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Paper short abstract:

This paper examines the role of higher education in fostering novel teaching approaches to prepare students to lead cross-sector partnerships. The paper emphasizes education as a means of fostering dialogue, critical consciousness, and mutual understanding by creating liminal spaces for learning.

Paper long abstract:

This paper examines the role of higher education in fostering novel teaching approaches to prepare students to lead cross-sector partnerships in development. I argue that by addressing the divergent paradigms of private sector and non-profit organizations through transformative pedagogies it is possible to create the possibility of building bridges between different actors and communities.

Guided by Freire’s (1970, 2014) critical pedagogy the paper emphasizes education as a means of fostering dialogue, critical consciousness, and mutual understanding. By promoting active learning, such as simulations, imaginative play (Nørgård et al ( 2017) collaborative problem-solving ‘ higher education can empower students to navigate the contrasting priorities of “business –case” CSR and equity-focused inclusivity.

Drawing from scholarship that underpins a new Masters in Leadership for Development at the University of Manchester, I argue innovative pedagogical approaches have potential to equip global development students and practitioners with tools for addressing systemic inequalities and foster empathy. The paper underscores Freire’s vision of education as a path from oppression to hope, enabling learners and nascent leaders to engage constructively with diverse perspectives.

Nelson and Flint (2021) emphasize the structural constraints that often hinder responsible business initiatives, while Visser (2011) explores the transformative potential of CSR 2.0. These insights reinforce the need for students in higher education to cultivate skills that bridge systemic divides, fostering partnerships that align business innovation with sustainable, socially just outcomes. The paper concludes that novel pedagogies hold the key to transforming development collaboration, empowering individuals to lead inclusively in a complex, interconnected world.