Exploring the impact of COVID-19 on the leadership approach of Canadian experiential learning university administrators

This study explores how Canadian university administrators navigated the challenges of experiential learning (EL) during the COVID-19 pandemic. The WHO’s declaration of COVID-19 as a Public Health Emergency of International Concern highlighted the interconnectedness of global systems, with education being particularly impacted. Experiential learning, which emphasizes learning by doing and values practice and environment alongside theory, faced significant dilemmas due to the pandemic. This research focuses on three developments: the global impacts of COVID-19, EL’s scaling in response to government interests and funding models, and the increasing responsibilities of higher education leaders. Using a complexity lens, the study examines how administrators balanced quality education with safety measures, institutional strategies, and government relations. Through semi-structured interviews with 11 administrators from Ontario, Alberta, and British Columbia, the research employs a constant comparative method to analyze data. The findings aim to present a leadership framework within complex adaptive systems, offering insights into managing “wicked problems” like COVID-19 in higher education.