This may seem like a logical no-brainer, but is it really?

There are certain traditional leadership theories and models often used when teaching leadership. Similar leadership skills are needed, thus, it is clear that context matters when looking deeper into teaching leadership.

A recent study at University West explored innovative pedagogical approaches in two programs, both certified in Work-integrated Learning (WIL). Both programs incorporate WIL, connecting theoretical learning with practical applications, and fostering lifelong learning. Teaching leadership to mid-career professionals in online master’s programs for Business Administration and Nursing thus presents unique challenges and opportunities, where WIL is important. Students in these programs come with work experience, often work during their education, and therefore continuously bring in work experience to integrate and reflect upon with taught theory.

The two programs in Business Administration and Nursing were relevant to explore, considering the students’ potentially diverse future working fields. However, students from both groups are likely to interact in their future work, especially concerning the management of healthcare.

The present study used a collaborative pedagogical teaching exchange process and application of Generative Critical Conversation focused on what is being taught, why it is being taught, and how it is being taught. These discussions proved effective in enhancing teaching skills and course designs, providing insights into the similarities and differences in teaching leadership across disciplines.

Key findings of learning leadership highlight the importance of understanding students’ starting points, including their valued leadership skills, role models, and the context of their leadership practice. Integrating leadership perspectives from various disciplines is crucial, as professionals from different fields often collaborate in real-world settings. Interdisciplinary leadership education development contributes to valuable perspectives being brought forward in the explored contexts, this includes understanding the importance of integrating work context when learning leadership.

This study was presented at the INTED25 conference in Valencia, Spain. The 19th International Technology, Education, and Development Conference, which attracted 550 attendees from 65 countries.

Anna Karin Olsson
Associate Professor in Business Administration
University West, Sweden

Kristina Areskoug Josefsson
Professor in Work-integrated Learning
Faculty of Health Sciences
University West, Sweden

Reference:
Olsson, A.K. & Areskoug Josefsson, K. (2025). Pedagogical Reflections on Teaching Leadership in Business Administration and Nursing in Master’s Level Online Courses. 19^th International Technology, Education and Development Conference, 3-5 March 2025, Valencia, Spain. In: INTED25 Proceedings, IATED Digital Library, 2025, pp. 3277-3286. DOI: 10.21125/inted.2025.0844