Transforming Leadership Identity in a Virtual Environment

Abstract

Schein contends that “unless leaders become learners themselves … acknowledg[ing] vulnerabilities and uncertainties—then transformational learning will never take that leads to transformative learning, the authors engaged educational leadership doctoral students in an Experimental Simulation, using masked identities in a virtual environment. In order for students to fully examine the how of their knowing—to let go of a set of well practiced good student behaviors and risk personal discomfort required for reflection and transformation, the instruction included the Interactive Learning Model.©” The learning experience offered clear evidence that when individuals engage in experiential learning that disrupts a carefully crafted student identity and that experience is supported by enhanced knowledge of the learning self, facilitated reflection can lead to a marked shift in both learner and leader identity.