The core objective of the new SMU-X Transformative Leadership course is to nurture a new generation of young leaders motivated and capable of tackling intricate global and local challenges related to the nexus of ‘digital disruption, demographic change and diversity’ in an integrated, interdisciplinary fashion, providing the opportunity to integrate perceived differences between older and younger people in terms of values, communication priorities; age discrimination or the initiation of new types of social (‘digital’) behaviours transmitted from the plugged-in ‘Generation Z’ (born 1996 and after) to Baby Boomers (born 1946 to 1964). These three challenges (positioned at the interface of both current and future issues) are not only globally relevant but also have significant local implications for Singapore.
Embedded in the experiential SMU-X initiative, the Transformative Leadership course provides students with a unique learning opportunity to develop and implement (socially) innovative solutions to make a positive impact on business and society in close collaboration with reputable partners in business, nonprofits and government. Learners will be paired up with an external SMU-X partner to work on relevant innovative projects with real impact.
The successful completion of such transformative SMU-X projects requires learners diving deep(er) into various disciplines such as social sciences, business, political governance, public policy, demography, technology, etc. It is expected that the chosen practical challenges commissioned by SMU-X partners will ‘stretch’ students, forcing them to step out of their comfort zones and to explore the unknowns in order to make a ‘real’ difference ‘out there’ in both the social and business sectors.
In terms of effective leader development, in particular, transformative leadership, the SMU-X course design will support learners in expanding their individual capacity to be effective in leadership roles and processes. Emphasis will be put on proximal indicators of leader development such as self-views around self-concept, including leader self-awareness, leadership self-efficacy and leader. Through their SMU-X projects, students will appreciate the importance of leadership development so that they can articulate what it takes for teams and their leaders to create strong(er) alignment and high(er) levels of commitment. The latter requires interpersonal trust, care and concern as well as shared mind-sets regarding (transformative) goals and values such as the ‘real’ sharing propelled by collaborative leadership approaches.
The course approach is based on both analytical rigor and the practical utilisation ofleadership
principles and concepts. During the course, a variety ofteaching and learning techniques will be
employed to enable students to think critically and imaginatively about the various implications ofthe
topic. To realize the goal of a sharedlearning experience between students and instructor,the course is
aimed at integrating real leadership challenges, practical experiences, problem-based interaction with
both clients and leaders in society, projects, presentations, experiential exercises, and critical reflection
on the various course materials. Ahigh level of student participation is required both in the classroom
and in the context ofthe leadership projects. Students are required to read intensively and to
participate actively in projects, presentations, discussions etc.
Akey assumption is that knowledge is constructed by learners and not merely absorbed from someone
with more experience. In constructing their knowledge, learners draw on their previous knowledge,
mental processes, and experiences in integrating knowledgewith their mental model ofthat domain
(e.g.,teamwork, leadership). For that reason,the transformative leadership course is interactive and
experiential. Students meet in class and in small groups; they work in project teams both in class and
outside class with SMU-X partners; individually and collectively they reflect on their SMU-X project
experiences through class discussion and written assignments. Students present their innovative
projects and takeaways to classmates, clients, and the professor. In short,the course requires student
participation as the foundation for learning.
