Resonant learning and transitional space: Enabling lasting leadership for good in a post-crisis world

Abstract

Developing graduates in pre-experience higher education programs that have the transdisciplinary capability to be leaders for good throughout their career is a complex curricular challenge. Resonant business education is predicated on learning experiences that draw in the lived experiences of students and integrates their current knowledge and skills into emerging experiential contexts, both being and yet to be experienced. The creation of pathways from experiences already gained by students in leadership, either explicitly or tacitly through following leaders or heroes of their own, into opportunities for experiential learning about leadership during their degrees represents a significant design opportunity. This study interrogates the challenges and affordances of designing a leadership education program at the University of Sydney Business S program purposefully creates sequences of challenging learning experiences in transitional spaces for students to integrate, repurpose and share their transdisciplinary knowledge, skills, and experience in resonant ways as they develop their skills to be leaders for good.