A turning point: utilizing responsive interviewing and graphing as meaning-making techniques to develop leader identity

Abstract

PurposeThe purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.Design/methodology/approachThe paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.Originality/valueWe hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.