Transformative learning in the executive suite: CEOs and the role of context in Mezirow's theory (Jack Mezirow)

This qualitative, phenomenological study addresses this research question: Given their unique context, how do CEOs describe learning as defined by Mezirow's (1991) theory of transformative learning? Using Mezirow's theory as a framework of inquiry, this study explores how this unique context informs our understanding of transformative learning theory and how CEOs learn. This study uses adult learning and executive development theoretical frameworks, and thus it informs practice within both fields.; Ten CEO participants were selected purposefully (Patton, 1990). Each CEO reconstructed personal learning experiences through three in-depth interviews (Seidman, 1998). After reduction (Moustakas, 1994; Seidman, 1998) and thematic analysis (Boyatzis, 1998), ten themes in the data emerged. The themes were remarkably similar to attributes of communicative action (Mezirow, 1991), including lifeworld, social interaction, and the transformative nature of learning, and provided the organizing framework for the themes. Individual profiles (Seidman, 1998) were also displayed.; This study offers the following conclusions: (1) context affects transformative learning by constraining communication and inhibiting relationships for discourse, but context is effectively offset by engaging in self-discourse and discourse with a spiritual higher being; (2) although rare, ideal conditions do exist for discourse with others, generally in non-competitive relationships characterized by shared trust, familiarity, and perceived common cognitive capacity; (3) transformative learning has an affective nature (feelings and emotions) that affect critical reflection; (4) critical reflection and experience are essential components of CEOs' learning; and (5) self-discourse is a viable means of learning in perspective transformations and is underemphasized in Mezirow's theory.