This qualitative ethnographic study explored student learning in relation to community and leadership through experiential learning at a Benedictine Monastery. As part of an elective leadership and community course, graduate students engaged in an intensive onsite experience of learning and participating in the monastic tradition. Student reflection papers and interviews with the course instructor contributed to themes and categories that represented gained competencies and student learning. Findings showed that humility, organizational rhythm, and experiential learning greatly enhanced individual learning, which together contributed to the development and sustainability of community. Findings also indicated that non-individualistic leadership may contribute to community and continued individual growth. Set firmly within the context of community, this paper presents emerging constructs and discusses implications for both practitioners and scholars.
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