Transformative Pathways: Fostering Leadership
Development Through Reflective Undergraduate Education
Leda Stawnychko, Mount Royal University, Canada

ABSTRACT
Undergraduate education can play a transformative role in developing students’
leadership capacities, the practice of which can be examined through the
Scholarship of Teaching and Learning. This study examines how educational
experiences in a senior undergraduate-level leadership development course at a
western Canadian university contributed to shaping students’ self-awareness,
personal philosophies, and leadership skills.
Using thematic analysis of reflective writing from 17 students, the research
revealed a significant shift among students from perceiving leadership as a
positional role to understanding it as a lifelong personal journey of growth and
societal responsibility. The findings suggest that, in addition to developing
leadership competencies, the course facilitated personal transformations by
exploring the alignment of personal values, individual leadership styles, and social
awareness. A major contribution of this paper is a model that maps a path for
students’ leadership growth, beginning with self-awareness, moving to the
development of personal philosophy on leadership, and, finally, building practical
skills.
The findings of this study have broad interdisciplinary applications, highlighting
the importance of fostering self-awareness and developing leadership philosophies
to prepare students for navigating complex challenges and leading effectively in
diverse fields. Universities and educators may consider integrating reflective
teaching methods that encourage transformative learning. Such pedagogical
approaches can support students in leading authentically, adapting their leadership
to various contexts, and maintaining a strong commitment to ethical practices and
positive societal impact.
Keywords: leadership development, leadership education, undergraduate
education, transformative learning
DOI: https://doi.org/10.29173/isotl787

Copyright 2025 The Author(s). CC-BY License 4.0. This is an open access work distributed under
the terms of the Creative Commons Attribution 4.0 International License, which permits sharing
and adaptation with appropriate credit.

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INTRODUCTION
Education is the mother of leadership. —Wendell L. Willkie,
Freedom and the Liberal Arts, 1943
University education is widely recognized as a transformative experience that
shapes individuals intellectually, socially, and personally, thus leading to a deeper
understanding of themselves and the world (Kegan, 2018; Mezirow, 2000).
Moreover, in addition to fostering new knowledge, undergraduate education aims
to create an environment where students can develop critical thinking skills,
establish meaningful connections, and understand their impact on the world.
Education’s transformative power is particularly relevant to leadership
development, where the learning journey entails re-examining one’s identity,
values, and beliefs as a foundation for an authentic leadership practice. Leadership
is one of the essential determinants of personal and organizational success.
However, because of its transdisciplinary nature, there is no unanimous agreement
as to how, exactly, to define it (Northouse, 2024). Leadership has been
conceptualized in various ways, with scholars emphasizing particular
characteristics to define it as a process, communication, service, relationship, or the
capacity to instigate change (Dinh et al., 2014; Drucker, 2020; Ford & Harding,
2018; Kotter, 2007; Northouse, 2024; Ronald, 2014; Uhl-Bien, 2021). For the
purposes of this study, leadership is defined as the purposeful influence one has on
others, which is relationally enacted through everyday actions within one’s context.
This perspective is particularly appropriate for undergraduate students as it
democratizes the leadership practice, making it accessible and relevant to all
people, independent of professional positions or titles (Carey, 2020; Collinson &
Tourish, 2015; Erhard et al., 2013). The study offers a baseline step to establish a
foundation for future longitudinal investigations exploring the transformative
effects of leadership education.
Business schools play an essential role in developing future leaders although,
traditionally, their focus has been on teaching technical skills for resource planning,
organizing, and control (Leroy et al., 2022; Winstead et al., 2009). However, there
is a growing recognition of the importance of addressing the gap between this
technical expertise and leadership ability by developing emotional intelligence for
effective and ethical self-management as well as influencing others (Avolio, 2010;
Felten et al., 2016; Hughes et al., 2022; Goleman, 2019; Johnson, 2019; Leroy et
al., 2022; Gimmarco et al., 2020). Emotionally intelligent leaders possess empathy,
self-awareness, and social skills that allow them to create positive work
environments, foster collaboration, and navigate complex social dynamics,
ultimately driving organizational performance (Goleman, 2019; Northouse, 2024).
Leadership curricula vary considerably at the undergraduate level (Collinson &
Tourish, 2015; Jenkins, 2012; Leroy et al., 2022). Courses tend to focus on the
extraordinary achievements and characteristics of world-renowned leaders, which
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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can obscure the critical, everyday impact of leadership practice. Additionally,
leader development requires practical and authentic application within one’s
context, informed by theoretical models. Thus, educators must blend their own
personal leadership philosophy—shaped by knowledge and experience—with the
ability to model leadership skills and behaviours in the classroom. This approach,
paired with offering students opportunities to practice relevant skills in a supportive
environment, is essential for their development (Carey, 2020; Collinson & Tourish,
2015; Morrison et al., 2003). Gauging the efficacy of undergraduate leadership
courses is a complex task because although observable progress may be noted
within an academic term, meaningful growth unfolds over a longer period of time.
Profound changes, indicative of transformative learning, tend to manifest several
months or even years after course completion (Abrell, 2011; Collinson & Tourish,
2015; Newstead, et al., 2024; Njah et al., 2021; Mayhew et al., 2021).
Leadership educators do not yet fully understand which pedagogical approaches
lead to transformative learning. While the collective and relational aspects of
leadership have been extensively studied, the more personal area of leader
development, focused on individual growth and self-awareness, remains relatively
unexplored (Abrell, 2011; Avolio, 2010; Day & Dragoni, 2015; Esen et al., 2020;
Jenkins, 2012; Leroy et al., 2022; Van Velsor et al., 2010). Emerging literature has
explored phenomenological pedagogies that move beyond theoretical knowledge
of leadership to emphasize self-awareness and the embodiment of leadership
practices (Carey, 2020; Erhard et al., 2013; Jenkins, 2012). However, further
investigation is needed to determine whether these pedagogies foster profound
leader development, where leadership is both conceptually understood and lived as
an embodied practice.
This study aims to contribute to the leadership development literature by
providing detailed insights into the transformative educational experiences of
students following their participation in a senior undergraduate-level university
leadership course by asking the research question: Does completing a senior
undergraduate leadership development course lead to transformative learning
among students?

POSITIONALITY
My experiences as a leadership learner, practitioner, and educator in the private,
public, and non-profit sectors enrich this investigation. My lifelong learning
journey includes a Doctor of Philosophy degree in educational leadership and a
Master of Education degree in interdisciplinary studies, specializing in leadership.
I have also taught hundreds of leadership students at three post-secondary
institutions in the disciplines of business, health care, social work, and engineering.
These diverse experiences have been instrumental in helping me to shape the
study’s research questions, select the appropriate research methods, and interpret
the data. Moreover, I have consciously adopted a reflexive stance to balance my
educator and investigator roles, aiming to uphold an impartial analytical approach
by critically examining how my positionality might influence my perspective. This
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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methodical approach ensures that the study’s conclusions are substantiated by
robust empirical evidence.

THEORETICAL UNDERPINNINGS
This study uses transformative learning theory as a lens for the investigation.
The rationale for applying a transformative learning lens is grounded in its
extensive study and discussion in the literature and its recognized effectiveness in
examining leadership development programs (Merriam & Baumgartner, 2020;
Mezirow, 2000). Transformative learning theory, introduced by Jack Mezirow in
the 1970s, is an adult education framework emphasizing critical reflection for
perspective change (Mezirow, 1978). Importantly, this theory underscores the role
of self-reflection, dialogue, and critical thinking that fundamentally change how
individuals understand themselves and the world around them. It proposes that
through examining and questioning previously held beliefs, assumptions, and
values as part of the learning experience, students undergo a transformation in
perspective that can help them adopt a more inclusive, discerning, integrative, and
ultimately sustainable worldview (Collinson & Tourish, 2015; Odom et al., 2017).
Conversely, non-transformative types of learning involve passive acceptance of
knowledge within existing frames of reference, such as when memorizing a theory.

METHODS
This qualitative study was guided methodologically by Merriam and Tisdell
(2016) and Yeo et al.’s (2023) insights into adult education and the Scholarship of
Teaching and Learning. Their emphasis on applied research informed the study’s
design, including data collection, analysis, and reporting. Specifically, the study
utilized thematic analysis, an inductive research technique favoured for its ability
to observe participants in their natural settings to generate broad explanations and
facilitate a deeper understanding of the phenomenon (Braun & Clarke, 2021).
The constant comparative method was employed in data coding and
analysis, allowing for the simultaneous comparison of different data segments
(Braun & Clarke, 2021; Merriam & Tisdell, 2016). The comparison revealed
repeated patterns of experiences, both similar and different among participants,
which were deductively organized into clustered codes. These codes formed the
broad themes of self-awareness, personal philosophy, and skill development, all
organized under the overarching umbrella of leadership development. Through this
constructivist lens, I dissected and interpreted the students’ narratives, emphasizing
the strategic role of self-reflection.

Context
The research was conducted at Mount Royal University, a publicly funded
undergraduate university in Western Canada that offers 36 degree options to over
15,000 students annually. According to the university’s stated values, apart from
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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the requirements of employment, its programs “strive to enrich students’ lives and
benefit society by promoting a strong reflective capacity with respect to social,
cultural, and scientific matters” (Mount Royal University, 2025). The leadership
development course under examination is offered by the university’s business
school. The course is open to students who have completed organizational
behaviour or social psychology prerequisites as part of their general education
requirements. Learning outcomes for the section of the course involved in this
research were assessed through the completion of group work involving research
and class facilitation components, as well as individual exams testing the students’
understanding of theory through case-based scenario questions with practical
setting applications. Learning outcomes were also assessed through individual and
group reflective activities, including two reflective assignments focused on selfawareness.
To facilitate development, students were prompted to examine the leadership
and followership dynamics they observed within their immediate context in
schools, workplaces, and families. The course design encouraged students to
actively engage in bridging the gap between their personal experiences and the
classroom material. This integration was achieved by incorporating group
discussions where students collaboratively deconstructed and critically analyzed
leadership as a social construct. Furthermore, the course promoted active
engagement by involving students in teaching and facilitation roles, which not only
helped them understand the content in more depth, but also supported their
development of communication skills. Such a pedagogical approach was in line
with the university’s stated commitment to foster adaptability, inclusivity, and
relationship building. The teaching method was reinforced by the instructor’s
subject matter expertise and the anecdotal evidence from prior course participants,
suggesting that the approach can lead to meaningful and long-lasting transformative
learning experiences.

Data Collection
Once approval was obtained from the research ethics board at the end of Fall
2023, signed informed consent forms were collected from the leadership
development students who voluntarily agreed to participate in the study. The ethics
review addressed issues of undue influence, conflict of interest, informed consent,
and privacy, given that the research involved my students. To mitigate the risks
associated with my dual role as a researcher and teacher, a fellow faculty member
from the university handled the administration and collection of the consent forms.
Further, a graduate student from a different institution was employed as a research
assistant to gather and organize the study’s data, removing all personally
identifiable information for analysis. I gained access to the consent forms and
research data only after the student appeal period for final grades had passed.
Data consisted of two graded reflections prepared by the student participants as
a regular part of the course activities. The reflections encouraged students to be
introspective while bringing awareness as to what they were learning. Considering
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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the questions “What did I learn?,” “How did I learn it?,” “Why does it matter?,”
and “What will I do in light of it?,” students were also asked to provide personal
examples to illustrate their thoughts. The first reflection, due one week after the
start of the course, was designed to uncover students’ foundational thoughts about
leadership and leader development. It prompted them to examine their personal
definition of leadership and the skills they aspired to develop or strengthen. The
second reflection, due approximately 13 weeks later on the last day of class, aimed
to gain insights into the nature of the students’ learning experiences over the
semester, capturing actualized outcomes and implications of the real-world impact
of the leadership skills they developed or refined.
In the section below, excerpts from participant reflections are provided wherever
possible to vividly and accurately communicate their experiences.

RESULTS
Thirty-five undergraduate students were enrolled in the course under
examination. Upon enrolling, 70% of the students had already completed a
minimum of 30 courses towards their degree. Another 20% had completed between
10 and 29 courses, while the remaining 10% had completed fewer than 10 courses.
The course was a program requirement for 25% of the students. Of the total 35
students, 17 participated in the study.

Self-Awareness as a Leadership Foundation
At the outset of the course, students viewed leadership primarily as influencing
others within the political or organizational spheres. Students highlighted the
importance of leading by example and the necessity of sound decision-making.
They saw leadership as an external skillset to be acquired, akin to managing teams.
As the course unfolded, students began to internalize leadership as a component of
personal growth. They embarked on journeys of self-awareness, acknowledging the
impact that their actions had on their immediate context. Initially, students had
difficulties identifying themselves as leaders. They underestimated their
capabilities and confused leadership with management. Their perspectives shifted
dramatically over the course of the semester as they began to self-identify as leaders
or as possessing leadership qualities and to accept accountability for their influence
in the community:
I never considered myself a leader. My self-awareness was at a different
capacity before taking the class than where I am now. … I learned that many
of the characteristics of a leader I already have. I realized that I have what it
takes to be a leader, and the world needs more leaders, especially ethical
leaders. ... It is my obligation to apply the concepts and ideas I learned in class
to influence others to become leaders themselves. (Student 17, Reflection 2)
Throughout the semester, students’ understanding of leadership evolved from
viewing it as a predominantly professional role to recognizing it as a continuous,
value-driven process crucial to personal, organizational, and societal advancement.
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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The students’ learning journey was underscored by a growing appreciation for
leadership’s contextual, distributed, and relational nature, moving beyond the
traditional top-down approach.
The course encouraged students to engage in deep self-reflection, helping them
to identify how their unique attributes could enhance their leadership practice. This
introspective process was enriched by discussions on emotional intelligence, which
played a pivotal role in increasing their self-awareness. Students reported a greater
ability to regulate their emotions, tailor their communication styles to various
personalities and contexts, and appreciate diverse perspectives—skills that proved
essential in forming meaningful relationships and functioning effectively within
their teams. Moreover, the insights gained about emotional intelligence extended
to their ethical leadership practices, enhancing their understanding of the broader
impacts of their decisions on both people and the environment. Through this
comprehensive learning experience, students not only recognized the importance
of adapting to challenging situations but also learned to manage personal responses
and maintain effectiveness under stress. By the end of the semester, students were
not only better prepared to lead in various contexts but also more committed to
applying ethical principles.

From Self-Awareness to Leadership Philosophy
The students’ evolution in understanding leadership began with the realization
of its distinct nature, different from management. At the onset of the semester,
many students equated leadership with formal authority and professional titles.
However, as the semester progressed, they began to extend this understanding by
examining various life experiences that ranged from family dynamics to team sports
and workplace roles. The awareness that leadership occurs within their context
supported a more sophisticated appreciation of it as both a skill and an art form that
entails inspiring others through a number of behaviours and strategies. A student’s
reflection credits their learning with catalyzing a significant shift in their personal
leadership philosophy:
I had always believed that a leader is someone who can command at will.
This course has made me realize, and become self-aware, that I am capable
of being a leader. I realized that I do not have to be assertive or militaristic in
order to consider myself as a leader; and there are other ways one can
demonstrate leadership. This newfound self-awareness will allow me to be
more authentic and make sound decisions that are aligned with my strengths.
(Student 1, Reflection 2)
This reflection demonstrates a fundamental shift in the student’s leadership
perspective from equating leadership with authority to recognizing it as an
individualized, values-driven practice. As students progressed in their
understanding, they began to redefine leadership as an ongoing process of selfdiscovery and relational influence. This maturation was evident as students started
to see leadership not just as a role but as a series of relationships built on trust and
integrity that require leaders to continually learn and adapt to their changing
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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contexts. Additionally, students recognized the value of identifying and
understanding the impact they had on others, accepting personal accountability for
this impact, and striving to have a positive and ethical influence. Conceptions of
leadership transitioned from having power and authority to entering a journey of
self-discovery influenced by ethical considerations and societal well-being.
Importantly, students appreciated the value of creating supportive and inclusive
environments and developed a more sensitive sense of ethical accountability. The
end-of-semester reflections showed that students understood their responsibility to
foster positive change in the community by embracing leadership as a contextual
and adaptive practice. Through self-discovery and skill development, the students’
personal philosophies evolved to include the recognition that effective leadership
is characterized by the consistent and authentic expression of one’s ethical values
and by a commitment to their own growth as well as that of others.
By the end of the course, students articulated a more comprehensive personal
philosophy of leadership, encompassing self-discovery, skill acquisition, ethical
considerations, and a commitment to social responsibility. Their reflections
revealed an awareness that leadership is a dynamic, participatory practice that
extends beyond personal achievement.

From Leadership Philosophy to Authentic Practice
At the beginning of the semester, the students’ learning expectations reflected
prototypical management and leadership traits, such as effective communication
and conflict management. Many of them indicated that enhancing communication
skills was their most critical area of interest as they aspired to be more assertive and
to communicate better in group settings. However, as they progressed through the
course, their focus shifted to incorporating skills for self-awareness, authenticity,
and emotional intelligence, as captured in the words of this student:
I appreciate that more emphasis was placed on self-realization and how
leaders develop their skills in their own style rather than sticking to an
absolute, concrete formula.… Some leaders excel in areas that others might
not, and vice versa. … Although the class is primarily focused on leadership
development, I feel like you develop as more than just a leader. You can
develop as an individual, as a whole. (Student 2, Reflection 2)
This reflection demonstrates a shift in perspective, as students moved away from
rigid, one-size-fits-all definitions of leadership and began to embrace a more
individualized and developmental view. Rather than seeking to conform to an
established leadership archetype, they started to recognize their own strengths and
how leadership can be expressed in different ways. This broader, more nuanced
understanding of leadership effectiveness, emphasized the importance of of selfawareness, adaptability, and authenticity. Subsequently, many began identifying
reflection and self-awareness as tangible leadership skills to be developed and
practiced while also appreciating the diversity in leadership styles and the
importance of aligning one’s values with actions. Ultimately, students started to
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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view leadership as integral to their personal identity and not just as a function of an
official capacity. The reflections revealed that students no longer aimed merely to
refine role-specific skills, but to embrace a personalized approach tailored to their
unique personalities, strengths, and values.
The impact of the leadership course extended beyond mere skill acquisition; it
led to a personal transformation where students learned to value self-awareness and
growth in all aspects of life. By the end of the course, leadership skills were not
only viewed as vital for professional roles, but were seen as part of a holistic,
lifelong growth process. Students recognized the transformative nature of the
course on their journey to becoming self-aware, ethical, and impactful leaders
prepared to positively influence their communities and workplaces. This holistic
development signalled a shift from fitting a specific leadership mould to
recognizing each student’s unique strengths and qualities and ability to exert
positive influence within their context.

Undergraduate Student Leadership Development Model
The proposed Undergraduate Student Leadership Development Model (depicted
in Figure 1) outlines a journey distinct from those typically experienced by more
seasoned leaders. Whereas professional development often concentrates on refining
skills directly related to specific roles, undergraduate leader development is
characterized by a broader, more exploratory journey. The model emphasizes the
cultivation of self-awareness, the formulation of personal leadership philosophies,
and the refinement of leadership skills, highlighting the formative nature of
undergraduate leadership education.
Importantly, this model can be applied across various academic disciplines.
Whether in the fields of business, health care, engineering, or the arts, the
development of self-awareness and leadership philosophies is crucial for preparing
students to navigate complex challenges and lead in their respective fields.
Figure 1
Undergraduate Student Leadership Development Model

Undergraduate
Student Leadership
Development

Self-Awareness

Personal Leadership
Philosophy

Leadership Skills

The model begins with self-awareness, identified as a pivotal leadership
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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development component. Researchers, including Collinson and Tourish (2015),
Day and Dragoni (2015), Erhard et al. (2013), and Newstead et al. (2024), support
this view, noting that introspective reflection is critical in helping students
understand their values, beliefs, strengths, and growth areas. The reflective process,
deeply intertwined with emotional intelligence, involves students recognizing and
managing their own emotions and understanding the emotions of others, which is
essential for an effective leadership practice. Self-awareness, often shaped by
contrasting insights against those of authoritative figures in the students’ lives,
marked the first step in the students’ leadership development. The model advocates
for deep, place-based self-reflection, a pedagogical method effective in fostering
leadership development (Carey, 2020; Erhard et al., 2013; Jenkins, 2012).
As self-awareness deepened, students progressed to establishing their personal
leadership philosophies. This phase was dynamic and iterative, enriched by
academic, peer, and extracurricular engagements, as well as by developing key
components of emotional intelligence such as empathy, social skills, and selfregulation. Day and Dragoni (2015) highlight a transition in students’
understanding from traditional, hierarchical views of leadership to more inclusive,
participatory models—a finding consistent with this study’s observations. The
evolution signifies a shift from viewing leadership as a position of power to
recognizing it as a process of continuous personal growth and ethical practice
underpinned by emotional intelligence.
The literature often highlights the challenges in achieving substantial leadership
development through conventional educational models, as noted by Collinson and
Tourish (2015), who argue that leadership courses rarely meet their high
expectations and often fail to effectively develop crucial leadership skills. In
contrast, this study revealed that when leadership development is paired with active
learning techniques, such as student class facilitation and reflective practices, it can
lead to significant personal and professional growth. Odom et al. (2017) suggest
that deeper, more active learning methods are crucial in fostering leadership skills,
a point this study’s model incorporated by emphasizing the importance of realworld application and continuous self-reflection, which are essential for developing
emotional intelligence.
The model proposes that leadership development in undergraduate settings
should not be viewed merely as preparation for future professional roles but as an
integral part of holistic personal development. It calls for a paradigm shift in
leadership education, encouraging institutions to adopt an integrated, reflective, and
practical approach that leads to sustained transformations. This pedagogical
approach aims to foster students’ development into well-rounded individuals,
equipped with emotional intelligence and personal effectiveness, and prepared to
positively impact their communities and workplaces.

Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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IMPLICATIONS
The findings from this research offer valuable insights for post-secondary
institutions, leadership educators, and students. At the institutional level, the
commitment to leadership development should manifest in prioritizing and
allocating appropriate resources to offer comprehensive, cross-disciplinary
leadership development programs available to all students. By fostering the
development of students’ leadership capacities, institutions can enhance their
students’ effectiveness in future careers while enriching the university environment
and strengthening cultures of authenticity, agency, active collaboration, and
creative problem-solving.
Leadership educators are encouraged to embrace principles of transformative
learning and a reflexive pedagogical approach that acknowledges students’ preexisting experiences and notions to actively engage them in critical self-reflection.
This can be achieved by incorporating exercises such as journals, essays, or
portfolios, which track students’ growth while teaching the practice of deep
introspection. Such an approach would require educators to model self-awareness
and critical reflexivity in their teaching practice in a way that their students can
identify and observe. Additionally, introducing leadership education early in the
undergraduate journey may allow for the extended gestation period necessary for
transformative learning to take root and flourish throughout students’ academic
careers.
Undergraduate students could use this study’s findings to shape their own
learning experiences by adopting a proactive and self-directed reflective approach
to their education. They could utilize the principles of transformative learning to
seek out diverse experiences that challenge their preconceptions and foster agency
and personal growth.
Additionally, this study lays a foundation for several avenues of future research.
Future studies could incorporate longitudinal explorations and a multi-source
feedback approach using a suite of tools, including semi-structured interviews and
self-assessments, to explore observable progress in self-awareness, ethical
orientations, and skill development over time. Additional research should focus on
the long-term impact of undergraduate leadership development offerings by
conducting post-graduation follow-ups. Such studies would capture the long-term
impact of leadership education and offer valuable insights into the real-world
application of the competencies acquired during tertiary education. By embracing
these research strategies, scholars can contribute to a more comprehensive and
evidence-based understanding of leadership development, informing educational
practices and developing the next generation of leaders.

Limitations
While the findings contribute to a deeper understanding of undergraduate
leadership development, certain limitations must be acknowledged. The first
limitation arises from the study’s participant pool, which was confined to a single
Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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university’s business school course and thus may not fully reflect other disciplines
and educational contexts. Future studies would benefit from a more diverse sample
that includes a variety of academic programs and institutions. A further limitation
is the study’s reliance on self-reported reflections that are part of graded
coursework. This reliance may invite biases, as students could tailor their responses
towards perceived grading criteria or positive self-presentation.

CONCLUSIONS
University education plays a crucial role in developing future leaders. As
Wendell L. Willkie (1943) stated, education is truly “the mother of leadership” (p.
140). Leadership development is a journey that requires time and extends beyond
classroom learning. It involves gaining a clear understanding of who we are and
what we value to apply skills that lead to positive outcomes in our communities and
organizations.
The leadership course explored in this investigation is more than just another
class. It may be a turning point for students, fostering an awakening of their
leadership capacities and empowering them to purposely and intentionally commit
to positive change within their immediate contexts.
This research highlights a developmental pathway for undergraduate students,
beginning with self-awareness, progressing to the formulation of a personal
philosophy on leadership, and culminating in the application of leadership skills.
The research highlights that leadership development begins with self-awareness
and is deepened through embodied experience and practice, where students actively
engage with leadership concepts in real-world contexts.

ACKNOWLEDGMENTS
The author extends profound appreciation to the students who participated in this
study, generously making time within their demanding schedules to support this
investigation. The author also gratefully acknowledges the financial support and
training provided by the Mokakiiks Centre for the Scholarship of Teaching and
Learning, in particular, Dr. Michelle Yeo, Professor and Director of the Centre,
whose expertise and guidance were instrumental to the success of this study.

AUTHOR BIOGRAPHY
Leda Stawnychko, PhD, [LStawnychko@mtroyal.ca] 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.

Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787

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STUDENT RESPONSE TO “TRANSFORMATIVE
PATHWAYS: FOSTERING LEADERSHIP SKILLS THROUGH
REFLECTIVE UNDERGRADUATE EDUCATION”
Edith Flaterud, Izza Khatoon, Sam Paley, and Kiran Qureshi
Leadership Development Research Assistants
After completing the Leadership Development course, we collaborated with Dr.
Leda Stawnychko as research assistants under a students-as-partners model.
Reflecting on our experience as students and researchers, it became clear to us that
leadership education should permeate all aspects of the university curriculum.
Initially, we thought of leadership in a conventional way, often associating it with
those in higher positions of authority. However, in class and through this
investigation, we learned a crucial insight: leadership is not confined to those in
power but exists within each of us. We believe that integrating leadership education
earlier in students’ university experiences would help them recognize and develop
their leadership potential sooner. Just as the students in the study translated their
learning into actionable insights, integrating leadership education across disciplines
can empower students to apply leadership in diverse contexts.
Additionally, universities could embed leadership principles throughout the
entire campus experience, making it easier for students to develop and apply
leadership skills in all areas of their lives. By incorporating leadership into every
part of the curriculum, students could learn to thrive both academically and
personally, while also contributing positively to society.
Although technical skills and formal authority are important aspects of
leadership, we now believe that empathy is what sets exceptional leaders apart.
Through the course and this research project, we became more self-aware of our
transformative potential and recognized that true leadership begins with leading
ourselves effectively before guiding others.

Stawnychko, L. (2025). Transformative pathways: Fostering leadership development through
reflective undergraduate education. Imagining SoTL, 5(1), 10-26. https://doi.org/10.29173/isotl787