<p> The environment in which higher education institutions are situated has been impacted by a number of disruptive forces since the early 1990s, including acceleration in the capability of information technology (Beagle, 2006; Bennett, 2003; Foster, 2014), changing attitudes about learning pedagogy (Barr &amp; Tagg, 1995), and calls for accountability from government and the public (Appleton, Stevenson, &amp; Boden, 2011; Forrest &amp; Bostick, 2013). Innovative leaders in academic librarianship have been empowered by their institutions to lead efforts to create transformative library learning spaces that can effectively leverage the opportunities presented through these disruptions to aid the institution in meeting its goals, now and in the future. </p><p> The theoretical framework for this study was grounded in planned (Lewin, 1951) and emergent change (Bess &amp; Dee, 2012; Burnes, 2004, Leslie, 1996) theories, which are both needed to foster sustainable and transformative outcomes (Mossop, 2013). The following research question guided this study: </p><p> <i>How do organizational leaders experience engagement with stakeholders during the creation of library learning spaces, from visioning through planning, implementation and evaluation?</i> </p><p> This basic, interpretive, qualitative study employed individual, semi-structured interviews with (<i>N</i>=11) library leaders who possessed primary responsibility for leading others to facilitate creation of library learning spaces at their institution. Projects serving as subjects for the study were completed between 2011 and 2016. Leader subjects were identified through intentional and emergent sampling. Themes were inductively identified through open and axial coding methods (Merriam &amp; Tisdell, 2016). Artifacts related to the library space projects were analyzed to corroborate findings. Elite interviews with (<i>N</i>2) professionals from varied backgrounds who have expert knowledge on library learning space design were implemented to integrate additional perspectives into findings. </p><p> Five principal findings were identified that framed the process of leadership engagement through a library space project: 1) Input: Leadership Characteristics &amp; Project Ignition; 2) Project Drivers: Institutional Authority, Mission, &amp; Needs; 3) Building on Relational Capital; 4) Persistence through Planned Change; and 5) Maintaining Sustainable Spaces. This study may contribute a greater understanding of leadership requirements for library space design projects, as well as identify activities associated with project success. </p><p>

<p> This phenomenological study examines innovative pedagogy and the integration of literature by professors in STEM, leadership, and professional programs to foster leadership. The study probes university professors&rsquo; personal experiences integrating literature, focusing on pedagogical strategies and practices. Many studies exist on the use of literature to develop empathy, analytical, or critical thinking in higher education. However, there is virtually no published research on the integration of literature in STEM, leadership, and professional programs to foster leadership skills. Existing theories on utilizing literature in the humanities also apply to its integration into STEM, leadership, and professional programs. Therefore, professors integrating literature have well-defined research on how literature fosters storytelling abilities, critical thinking, decision-making and other dimensions of leadership. Purposive sampling was used to select professors with expertise integrating literature. Individual phone and semi-structured interviews were conducted with 14 participants regarding the integration of literature. As a result, 636 coded passages were bracketed into 32 themes. The top three themes of the study included: (a) fosters leadership skills, (b) pedagogic strategies, and (c) Socratic Method. Two keys findings emerged. Finding 1, the integration of compelling literature developed leadership skills in next generation STEM, leadership, or professional students. Finding 2, the effective integration of literature required use of pedagogical strategies, which included: planning courses with a theoretical foundation, using guided questions for reading, and employing Socratic Method. Professors should select compelling highly regarded/relatable literary works with protagonists that make decisions and pair these literary works with other powerful autobiographies, theatrical or documentary movies/clips of the same subject matter. Recommendations include STEM, leadership, and professional programs add leadership through literature courses. These findings can be used for professional development training that center on fostering leadership skills. This study provides researchers and professors with strategies for utilizing literature to foster leadership. </p><p>