Learning Mindful Leadership in Virtual Spaces
This research examines the processes and outcomes of learning mindful leadership in virtual spaces. The development of best practices for teaching mindfulness in online courses is hindered by a lack of research. Additionally, there is a lack of research on contemplative education practices concerned with the development of the whole person, particularly developing emotional intelligence capacities for leadership. This paper reports on a grounded theory study on an online educational leadership course involving nine graduate students. Data includes course artifacts and an electronic survey. Key findings include that learners experienced a shift in their attitude toward mindful leadership and they identified several impactful practices which aided their exploration of leadership. The impacts of mindfulness practices on learners included uncovering their personal barriers to developing leadership potential and the role of self-care and management for leaders. Peer-to-peer learning was a key process in learning mindful leadership.