Pedagogic and learning spaces of leadership development: A sectoral case study

Abstract

This article advances the critical reviews of the leadership development terrain and argues for the necessity to consider and explore the pedagogic spaces of leadership development and its constitutive dynamics. It first synthesises the theoretical debates on pedagogic space by identifying five relevant themes and how pedagogic and learning spaces are differentiated. It locates itself within these debates, focusing on assemblage, embodiment and enactment. It then draws on a case study of the South African retail banking sector to suggest a sectoral analysis. The value and contribution of this case is the attention to different levels of analysis and the theme of journeys. It allows for the consideration of the evolving roles and partnerships of the business schools; and deliberation on expanding and opening up pedagogic and learning spaces. These provoke questions on the roles, nature and values of pedagogy and higher education. [ABSTRACT FROM AUTHOR]