Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions
(2022) In Management Learning 53(2). p.291-309- Abstract (Swedish)
- Peer interaction is a standard aspect of most leadership development programmes and is seen to be conducive to learning. Realising deeper and critical reflexivity in peer interaction is, however, challenging. This study employs conversation analysis to empirically explore peer interactions in a leadership development programme for first-line managers in the public sector in Denmark. The analysis shows that a socio-moral order, that is normative expectations inherent in interactions, guide peer discussions and shape the conditions for reflection and deeper reflexivity. The socio-moral order was based on a central principle of treating each other as experts on one’s own practice. This principle allowed for reflection but turned attention... (More)
- Peer interaction is a standard aspect of most leadership development programmes and is seen to be conducive to learning. Realising deeper and critical reflexivity in peer interaction is, however, challenging. This study employs conversation analysis to empirically explore peer interactions in a leadership development programme for first-line managers in the public sector in Denmark. The analysis shows that a socio-moral order, that is normative expectations inherent in interactions, guide peer discussions and shape the conditions for reflection and deeper reflexivity. The socio-moral order was based on a central principle of treating each other as experts on one’s own practice. This principle allowed for reflection but turned attention away from critical reflexive practices. As a result, peer discussions took a more conservative rather than a transformational orientation. The study extends the theoretical understanding of the conditions for critical reflexivity as it demonstrates how the socio-moral order of interaction regulates engagement in critically reflexive practices. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/a7c5513b-006c-47c1-b8b4-c52bcc13b872
- author
- Larsson, Magnus LU and Knudsen, Morten
- publishing date
- 2022-04
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Management Learning
- volume
- 53
- issue
- 2
- pages
- 19 pages
- publisher
- SAGE Publications
- external identifiers
-
- scopus:85102807954
- ISSN
- 1350-5076
- DOI
- 10.1177/1350507621998859
- language
- English
- LU publication?
- no
- id
- a7c5513b-006c-47c1-b8b4-c52bcc13b872
- date added to LUP
- 2023-03-29 15:02:18
- date last changed
- 2023-03-30 09:56:44
@article{a7c5513b-006c-47c1-b8b4-c52bcc13b872,
abstract = {{Peer interaction is a standard aspect of most leadership development programmes and is seen to be conducive to learning. Realising deeper and critical reflexivity in peer interaction is, however, challenging. This study employs conversation analysis to empirically explore peer interactions in a leadership development programme for first-line managers in the public sector in Denmark. The analysis shows that a socio-moral order, that is normative expectations inherent in interactions, guide peer discussions and shape the conditions for reflection and deeper reflexivity. The socio-moral order was based on a central principle of treating each other as experts on one’s own practice. This principle allowed for reflection but turned attention away from critical reflexive practices. As a result, peer discussions took a more conservative rather than a transformational orientation. The study extends the theoretical understanding of the conditions for critical reflexivity as it demonstrates how the socio-moral order of interaction regulates engagement in critically reflexive practices.}},
author = {{Larsson, Magnus and Knudsen, Morten}},
issn = {{1350-5076}},
language = {{eng}},
number = {{2}},
pages = {{291--309}},
publisher = {{SAGE Publications}},
series = {{Management Learning}},
title = {{Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions}},
url = {{http://dx.doi.org/10.1177/1350507621998859}},
doi = {{10.1177/1350507621998859}},
volume = {{53}},
year = {{2022}},
}