Flourishing for sustainability: a capabilities-based approach to rethinking leadership in corporate contexts

Straub, Melanie (2026) Flourishing for sustainability: a capabilities-based approach to rethinking leadership in corporate contexts. Ed.D thesis, University of Glasgow.

Abstract

In this dissertation I explore how leadership in corporate contexts might be reimagined as an educational, ethical, and developmental practice oriented towards human and organisational flourishing. I develop a conceptual argument that understands ideal leadership as relational work in conditions that enable people to expand their capabilities and to be respected and to exercise dignity at work. I argue that organisations risk undermining long-term potential when short-term efficiency is prioritised in preference to human dignity and participatory leadership, as this is likely to erode trust and constrain the very capabilities needed for resilience, innovation and, ultimately, for profitability.

I integrate Martha Nussbaum's Capabilities Approach (CA) with selected transformational, ethical, and educational leadership theories to address the central research question: What leadership approaches are needed to enable both organisational and individual flourishing in increasingly complex and rapidly changing environments? I reimagine leadership not as a neutral technique or activity but as a normative and pedagogical practice that can act as a catalyst to enable flourishing. I conceptualise flourishing as an open-ended, relational process rather than as a fixed state or performance indicator, with practical implications for participation, inclusion, and reflective agency.

Across five chapters, I develop this conceptual argument in a cumulative way. In Chapter One, I introduce the problem, justify a conceptual mode of inquiry, and situate the study within my professional context. In Chapter Two, I elaborate the theoretical lens, focusing on the philosophical and normative foundations of Nussbaum's CA and engaging with concepts such as Bildung, agency, and reflective practice. In Chapter Three, I trace the development of leadership theories--ethical, educational, and corporate--through a critical lens, examining how assumptions about influence, control, and performance shape organisational life. I consider adult learning and leadership learning as practices through which capabilities and ethical judgement can be cultivated. In Chapter Four, I synthesise what has come before to propose an integrative leadership model that aims to balance organisational efficiency with human flourishing by embedding dignity, inclusive decision-making, and shared responsibility into everyday practices. In Chapter Five, I reflect on the implications of this model for practice and research, including its significance for leadership development as adult learning.

I conclude that organisations adopting capability-oriented leadership approaches that support flourishing as a shared, situated capacity will be well positioned to cultivate long-term resilience, trust, and innovation. By positioning leadership as a pedagogical endeavour--concerned with ethical judgement, reflective engagement, and the co-construction of values--I contribute to the field of Education by extending its reach into corporate life and by offering an integrative leadership model grounded in the CA as a foundation for sustainable organisational development.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General)
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Hedge, Professor Nicki and Daniels, Dr. Stephen
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-86252
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 25 Sep 2026 14:50
• Last Modified: 25 Sep 2026 14:52
• Thesis DOI: 10.5525/gla.thesis.86252
• URI: https://theses.gla.ac.uk/id/eprint/86252