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<p>This article in Gruppe. Interaktion. Organisation (GIO) explores how leadership development in scientific expert organizations can be effectively supported through systemic learning architectures. Using the Leibniz Leadership Academy’s “Reflecting Leadership” program as a case example, it demonstrates how the Action Learning approach integrates individual reflection, collective learning, and organizational development into a coherent leadership practice.</p><p>The program targets institute directors within the Leibniz Association and is designed as a multi-stage Learning Journey. Based on exploratory interviews and a participant survey, the study examines how this format fosters leadership effectiveness. Findings reveal that collective reflection, peer coaching, and perspective-taking are key mechanisms in developing a shared leadership culture.</p><p>Leadership in this context emerges as a relational and learning-based process that enables meaning-making, trust, and accountability rather than hierarchical control. The Learning Journey thus proves to be an effective means of strengthening strategic foresight and collegial collaboration—supporting a culture in which scientific excellence results from, rather than contrasts with, effective leadership.</p>

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Das eigene Institut von der Zukunft her führen. Eine Learning Journey als wirksame Lernumgebung für das Top Management einer Expertenorganisation am Beispiel der Leibniz-Gemeinschaft

  • 期刊论文

  • 发表日期：

    2026年5月13日

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  • Katrin Glatzel,
  • Tania Lieckweg

摘要

This article in Gruppe. Interaktion. Organisation (GIO) explores how leadership development in scientific expert organizations can be effectively supported through systemic learning architectures. Using the Leibniz Leadership Academy’s “Reflecting Leadership” program as a case example, it demonstrates how the Action Learning approach integrates individual reflection, collective learning, and organizational development into a coherent leadership practice.

The program targets institute directors within the Leibniz Association and is designed as a multi-stage Learning Journey. Based on exploratory interviews and a participant survey, the study examines how this format fosters leadership effectiveness. Findings reveal that collective reflection, peer coaching, and perspective-taking are key mechanisms in developing a shared leadership culture.

Leadership in this context emerges as a relational and learning-based process that enables meaning-making, trust, and accountability rather than hierarchical control. The Learning Journey thus proves to be an effective means of strengthening strategic foresight and collegial collaboration—supporting a culture in which scientific excellence results from, rather than contrasts with, effective leadership.