G5 Doctoral dissertation (article)
Relational leadership manifestations in a socially constructed learning environment in higher education (2025)
Relationaalisen johtajuuden ilmenemismuotoja sosiaalisesti rakentuneessa oppimisympäristössä korkea-asteen koulutuksessa
Ramamoorthi, B. (2025). Relational leadership manifestations in a socially constructed learning environment in higher education [Doctoral dissertation]. University of Jyväskylä. JYU Dissertations, 867. https://urn.fi/URN:ISBN:978-952-86-0457-0
JYU authors or editors
Publication details
All authors or editors: Ramamoorthi, Bhavani
eISBN: 978-952-86-0457-0
Journal or series: JYU Dissertations
eISSN: 2489-9003
Publication year: 2025
Number in series: 867
Number of pages in the book: 1 verkkoaineisto (79 sivua, 40 sivua useina numerointijaksoina, 3 numeroimatonta sivua)
Publisher: University of Jyväskylä
Place of Publication: Jyväskylä
Publication country: Finland
Publication language: English
Persistent website address: https://urn.fi/URN:ISBN:978-952-86-0457-0
Publication open access: Openly available
Publication channel open access: Open Access channel
Abstract
create in collaboration to co-construct knowledge, as well as the factors enabling the co-creation of these shared practices. The second sub-study investigates how leadership identity development manifests within a group of multicultural students at the individual and collective levels. The third sub-study examines the forms of collective leadership uncovered when appreciative inquiry is applied as a pedagogical approach in a multicultural student group within a higher education learning environment. The article dissertation’s sub-studies draw on data from a course called Collaboratories Lab. The data consists of student reflections on an online discussion forum, group discussions, and the students’ final learning assignment. A qualitative research approach was adopted across all three sub-studies. In sub-study 1, the findings reveal that the students practiced
co-sensing and co-shaping to acquire knowledge effectively in collaboration.
Additionally, they demonstrated a broadening perception of diversity. The
findings of sub-study 2 indicate that leadership identity manifests through 1) a collective impulse to achieve shared goals, 2) a collective cognition of the need to integrate diverse perspectives, and 3) a broadening view of leadership as the collective capacity for co-creation and generativity. Sub-study 3 shows that forms of collective leadership were uncovered when participatory pedagogies, such as appreciative inquiry, were used in higher education environments. These forms of collective leadership include 1) collaborative synergy as web-like relations, 2) transformative connections as social fields of deepened con-nection, 3) generative dialogue as generative listening and collective wisdom. The findings of the three sub-studies enrich our knowledge of how relational leadership manifests as shared relational practices, leadership identity development, and collective leadership forms. They provide instrumental ways to benefit from relations among diverse students in socially constructed learning environments. Finally, the dissertation shows how learning and leadership are interrelated and can be socially constructed in higher education settings.
Keywords: students; groups; leadership (properties); identity (mental objects); cooperation (general); social relations; multiculturalism; tertiary education; doctoral dissertations
Free keywords: relational leadership; socially constructed learning
Contributing organizations
Ministry reporting: Yes
VIRTA submission year: 2025