Exploring virtue ethical stewardship and transformative learning in a university's business leadership programmes

This thesis introduces a new concept termed virtue ethical stewardship (VES) and explores the pragmatic dimension of transformative learning (TL) in terms of VES. It is defined as developing the character of doing good when discharging responsibility. While the character is the habit of being: the combination of traits, values and virtues (Crossan et al., 2013), doing good is the aligned motive, intention and belief.

The idea that students have the potential to construct new meaning for their learning experiences suggests the transformative possibilities of the university’s education. Transformation becomes evident when transformative learning is understood as changes in elements of the identity (Illeris 2014).

Thus, VES transformative learning framework is developed to offer a new way to develop leaders as stewards who are more ethical in the future.

Consequently, university education can be a social phenomenon that transforms students to agents of action and responsibility (Biesta, 2015; and Mezirow, 2009) who address the societal concerns about the questionable moral behaviour of some leaders.

The methodologies used are phenomenological, underpinned by a critical realist view. This led to a narrative method with a two-stage approach for field texts collection and two-phase method of interpretation and analysis.

The study identifies four main self-aware interconnected influential conditions for VES transformative learning: childhood upbringing (parental/custodian); roles and responsibility (organisational); the environment (environmental); and the motivation and ability to learn (personal), and two conditions: personal values and instincts, requiring attention. Conditions are acknowledged using a constructed moral status’ table to suggest where stewards are in relation to VES and might be needed to enhance the status.

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