| This qualitative research study explored the use of two historically distinct learning methodologies, i.e. face-to-face learning and online learning, in the context of leadership development programs for executives. The integration of these two methodologies, known as blended learning, has been researched extensively in a university education context but less so in a corporate context, and to a very limited extent in the domain of executive leadership development. The goal of the study was to determine how corporate learning leaders responsible for the conceptualization of leadership development programs are integrating these two methodologies in formal leadership development programs for executives, the motivations underlying their design choices and the benefits they have observed or measured. The study is based on interviews with forty-one corporate learning leaders from North America and Europe. The study served to develop a model for thinking about the use of a blended learning approach in executive leadership development programs, and resulted in three findings: (a) preconceptions about online learning are slowing the adoption of blended learning as a model for corporate leadership development; (b) deficiencies in organizational properties and HR competencies are hindering blended learning's use in executive leadership development programs; and (c) the affordances of a blended learning model do not align with the needs of executives, and the objectives of their development. The implications for practice and theory are also discussed, and future research is suggested. |
