since the study focused on the changes in learners’ perceptions and capacities, the researcher has described the findings in a cohesive, continuous manner that captured these shifts. This process aligned with the narrative analysis style to best organize and interpret empirical data into a narrative that will be interpreted and discussed (Eriksson & Kovalainen, 2016).

The research questions posed for this study were:

1. Describe the undergraduate leadership learners’ perceptions of a transformative learning experience;

2. Explore the extent to which students demonstrate capacity for complex problem- solving through a transformative learning experience; and

3. Describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience.

This chapter is broken into sections according to the study’s objectives. With data being collected from five different sources, the three weekly reflections, the final reflection, and the focus groups, there was marginal variety in what they wrote or spoke about. Therefore, some of the reported findings did not mention a data collection point because analysis showed there was now substantive or pertinent information for that objective. While the findings have been segmented intuitively, each part has considerable interplay with the others. This serves as a reminder for readers to see the study as a whole, not just a sum of parts.

Findings

An important feature of this study that the researcher has attempted to capture in this chapter is the element of time. Each section has described the findings for that objective in a chronological manner, starting with findings in the beginning of the semester and through to the end. By depicting the change over time, this study has provided a glimpse into the process of transformative learning. As students began to settle into the transformative learning experience, their awareness of adversity, intersectionality, and opportunity was noteworthy, as was their transformation.

Research Objective One

The first research objective was to describe the undergraduate leadership learners’ perceptions of a transformative learning experience. Transformative learning served as the bedrock for this study. Therefore, acknowledgement of its operationalized components – adversity, intersectionality, and opportunity – was vital to the legitimacy of the study. For this objective, the findings have been categorized according to their alignment with one of the three pillars, which served as the themes. Various subthemes also emerged in each of the overarching themes. First, the researcher has described student perceptions of adversity – where was it in the class and how did it affect their experience. After that, the categories of intersectionality and opportunity have been described in the same fashion. Table 4-1 displays an overview of the findings for objective one. Through the constant comparative analysis of the artifacts, the researcher discovered certain common trends relating to the larger respective theme.

Those trends developed into subthemes that have illuminated another facet of the larger theme.

Table 4-1. Overview of findings for research objective one Theme Subthemes Adversity  Unconventional instruction  Demand for critical and creative thought  Interdisciplinary nature of the course content

Intersectionality  Increased understanding of problems  Greater willingness to be passionate

Opportunity  Reflections served a valuable role  Course structure encouraged growth

Adversity

The first pillar of the transformative learning experience is adversity. Defined by

Mezirow (1994) as a disorienting dilemma, this study uses adversity as the latent academic difficulty introduced to leadership learners in their interdisciplinary leadership course. When analyzing the data, students identified the theme of adversity in their reflections and in their focus groups. From there, the researcher identified three subthemes underpinning the theme of adversity: unconventional instruction, interdisciplinary content and tasks, and demand for critical and creative thought.

Unconventional instruction: With a world of unconventional problems, leadership education must attempt unconventional pedagogy. One of the ways learners stretched the bounds of their comfort zones was with complex interactive activities. Paul talked about the final project like this, “The difficult part of the class would be the group project. There are many parts to this project which make it currently seem overwhelming.” Daniel described the process of teaming in the group project as “the hardest part” and as “a different kind of challenge.” The group project was a semester- long group project with many parts for creating a solution to a global issue. Another reason why the project was an adverse experience was the utilization of cognitive

diversity to insert degrees of controlled chaos in the formation process. Students started in groups with shared values and similar problem-solving styles, but then, after three weeks of working together, were forced to move into cognitively diverse and dissimilar- valued teams.

Another aspect of unconventional method was developing a culture of healthy uncertainty. Sally put it well here:

I thoroughly enjoy the changes that occur daily in the course and the complex thinking that is necessary to succeed. The difficulty in this class is also the unexpectancy. I would say however, that the difficulty in this course is what makes it so rewarding. Growth definitely comes from challenge; nothing worth having ever comes easy.

She highlighted here that this type of adversity challenged students and created learner buy-in through enjoyment. Similarly, Andi noted that adversity catalyzed a shift in behavior to adapt her learning style:

I think expecting the unexpected in each class has been the most enjoyable and difficult aspect of the class. I’m never bored, and I am kept on my toes because we never know when change is going to happen (I’m still reeling from the group switch).

Furthermore, the course design lent itself to integrating a personal side of leadership: one’s values. Linking a personal component to a global issues class stretched learners academically and personally. This type of adversity forced learners to wrestle with their perceptions of class norms and expectations. Justifiably so, learners had to choose to what level they wanted to be vulnerable and that choice was unchartered for some. One of the students, Laura, commented on it this way:

I find that a lot of these assignments were quite personal in a way. But also I think that was kind of a good aspect as well because it made me more self-aware and it made me reflect on my own kind of attitude and that kind of stuff. But at first it was a bit challenging because in a lot of courses you are not supposed to open up that much, so that was different.

Jenna also wrestled with understanding how to distill her values:

I had trouble on that assignment because it was so like open-ended and they really just said ‘fill it out’ and it's something that I never thought about before, and I always considered myself like a passionate person but it was definitely challenging to like pick words that could kind of like sum that up.

Demand for critical and creative thinking: Breaking into higher levels of learning means breaking certain patterns of thinking. This course demanded learners to think at a notably different level than traditional courses, specifically in regards to critical and creative thought. Margot stated, “This class is difficult because it requires students to actually think creatively and use what we know to create new ideas.” Kristen similarly mentioned, “One of the difficult aspects of this class is critical thinking; however, it challenges us to implement logical connections between ideas and evaluate arguments.”

Mallory also commented on this idea:

Everything about this course is enjoyable and difficult, from the topics themselves to challenging myself in how often I speak up, how I work in groups, how I think about myself. It is enjoyable in that I love big picture thinking and that much of what I am learning about is what I am interested in, but it is difficult to comprehend, and finding a solution is on another level. However, from the instructors to the structure and content of the course, I find myself more willing to explore these solutions.

Another aspect of demanding critical and creative thought was maintaining a substantial level of abstract, big-picture focus on problems. Margot voiced her frustration along with an epiphany like this:

I think it was also hard because we talked very generally about all the problems that we're facing, like, I feel like, was good general overview of everything. Like, I felt like we barely made a dent in anything, like, it's just kind of made me realize how overwhelming everything is, like, all the problems that we're facing. [The year] 2050… like there's just so much more information out there that we need to know in order to actually like, make a difference.

In the midst of her wrestling with the grand challenges, she recognized the importance of gathering more information. Sheila noticed the emotional side of this adversity by mentioning, “How stressful not only just thinking about the wide range of issues our planet has but to also try and think of solutions that are feasible.” The demand for solutions was an important component of integrating adversity into the course.

Interdisciplinary nature of course: In the same vein of breaking patterns, students often find routines of learning to run in and succeed with, but patterns do not lead to transformative learning. By interweaving different disciplines into the course content and assignments, learners brushed up with adversity. From a general perspective, students wrestled with the complexity inherent to adaptive problems. Leah noted that it was “hard to find that perfect solution that will agree with everyone and like, for me personally, like doing that was very difficult to have stuff not align.” The interconnected systems of the world have produced adaptive problems, and introducing them to this course challenged learners. Mallory’s experience exhibited gratitude for how the course was structure, but also frustration in understanding what to do with all the information. She said about the class: “It is enjoyable in that I love big picture thinking and that much of what I am learning about is what I am interested in, but it is difficult to comprehend, and finding a solution is on another level.” The large issues form almost a barrier to understanding. Lydia and Jenna described their exposure to adversity as frustrating because of “not being able to understand the whole system” and the problems being “so massive and looming.” The vastness of these interconnected problems guaranteed adversity to be experienced in this course.

Intersectionality

The second pillar of transformative learning is intersectionality. For the purpose of this study, the researcher defined it as the junction between different ideas, ways of thinking, disciplines, etc. that provides space for learners to search for more complete and appropriate frames of reference. In this research study, the theme of intersectionality unfolded into two subthemes: increased understanding of problems and greater willingness to be passionate. Students experienced intersectionality from the guest lecturers from different disciplines, the diverse group of majors represented amongst the students, the different problem-solving styles of each student, and the interdisciplinary assignments.

Increased understanding of problems: Many of the students grew in their ability to understand complex problems. They made connections that they would not have made prior. They developed eyes and appetites for intersections. They admitted the interconnected nature of the problems also point to their solution.

From a broad perspective, the students deepened their understanding of the world. Lorena said she has “come to better understands how just about everything in our world is interconnected, which can be a challenge when trying to solve global problems.” Andi phrased it like this: “The speakers have been instrumental in changing how I view certain topics.” Without this experience, they may not have been inclined to value these crossroads that broaden their problem-solving process. Nico wrote about it like this:

From these classes on the varied topics, I’ve been able to understand the more practical and realistic context of each issue… The content and multiple backgrounds of different speakers keeps our classes enjoyable, as well as our input as we really all have to face these issues.

He recognized the importance of context when solving problems. The minds of students began to realize the necessity of intersections. Their minds became not only more open, but also eager in their desire to understand and know more.

On a more specific level, students valued the contextual nature of having speakers give lectures on their work. From agricultural policy to water management to poverty, students saw a large gamut of disciplines and passions. Ashley shared her perspective by saying, “I also like how we have guest speakers as it allows us to learn about new things from people who are working in that field every day.” By uniting students to practitioners, learners saw the tangible application of concepts. Specifically, they noticed how in the field there was truly overlapping systems and issues. As learners heard from one expert, they made connections to other disciplines, which further cemented the concept of intersectionality. Alexander wrote, “What sticks out the most for me in these last few lectures is really the ‘inter-connectedness’ of everything”

(his emphasis). Often, learners go from class to class, leaving what they learn at the door of the next one. However, here, students experienced the unavoidability of intersectionality and the necessity of integrating their learning.

Greater willingness to be passionate: Courageous leadership does not happen without passion. Intersectionality allowed students to experience firsthand people from all over the world and work spectrum doing cool things. Regan described her view of the speakers like this:

What makes this course most enjoyable is seeing the tangible passion of that those teaching the course and those taking the course have. Being able to learn from speakers that are involved in a variety of sectors, but with similar passions toward solving issues has been an incredible experience.

Bringing in professionals created a valid and valuable experience for students to understand intersections. Through this deep dive into the lives and professions of experts, students turned their attention inward. They noticed their own behaviors and thoughts, developing new ideas and attitudes through the introspective look. Sky wrote of her appreciation of intersectionality because it made her “think differently about food insecurity and how grateful” she was “for having the options of food to pick from.”

Others, like Leah and Rita, mentioned they started doing research and volunteer work with some of the speakers. Paul, Rumit, and Riccardo appreciated the networking opportunities, like internships and volunteering, that this class offered.

Passion, like fire, can spread easily, and it starts with admiration. Students noticed the passion of the subject matter experts and admired it. Leah commented,

“They all have a new specialty and that was really cool to see someone so passionate about what they were doing and to hear it from them.” Similarly, Victoria added:

I think being able to have access to knowledgeable speakers who are very immersed in the topic they are presenting is a great asset to the class…I like our ‘mini briefs’ from the presenters who provide us with a summary of a huge challenge or field in just one class period. The various knowledgeable presenters are providing me with a more holistic view of the world problems.

In leadership education, instructors must teach learners how to see, how to observe the world and how to interpret it. This course offered them the chance to see change agents active in their local and global communities and be ignited to do something themselves.

When that passion caught on, other students even began noticing it amongst each other. Rumit described it like this: “I see there is a desire amongst my generation

to stop these growing and urgent problems. That is the first step in stepping forward, cooperation and camaraderie.”

Opportunity

The third pillar of transformative learning is opportunity. For the purpose of this study, opportunity represents the space for learners to discover and transform their meaning making systems (attitudes, values, and beliefs). Various parts of the course constituted the opportunity for learners to search for new frames of reference, critically reflect on their current assumptions, and test out new ideas. Largely, the weekly reflections, the values clarification activity, the guest speakers, and the informal learning atmosphere were what the learners attributed as opportunities. In analyzing the data, two subthemes emerged in regards to students’ perceptions of opportunity as it pertains to transformative learning: reflections served a valuable role and the course structure encouraged growth.

The value of the reflections: Mezirow (1991) argued that there are three types of reflection: content reflection, process reflection, and premise reflection. Premise reflection is the deep, transformative level of reflection where changes in learners’ frames of reference happens. In the beginning of the course, the researcher gave a short lecture on the layers of reflection and encouraged the students to push beyond shallower levels and wade through the sometimes-uncomfortable process of critical reflection.

Students’ reactions to the consistency of reflections were varied. Some students were overwhelmed by the demand of deeper reflection questions that asked about how and why they were learning what they were learning. Others noted that the deeper reflection required by certain prompts was a worthy challenge. Kristen noted, “It was

also difficult to kind of reflect off of what we were doing. And I like that because it was something I wasn’t used to.” Rita described her thoughts like this: “I like that every week we talk about something new that’s not only important but allows further deep thought and reflection.” She subconsciously noted the value of reflection in the course and appreciated its presence in the course.

Reflection, specifically deeper reflection, cements new knowledge as learners synthesize what was learned into usable daily information. Nico talked about his experience of the weekly reflections like this:

So it did a good job of, like, actually getting you to think about what we talked about, like, I'm not like someone who reflects, you know, daily or like, has the discipline to do that. But the reflections actually helped me take like, the big things out of the lectures and what we were supposed to, like, be getting out of it. And not just for each specific topic or issue, but in general, how we can apply like, what was talked about to solving any issue. So I think they've done a good job of making us think about that.

The researcher also noticed the value of reflections implicitly seeping out of students’ written reflections. Andi shed light on the process of her reflecting on her previous thoughts towards one of the topics discussed in class:

I was starting to question my views on agriculture and considered everything [the guest lecturer] was saying about the importance of farming, shopping locally, and large corporate farms. I got to see her perspective and add it to the information I have about big-scale farming and formulate my own opinion.

This window into her experience exemplifies the inner process of transforming a frame of reference. She critically reflected on her own assumptions, collected new information, and then adapted these new perspectives to her own.

Similarly, Mallory reflected on her experience by saying, “What has been most impacted is my willingness to expand myself.” She highlighted a change in her frame of reference, a “willingness to expand” as a mode of operation during her learning.

Arguably, reflections illuminated subterranean changes in this student’s process of learning; ergo, it suggests her learning has been transformed.

The course structure creates a place for growth: For new frames of reference to take root, the correct environment has to be created. The researcher attempted to create a collaborative, intuitive, and gracious dynamic where learners felt they could challenge themselves and their assumptions.

Valerie noted a difference in this class as compared to others:

I felt like we had a lot of freedom, like in other classes, I'm like, going by the rubric, like every step of the way, but this time, like, I knew…I thought like, I wasn't really worried about the grade, I was just more worried about, like, answering the question, because I knew there was no, like, right way to do it. So I like that. I feel like we had a lot freedom in the assignments.

Her observation pointed to the liberty she felt to discover more appropriate frames of reference that would allow her to understand the world better. Paul appreciated the freedom afforded to him in the reflections, especially since they were not graded for correctness. He said the less-pressured environment “helped [him] to feel relaxed in answering [the reflections] and answering them honestly.” This freedom was vital to creating a transformative learning environment. In her focus group, Gloria mentioned more about the impact of the class structure:

I also like the open environment, and how you guys pushed us to really get to know one another. The first couple of weeks made it a safe place to have an open discussion in class. And I feel like you guys were able to evaluate how prepared we were on the subject material by who was participating who wasn't, even though there's people who didn't like to speak up in class. I feel like a lot of people got a lot more comfortable because of the environment you guys created between our peers. And it's something I think I appreciate most out of this course. This was a safe space to speak with my peers.

She identified barriers being lowered in her process of learning through the safety and freedom of this course. In a similar line of thought, Gloria added later that the

class “taught so many incredible critical thinking skills. Like I know when I go into a job interview, I'm not going to be talking about my sociology classes, but this one.” Her statements conveyed appreciation for the environment and the growth she experienced in the class. The intentional insertion of opportunity to reflect and embody changed frames of reference contributed heavily to her experience.

The structure of the course was enjoyable to the learners, which in turn influenced their growth. Jenna said, “This course is enjoyable because it challenges me think complexly.” Lydia added her perspective of the experience saying, “I enjoy this class because I know it is a safe space for authentic learning.”

Research Objective Two

The second research objective was to explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience. This objective captured some of the “why” for this research project. As leadership education adapts to the complexity of the world, effective methods of teaching and cultivating leadership skills and competencies must be explored and implemented.

The researcher analyzed the data using a directed content analysis according to a priori codes from critical thinking and emotional intelligence theories. Critical thinking and emotional intelligence, identified as key capacities for solving complex problems, contain six and five subthemes, respectively. The researcher analyzed the data and charted instances of these subthemes from students’ reflections and from the focus groups. Students demonstrated high levels of critical thinking – in particular, the subskills of interpretation, analysis, evaluation, and self-regulation – and high levels of emotional intelligence – in particular, the subskills of self-awareness, motivation, and

empathy – in the reflections and focus groups. The extent to which students follow through with transferring these skills or new assumptions has not been measured because it does not fit the scope of this study.

Table 4-2. Overview of findings for research objective two Theme Subthemes Critical Thinking  Interpretation  Analysis  Explanation  Self-Regulation

Emotional Intelligence  Self-Awareness  Motivation  Empathy

Critical thinking

According to Facione (1990), the components of critical thinking are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The data suggested students who engaged in this class demonstrated high levels of critical thinking. Specifically, learners’ reflections and comments in the focus groups expressed high levels of four of the six subskills: interpretation, analysis, explanation, and self- regulation. Using Facione’s explanations of these components, the researcher noted students engaged in critical thinking at all parts of the course and at various levels.

Interpretation: Starting with the first component of interpretation, learners were challenged in this course to comprehend and express the significance of their experiences. Regan interpreted the problem-solving style identification activity in the course as “very helpful to [her] because she never would have identified [her]self as having an adaptive personality…” This quote highlights her process of interpreting the experience and making meaning of it. Margot similarly decodes the significance of her experience by saying, “it is essential to figure out everyone’s strengths and weaknesses

and be aware of the fact that there will be some disagreements but it will work out in the end.” She categorized the significance of her experience in the same activity.

Beyond the classroom, Gab found herself “trying to determine if the people in

[her] life are innovators or adaptors.” She has assumed a categorizing lens to make sense of the people and relationships around her. Valerie interpreted her experience of a particular activity by saying, “This has impacted my daily behavior because I have learned how to communicate with people better.” Similarly, Ashley expressed how her normal interpretation system shifted. She decoded the significance of the experience by saying, “I think that [the lesson] taught me to think about things from the perspective of others rather than just my own.”

Analysis: In addition to interpretation, learners demonstrated a high level of analysis in their writing. Their reflections examined ideas, identified arguments, and compared ideas of self and problems.

For example, Regan analyzed a previous conception of leadership by comparing it to what she knows know. She said, “Due to this assumption, I never believed that I could be a leader because I don’t really fit those characteristics…I learned that you need both innovative and adaptive personalities to solve complex problems and to be a leader.” In context, after a specific class on problem-solving styles and leadership, she reflectively assessed her definition of leadership.

Andi, in her second reflection, analyzed how one of the guest speakers illuminated how she views the problem of food scarcity. She stated,

It had felt unfair that we didn’t have the same opportunities as the other teams. This made me consider how I view food scarcity. I see the issue from the perspective of someone who is food secure and don’t have a firm understanding. I didn’t consider that individuals and families that are food

insecure experience the feelings my team had over the activity and for them, it is obviously a serious issue.

Andi examined her own conceptions, where they came from, and how they changed; her perspective for this issue as well as others changed significantly due to this analysis.

In that vein of learners analyzing changes in how they think, Riccardo commented, “My assumptions have shifted towards recognizing the availability and importance of eating local food. Local food is more nutritious, requires less chemicals, supports the local economy and small business, and is generally healthier.” It appears that being placed in a transformative learning environment encouraged his critical self- analysis.

Explanation: The next subskill of critical thinking learners expressed was explanation. From their reflections and focus groups, students stated results of their reasoning and justified their reasoning in terms of certain considerations like context and evidence. Through the analysis, the research noted when learners used the word

“because” as it was often a precursor to an explanation.

Sheila explained, “I think it is always important to understand more about yourself, but the KAI is especially helpful because it allows you to use that to then further the success of a group, not just yourself.” Going beyond the value statement towards the problem-solving style indicator, KAI, she elaborated on why she believed so.

Valerie expounded on her statement of becoming a better communicator through this course. She mentioned, “By communicate better, I mean that I have come to understand that not everyone is like me, and it is okay to be traditional sometimes. It is

these differences that make people great!” She saw it necessary to clarify her meaning by explaining her definition of better communication and its significance in her context.

Jonah explained the role of the assigned reading, 10 Billion by Stephen Emmott, by saying, “It forced me to think about issues I didn’t think were previously as important/urgent as they are because it addresses the harsh reality of the finite nature of our time on Earth.” Similarly, Alexander sought to understand the reason for the majority of the problems facing the planet. He stated, “I have always been well aware of the change humans are actively inflicting on the planet and I think it has to do with a complete disconnect between us and nature.”

Self-regulation: The last subskill of critical thinking learners expressed high levels of was self-regulation. In their reflections, learners monitored their cognitive activities, commented on those activities, and mentioned how the have or would confirm or correct those activities.

Lydia noted her capacity to self-regulate by saying, “I come to class every week unsure of what will be asked of me, but I remain open and willing to engage and participate in whatever it may be.” As she has reflected on her experience, she adjusted her mindset to fit the need of the environment.

Sheila enjoyed the KAI problem-solving type indicator and mentioned,

I plan to consider KAI every time I work in a group setting. I understand now how I function, as an adaptor and bridger. I can use this to my advantage in group projects to make everything more efficient and to create a better experience and better results in groups. I plan to test this out as I continue to work in groups at school.

She thought deeply about her experience and determined that integrating this framework into her interpersonal relationships, namely academic ones, would help her in the long run. Similarly, Valerie committed to being “a better listener when I am

working with a group” thanks to the class on the KAI. Rita also commented on how she has self-corrected her behavior by saying, “I think from now on, I will be more understanding when people do not come to the same conclusion and want to solve a problem in a different way than I do.”

As it pertained to his final project, Jonah highlighted some of his self-examination by saying, “I think I have been a little too caught up in adhering to my assigned personality type rather than focusing more on how our team can perform better.” In the same way, Andi took her self-examination a little further: “I’ve learned to put myself in other's shoes and not see issues through my rose-colored lens.” She emphasizes the next step of self-regulation: self-correction. Her reflection indicated a capacity for and intention an intention to seek multiple perspectives when addressing complex problems.

Many of the cases of critical thinking circled around better understanding the self, others, and the problems facing the world. Due to the transformative learning environment, students were inherently encouraged to engage in higher levels of critical thinking than their average class. Lorena described it like this: “What was difficult was the critical thinking aspect of the course and thinking deeply. Not many courses make you think critically, so learning how to reorganize my thoughts and express them was difficult for me.” She felt pushed by the complexity to dig deep into the layers of critical thinking. Kristen added that the “challenges that come within each class have taught us how to utilize critical thinking and improve in leadership skills.” Ultimately, if students were willing to engage in a transformative way, they expressed high levels of critical thinking throughout the course.

Emotional intelligence

According to Goleman (1995), the components of emotional intelligence are self- awareness, self-regulation, motivation, empathy, and social skills. The data suggested students who engaged in this class demonstrated high levels of emotional intelligence.

Specifically, learners’ reflections and comments in the focus groups expressed high levels of three of the five subskills: self-awareness, motivation, and empathy. Using

Goleman’s explanations of these components, the researcher noted students who chose to engage in the experience demonstrated emotional intelligence at all parts of the course and at various levels.

Self-awareness: The first subskill of emotional intelligence is self-awareness.

Students expressed capacity for recognizing and understanding their emotions and for genuinely assessing who they are.

Tina demonstrated self-awareness as she wrote about her experience with the guest lecturers. She said,

What makes this course enjoyable for me is when we have guest speakers that come in and tell us information about a topic they are passionate about. The passion they possess for their topics exudes from them and it engages me, even if it doesn’t always seem like it. When speakers get excited about their topic, it draws in my attention and makes me want to focus on the topic at hand.

She captured her feelings in the moment, analyzing what and how the passion of the lecturers affected her. She also noticed how she might be presenting herself in the class, “even if it doesn’t seem like it.” The transformative learning environment tended to encourage consistent participation, and though Tina spoke little in class, she was still engaged, and as noted here, aware of how she may be perceived.

Sky referenced the problem-solving style inventory as an opportunity that shifted her perception of self. She said, “My KAI score has really impacted how I view myself in problem-solving situations with other people.” This introspection required the use of self- awareness to understand how she has interacted with others in the past and how she hopes to in the present.

From an emotional point of view, Dylan and Jenna discussed their responses to certain classes. Dylan said, “This class is enjoyable when you can discuss harsh topics with a good group of people who are open-minded. I really enjoy the people that this class attracts and I like to listen in on everyone’s opinions and ideas.” He demonstrated awareness of his positive emotions and where they were coming from in the course.

Jenna stated,

I think about what we talk about in this course a lot. I feel a little less overwhelmed and a little more inspired to make the world a better place. I think I feel a little less pessimistic about our planet (and country)’s current state.

Her comment portrayed a level of self-awareness in regards to her changing feelings towards the complex problems in the world.

The reflections covered the whole gamut of emotions; students mentioned feeling excitement, nervousness, anxiety, doubt, passion, curiosity, and others. The transformative learning experience appeared to have encouraged their expression and awareness of their expression of emotions.

Motivation: The next subskill of emotional intelligence students expressed was motivation. In their reflections, learners mentioned reasons for doing what they do, how passion was ignited through the course, and a propensity to energetically pursue those passions.

Jenna critically stated. “While I am not content where we are or the direction we are headed, I feel driven by what I learn in class and the friends I’ve made in it to do something about it.” She identified her disproval of the status quo and her delight in the course as reasons for her to go make a difference. The course also encouraged

Margot’s participation. She said, “I have never had a class where I have been as excited and motivated to attend and be a part of as this one.”

The guest lecturers played an important role in motivating the students. Mariah said,

The speakers did a great job educating us about these issues and what the University is doing to address them. They motivated me to want to do more to help the University of Florida make healthy food available to these people.

Similarly, Rumit mentioned, “I’m more motivated to advocate for change because

I know the impact will be greater than myself.” He saw the influence of these professionals and believed in himself because of them.

As students looked to the future beyond the course, some shared that this course unearthed a deeper desire to have a positive impact. Rumit said,

What I do know, is that the end goal, whatever it may be, involves not only a lucrative and intellectually challenging career, but moreover one that gets me out of bed in the morning with the motivation to make dreams a reality for people who are directly trying to help others.

He captured a common sentiment at the end of the course: students left motivated to create sustainable change.

Empathy: Learners throughout this course expressed high levels of empathy.

From the ability and willingness to understand others to actually attempting to meet the emotional needs of others, students demonstrated capacity for this subskill of emotional intelligence.

Halfway through the course, Ashley wrote,

I definitely think that some of my values have just shifted to being more pronounced. Compassion for example is something that I have always seen as one of my values but throughout this class I think that it has become more important to me. I have learned the importance of compassion towards others and how just the smallest act of kindness can brighten someone’s day. You never really know what someone else is going through so it is important to be mindful of others and considerate of their feelings.

She perceived and expressed the importance of empathy in solving problems.

The exposure to solving complex problems starting on the micro level encouraged her to move her value of compassion to a more prominent place in her behavior.

As Tina reflected, she noticed over her time in the course the she had grown in empathy. She said,

Another impact from the class as a whole that has caused a change in myself is how I treat others. From the time the class started to now, I have noticed myself trying to be more helpful towards others and kinder, even if it is just a simple thing such as explaining a homework assignment to a classmate.

Similarly, Caitlyn described her own transformed heart for others. In her second reflection, she talked about her brother: “It also makes me want to help even more because I can imagine my little brother in those situations, and it really breaks my heart.” This displayed a strong emotional connection with one of the speakers. In her third weekly reflection near the end of the semester she wrote,

I definitely walk around with a more judgement-free lens everyday. I am not saying I was judgmental before, but I am more aware of issues within Gainesville, so I walk around without that ignorance that I used to have last year. This has made me more accepting and willing to talk to others because I do not know their story and what they could be battling at home or within themselves.

Lydia identified the connection of empathy and leadership in her final reflection.

She stated,

I believe that every student in the course felt empowered by the encouraging and supportive culture that was cultivated in the classroom to go out and be leaders in our own communities. By the end of the semester, I was holding onto the idea of empathy and leadership. I was reminded of how vital a quality this is in passionate leaders, and how it is a special thing to be able to both lead the masses and be attentive to the individual person.

Her analysis of how empathy benefits leadership exhibited a keen awareness of its significance. Through inference and observation of Lydia’s behavior inside the course, this transformative learning experience challenged her to think of practicing empathy in more ways than she had already.

Research Objective Three

The third research objective was to describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience. Leadership education gains much of its validity when it can develop individuals in more than one domain of being; the cognitive, behavioral, and affective pieces of being are of equal importance in the education of leaders. This objective provided for understanding how a transformative learning experience influences learners’ growth. The data displayed learners’ growth in the three main areas of cognition, behavior and affect. In the context of this study, subthemes emerged on how those shifts manifested in the data. Figure 4-3 has synthesized the findings for this objective. The subthemes described for this objective captured how the students’ thoughts, actions, and emotions towards certain ideas shifted over time due to their experience in this class. As a note, though the researcher categorized certain quotes to support a specific theme or subtheme, significant interplay exists between all. This was an intuitive process that captured how leaners’ shifted thoughts produced behavioral and attitudinal shifts as well. The researcher sorted the quotes according to what

appeared to be the most catalytic – that is the change agent – in the learners’ experience.

Table 4-3. Overview of findings for research objective three Theme Subthemes Cognitive Changes  Shifted thoughts about sustainability  Shifted thoughts about problem-solving

Behavioral Changes  Shifted behaviors to be more involved  Shifted behaviors towards problem-solving

Attitudinal Changes  Shifted attitudes towards self  Shifted attitudes towards global citizenry

Cognitive changes

The first strand of the braid was the cognitive shifts students demonstrated in their reflections and in the focus groups. Mezirow predicted the outcome of a transformative learning experience to be new ways of thinking that are more inclusive, holistic, and appropriate for the given context. Learners showed growth in their thoughts and ideas towards two subthemes: sustainability and problem-solving.

One of the overarching goals of this course was to foster leaders who value sustainable practices and care about solving global complex problems. To that end, 25 of the learners mentioned a new or renewed desire to live with greater consciousness of their impact. Rumit discussed how his knowledge shifted and influenced how he understands the world: “I know that each impact has a ripple effect, but more than these solutions, education and voting gets the most work done. This impacted who I voted for, my motivation to go vegetarian, and my presence on social media.” Sustainability requires the capacity for self-reflection, the ability to honestly assess one’s impact and cognitively agree to modify it. Jonah showed how this class affected his thought patterns by writing, “I try to think about being less wasteful a lot more because I want to

do my part.” Here he noted a change in a thought pattern that would yield a behavioral shift. Ultimately, his statement revealed a deeper understanding of the need for a change. Similarly, Daniel offered a view into how his thoughts of a sustainable life have shifted:

I now think daily much more about what I buy, how I use what I buy, and how to properly dispose of what I buy and use. My values have shifted to being more frugal and less wasteful in my spending, especially with food that I eat.

Similarly, the data suggested a shift in learners’ cognition of problem-solving.

Since the course was geared towards enhancing student capacity for addressing complex problems, this finding was significant. Learners, when dealing with global challenges, described a shift in how they view the process of solving problems. Notably, the primary shift for learners was recognizing the need for collaboration and multiple perspectives. Caitlyn stated the change in her cognition like this:

Yeah, so I'm a kind of person that doesn't like working in teams. But this class kind of changed that a little bit because this class really emphasized the idea that working in teams brings way more to the table and you get more ideas in and that's kind of how my team’s final project came together and was perfect because everyone was very educated in certain parts, and brought all those parts together to make this like amazing project. So now I have a better outlook on working in teams.

As the world’s problems become more adaptive and complex, leaders who value and have skill in teamwork will be key to addressing these challenges. Rita identified the shift in her perceptions of problem-solving by saying, “I think [my assumptions about solving complex problems] changed just in that I think more about issues from many different perspectives, rather than just one perspective, just broadening the solution.” In the same vein, Dylan noted a change in his cognition towards problem-solving. He identified how his thoughts changed over time by saying:

I had very liberal and one-sided perspectives to a lot of topics covered in this class, but now I think of big topics in multiple perspectives and how I could solve them universally...I think of myself as more of a critical thinker and more open-minded when looking at new problems and solutions.

Reflections like Dylan’s highlight how learners analyzed the changes in their cognition of problem-solving.

Another facet of the shift in learners in cognition of problem-solving was the growth of personal responsibility to be informed. When talking about GMOs, Ashley commented on her new perspective: “I think the issue is that a lot of people aren’t informed enough on what [GMOs] are and why [GMOs] could be a good thing, like how

I was before.” She noted the importance of having an informed perspective and how she identified with the uninformed prior to the discussion. Andi weighed in on this idea and how the course impacted her views towards being informed when solving problems:

I think this class made me we want to look into issues a lot more. And just in terms of, like, anything that we’re presented, like, taking a deeper look, not just looking at it from face value but seeing what's underneath, and like, everything else it has to do with, which really helps just understanding something and being knowledgeable on it, which sometimes, leads to being able to solve it or do something more.

Amor commented similarly about her perceptions of problem-solving by saying, “I think it is important to get our own information, build our own idea regarding an issue, and not based our thinking on public opinion or what tends to be said.” The leaders of the future will need the skill and willingness to research issues and develop informed perspectives to address complex problems.

Learners in this transformative learning environment experienced and identified key changes in their cognition of sustainable behaviors and of problem-solving. The shifts in thought patterns represented only one facet of the changes expressed in the data.

Behavioral changes

When measuring change, the behavioral shifts observed in the reflections and the focus groups suggested certain efficacy of this transformative learning experience.

To provide clarity in this finding, the researcher noted both intentions to change behavior and actual changes in learners’ behavior. This section includes both groups.

The researcher discovered two subthemes when analyzing the data for signs of behavioral shift. Firstly, students demonstrated an increase in sustainable activity in active in their daily lives and their community, or at least mentioned the desire to do something sustainable. Secondly, learners referenced a change in their process of solving problems, be it interpersonally or intrapersonally.

More sustainable activity: Unsurprisingly since this course emphasized sustainability, various learners commented on their integration of more sustainable habits. Daniel’s commitment and diligence to sustainable development reached new heights from this course. He identified his shifts in behavior like this:

I have begun composting at my house and eating out only two times a month instead of once a week like before. Also, I have saved more than 4 miles per gallon overall on a tank of gas when I roll down my windows instead of using the AC. But more importantly, I have begun to think bigger, much bigger.

Daniel’s quote also offered a window into a fascinating outcome of this behavioral shift: a desire to enhance sustainable behavior. It can be inferred that he means himself when mentioning how he has “begun to think bigger, much bigger.”

Additionally, he may have referred to larger sustainable change for the surrounding environment and the world, which is a logical assumption considering the course and how Daniel responded in reflections and in-class conversations.

Valerie also showed a change in her daily behavior; she has become more mindful of the environment and of her responsibility to do her part. She said,

I will say what I have learned has impacted my behavior. For example, I've made an effort to shut off the sink while I'm brushing my teeth and actually remember my reusable bags when I go to the grocery store. This is because we are always talking about ways to better help the planet, and I want to take action.

Leah discussed a considerable shift in behavior due to her interest in a specific guest lecturer on poverty. She said,

[It was really] cool to see someone so passionate about what they were doing and to hear it from them. It's a lot different. I liked [the speaker]. I went and I got to talk to her, and now I am doing research with her so that was really cool.

Leah experienced a passionate speaker and was so moved that she asked to do research with her. Her shift from inaction to action is considerable; multiple factors play into the behavior change, though her participation in the course is highly significant.

In a similar fashion, Kristen joined a student organization she learned about this class. She described her this shift by saying, “Now, as a member of the One For The

World organization (where we pledge 1% of our salary to those who don’t have access to basic needs), I will definitely research charities that effectively tackle this issue.”

Kristen witnessed people doing good and united herself to the cause because her conception of sustainable behavior transformed through this class.

Problem-solving behaviors: Along with their daily activities being transformed, students noted a shift in their process of solving problems. They expressed how they valued and started researching perspectives, being informed, and being a good listener

– all aspects of leadership.

Victoria analyzed how she viewed problems and how she could deepen her learning experience with a certain behavioral shift. She noted, “To fully gain from that experience, it would be best if I reflected on what he or she said and did my own research into the topics mentioned.” She covered the importance of having an informed perspective. Specifically, she understood the benefit from active listening and personal perspective development through research, and it seemed as if that would be incorporated into her problem-solving process.

Leah covers this idea from a different angle. She said,

The speaker from the water management plant said to make sure you do your research before you formulate your opinions. I agree with that statement 100% and I’ve been more aware of what I say about things before I research them. I try to not hold strong opinions about things before I do much homework on them thoroughly. Now, I listen more than I talk, because I don’t know everything and I hope to learn more from others perspectives.

Her description cued the researcher into the role of the lecturers in this course.

When professionals described how they tackle large problems in their jobs, students like

Leah made a behavioral shift to adapt better problem-solving techniques.

Amor extends that idea with humility by saying, “What I learned in this course is that we can always acquire more knowledge, even in the subjects we think we know perfectly.” Her readiness to admit there will always be more to learn demonstrated a shift in how she now understands problem-solving: it cannot be done alone and she does not hold all the information. Examples like these provided a window into how students’ behavior shifted trough this transformative learning experience. The remaining theme for shifts in student perceptions and assumptions is attitudinal change.

Attitudinal changes

The attitudinal shifts learners expressed in their reflections and focus groups reflected how their affect and perspective transformed. The subthemes that emerged were shifts in how students view themselves and shifts in their views towards global citizenry.

Views of self: Through the critical reflection questions, learners discovered and made mention of shifted perceptions of self. Thematically, learners developed belief in self and corrected incorrect ideas of self.

Rumit, in his last weekly reflection, talked about the change he feels like this:

I am more motivated to advocate for change because I know the impact will be greater than myself…I am now fully aware of the influence I could have, and I am motivated to use it in a way that can improve my generation’s way of life, rather than rest in lackadaisical cynicism.

The transformative learning environment seemed to invigorate his desire to create change. He also conveyed his understanding of systemic change; the impact he may have could ripple into generations. Also embedded in his words was a sense of altruism. His desire to do good in the world probably stems from before this class, but seeing it referenced here notified the researcher of a positive relationship between the transformative learning experience and learners’ attitude towards their future.

On the introspective side, Mallory commented, “I never really considered myself to be someone who could be creative enough to design my own solution. Evidently, that is not true at all.” Her previous attitude towards her ability to creatively design a solution interacted with this transformative learning environment to foster a more appropriate, realistic belief in herself. Later in that reflection she wrote, “What has been most impacted though, is my willingness to expand myself.” Through this course, her frame of

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reference – her assumptions about self, others and the world – transformed to be more encompassing and emotionally capable of change.

Global citizenry: One of the broad goals of the Global Uncertainty course and the Challenge 2050 certificate program is to develop global leaders. Individuals with the necessary skills, attitudes, and behaviors to address the complex problems. The foundation of this goal is to develop students’ allegiance to global citizenship – where they view themselves and others as a part of the same global system and act with respect, empathy, and intention. This segment highlights the shift towards positive attitudes towards such a goal.

Alexander took note of the scale of the problems and how it influenced his perceptions. He said,

The speakers have shown me perspectives from places around the world that don’t have the same systems in place like we do in the US. They’ve shown me the need for resilience in the face of change but also how necessary it will be to be adaptable.

A piece of global citizenship is latent in Alexander’s response. It is vital for learners to identify, respect, and adapt to cultural differences as a means of solving complex problems, and this is what Alexander has suggested.

In one of her later reflections, Victoria said, “Every week, I feel as if I am becoming a more whole citizen by gaining information pertinent to our lives from many different aspects or angles.” This thought merges with what Alexander keyed in on: global citizenship hinges on understanding other perspectives.

Summary

This chapter discussed the findings of the study. As a majority, students engaged in varying degrees of transformative learning. Adversity, intersectionality, and

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opportunity were key components experienced by students that helped create shifts in their cognition, behavior, and attitudes. Various components contributed to students’ experiencing transformative learning, notably unconventional instruction, global problems, interdisciplinary content and speakers, group projects, and constant reflection. Students also expressed various levels of critical thinking and emotional intelligence in their reflections and focus groups.

Chapter five contains an overview of the study, conclusions, recommendations, and implications. Appendices and references follow chapter five.

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CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS

Chapter Introduction

This chapter summarizes the study and presents conclusions, implications, and recommendations drawn from the study’s findings. The first section provides summary of the study, including the purpose and objectives, methodology, and the findings. The following sections share the conclusions of the findings according to and in order of the objectives.

Summary of the Study

Complex, adaptive challenges manifest in and in between all disciplines. The highly globalized society increasingly exacerbates these problems, and scientists predict that by the year 2050, the world will be at a tipping point. In these unchartered waters, individuals look to their leaders as guides for how to address systemic issues like climate change, health disparity, food and water shortages, and population increase. However, undergraduate leadership education has struggled in the recent years to cultivate the necessary capacities in students for solving complex problems.

This research study qualitatively analyzed the role of transformative learning on undergraduate leadership learners as a means of enhancing leadership pedagogy and of developing their capacity for solving complex problems.

Purpose and Objectives

1. Describe the undergraduate leadership learners’ perceptions of a transformative learning experience;

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2. Explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience; and

3. Describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience.

Methodology

The researcher employed an intensive case study approach to best understand the context of an interdisciplinary leadership course, Global Uncertainty. Naturalistic research methods encourage holistic approaches to understanding a certain phenomenon. The purposive sample for this study consisted of 39 multidisciplinary students. The class had a considerable level of academic diversity: six of the eleven undergraduate colleges were represented with 24 different majors and the age range was from 18-35+ years old. Two international students were in the class. According to year in school, there were 12 first-year students, eight second-year students, 11 third- year students, and eight fourth-year students.

Utilizing the Global Uncertainty course as the case, the researcher collected a series of written reflections and focus group interviews that represented learners’ experience and growth. Transformative learning, leadership education theories, and the study’s objectives informed the reflection questions students answered and the focus group protocol. The researcher followed a deductive and inductive method of analysis to discover themes and subthemes as they corresponded with the objectives.

The researcher concerned himself with conducting quality research and therefore prioritized trustworthiness in his process. He achieved trustworthiness by taking appropriate measures to verify that the study was credible, transferable, and confirmable (Erlandson, Harris, Skipper, & Allen, 1993). Credibility was established through persistent observation, peer debriefing, and a theory-informed research design.

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These layered components triangulated the findings. As the researcher served as one of the instructors for the course, he was able to persistently explore details of the phenomenon from different angles. Peer debriefing contributed to credibility when the researcher confirmed his interpretations with the other instructors and his advisor.

Extensive understanding of leadership education and transformative learning as frameworks informed the research design. Transferability was established through a careful explanation of the participants, context, and process to allow others to adopt and adapt what they deem useful for their context. Confirmability was established through in-depth literature review, peer debriefs, and thorough references.

Findings

The findings of this study are summarized according to the research objectives detailed in chapter one.

Research objective one

The first objective of the study was to describe the undergraduate leadership learners’ perceptions of a transformative learning experience. Students’ responses recorded in their written reflections and in the focus groups illuminated various aspects of their attitudes towards and perceptions of a transformative learning experience. The findings suggested various responses to the three operationalized components of a transformative learning experience – adversity, intersectionality, and opportunity.

The findings for this objective served two purposes. First, these findings substantiated the claim that this course, Global Uncertainty, was indeed a transformative learning experience for some students. The students’ reflections and interviews validated the existence of the three operationalized pillars of transformative

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learning. Second, these findings shed light on the affective and cognitive reactions and perceptions of students toward the transformative learning experience.

Learners identified the unconventional style of instruction, the demand for critical and creative thought, and the interdisciplinary nature of the content as the main factors contributing to the adversity of the course. Comments included,

Learners identified the intersectionality of the course as a source of increased understanding of problems and a greater willingness to be passionate. The specific pieces of intersectionality embedded in the course were the guest lecturers, the interdisciplinary students, and the utilization of a problem-solving style inventory to divide teams into cognitively diverse groups. Student perceptions overall were positive and affirming of the intersectionality of the course, most notably the lecturers.

Learners perceived the opportunities to reflect, work on real issues, and collaborate with others as valuable. They also commented on the structure of the course being conducive for their growth.

The data collected throughout the course demonstrated that:

1. Students, if they were willing to engage well with the class, experienced a transformative learning environment;

2. Adversity, intersectionality and opportunity positively affected learners given the right context; and

3. An interplay existed where adversity was intersectionality, and vice versa, which promoted learners’ opportunities for reflection.

Research objective two

The second objective of the study was to explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience. While many capacities may have been demonstrated, the researcher

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specifically identified high levels of critical thinking and emotional intelligence in the data. Within those two capacities were various subskills that guided the researcher’s analysis. He identified high levels of the critical thinking subskills; interpretation, analysis, explanation, and self-regulation, and high levels of the emotional intelligence subskills; self-awareness, motivation, and empathy.

Research objective three

The third objective of the study was to describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience. The data demonstrated shifts in learners’ cognition, behavior, and attitudes throughout this course. The interconnectedness between those domains manifested through the analysis led the researcher to categorize these data based on his personal knowledge of the students and the given context in which students where demonstrating these changes.

In the cognitive realm, learners expressed changes to how they thought about sustainable lifestyles and problem-solving. Behaviorally, learners discussed shifts towards increased involvement in sustainable behavior and a shift in their modes of operation for solving complex problems. Learners demonstrated shifts in their attitudes toward self and toward the concept of global citizenry.

Conclusions

Upon holistically reviewing the findings from the reflections and focus groups, the researcher arrived at three main conclusions from the study. At the macroscopic level, the researcher concluded that integrating undergraduate leadership education and transformative learning environments yields positive outcomes for learners. The

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conceptual model for this study was also deemed transferable to similar contexts within the realm of leadership education.

The researcher, when sifting through the findings from each objective, noted similarities in the conclusions, and therefore acknowledges that some conclusions could also have been placed under a different objective. The structure of this section provided a more intuitive approach for expressing the conclusions and recommendations from each objective. In addition, the use of quotes in this chapter captured and continued the narrative of this naturalistic study of leadership education, grounding the conclusions in clear connections to the lived experiences of the students. At a glance, the researcher concluded from this study that:

1. Learners who bought into the class enjoyed the transformative learning experience;

2. Transformative learning experiences encourage the development of leadership capacities, specifically critical thinking and emotional intelligence; and

3. Strong systems of support for students from the instructor increased their willingness to engage in a transformative learning experience.

Objective One

The first objective of the study was to describe the undergraduate leadership learners’ perceptions of a transformative learning experience. Raymer, Dobbs, Kelley, and Lindsay (2018) discussed the necessity of considering class culture, student/instructor interaction, and class size when designing leadership education curriculum. This study suggested that those components in tandem with transformative learning components enhanced the course experience, making it more personal and engaging for each individual.

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The students’ reflections and focus groups offered insight into their perceptions of adversity, intersectionality, and opportunity in the course. The researcher concluded that students enjoyed leadership education in this transformative learning experience.

Enjoyment of transformative learning experiences. Fundamentally, the environment created by transformative learning evoked a series of emotions from learners ranging from frustration and confusion to excitement and interest. Learners, in the supportive environment, rose to the challenge and overcame barriers. The researcher noticed students talking about how different this course was compared to other ones due to the interdisciplinary content, the more ambiguous instruction, the complexity of the group project, the guest lecturers from various disciplines, and the highly collaborative interactions. The goal was to provide students with a nontraditional educational experience to pull them out of superficial learning styles (Argyris, 1976;

Raymer, Dobbs, Kelley, & Lindsay, 2018). The course was difficult in its own right, yet the students still found it engaging and gratifying. For example, Amor stated, “I think what makes this course enjoyable is the way we learn, it is very dynamic and we try to vary the subjects, to approach several themes by focusing on different systems, different contemporary issues.”

Throughout the semester, students mentioned how they often wanted to come to this class compared to having to go their other classes. The data along with the researcher’s personal observations of the study further supported the findings of

Raymer, Dobbs, Kelley, and Lindsay (2018). Sally shared her feelings through this statement: “I feel as though I was an empty glass that is now overflowing with knowledge and value. I have gained so much from this course experience.” The

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emphatic and robust way these students wrote about their experience in the course affirmed the conclusion that students enjoyed this transformative learning experience.

Objective Two

The second objective of the study was to explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience. The researcher concluded that purposeful and controlled adversity, intersectionality, and constant reflection in leadership education brings students into deeper learning.

Transformative learning experiences encourage leadership capacities. As leadership education moves towards styles that are collaborative, intuitive, and grounded in the here-and-now emotional needs (Petrie, 2014; Rowland, 2016), the researcher noticed how a transformative learning experience positively influenced the growth of certain leadership skills and capacities in undergraduate students. The researcher concluded that transformative learning in the context of global problems produced the desired effects of increased levels of critical thinking and emotional intelligence (Andenoro et al., 2012).

The researcher also found it important to include a general observation: the development of a few other leadership skills was correlated to the transformative learning experience. Capacities such as systems thinking, hardiness, and agency were noted in part through the data analysis (Andenoro et al., 2012), yet were not covered in the scope of the study. Overall, transformative learning in the context of global problems and leadership education promoted learners’ development of key capacities for solving complex problems.

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Objective Three

The third objective was to describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience.

According to Mezirow (1994, 2000), shifts in assumptions and conceptions indicate a level of transformed learning where frames of reference become more discerning, appropriate, and emotionally capable of change. The findings suggested that students in a transformative learning environment experience cognitive, behavioral, and affective shifts. Upon analysis, the researcher concluded that the instructor/student dynamic is vital to learners’ engagement in transformative learning. The more supportive role the instructor takes, the more students gain confidence and courage to learn deeply. To clarify, a supportive role is not making the class easier, but thoughtfully bringing students into their zone of proximal development through personalized scaffolding

(Vygotsky, 1978). Sally described the class’ consensus of the findings for objective three: “I believe my daily thoughts and actions have changed tremendously because of this course and I am so grateful for it.” Transformative learning as a framework enhanced learners’ expression of complex problem-solving competencies and promoted positive cognitive, behavioral, and attitudinal shifts.

Instructor support increases student learning outcomes. Quality pedagogy affirms the practice of an instructor supporting learners, especially in courses geared towards developing self-regulated learners (Bandura, 1986; English & Kitsantas, 2013;

Gambrell, Matkin, & Burbach, 2011). The data supported the conclusion that, in a supportive, psychologically safe environment, learners are more willing to challenge themselves, be involved in discussion, and focus more on actually learning the material for application rather than for putting the right answer on the test. Students also

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referenced the genuine care of the instructors for the students as a notable and positive aspect of the course.

The discipline of leadership should be demanding to a certain extent; learners must be exposed to the intrinsic difficulty of working with people, systems, and global problems. However, leadership educators must take up the mantle of being more like

Sherpas and less like experts (Rowland, 2016). The researcher concluded that for a transformative learning experience to be effective, the instructor must be willing to scaffold out the learning process and to meet learners’ needs. This process could look like many things:

1. during the first week of class conduct an informal needs assessment, discovering what, how, and why students want to learn

2. collaboratively create the class culture through interactive dialogue

3. give consistent, thoughtful remarks on their assignments

4. model the character traits and capacities that are desired for the learners to assume, such as flexibility, empathy, diligence, etc.

5. challenge the students to push themselves in their assignments by removing the pressure of grades

Another reason the instructor is vital to the learning process is for guidance of passion. Transformative learning can have a deeply intrapersonal bent to it as learners challenge previously unquestioned assumptions about their frames of reference. Often, students desire to be passionate, and the instructor has the opportunity to help students uncover their desires and passions.

Recommendations and Implications

As research in leadership education continues, the importance of looking to the future cannot be overstated. In this section, the researcher discusses recommendations

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for educational practice and for future research along with implications for industry. Due to the interweaving nature of this qualitative study, the conclusions were intuitively synthesized into broader categories as opposed to being objective-specific. This accounted for the overlapping themes in the conclusions to be represented as whole ideas rather than segmented into singular objectives.

Recommendations for Educational Practice

The arena of leadership education proves to be an evolving field to develop equipped, competent individuals. Using his lived experience observing students’ progress through the course and transformative learning theory as a framework for leadership education, the researcher offers a list of course characteristics that would be integral to the transfer of this methodology. Tables 5-1a and 5-1b display the characteristics, why each is important to transformative learning, and a few recommendations for implementation. The table is not an exhaustive list, but it provides a starting point for practice.

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Table 5-1. Components of a successful transformative learning experience CHARACTERISTIC WHY HOW Adversity By creating appropriate levels of  purposefully ambiguity in difficulty for students, instructors instruction; allowing learners to help move learners towards be more self-directed deeper levels of learning; a disorienting dilemma coerces  using cognitive diversity in group learners to recognize their need projects for a more holistic frame of reference.  integrating global systemic problems into the coursework

Intersectionality By exposing learners to different  Diverse subject matter experts facets of diversity, they can as guest lecturers more readily understand and choose frames of reference that  Interdisciplinary content would be more appropriate for their needs.  Cognitive diversity

Opportunity By allowing students the chance  Guided reflections on to reflect on and adopt new assumptions, beliefs, attitudes frames of reference, instructors increase the probability that  Assignments that necessitate learners engage in learners to think critically and transformative learning. creatively

Enthusiasm Students reciprocate the  Pre-class conversation starters instructor’s attitude toward a topic or issue, therefore, even in  Model engagement to speakers the midst of adversity, the instructor can influence learners’  Be 100% invested in mindsets or perceptions through understanding what students say positive engagement.

Psychological Safety Students perform best when  Dedicate specific time to learn they believe they are safe to names, values, and preferences risk. Psychological safety must be cultivated through mutual  Be specific in creating the trust and over time. culture around grading; it is most helpful to iterate how the most important thing to demonstrate in assignments is growth, not always the right technical answer

 Make one of the assignments a one-to-one meeting with the instructor to establish familiarity and comfort

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Table 5-1. Continued. CHARACTERISTIC WHY HOW Scaffold the Process Learners will be at various  Read between the lines of educational levels and, students’ voiced frustration – are therefore, will have differing the mad because they do not needs. The interpersonal want to do the work or do they relationship established through lack the capacity at the present psychological safety affords the moment to understand how to instructor the knowledge of how move forward – then respond best to challenge each learner with challenge or support

 Offer modifications to assignments, when appropriate, that allow students to go above and beyond the normal achievement bar

Undergraduate learners are at the point in life where there values, beliefs, and assumptions are beginning to fall into place. In their leadership coursework is the perfect place to attempt to dislodge shallow forms of learning and transition them to transformed understanding of learning.

It is recommended that considerable time be invested in developing trust. A critical, dialogical environment hinges on the cultivation of trust between teachers and students (Curzon-Hobson, 2002). Since the transformative learning experience relies on meaningful, authentic engagement, then educators should invest in creating the space where students feel they can do that. Some of the ways this study enhanced trust was through pre-class stretching, intentionally randomized seating, instructor memorized all the students’ names, introduce appropriate levels of humor, regularly use think-pair- share tactics, and incorporate critical thinking activities that involve teams.

The next recommendation pertains specifically to the role of the instructor. One of the students, Daniel, highlighted an important concept of higher education: “the success and failure of any course is largely due to the instructors. So this course was a

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success because of the instruction.” While always true for pedagogy, it rings especially true for transformative learning contexts. It is recommended that instructors be bought- in to the course, embody excitement during class, and offer personalized feedback to students. The instructor can actively facilitate the shifting of students’ frames of reference from narrow and incomplete to culturally appropriate and holistic by choosing intentionally designed instruction. This calls for quick-thinking and on-the-fly decisions regarding lessons, guest lecturers, and site visits. The many moving parts can create some mayhem in the process, but, ultimately, it can demonstrate adaptability and creativity to the students.

Recommendations for Future Research

Looking to the future of leadership education, the researcher settled on certain recommendations for future research. First, a mixed methods study would be beneficial to offer another perspective in the development of learners’ capacities. Using certain instruments for critical thinking and emotional intelligence would provide some interesting datasets to analyze in regards to transformative learning in this population.

Second, a comparative study involving other demographics would illuminate some key differences in between populations. For example, if the students were not interdisciplinary or if they were only freshman, the results would provide interesting conclusions.

Third, the researcher recommends an in-depth study on the specific capacities that are demonstrated and developed through this interdisciplinary leadership framework using transformative learning. While critical thinking and emotional intelligence were highlighted in this study, a worthwhile study would be to investigate

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the impact of transformative learning experiences on other key capacities like systems thinking, hardiness, etc.

Another recommendation that fits more of niche line of inquiry would be the role of wonder in the development of leadership capacity. The researcher noticed students taken aback by the vastness of the world and its problems. An interesting study would be to investigate any links between wonder and student learning outcomes.

Finally, as leadership education continues to develop suitable frameworks for pedagogy, the researcher recommends further studies to integrate transformative learning – specifically adversity, intersectionality, and opportunity – into the process.

Transformative learning is multifaceted and has significant opportunity in adapting to leadership education.

Reflection of Study and Discussion

In reflecting on this study, the researcher would have chosen certain individuals that, through their reflections and behavior in class, engaged in transformative learning.

Instead of using the whole class as the population, the select five or ten individuals would have given a better picture of how this course was a transformative learning experience and how it affected them. By the end of the semester, it was obvious who had shifted some of their frames of reference, and those individuals would have been asked to participate in one-on-one interviews instead of focus groups.

It is also significant to show that this research study aligns with the National

Leadership Education Research Agenda for 2013-2018. Priorities 1 and 3 were addressed within the context of this study. Priority 1 discussed the importance of interdisciplinary connections in leadership education and the value of exploring curricular designs that positively affect learners. Those ideas grounded the purpose and

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the design of this study. Priority 3 discussed the need for psychological development of learners, in particular their capacities for emotional intelligence, critical thinking, and many more. This study utilized transformative learning as the means to achieve the development of learners’ capacity for solving complex problems.

This study also aligned itself with the American Association for Agricultural

Education National Research Agenda for 2016-2020. Priority 7 discussed the need for developing learners’ capacity for addressing complex problems on the global scale. The context of this study took place in a course strictly focused on understanding and addressing these adaptive problems.

Summary

Chapter five provided a review of the study in its entirety, including chapter one’s purpose and objectives, chapter two’s review of relevant literature as it related to the study’s findings, chapter three’s methodology, and a summary of chapter four’s findings.

The researcher then shared the conclusions of the study, its recommendations and implications for leadership education and future research, and a reflection and discussion of the study. The remainder of the document contains the appendices, research protocol, informed consent document, and references.

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APPENDIX A RESEARCH PROTOCOL – FOCUS GROUPS

Exploring the Role of Transformative Learning in the Development of Undergraduate Leadership Learners’ Capacity for Solving Complex Problems

Research objectives:  Describe the undergraduate leadership learners’ perceptions of a transformative learning experience  Explore the extent to which students demonstrate capacity for solving complex problems through a transformative learning experience  Describe the changes in undergraduate leadership learners’ assumptions and conceptions through a transformative learning experience

Focus Groups: 1. INTRO a. Would you say your full name and year in school? b. Give me one word to describe your experience in ALS 2410 c. Thinking back on your time in this class, was there a moment that stands out above the rest, almost like an AHA! Moment? A tipping point for your understanding of something. d. If you had to choose, do you think you learned more about self, others, or the world? 2. PERCEPTIONS OF TRANSFORMATIVE LEARNING EXPERIENCES a. General. i. What made this class unique? ii. What stood out to you about this class? b. Adversity i. What made this course difficult? ii. Was there a specific moment for you that was notably difficult? iii. Was it difficult to clarify your values when we asked you to during one of the earlier classes? How? iv. How has this classed influenced the way you view complexity? c. Intersectionality i. If intersectionality is the junction between different ideas, ways of thinking, disciplines, etc., where did you see intersectionality in this course? ii. What role, if any, did the diversity of speakers play in your experience of the class? iii. Which speaker had the largest impact on you?

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iv. How do you understand the role of intersectionality in education (in general) now? d. Opportunity i. Reflection 1. What do you think the impact of the reflections were for you, if any? 2. Thinking of the layers of reflection, a. Has this class impacted how or how much you reflect? Please explain. b. Do you see yourself engaging in critical reflection in other areas of your life? ii. Application 1. What did you feel regarding the level of freedom you had in this class? 2. Describe your thoughts and feelings toward the assignments in this class. 3. CAPACITIES FOR COMPLEX PROBLEM-SOLVING a. General i. Has your definition and understanding of the problems facing our world changed? How? ii. After having studied complex problems, what are some capacities, competencies, and skills, necessary for addressing them? b. Capacities i. Emotional Intelligence 1. Did this class increase your understanding of self? How? 2. Did this class increase your understanding of others? How? 3. Did this class increase your understanding of the world? How? 4. Did the values clarification exercise impact the way you understand your feelings, motivations, and desires? How? ii. Critical Thinking 1. How has your ability to interpret and analyze information been effected through this class? 2. Did this course give you any skills for evaluating information or drawing conclusions from information? 3. Did this class play a role in your ability to explain ideas or self-examine? 4. Has this course enhanced your critical thinking? How and Why? 5. Was your decision-making process influenced by this course? How? 4. CHANGES IN LEARNERS’ ASSUMPTIONS a. Have you seen the process of HOW you learn change through this course? b. Have you seen your attitudes, values or behaviors change by taking this course? How and Why?

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c. What are the things in class that have led to changes in your daily behaviors and attitudes? d. How do you view your role in the world now? e. Can you compare and contrast how you thought about complex problems before and after this class? 5. KAI a. How was learning the KAI and your style helpful in your teams? b. How have you seen adaption in your group? c. How have you seen innovation in your groups? d. Did any team members step up to bridge? e. How was the KAI helpful outside of this class? 6. WRAPPING UP a. If our goal was to develop leaders who are self-aware and critical thinkers, what was missing in the class? b. Knowing what you know now, what advice would you give yourself before taking the class? c. What was missing from this course that should be included? Why do you suggest the additional things you noted? d. Is there anything that I didn’t ask that you wish I had about your experience in this course?

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APPENDIX B REFLECTION QUESTIONS

Instructions: We hope these reflections serve as a way for you to deepen your learning. In this course, we are hoping to chart your growth overtime using similar questions reflections. This is one of them. Using this recap, please answer the following questions in a one-page, double-spaced Word Doc, and upload it to Canvas. 6. What new information did you gather from these classes? What stuck out over the past three weeks?

7. What makes this course enjoyable? Difficult?

8. Did the speakers do or say something or did any of the course content make you think about your own perspective? What and how? Would you do anything differently?

9. What assumptions, understandings or values about these aforementioned topics existed before this class? Where did those come from?

10. Have any of those assumptions, understandings, or values shifted? Which ones and how/why?

11. Has anything you have learned impacted your daily thoughts, attitudes or behaviors?

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APPENDIX C FINAL REFLECTION QUESTIONS

Final Reflection – Upon completion of the class, students are asked to reflect on what each of them will take from the course and what they will apply in future interactions. Student perspectives should be grounded in their attitudes and behaviors that will ultimately lead to addressing challenge 2050. You are permitted the autonomy and creative freedom to convey your Final Reflection inside these guidelines. Show your genius and produce a quality product worthy of your education. The question(s) you are answering: WHAT DID I LEARN FROM THIS CLASS? HOW WILL I IMPACT CHALLENGE 2050? Choose one of the two following options as a method for your answer: 1. ESSAY. For those who enjoy writing, we ask you to answer both questions--what did you learn in this class and how you see yourself being a part of the solution of how we feed 9+ billion people by 2050. When answering these questions please do so in two parts with the following sections: What did I learn?  What did you expect to learn prior to the semester beginning? What did you end up learning? Were you surprised by anything in the class? In your response be sure to include the learning environment--all aspects of the class--did anything we did in class either help or hinder your learning? What were the highlights? The low lights?  In one of the paragraphs, answer the following questions about leadership: how do you define leadership? Has it changed since the beginning of the course? If so, how and why? How will I be a part of the solution?  What are you currently doing that has an impact on the aspects that we touched upon in class? Are you participating in any efforts in regards to the Challenge individually? Locally? Beyond?  How do you see your future career impacting the Challenge of feeding 9+ billion people? What will you do in the future (life after UF) to contribute to the solution to this Challenge? For the essay, we ask that it is at least 6 pages (double-spaced) in length with correct APA citations if referencing the work of others. ------second option------2. MINDMAP. For those who enjoy more of a visual representation of knowledge gained, we ask you

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to make a mind map of what you have learned with a short written explanation of your creative work. Your mind map nodes should demonstrate 1) what you learned from this course and 2) how you will be a part of the solution. Go crazy with it; use any means to creatively construct your mind map. What we are looking for:  at least 50 different nodes with at least 4 referencing your conceptualization of leadership  15 pictures (drawn or inserted, see the example above)  A two-page (double-spaced) explanation of the what and why of your mind map.  In one of the paragraphs, answer the following questions about leadership: how do you define leadership? Has it changed since the beginning of the course? If so, how and why?

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APPENDIX D THESIS CODING SHEET

TRANSFORMATIVE LEARNING - Shifted Perspective | Adversity | Intersectionality | Opportunity EMOTIONAL INTELLIGENCE Definition Hallmarks Self-Awareness The ability to recognize Self-confidence and understand your Realistic self-assessment moods, emotions, and Self-deprecating sense of drives, as well as their humor effect on others Self-Regulation The ability to control or Trustworthiness and redirect disruptive integrity impulses and moods Comfort with ambiguity The propensity to suspend Openness to change judgment – to think before acting Motivation A passion to work for Strong drive to achieve reasoning that go beyond Optimism, even in the face money or status of failure A propensity to pursue Organizational goals with energy and commitment persistence Empathy The ability to understand Expertise in building and the emotional makeup of retaining talent other people Cross-cultural sensitivity Skill in treating people Service to clients and according to their customers emotional reactions Social Skill Proficiency in managing Effectiveness in leading relationships an building change networks Persuasiveness AN ability to find common Expertise in building and ground and build rapport leading teams

CRITICAL THINKING Interpretation Categorization Decoding Significance Clarifying Meaning

Analysis Examining Ideas Identifying Arguments

Evaluation Assessing Claims

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Assessing Arguments

Inference Querying Evidence Conjecturing Alternatives Drawing Conclusions

Explanation Stating Results Justifying Procedures Presenting Arguments

Self-Regulation Self-Examination Self-Correction

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APPENDIX E COURSE SYLLABUS

ALS 2410 - Challenge 2050: Global Uncertainty

3 Credits, Fall Semester 2018 Mondays 4:05 PM – 4:55 PM, Period 9 Wednesday 4:05 PM – 6:00 PM, Periods 9-10 TUR L005

The mission of the Challenge 2050 Project is to equip undergraduate learners with the requisite competencies, behaviors, and attitudes for solving global complex problems. Through interdisciplinary coursework with transdisciplinary application, our students think critically and creatively to understand and address the challenges in our world.

INSTRUCTOR INFORMATION Dr. Hannah Carter, Associate Professor Director, Wedgworth Leadership Institute | Director, Challenge 2050 Project Department of Agricultural Education & Communication, Bryant Hall 126B Office: 352.392.1038 Email: [email protected]

Teaching Assistants Cameron Outlaw, Master’s Student Leadership Development & the Challenge 2050 Project Email: [email protected]

Kevin Kent, PhD Student Agricultural Communication Email: [email protected]

Additional Support – C2P Advocate Kate Rose – [email protected]

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CONTEXT FOR THE CHALLENGE 2050 PROJECT By the year 2050, the global human population is projected to exceed 9 billion people. This is our 2050 Challenge. It requires innovative development of interdisciplinary solutions to complex, global challenges. We need you, our future global leaders, to address the challenges we face as a global community.

Course Description This is the first of four courses in the Challenge 2050 Project: Global Leadership and Change Certificate curriculum, yet is open to anyone looking to improve their critical thinking and leadership skills. It will provide an overview to the Challenge 2050 Project mission by sampling various topics that contribute to students’ understanding of how to address the world’s complex problems. Throughout the semester, students will be exposed to innovative and cutting-edge topics in areas related to the five systems: food, economic, environment, social, and health. Students are encouraged to engage in discussion, ask questions about the topics, seek sources of information to answer these questions, and explore how to implement what we have learned in class and outside of class to develop solutions to humanity’s global challenges. This introductory course explores questions in human well-being and sustainability and builds a foundation for addressing global challenges associated with population growth. Transdisciplinary experts will lead diverse and innovative experiences engaging students in discussion- based inquiry, complex adaptive problem-solving, and the integration of food, economic, environment, social, and health systems’ perspectives.

What is the Course Really About? Albert Einstein said, “We cannot solve problems with the same thinking we used when we created them”. This idea is paramount for our class. You will be asked to fully engage with and address a complex world problem. This is not an easy challenge. However, like all challenges, it is ripe with opportunity. What you will experience in this class is a non-traditional education, but a workshop designed to equip you with the tools to sustain our world. As students in this class, you are the experts and will create the foundation for addressing the some of the biggest issues in the history of our planet. We recognize that you may not have the answers but have faith in your ability to find them. You are our future. Without you, there are unspeakable hardships in store for our planet and it’s soon to be 9 billion residents. The Challenge is real. The only question is what role you play in addressing it. Welcome to the Challenge 2050 Project and the Global Leadership and Change Certificate!

Learning Principles

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The following principles will help you develop a framework for deeper learning, and represent what you can expect from this class: Learning is purposeful and contextual Different types of thinking enhance learning New learning is built on prior learning Learning is social Attitudes and values mediate learning by filtering experiences and perceptions Learning is nonlinear; it develops and deepens over time Feedback enhances learning and performance Transfer Goals By fully participating in this class, students will be able to: 1. Utilize systems thinking to make sense of complex situations 2. Solve problems systematically 3. Make decisions in accordance with their values and in consideration of the values of others

Course Essential Questions Though this course, students will discover their answers to the following questions: 1. What are the specific impacts of a global population of 9+ billion? 2. What are the critical capacities for leading in the face of complex challenges? 3. What is our role in creating a sustainable future? 4. What can we do today to serve the generations of tomorrow?

Course Objectives Given participation in the course, students will have the opportunity to engage in the mastery of the following objectives: 1. Develop an appreciation and understanding for the intersection between social and natural sciences necessary for addressing global challenges 2. Apply systems thinking within local, regional, and global contexts 3. Use critical thinking to solve problems 4. Recognize and act upon leadership opportunities as a global citizen

Course Structure This course will be an adventure. Each class period will be devoted to the dissection of the designated topic. This dissection will include a discussion of prescribed theory or ideology as outlined by the course materials. The discussion will be followed by a candid debate of said theory’s merit. Finally, we will test our perspective using case studies to further enhance our understanding of the concept. Students will also have an opportunity to facilitate activities to enhance their development and the development of their classmates later in the semester.

This course will challenge many of your perspectives and affirm others. Attend class with readiness and an eagerness to discuss your perspectives.

“I formally believe that any man’s finest hour, the greatest fulfillment of all that he holds dear, is that moment when he has worked his heart out in a good cause and lies exhausted on the field of battle, victorious.” - Vince Lombardi

COURSE MATERIALS

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The following books is required: Emmott, S. (2013). Ten billion. New York, NY: Random House LLC.

The following book is recommended: Buffett, H. G. (2013). 40 Chances: Finding Hope in a Hungry World. New York, NY: Simon and Schuster.

Other readings will be provided for the course related to weekly topics engaging students in domestic and global current events. Course Requirements Reflections – Students will be asked to post weekly online entries with respect to the given prompt on the class Canvas website. The prompts require students to apply the previous week’s course content to their lives, communities, and/or current regional/global events. Students are expected to demonstrate quality depth of thought, critical thinking, and creativity via their posts. More details will be provided in class.

Quizzes – At the end of each unit, students will complete a short quiz comprised of multiple choice and short answer questions to assess if their grasp of course content. Students are expected to pay attention in class to prepare for these quizzes.

Case Studies – At two points in the semester, students will complete a case study analysis. Using the skills they have cultivated in the class, learners will analyze a case, provide an in-depth breakdown of the problem and possible solutions. These cases will pertain to the Challenge 2050 Project, and will push students to think critically and creatively. The papers will be graded for comprehensiveness, creativity, and clarity.

Identifying Leaders Activity – Part of leadership development is learning from others. With that, students will find a leader who they believe is solving the 2050 Challenge—either locally, nationally or internationally. They will describe the problem, their leader’s approach to this problem, his/her venue for communicating the solutions, the overall effectiveness of the leader at addressing this issue. Once identified, you will develop a one-page paper on this leader and share your leader with the rest of the class. More details will be provided in class.

Group Project & Presentation – Students will be assigned to a team that represents one of the five systems (i.e., food, economic, environment, social, and health). Working as a team, students will 1) develop a strategic innovation or plan aimed at addressing the 2050 challenge with respect to their assigned system, and 2) present their plan to industry professionals, interdisciplinary faculty, and policy makers. More details will be provided in class.

You are permitted the autonomy and creative freedom to convey your Group Project & Presentation by any means necessary. Show your genius and produce a quality product worthy of your education.

360 Assessment – A common competency for leading in complexity is self-awareness, or “knowing thyself”. Students will be given a 360 assessment to give to peers, coworkers, and teachers to assess their personality and performance. The students will then take the results and reflect on if they agree with the assessments of others.

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grounded in their attitudes and behaviors that will ultimately lead to addressing challenge 2050. More details will be provided in class.

You are permitted the autonomy and creative freedom to convey your Final Reflection by any means necessary. Show your genius and produce a quality product worthy of your education.

Engagement – Active participation is critical to our course. Students are asked to embrace this idea and provide thought-provoking perspectives and researched facts that support our collective ability to address the 2050 challenge. Student will be evaluated on depth of thought, direction of perspectives, and overall benefit to the class and our collective learning. More details will be provided in class.

Course Grading Grades will be earned based on the degree to which the student fulfills the assigned requirements for the designated project, integrates course discussions and perspectives, provides support from the literature for his or her findings, and synthesizes his or her own independent thought into the assignment.

Assignments Points Individual Reflections (10 x 15 pts. each) 150 Quizzes (3 x 20 pts. each) 60 Case Studies (2 x 20 pts. each) 40 Identifying Leaders Activity 100 Group Project 250 Group Presentation 50 360 Assessment 50 Final Reflection 100 Engagement 100 Total 900

Course Grading Scale: A 93.4-100% A- 90-93.3% B+ 86.7-89.9% B 83.4-86.6% B- 80-83.3% C+ 76.7-79.9% C 73.4-76.6% C- 70-73.3 % D+ 66.7-69.9% D 63.4-66.6% D- 60- 63.3% E <60.0 %

University of Florida Grade & Grade Points Policy can be found at: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx#grades.

Students are expected to provide feedback on the quality of instruction in this course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester. Students will be given specific times when the evaluations are available. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results/.

Course + University Policies Absences: It is an expectation that you attend every class session. This will be an intensive attempt at gaining the foundation of leadership theory and its application to practice confined by the university calendar to a 16-week period. Because of this and the value of our class interactions, it is paramount that you are in class barring an unforeseen emergency.

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Should you be unable to attend class, please contact me prior to the class session you will be absent from. More information regarding attendance can be found at https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.

E-Learning: All students are expected to check E-Learning (http://lss.at.ufl.edu) on a regular basis. Please ensure that you have access to this service. Additional handouts, readings and supplemental material will be housed on E-Learning, this includes your grades.

Software Use: All faculty, staff and students of the university are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against university policies and rules, disciplinary action will be taken as appropriate.

Campus Helping Resources: Students experiencing crises or personal problems that interfere with their general well-being are encouraged to utilize the university’s counseling resources. Both the Counseling Center and Student Mental Health Services provide confidential counseling services at no cost for currently enrolled students. Resources are available on campus for students having personal problems or lacking clear career or academic goals, which interfere with their academic performance. The Counseling Center is located at 301 Peabody Hall (next to Criser Hall). Student Mental Health Services is located on the second floor of the Student Health Care Center in the Infirmary.  University Counseling Center, 301 Peabody Hall, 392-1575, www.counsel.ufl.edu  Career Resource Center, CR-100 JWRU, 392-1602, www.crc.ufl.edu/  Student Mental Health Services, Rm. 245 Student Health Care Center, 392-1171, www.shcc.ufl.edu/smhs/ Alcohol and Substance Abuse Program (ASAP) Center for Sexual Assault / Abuse Recovery & Education (CARE) Eating Disorders Program Employee Assistance Program Suicide Prevention Program

Students with Disabilities: "Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation." The Disability Resource Center coordinates the needed accommodations of students with disabilities. This includes registering disabilities, recommending academic accommodations within the classroom, accessing special adaptive computer equipment, providing interpretation services and mediating faculty-student disability related issues. 0001 Reid Hall, 392-8565, www.dso.ufl.edu/drc/

Late Assignments: Baring an unforeseen emergency, all work is due in class or via email to me by 11:59 PM EST on the assigned date. Should you fail to turn your work into me without contacting me, you will receive a grade of 0.

Challenge Policy: This is your education and as such I would like you play an active role in it. Should you feel that I have unfairly graded or inaccurately assessed your work product, you have the ability to challenge. I encourage you to schedule an appointment with me to discuss your perspectives in an effort to change my opinion of your work. If successful, I will be more than happy to change your grade, as part of being an effective leader is effective communication.

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Academic Integrity: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.

In the fall of 1995, the UF student body enacted a new honor code and voluntarily committed itself to the highest standards of honesty and integrity. (See UF Rule 6C1-4.017)

Students are required to be honest in all of their university class work. Faculty members have a duty to promote ethical behavior and avoid practices and environments that foster cheating. Faculty should encourage students to bring incidents of dishonesty to their attention. A faculty member, in certain circumstances, can resolve an academic dishonesty matter without a student disciplinary hearing. The procedures and guidelines are available from the Student Guide.

Student Pledge: On my honor, I have neither given nor received unauthorized aid in doing this assignment.

(Source: 2018-2019 Undergraduate Catalog)

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ALS 2410 Course Calendar

Reading (Before Dates Topics | Speakers |Experiences Assignment Due Class) Unit I: The Foundation for the Challenge Week 1: Intro to Course Dynamics: What is Reflection. 8/24 at None Aug 22 Challenge 2050? 11:59

Week 2: Systems Thinking Aug 27 Reflection. 8/31 at Emmott Part 1 11:59 Self-Awareness & Leadership. Aug 29 Speaker: Val McKee -- KAI Reflection. 9/7 at Week 3: Values Clarification, Leadership & 11:59 Emmott Part 2 Sept 5 Complex Problems Quiz 1 Unit II: The People 7.14 – 9.725 Billion: Population Week 4: Dynamics

Reflection. 9/14 at Sept 10 Assigned Readings Population Dynamics 11:59

Sept 12 Issue Identification in Teams Picturing Our World: Poverty & Week 5: Reflection. 9/21 at Development 11:59

Sept 17 Assigned Readings Poverty in Our World Identifying Leaders

Sept 19 Assignment. Disparity | Speaker: Dr. Amy Sullivan Understanding Obesity & Nutrition Week 6:

Overview of Nutrition Population Dynamics Sept 24 Assigned Readings Case Study

World Health | Speaker: Dr. Karla Sept 26 Shelnut Economics of the Crisis Week 7: Reflection. 10/5 at

Overview of Global Economics 11:59 Oct 1 Assigned Readings

Economics | Speaker: Dr. Jennifer Quiz 2 Oct 3 Clarke Unit III: The Resources: Energy, Agriculture, Space & Beyond Week 8: The Adventure of the Agronomist Reflection. 10/12 at Assigned Readings 11:59 Oct 8 Overview of Agronomy

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Oct 10 Field Trip/Farm | Speaker: Ms. James Longanecker Green Revolution & GMOs: What have Week 9: we done?

Reflection. 10/19 at Oct 15 Overview of Food Production Assigned Readings 11:59

Oct 17 Green Revolution & Sustainable Diets | Speaker: Dr. Kevin Folta The Energy Conundrum Week 10:

Overview of Energy Production Reflection. 10/26 at Oct 22 Assigned Readings 11:59

Alternative energy Sources viability case Oct 24 study | Speaker: Global Health & Sanitation Week 11: Overview of Global Health Reflection. 11/2 at Oct 29 Assigned Readings 11:59 World Health | Speaker: Mrs. Victoria Oct 31 Gibney Speaker: Dr. Russ Anderson Water Resources Week 12:

Overview of Water Resource Scarcity Nov 5 Assigned Readings Case Study

Water & Sustainability | Nov 7 Speaker: Dr. Michael Dukes The Shift in Climate: Where are we Week 13: headed?

Nov 14 Speaker: Dr. Caroline Staub Assigned Readings

Climate Case Study | Speaker: Dr. Jose Perez Policy Development: Linking Intent to Impact Group Project. All Week 14: parts due Assigned Readings Overview of Policy Formation + Nov 19 Implementation | Speaker: Mr. Adam Quiz 3 Basford Unit IV: The Solutions & Beyond Week 15: Group Work 360 Assessment

Nov 26 Creativity Summit. Speaker: Taylor Group Paper Williams, Guts and Glory GNV Nov 28

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Week 16: Finishing Strong: Onward + Upward Group Presentation Dec 3 Recap Final Reflection Dec 5 Presentation at Cade Museum

Dec 11 Finals Week

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APPENDIX F INFORMED CONSENT FOR PARTICIPANT

You have been asked to participate in a research study by Cameron Outlaw, a

University of Florida graduate student, to explore the role transformative learning on the development of capacity for solving complex problems. You were selected to be a possible participant, because you are involved with ALS 2410: Global Uncertainty course at the University of Florida. A total of 40 individuals have been asked to participate in this study. The purpose of this study is to qualitatively explore the impact of intentionally designed curricula on undergraduate students, and more specifically the impact of the coursework on their learning and retention of critical capacities and learning dispositions.

If you agree to be in this study, you will be asked for permission to use your written reflections from the course, as they will be analyzed for emergent themes. You may also be asked to participate in a focus group and/or an interview session that will be conducted face to face at the end of the semester, before grades are due. The session will last approximately 1 hour and will be an informal discussion following a semi-structured protocol of questions regarding the coursework and experience. The meeting will be recorded to allow accurate transcription of all important points shared.

After the conclusion of the session(s), you will have the opportunity to review the report resulting from the meeting and make suggestions or comments. There are no risks associated with this study. There are no benefits of participation and there will be no compensation. Your participation is voluntary and you may withdraw your consent at any time without penalty. This study is confidential. Your identity will be kept confidential to the extent provided by law. Comments shared in the interviews and focus

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groups will be coded to allow confidentiality. The records of this study will be kept private. No identifiers linking me to the study will be included in any sort of report that might be published. Research records will be stored securely and only Mr. Cameron

Outlaw, along with his advisor, Dr. Nicole Stedman, will have access to the records. The recording of the interview session will be used only to verify points shared in the meeting. The recording will be destroyed once accurate transcription has been completed.

Your decision whether or not to participate will not affect your current or future relations with the University of Florida. If you decide to participate, you are free to refuse to answer any of the questions that may make me uncomfortable. You can withdraw at any time without my relations with the university, job, benefits, etc., being affected. You can contact Mr. Cameron Outlaw ([email protected] or 407.621.1957) or Dr. Nicole Stedman ([email protected]) with any questions about this study. The

Institutional Review Board of the University of Florida has reviewed this research study.

For research-related problems or questions regarding subjects' rights, you can contact the Institutional Review Board of the University of Florida at [email protected] or

352.392.0433.

I have read the above information. I have asked questions and have received answers to my satisfaction. I have been given a copy of this consent document for my records. By signing this document, I consent to participate in the study.

Signature:______Date: ______

Signature of Investigator:______Date: ______

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BIOGRAPHICAL SKETCH

Mr. Cameron Outlaw graduated from the University of Florida in May 2015 with a

Bachelor of Arts degree in political science with minors in leadership, Spanish, and agricultural communication.

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