LEADERSHIP TRAINING
FOR DEPARTMENT CHAIRS:
I N T E G R AT I N G F O R M A L
TRAINING, EXPERIENTIAL
LEARNING, AND
MENTORSHIP

LEDA STAWNYCHKO
Strategy and Organizational Theory, Department of General Management and
Human Resources, Bissett School of Business, Mount Royal University, Calgary,
Alberta, Canada

The study explores the link between formal training, experiential learning, mentorship, and the
leadership development of department chairs at a Canadian university. Employing a framework
analysis approach grounded in transformative learning theory, data from 17 semi-­structured interviews revealed that formal training imparted essential knowledge and skills to new chairs. However,
the training’s influence on the chairs’ development varied, depending on individual career stages
and previous leadership experiences. Participants identified experiential learning as a vital element
of their leadership development, with prior leadership roles providing a solid base for a successful transition. Mentorship emerged as a transformative instrument, offering timely developmental
opportunities through exchanges with experienced leaders. The study concludes that strategically
Correspondence: Leda Stawnychko, Strategy and Organizational Theory, Department of General Management and Human Resources,
Bissett School of Business, Mount Royal University, Calgary, Alberta, Canada. Tel.: 403-­612-­1320. E-­mail: lstawnychko@mtroyal.ca
JOURNAL OF LEADERSHIP STUDIES, Volume 0, Number 0, 2025
© 2025 The Author(s). Journal of Leadership Studies published by Wiley Periodicals LLC on behalf of University of Phoenix.
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members’ transition into department chair roles, particularly in the context of the post-­COVID-­19
pandemic and the ongoing leadership crisis.

Introduction
Universities play a pivotal role in society, influencing
various sectors, including politics and the economy
­(Aarrevarra et al., 2021; Ruben et al., 2023). The
continued significance of universities, particularly in
the face of societal questions about their importance,
depends substantially on the availability of visionary
leaders with the strength and capacity to bring i­nnovation
and transformation to their institutions (Christensen
et al., 2016). The need is critical as Canadian universities
face a leadership crisis driven by an aging professoriate,
gender disparity in senior academic roles, and a generational gap exacerbated by the impending retirement of
baby boomers (McGinn, 2023; Statistics Canada, 2023).
The post-­COVID-­19 context has further complicated the landscape of academic leadership. Recent
research has explored the impact of pandemic-­related
challenges on departmental leadership, highlighting
how positions that were already quite ambiguous and
challenging became even more complicated with the
demands of crisis leadership (Gigliotti, 2021).

Literature Review
The academic leadership pipeline at universities begins
with the department chairs, who are also the crucial
links between institutional strategy and its execution.
Department chairs are the primary point of contact
and support for students, faculty members, and nonacademic staff. Department chairs’ responsibilities
encompass managing departmental resources and
leading critical processes for academic recruitment,
evaluation, tenure, and promotion (Brinkley-­Etzkorn
& Lane, 2019; Gmelch & Buller, 2015). Research indicates that department chairs may influence up to 80%
of all decisions made at universities, yet despite the significance of the role, the positions remain “among the
least studied and most misunderstood” in higher education leadership (Brown & Moshavi, 2002; Gmelch
et al., 2017, p. 4).

2

Entering the department chair role requires developing new leadership and management skills, not
typically relevant in the candidates’ prior teaching
and research appointments, often alongside considerable workloads (Gigliotti & Ruben, 2017; Gmelch
& Buller, 2015; Gmelch & Miskin, 2011; Ruben
et al., 2023). Boyko’s (2009) and Cowley’s (2017)
research in Canada emphasize that faculty members
often need additional preparation to undertake leadership roles, highlighting a need for institutions to provide more support and structured training programs.
An investigation by Stawnychko (2024) highlighted
that the department chairs’ professional networks were
central to their leadership development. However, the
investigation did not explore how the different learning
methods used by the university to support academic
leaders contributed to their learning. The present study
expands on the previous findings by presenting the
results of a secondary analysis. The central research
question was: How do formal training, experiential
learning, and mentorship contribute to department
chairs’ leadership development?
The study utilizes framework analysis, a thematic
qualitative research approach, and draws on transformative learning theory to explore the learning and transformations experienced by faculty members transitioning
into department head roles (Crotty, 2015; Merriam
& Tisdell, 2016). Transformative learning is an adult
learning theory that focuses on the cognitive process of
meaning-­making (Kasworm & Bowles, 2012; MacKeracher, 2004; Merriam, 2018; Mezirow, 2000). The theory explains how individuals change their perspectives
and assumptions, transforming their beliefs, attitudes,
and actions through self-­reflection (Kegan, 2018). The
transformative learning process entails accessing experiences or situations where emotions, intuition, context,
and relationships play a role in challenging the learner,
acting as catalysts to engage in rational discourse and critical self-­reflection (Dirkx et al., 2006; Merriam, 2018).
As a result, perspective transformation occurs, followed

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combining learning approaches can enhance institutional leadership capacity and facilitate faculty

a vital element of leadership development. Such experiences provide practical insights and foster a strategic
mindset essential for effective leadership (Brinkley-­
Etzkorn & Lane, 2019; Gmelch & Miskin, 2011). The
role of mentorship in academic leadership development is well-­documented. Engaging with experienced
mentors provides new leaders with guidance, support,
and opportunities for critical reflection, which are fundamental aspects of transformative learning (Bland
et al., 2009; Fields et al., 2019; Heffernan, 2020).
The study employs a framework analysis approach
grounded in transformative learning theory to explore
the interplay of formal training, experiential learning,
and mentorship in the leadership development of
department chairs.

Methods
The study utilizes framework analysis, a thematic qualitative research approach, and draws on transformative
learning theory to explore the learning and transformations experienced by faculty members transitioning into
department head roles (Crotty, 2015; Merriam & Tisdell, 2016). Transformative learning theory informed
the study’s design and the data analysis. The theory
provides a lens to understand how participants’ perspectives and assumptions are challenged and transformed
through their leadership experiences by focusing on
the cognitive process of meaning-­making (Kasworm &
Bowles, 2012; Mezirow, 2000).
During data collection, the semi-­structured interview
questions were designed to elicit reflections on participants’ experiences with formal training, experiential
learning, and mentorship. Questions focused on how
these experiences influenced their leadership development and prompted participants to reflect on changes
in their beliefs, attitudes, and actions (see Appendix A).
The approach aligns with transformative learning theory’s emphasis on critical self-­reflection and discourse
(Dirkx et al., 2006).
The framework analysis, guided by the principles of
transformative learning theory, identifies themes related
to perspective transformation, critical reflection, and
changes in behavior (Merriam & Tisdell, 2016). By
systematically applying the theoretical framework, the
study aims to highlight how department chairs develop

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by changes in behavior and integration of these new
perspectives into the learner’s life. In leadership development, transformative learning provides a framework for
understanding how leaders can develop new perspectives
and behaviors that align with their evolving responsibilities. Studies have shown that effective leadership often
requires a transformative shift in thinking, moving from
a focus on technical skills to a broader understanding
of strategic and relational dynamics (Dirkx et al., 2006;
Kasworm & Bowles, 2012). Transformative learning
theory helps to explain how leaders develop the capacity to lead, navigate complex challenges, and engage
in reflective practice (Gmelch & Buller, 2015; Heffernan, 2020).
Despite the substantial body of literature on leadership development, there remains a need for more
focused research on the combined impact of formal
training, experiential learning, and mentorship on the
leadership development of department chairs. By examining these elements through the lens of transformative
learning, the study aims to provide deeper insights into
the processes that support effective leadership development in academic settings.
The postpandemic context has added a layer of complexity to the already challenging role of department
chairs. Studies have documented how academic leaders
had to rapidly adapt to virtual environments, maintain
academic standards, and support their teams through
the uncertainties brought about by the pandemic
(Gigliotti, 2021). These challenges required enhanced crisis management skills and the ability to provide effective
leadership under pressure. The pandemic has underscored
the need for comprehensive leadership development programs that equip department chairs with traditional skills
and the agility and resilience needed to handle crises.
Formal leadership training can impart essential
knowledge and skills to academic leaders by addressing
specific competencies, such as strategic planning, conflict management, and communication skills (Cipriano
& Riccardi, 2018; Ruben et al., 2023). However, the
impact of such training varies depending on individual career stages and previous leadership experiences
(Boyko, 2009; Cowley, 2017). Experiential learning,
including prior leadership roles and hands-­on involvement in academic administration, has been identified as

CONTEXT

The investigation involved faculty members in department chair roles at a comprehensive research-­intensive
university in western Canada. The researcher selected
the institution because of its geographical accessibility
and the institutional support received for the investigation. At the time of the research, the university had a
cohort of 49 department chairs across various disciplines, which ensured a robust sample size and a diverse
range of experiences for investigation.
The university had a training academy that offered
department chairs a series of eight half-­day workshops
annually. A formal evaluation of the program in 2017
indicated that participants benefited from the offerings and highly valued the opportunity to network
with fellow leaders. The workshops included content
related to emotional intelligence, developing culture,
strategic planning, navigating difficult conversations,
coaching, delegation without authority, developing
high-­performance teams, and supporting teaching excellence.
In addition to the training academy, medical school
academic leaders had access to a specialized cohort-­
based leadership program developed and delivered by
the medical school in partnership with the university’s
business school. The curriculum focused explicitly on
the education-­healthcare context, addressing general
leadership principles and topics on business acumen,
high-­performance negotiating, and entrepreneurial
thinking. The program featured seven monthly day-­
long workshops, culminating in a formal networking
event. The medical school strongly encouraged department chairs to complete the program and to nominate
other faculty members who exhibited leadership potential to attend. There appeared to be no formal coordination between the university’s training program and the
medical school’s offering.
D ATA C O L L E C T I O N

Following approval from the research ethics board
(REB19-­0457), data collection involved semi-­structured
interviews with participants from April 1 to Decem-

4

ber 31, 2019. The researcher sent email invitations for
interview participation to faculty members whom the
university’s human resources department had identified
as actively serving in department chair roles. Twenty-­one
faculty members accepted the invitation; no follow-­up
reminders were sent to nonrespondents. The researcher
conducted 17 individual semi-­structured interviews in
private environments free from distractions with the
faculty members who were available.
To ensure consistency and reliability, the researcher
tracked which department chairs participated in one or
both of the training programs offered at the university.
While not all chairs in the study were alumni of these
programs, those who had participated provided insights
into the benefits they gained from the training, particularly the value of networking with peers. The researcher
prepared field notes for each session, including the
interview’s date, time, and location, and collected audio
recordings. The researcher performed member checks
by requesting that participants review their interview
transcripts and thematic summaries. Eight participants
responded, affirming that no revisions were necessary;
two participants provided additional data not shared
during the initial interview, and one participant suggested a minor modification. The researcher integrated
all participant feedback into the final analysis.
D ATA A N A LY S I S

Framework analysis was used for the secondary exploration of qualitative data. The exploration examined
aspects of the original research question that were only
partially addressed through a qualitative case study and
thematic analysis. The secondary analysis approach
aligns with sustainable research practices by fully using
already collected data, thereby reducing the need
for additional participant involvement (Bishop &
Kuula-­Luumi, 2017; Goldsmith, 2021; Heaton, 2008).
In the analysis, the researcher’s extensive knowledge of
the data and context facilitated using themes to develop
formal training, experiential learning, and mentorship
categories.
The coding process included several stages: familiarization with the data, open coding using NVivo 14,
and axial coding to group related codes into themes
(Merriam, 2018; Saldaña, 2021). Finally, selective

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new leadership capacities and adapt to the evolving
demands of their roles.

Results
The analysis identified formal training, experiential
learning, and mentorship as distinct components of
the department chairs’ leadership development, each
contributing uniquely to a transformative experience.
FORMAL TRAINING

Participants used a variety of formal learning strategies
to meet the demands of the department chair role,
focusing on institutional training programs and professional association offerings. Structured settings provided
a respite from daily duties and enabled participants to
immerse themselves purposefully in a learning environment. Interactive and case-­based discussions, practical
problem-­solving, experience sharing, and critical reflection contributed to refining the approach to the department chair role.
Although not all chairs participated in the formal
training programs available, those who did so only
enrolled after they were already in their chair appointments, which made attending difficult given their many
new responsibilities. Despite some doubts about the relevance of specific workshops, many acknowledged the
structured programs’ value, citing a broad range of benefits. Participants acquired new knowledge and practical
skills crucial for leadership and management, including
mentoring, navigating intergenerational dynamics, and
conflict management. The prevalent sentiment among
participants confirmed the significant role of educational experiences in enhancing their leadership capabilities. Bob echoed the sentiment emphasizing that
effective leadership is not merely an inherent instinct
but a skill to be nurtured through deliberate learning
and reflection:

Leadership is a skill that can be learned. It’s not necessarily something that comes naturally to everybody,
even to people who think it does [laughs]. It’s something that good leaders do spend some time thinking
about and reflecting on in terms of how they lead
and what they are doing to facilitate leadership, as
opposed to just winging it. 

(Bob, five years in the

chair role, STEM field)

Several participants recognized that lacking formal
leadership training had impeded their understanding and performance in the department chair role.
These individuals also reported experiencing a shift
in their leadership style after completing leadership
training and learning that working collaboratively
and involving others in problem-­solving would yield
better results. Formal training facilitated knowledge
acquisition and enhanced the participants’ interpersonal and communication skills, thus better equipping them to manage difficult conversations and lead
diverse teams. Sessions focused on personal effectiveness and mental toughness, presented strategies for
managing complex problems, and introduced vital
skills such as coaching and active listening. Aaron’s
experience illustrates the developmental power of the
training, particularly in the context of communication
and interpersonal dynamics:
I really realized that I just have to listen and treat
people like individuals. That was probably the biggest thing I learned…Those difficult conversations
were tougher at the start, but then I learned how
to have them, and some of the training helped with
that. ( Aaron , seven years in the chair role, STEM
field)

However, the influence of formal training on
learning was not uniform among the participants.
Some highlighted that their experience was intricately
tied to where they stood in their career trajectories
and depended on other factors such as personality,
context, and previous experiences. With years of wisdom and experience, some participants reflected on
their nuanced comprehension of academic leadership,
indicating that seasoned academics might benefit
less from formal training than those earlier in their
careers. Consequently, formal training intersected

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c­ oding refined these themes into core findings. Member
checks and peer debriefing were conducted to ensure
the reliability of the data.
The researcher removed any personally identifiable
information during interview transcription to maintain
participant confidentiality and used codes and pseudonyms to associate participants’ records with their
responses. All participants signed informed consent
forms outlining the research protocol before conducting
the interviews.

I think a lot depends on your personality, your context, and your previous experiences. I came in here
when I was 54 years old; it had been 20 or 22 years
past my PhD. I had done sort of middle-­management
things. You know, I didn’t just fall off the turnip truck
yesterday. (Ross, six years in the chair role, STEM field)

The impact of formal learning on the development
of participants as leaders was multifaceted, varying
across individual experiences but consistently recognized as fundamental to professional growth. Formal
training served to accumulate knowledge and was
perceived as a catalyst for a transformation in leadership identity. Participants observed that the training
offered a framework to assess their leadership style
critically, incorporate new strategies, and adaptively
respond to the changing demands of their roles.
Ultimately, formal learning experiences led to skill
acquisition and supported the evolution of participants into academic leaders. However, the programs’
alumni did not appear to have formal opportunities
for ongoing development.
EXPERIENTIAL LEARNING

Participants’ transformative experiences stemmed from
active engagement in leadership roles and observation
of other academic leaders in action. Roles as acting or
interim department chairs, academic program directors,
and committee chairs enhanced their leadership skills
and deepened their understanding of the university’s
policies, systems, and procedures. Hands-­on involvement strengthened participants’ confidence and aided
in developing supportive networks among academic
leaders, proving invaluable during their transition to
full department chair positions. The preparatory roles
enhanced the skills and strategic mindset essential for
effective leadership and fostered an appreciation for the
complex relationship between administrative responsibilities and academic objectives.

6

Preparatory experiences eased participants’ transitions
into department chair roles, where practical experience in
strategic planning and interpersonal relationship management became critical to their leadership practice. Direct
observation of leadership dynamics and the opportunity
to lead and resolve conflicts cultivated a practical and
immersive learning environment, fostering a collaborative
decision-­making approach. These practical experiences
encouraged participants to adopt a more collaborative
and consultative decision-­making style. Jack’s narrative
exemplifies the journey, as his preparatory roles offered
him a front-­row seat to the inner workings of academic
leadership, equipping him with the practical knowledge
necessary for his subsequent role as department head.
His testimony underscores the value of learning through
direct involvement with the leadership role:
My department had invited me to become deputy
department head maybe a year or two prior…. I was
very fortunate to have those leadership opportunities
because they were opportunities to interact with
people, to lead meetings, and to try to negotiate or
navigate some conflict. I really saw the inside of how
an academic organization really works. I picked up a
lot from that. I really learned a lot about how this all
works and happens, which helped me very much.
(Jack, one year in the chair role, STEM field)

On assuming the department chair role, participants
experienced a significant transition period, during
which they began recognizing the importance of their
administrative contributions. Participants engaged in
experiential learning and critical self-­reflection, often
evolving from directive to collaborative and consultative leadership styles. Engaging with diverse leaders
throughout the university honed participants’ skills to
address a wider array of leadership challenges. Hands-­on
management of daily operations and long-­term departmental strategies developed their administrative acumen
and reinforced their adaptability, communication, and
strategic talent management abilities. Their leadership
development journeys were marked by personal growth,
heightened self-­awareness, and fulfillment, with many,
like Theodora, discovering that the chair role offered
opportunities to influence the behavior of others and
have a positive impact in the department:

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with personal and professional milestones, leading to
diverse learning outcomes. As Ross indicated, leadership development is not simply about accumulating
new knowledge but is also profoundly influenced by
the maturity and self-­awareness that often come with
age and experience:

do it. I was very stressed about the idea of taking on
the headship role…but I agreed to do it for the sake
of everybody and very quickly discovered that it was
a place where I could make a difference. My reasons

knowledge, hands-­on role engagement, and a robust
support system, all crucial components of the participants’ learning and self-­discovery. The journeys revealed
that leadership capacity is developed in the execution of
duties through thoughtful reflection.

for doing this are, first of all, being able to create a
better work environment for myself and for others.

M E N TO R S H I P

(Theodora, one year in the chair role, non-­STEM field)

Mentorship was identified as a fundamental element
in the participants’ leadership development, offering
guidance that facilitated their navigation through
the complexities of their role as department chairs.
Engaging with former department chairs and seasoned
leaders through mentorship allowed participants to
gain practical insights into effective leadership. Seasoned mentors facilitated ongoing dialogues that provided new department heads the strategies and wisdom
required to meet their daily responsibilities.
Mentor–mentee relationships within the university
offered immediate and actionable advice, helping align
leadership decisions with the institution’s culture. Conversely, insights from mentors affiliated with external
universities expanded the participants’ perspectives, permitting them to witness diverse organizational practices
and incorporate new, innovative ideas into their leadership approach. Dale’s narrative is a testament to the
profound impact of mentorship, detailing how regular
consultations with a mentor helped him discover the
difference between managing and leading, ultimately
guiding him through a philosophical and pragmatic
transformative journey:

Within their leadership roles, participants undertook critical self-­r eflection, developed distinct
leadership styles, and broadened their understanding of their strengths and weaknesses. The iterative
process of assessing their successes and challenges
fostered personal growth and an evolution in their
approaches to leadership. Throughout their tenures,
participants navigated paths characterized by self-­
realization and growth, with hands-­on experiences
serving as catalysts for continual learning and adaptation. The self-­discovery path was underscored by a
deeper understanding of how personal values align
with professional fulfillment and the core of effective
leadership. Luke’s reflection encapsulates the learning
experience, revealing that despite the trade-­offs in his
research productivity, he found profound satisfaction
in facilitating his colleagues’ achievements, affirming
the intrinsic rewards of the role:
Fundamentally, you have to realize what makes you
happy and what you are…All of this stuff you just
learn as it happens. You just go through it the first
time; hopefully, you don’t make the same mistake
the second time. When it’s all said and done if I have
made the university a better place, that will make me
feel good about what I’ve done. To see people succeed is, without a doubt, the biggest reward of this
job. (Luke, 5 years in the chair role, STEM field)

Having somebody who is a designated person whom
I know I would be seeing and could save up questions
to ask their advice was quite helpful… I learned that
there’s a difference between managing and leading. I
tried to be a leader without letting my ego come in the
way. Balancing the administrative with the academic

Participants’ experiential learning highlighted personal and professional growth originating from active
engagement in leadership roles and critical self-­
reflection. As they progressed through various roles,
they not only refined their leadership skills but also
began to measure success through the collective progress
of their teams. The narratives demonstrate that effective
leadership is cultivated through a synthesis of formal

was as much a philosophical journey as a practical one.


(Dale, 1-­year in the chair role, non-­STEM field)

Among the myriad advantages of mentorship was
the heightened confidence in decision-­making abilities
that participants gained, stemming from substantial
opportunities for self-­reflection. These mentoring relationships granted access to advice, networking opportunities, and a range of perspectives that aided in resolving

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I came to the position under duress; I didn’t want to

I am leveraging actually quite modest skills, working
incredibly hard to accomplish quite amazing things,
and it’s phenomenal. I have literally come to understand that all of us—especially those of us with education opportunities—we can literally change the
planet. We have incredible power and ability. If you
make positive and happy your default mode, you
become a much better person; people appreciate
your presence, and they like to be with you professionally and personally. You bring out the best in the
people around you. (Ross 6 years in the chair role,
STEM field)

Mentorship appeared as a transformative journey
for participants, providing advice and guidance
through substantial exchanges with experienced
leaders ­k nowledgeable about the subtleties of academic leadership roles. It served as a bridge, allowing
the participants to draw on the wisdom of those who
had previously navigated similar paths, enhancing

8

their leadership capacity. The relationships facilitated a
greater understanding of academic challenges, managing
conflicts, and creating a personal leadership identity.
More than just a source of support, mentorship gave the
respondents the confidence to embrace the role. It was
transformative in its ability to connect individuals with
the rich experiences and expertise of others, fostering
new perspectives and more effective role navigation.
Beyond practical insights, mentorship encouraged profound self-­reflection, aiding individuals in aligning their
personal goals, values, and aspirations with their professional journey, thus laying the groundwork for ongoing
personal growth and development.
S U M M A RY

Formal training, experiential learning, and mentorship helped faculty member’s transition into department chair roles. Structured training programs laid
the groundwork, endowing leaders with essential
knowledge and skills, while experiential learning
offered a real-­world context to apply and refine the
learnings. The practical approach facilitated the development of a strategic mindset among new leaders,
enabling them to adeptly navigate the university’s
complex ecosystem. However, the programs’ alumni
did not appear to have formal opportunities for ongoing development. Mentorship introduced a tailored
learning option, providing guidance and support
from experienced leaders, which expanded viewpoints
and promoted professional growth. Together, various
learning experiences were perceived to stimulate transformative processes, enabling leaders to progress in
their roles, enhance their practical abilities and reflect
on their progress. The overall learning experience
was characterized by profound growth, leading to a
nuanced approach to leadership that was adaptive,
empathetic, and reflective.
The study findings are summarized in the Transformative Learning Model for University Department
Chairs (see Figure 1). In the model, transformative
learning is influenced by three core elements: formal
training, experiential learning, and mentorship. These
elements feed into transformative learning, suggesting
that they contribute to the comprehensive development
of faculty members in department chair roles.

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immediate issues and equipping participants with the
foresight and skills to address future challenges.
Assuming the role of chair significantly enhanced
participants’ confidence, preparing them to enact
change, confront departmental challenges, and bring
their teams together around common goals. For seasoned academics, transitioning to a leadership role provided a revitalizing new viewpoint, enabling the use of
their extensive experience in novel and significant ways,
fostering professional renewal and an enhanced sense of
purpose. In some cases, the experience led to a shift in
career focus toward administrative responsibilities over
research and teaching. Furthermore, developing interpersonal and emotional intelligence skills in readiness
for and during the execution of the chair role enhanced
participants’ abilities, which also proved beneficial in
their personal lives. Listening effectively and engaging
with empathy strengthened relationships outside the
university, demonstrating that the competencies needed
for effective leadership are equally transformative and
beneficial in private life. Ross’s reflections further underline the transformative impact of the chair role, revealing how it can lead to a better understanding of one’s
influence and the positive ripple effects one can create,
both professionally and personally:

Transformative Learning Model for

University Department Chairs

Discussion
The author’s extensive leadership experiences in private,
nonprofit, and postsecondary sectors inform the study
design and results. These experiences shaped a practitioner-­
researcher’s view of leadership dynamics within diverse
organizational structures. Specifically, collaborating with
university decision-­makers such as presidents, provosts,
and deans provided valuable insights into strategic decision-­
making. A reflective approach was adopted throughout
the research process to critically evaluate potential biases
derived from the author’s background.
The findings offer new perspectives on the roles that
formal training, experiential learning, and mentorship
play in the development of academic leaders. The data
from the interviews and analysis align with the work
of Mezirow (2000) and Kegan (2018), which note
that adults meet adaptive challenges through transformative learning not only to know ‘more’ but also to
know ‘differently.’ The participants’ intensive scrutiny
of their presuppositions and experiences led to significant perspective transformations, which enhanced
their leadership abilities. As demonstrated by the participants’ narratives, the evolution highlights the need
for nurturing educational settings that foster reflection,
challenge existing paradigms, and cultivate administratively competent, adaptive, and self-­aware leaders.
Transformative learning theory examines how individuals alter their frames of reference through critically
reflecting on their experiences. The theory has been widely
applied in adult education, emphasizing the importance
of self-­reflection in facilitating deep, meaningful learning.
Transformative learning involves not just acquiring new

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Figure 1

knowledge but engaging in a fundamental shift in how
individuals perceive themselves and their roles within
their organizations (Kegan, 2018; Merriam, 2018).
In the context of academic leadership development,
transformative learning provides a framework for understanding how leaders can develop new perspectives and
behaviors that align with their evolving responsibilities.
Studies have shown that effective leadership often requires
a transformative shift in thinking, moving from a focus
on technical skills to a broader understanding of strategic
and relational dynamics (Dirkx et al., 2006; ­Kasworm
& Bowles, 2012). Transformative learning theory helps
explain how academic leaders develop the capacity to
navigate complex challenges and engage in reflective
practice (Gmelch & Buller, 2015; Heffernan, 2020).
All study participants had access to formal training to
facilitate their transition into the position of department
chair, a situation contrasting with literature reporting that only 3% of department chairs in the United
States and about 50% in Canada have such access
(Boyko, 2009; Cipriano & Riccardi, 2018; Gmelch
& Buller, 2015). The variance could be ascribed to
the university’s strategic emphasis on building leadership capacity across the institution. Additionally, most
participants who enrolled in training did so after they
were already in their chair roles, which is consistent
with adult learning theory, which posits that learners
are more inclined to engage when the learning fulfills
immediate and practical needs, although it made participation more difficult given their new responsibilities
(Kasworm & Bowles, 2012; MacKeracher, 2004).
Participants emphasized the vital importance of practical experiences in cultivating their leadership abilities.
Many had previously held preparatory positions, providing them with background knowledge and strong networks, which they deemed essential for their effective
transition into the chair position. The findings expand the
existing literature, suggesting that most faculty members
enter department chair roles underprepared and without
substantial prior leadership experience (Boyko, 2009;
Cowley, 2017; Gmelch & Buller, 2015). Upon assuming
their new roles, participants continued to develop their
leadership skills through experiential learning by addressing the demands of their positions and by observing other
academic leaders, which is in line with literature indi-

Implications and Limitations
To enhance institutional leadership capacity and expedite the transition of faculty members to department
chair roles, higher education administrators could prioritize funding and resources for academic leadership
development initiatives tailored to early and midcareer academics. The findings may be used to inform
the design and implementation of comprehensive
programs that offer learning opportunities to faculty
members before they assume the chair role and incorporate supportive mentorship relationships with seasoned leaders both within and outside the institution.
The study, based on a single large research-­focused
institution in Canada, may not reflect the resources and
opportunities available at other universities. Additionally, the potential bias introduced by the researcher’s
familiarity with the specific institutional setting and
prior work in the field might have influenced the data’s
categorization and interpretation. Future research
involving multiple researchers and different methodological approaches could mitigate the bias by conducting
similar explorations in different institutional contexts.

10

Conclusions
Developing academic leaders is a complex, iterative process. As universities continue to evolve and adapt in
a post-­COVID context, the insights gained from the
study provide a valuable roadmap for cultivating adaptive and reflective leaders. Structured learning provides
essential knowledge and skills, while practical experience
offers real-­world contexts for applying and refining these
skills. Additionally, mentorship adds tailored guidance
and support, promoting development through critical
reflection. By strategically and proactively preparing
future academic leaders through these combined
methods, institutions can effectively strengthen their
leadership pipelines and overall capacity.

Author Contributions
The author alone is responsible for the content and
writing of the current article.

Acknowledgments
The author expresses sincere gratitude to the department chairs who generously shared their time, experiences, and insights for this study. Their candid
reflections and thoughtful engagement have provided
a valuable foundation for advancing future research in
academic leadership. The author takes full responsibility for the content of the article and its publication and
have ensured that the final version aligns with their
original intent and standards.

Conflict of Interest Statement
The author declares that there is no conflict of interest
regarding the publication of the current paper. This
research was conducted independently and has not been
influenced by any external organization. There were no
financial or personal relationships with other people or
organizations that could inappropriately bias this work.

DATA AVAILABILITY STATEMENT
The data that support the findings of this study are not
publicly available due to privacy and ethical restrictions.
The data include sensitive information about participants, which may lead to the identification of individ-

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cating that the role of a department chair is diverse and
is best learned through direct observation and hands-­on
practice (Brinkley-­Etzkorn & Lane, 2019). Reflecting
Boyko’s assertion that there is no Canadian ‘how-­to’
guide for department chair training (Boyko, 2009,
p. 64), faculty members in the study acquired leadership
skills and insights predominantly through experiential
learning and their professional networks.
Participants gained from the competencies and expertise
of more experienced academic leaders, which they developed through their professional affiliations. The value of
mentorship in the careers of research and teaching faculty
is frequently emphasized in the literature for its ability to
bridge theoretical knowledge with practical application
(Bland et al., 2009; Fields et al., 2019; Heffernan, 2020;
Simmons & Taylor, 2019). Integrating mentorship into
leadership development aligns with the preset body of work,
highlighting that engagement with experienced mentors can
foster critical reflection, a fundamental aspect of transformative learning. However, providing accessible mentorship
to department chairs can be challenging as a result of the
potentially limited availability of qualified mentors.

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in both her academic courses and professional workshops.
Dr. Stawnychko is also a certified professional mediator
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Appendix A
Interview Questions
Research Title:

Leadership Development Experiences of Department
Chairs at a Canadian University
Research Question:
How do department chairs develop their leadership
capacity?
Interview Questions:
1. What were the circumstances that resulted in
your appointment as department chair?
2. What leadership training or experience did you
have at the time of your appointment?

Stawnychko, L. (2024). The strategic role of social networks in
academic leadership development. CSSHE SCÉES Canadian Journal
of Higher Education, 54(1), 42–54. https://​doi.​org/​10.​47678/​​cjhe.​
v54i1.​190159

3. What leadership development opportunities were
made available to you after the appointment?

Dr. Leda Stawnychko is an Assistant Professor of Strategy
and Organizational Theory at Mount Royal University’s
Bissett School of Business. Her research focuses on leadership
development and succession, organizational performance,
and transformative learning. She also holds adjunct academic positions at the Haskayne School of Business and the
Cumming School of Medicine, both at the University of
Calgary. Born and raised in Monterrey, Dr. Stawnychko
brings a unique cultural perspective to her work. Prior to
joining Mount Royal University, she gained over 25 years
of leadership experience across the private, public, and non-­
profit sectors, advancing strategic initiatives both locally
and internationally. Drawing on these diverse experiences,
she fosters dynamic and interactive learning environments

5. Which knowledge or skills were the most difficult
to learn? What helped you learn those skills?

12

4. Which of these opportunities were you able to
take advantage of?

6. What were the biggest challenges you faced during the first year of your appointment?
7. Overall, what are your biggest challenges in the
role? What are your biggest rewards?
8. How often do you have opportunities to engage
in self-­reflection?
9. Knowing what you know now, what would you
do differently to prepare for the role?
10. Would you pursue or accept other leadership
opportunities in the future?

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rsity​affai​rs.​ca/​news/​news-​artic​le/​statc​an-​report-​revea​ls-​impen​ding-​
shifts-​at-​highe​st-​levels-​of-​profe​ssori​ate/​