Wisdom Through Adversity: Situated Leadership Learning of Engineering Leaders

Abstract

As part of a larger research project involving career history interviews, this qualitative study explored the struggles and failures of 29 senior engineering leaders, to understand how their experiences of adversity have contributed to their leadership learning. We began by exploring the nature of the adversities faced in engineering leadership. Using situated learning theory as our primary analytical lens, two main themes on leadership learning emerged through our data analysis: (1) Contextual awareness in managing and navigating constraints, with subthemes such as “think in terms of systems,”1 recognize when to walk away, and foster a culture that promotes organizational success; and (2) Leveraging personal resources and experiences in leadership, with subthemes such as learn from (painful) experience, and rely on personal strengths such as integrity and tenacity for guidance in leadership. The study also draws from theories of emotional intelligence, the crucibles of leadership, and organizational culture to interpret the experiences and learning of the engineering leaders. The significance and limitations of the research are discussed. For engineering educators, the findings authenticate for students the complexity of leadership under adversity in the workplace.