Cultivating a paradoxical mindset: enhancing transformative learning through paradoxical leadership

Abstract

Purpose This study investigates the influence of paradoxical leadership on employee transformative learning in higher education institutions (HEIs). Based on paradox theory, this research examines how a paradoxical mindset mediates this relationship and explores the moderating role of employees’ moral values in developing a paradoxical mindset and fostering transformative learning. Design/methodology/approach The research adopted a quantitative approach. In three phases, data were collected from 411 randomly selected faculty members of HEIs in Pakistan to assess their perceptions of paradoxical leadership, followers’ paradoxical mindset, moral values and transformative learning outcomes. Structural equation modeling was employed for analysis in AMOS26. Findings The findings reveal paradoxical leadership’s positive and significant impact on transformative learning, mediated by developing a paradoxical mindset. Moral values positively moderate the relationship between paradoxical leadership and developing a paradoxical mindset. However, the moderating effect of moral values on the link between a paradoxical mindset and transformative learning was insignificant. Practical implications The study suggests that organizations, particularly HEIs, should cultivate paradoxical leadership to navigate inherent tensions and contradictions, fostering an environment conducive to transformative learning. Developing a paradoxical mindset among employees is crucial for enhancing adaptability and learning, with moral values playing a pivotal role in amplifying the effectiveness of paradoxical leadership. Originality/value This study contributes to the literature by providing empirical evidence on the mechanism through which paradoxical leadership influences transformative learning. It extends paradox theory to the context of transformative learning, highlighting the importance of cognitive and ethical dimensions in leadership and learning processes within HEIs.

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