Co-sensing and co-shaping as shared and relational practices in bringing about relational leaders in higher education

Abstract

The aim of this article is to investigate how and what kinds of relational and shared practices were co-created within a multicultural team in a higher education collaborative learning environment. The students interacted while working towards the shared goal of co-constructing knowledge. The study provides insight into how student teams can actively build collaboration in learning spaces through manifesting relational leadership. Shared and relational practices refer broadly to all the knowledge, attitudes and skills that emerge from team interaction. A compound theoretical framework combining relational leadership and leadership trichotomy was adapted to study what particular factors enable shared and relational practices. The qualitative study drew data from students’ reflections and group discussions in an intervention which served as a space for experimentation in collaboration and dialogue. The results showed that the students practised Co-sensing and Co-shaping to effectively allow knowledge co-construction. A broadening perception of diversity and the perception that barriers were a doorway to new relational possibilities enabled Co-sensing and Co-shaping to work in collaboration. The results of the study could provide new insights for other kinds of higher education learning environments.