Barnett, B., Basom, M., Yerkes, D., & Norris, C. (2000). Cohorts in educational leadership programs: Benefits, difficulties, and the potential for developing school leaders. Educational Administration Quarterly, 36(2), 255–282. https://doi.org/10.1177/0013161X00362005 Barnett, B., & Muse, I. (1993). Cohort groups in educational administration: Promises and challenges. Journal of School Leadership, 3(4), 400–415. https://doi.org/10.1177/105268469300300405 Barone, T. (2008). Creative nonfiction and social research. In J. G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 105-115). Sage. Berger, P., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. Doubleday. Boyatzis, R., & Saatcioglu, A. (2008). A 20‐year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. Journal of Management Development, 27(1), 92–108. https://doi.org/10.1108/02621710810840785 Browne-Ferrigno, T., & Muth, R. (2003). Effects of cohorts on learners. Journal of School Leadership, 13(6), 621–643. https://doi.org/10.1177/105268460301300602 Caulley, D. (2008). Making qualitative research reports less boring: The techniques of writing creative nonfiction. Qualitative Inquiry, 14(3), 424–449. https://doi.org/10.1177/1077800407311961 Cheung-Judge, M-Y. (2012). The self as an instrument: A cornerstone for the future of OD. OD Practitioner, 44(2), 42–47. Clough, P. (2002). Narratives and fictions in educational research. Open University Press. Coutu, D. (2002, April 15). Edgar Schein: The anxiety of learning—The darker side of organizational learning. Harvard Business Review. http://hbswk.hbs.edu/archive/2888.html Damasio, A. (2000). The feeling of what happens: Body and emotion in the making of consciousness. Harvest Books. Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109(Spring), 15–26. https://doi.org/10.1002/ace.204 Donaldson, J., & Scribner, J. (2003). Instructional cohorts and learning: Ironic uses of a social system. Journal of School Leadership, 13(6), 644–665. https://doi.org/10.1177/105268460301300603 Felman, S. (1992). Education and crisis, or the vicissitudes of teaching. In S. Felman & D. Laub (Eds.), Testimony: Crises of witnessing in literature, psychoanalysis, and history (pp. 1–56). Routledge. French, R. (1997). The teacher as container of anxiety: Psychoanalysis and the role of teacher. Journal of Management Education, 21(4), 483–495. https://doi.org/10.1177/105256299702100404 Gabriel, Y., & Griffiths, D. (2008). International learning groups: Synergies and dysfunctions. Management Learning, 39(5), 503–518. https://doi.org/10.1177/1350507608096038 Gilmore, S., & Anderson, V. (2011). Anxiety and experience-based learning in a professional standards context. Management Learning, 43(1), 75–95. https://doi.org/10.1177/1350507611406482 Griffiths, D., Winstanley, D., & Gabriel, Y. (2005). Learning shock: The trauma of return to formal learning. Management Learning, 36(3), 275–297. https://doi.org/10.1177/1350507605055347 Hasinoff, S., Mandzuk, D., & Seifert, K. (2003). Inside a student cohort: Teacher education from a social capital perspective. Canadian Journal of Education, 28(1&2), 168–184. http://www.jstor.com/stable/1602159 Hurst, R. (2010). What might we learn from heartache? Loss, loneliness, and pedagogy. Feminist Teacher, 20(1), 31–41. https://doi.org/10.5406/femteacher.20.1.0031 Isaacs, W. (1999). Dialogue and the art of thinking together. Currency. Kahn, W. (2008). The student's guide to successful project teams. Routledge. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Leavy, P. (2018). Introduction to arts-based research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 3–21). The Guilford Press. Lei, S., Gorelick, D., Short, K., Smallwood, L., Wright-Porter, K. (2011). Academic cohorts: Benefits and drawbacks of being a member of a community of learners. Education, 131(3), 297–504. Maher, M. (2005). The evolving meaning and influence of cohort membership. Innovative Higher Education, 30(3), 195–211. https://doi.org/10.1007/s10755-005-6304-5 Mayes, C. (2005). Ten pillars of a Jungian approach to education. ENCOUNTER: Education for Meaning and Social Justice, 18(2), 30–41. McCarthy, J., Trenga, M., & Weiner, B. (2005). The cohort model with graduate student learners: Faculty-student perspectives. Adult Learning, 16(3&4), 22–25. https://doi.org/10.1177/104515950501600305 McNiff, S. (2008). Art-based research. In J. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 29–40). Sage. Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–33). Jossey-Bass. Miller, W. (1991). Your golden shadow: Discovering and fulfilling your undeveloped self. HarperCollins Canada. Murphy, J. (1993). Alternative designs: New directions. In J. Murphy (Ed.), Preparing tomorrow’s school leaders: Alternative designs. (pp. 225–253). University Council for Educational Administration. Noddings, N. (2005). The challenge to care in schools. Teachers College Press. Palmer, P. (1999). Let your life speak: Listening for the voice of vocation. Jossey-Bass. Pearl, T. (2018). From fragmentation to wholeness: Containers for healing. Journal of the Canadian Association for Curriculum Studies, 16(1), 36–52. https://jcacs3.journals.yorku.ca/index.php/jcacs/article/view/40368 Pitt, A., & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16(6), 755–776. https://doi.org/10.1080/09518390310001632135 Raelin, J. (2007). Toward an epistemology of practice. Academy of Management Learning & Education, 6(4), 495–519. https://doi.org/10.5465/amle.2007.27694950 Reilly, R. C. (2010). Rendering the invisible visible: Lived values that support reflective practice. Journal of Applied Research on Learning, 3, article 11, pp. 1–23. http://en.copian.ca/library/research/jarl/rendering/rendering.pdf Reilly, R. C. (2013). Found poems, member checking and crises of representation. The Qualitative Report, 18(Art. 30), 1–18. https://nsuworks.nova.edu/tqr/vol18/iss15/2 Reilly, R. C., & Mcbrearty, M. (2010). “Getting there is not a very neat circle or process”: An illustrative view of complexity within a knowledge management learning community. In A. Tait & K. Richardson (Eds.), Complexity and knowledge management: Understanding the role of knowledge in the management of social networks (Vol. 4, pp. 237–265). Information Age Publishing. Corpus ID: 149605357 Resnick, L. (1991). Shared cognition: Thinking as social practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1–20). American Psychological Association. https://doi.org/10.1037/10096-018 Scribner, J., & Donaldson, J. (2001). The dynamics of group learning in a cohort: From nonlearning to transformative learning. Educational Administration Quarterly, 37(5), 605–636. https://doi.org/10.1177/00131610121969442 Seed, A. (2008). Cohort building through experiential learning. Journal of Experiential Education, 31(2), 209–224. https://doi.org/10.1177/105382590803100207 Silverberg, R. (2003). Leading in the relational space. Journal of School Leadership, 13(6), 688–706. https://doi.org/10.1177/105268460301300605 Stinson, J. (2004). A continuing learning community for graduates of an MBA program: The experiment at Ohio University. In T. Duffy & J. Kirkley (Eds.), Learner-centered theory and practice in distance education: Cases from higher education (pp. 167–182). Lawrence Erlbaum. Taylor, M. (2011). Emergent learning for wisdom. Palgrave Macmillan. https://doi.org/10.1057/9780230118546 Teitel, L. (1997). Understanding and harnessing the power of the cohort model in preparing educational leaders. Peabody Journal of Education, 72(2), 66–85. https://doi.org/10.1207/s15327930pje7202_4 Thompson, C., Kuah, A., Foong, R., & Ng, E. (2020). The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students. Human Resource Development Quarterly, 31(1), 113–131. https://doi.org/10.1002/hrdq.21375 Unzueta, C., Moores-Abdool, W., & Donet, D. (2008). A different slant on cohorts: Perceptions of professors and special education doctoral students [Paper presentation]. American Educational Research Association, New York, NY. https://files.eric.ed.gov/fulltext/ED500897.pdf Vince, R., & Martin, L. (1993). Inside action learning: An exploration of the psychology and politics of the action learning model. Management Learning, 24(3), 205–215. https://doi.org/10.1177/135050769302400302 Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. Vygotsky, L. (1987). Thought and language (A. Kozulin, Ed.). MIT Press. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. Wertsch, J. (1985). Introduction. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 1–18). Cambridge University Press. Wertsch, J. (1991). A sociocultural approach to socially shared cognition. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85–100). American Psychological Association. https://doi.org/10.1037/10096-004