In this paper we ask: “What patterns of formational leadership learning are developed through reflexive engagement with emotional experience, and how do these patterns vary within the dimensions of individual versus dialogic engagement, and everyday versus confronting emotional experiences”?...

We consider how reflexive practices can enable learning from negative emotional experiences. We study these experiences in academic organizations through a relationally reflexive autoethnographic method. Our findings contribute to theory in three ways. First, we show how learning involves...