Characterizations of Transformative Leadership and Transformative Learning: The Case of Eight Doctoral Students Enrolled at a Midland College in the University of North Carolina System
Abstract
This phenomenological study examined the perceptions of transformative leadership characteristics in eight students enrolled full time in a doctoral program of study at a midland college in the University of North Carolina System. Absent from contemporary conceptualizations of transformative learning is a comprehension of how the theory impacts upon transformative leadership in adult learners. Participants for the study included eight adult learners enrolled full time for two semesters in a doctoral program of study. Mezirow's Theory of Transformative Learning (1978) and Freire's notion of conscientization (1971) were utilized as theoretical frameworks for the study. This qualitative study utilized a phenomenological case study design to examine perceptions of transformative leadership characteristics of eight adult learners. As such, themes related to students' perceptions of transformative leadership characteristics with a critical explication of the transformative learning experiences of adult learners were explored. Participant data was analyzed and triangulated to corroborate evidence from different sources to illuminate presented themes. Findings of the study revealed that participants' perceptions of transformative learning indicated ways in which it influenced their transformative leadership characteristics and abilities.
Subject Area
Educational leadership|Adult education|Higher education
Recommended Citation
Chamblee, Constance, "Characterizations of Transformative Leadership and Transformative Learning: The Case of Eight Doctoral Students Enrolled at a Midland College in the University of North Carolina System" (2018). ETD Collection for Fayetteville State University. AAI13872022.
https://digitalcommons.uncfsu.edu/dissertations/AAI13872022