LEADERSHIP SKILL DEVELOPMENT FOR MASTER'S STUDENTS IN PROFESSIONAL TRAINING: FROM THEORY TO EDUCATIONAL PRACTICES

Abstract

The article investigates the topical problem of purposefully developing leadership skills in master’s students within Ukraine’s higher education system amid European integration processes, digital transformation, and the societal challenges of wartime. The study substantiates that leadership competence is an integral component of second-cycle (master’s level) learning outcomes as defined by the National Qualifications Framework of Ukraine and the Qualifications Framework of the European Higher Education Area (QF-EHEA, Level 7). Conceptual approaches to leadership in higher education are systematised, encompassing transformational leadership theory (Bass, Burns), distributed leadership theory (Spillane), and competency-based and person-centred approaches. Drawing on this synthesis, the authors propose an original four-block structure of master’s leadership competence comprising cognitive, emotional-volitional, communicative, and organisational-managerial components with corresponding descriptors. An integrated educational model for developing leadership skills is described in detail: team-based project learning (PBL) with leadership role rotation; the Harvard Business School case method; role-play simulations and serious games; individual and group coaching via the GROW model; practitioner mentoring; and a dedicated “Leadership in a VUCA World” module to foster e-leadership and adaptability under uncertainty. Structured reflection — through a leader’s journal, debriefings, and 360-degree feedback — serves as the unifying mechanism across all instructional formats. Statistically significant growth across all components of leadership competence was found in the experimental group (overall effect size d = 0.74, Cohen’s large effect; p < 0.01), with the greatest gains recorded for the cognitive (d = 0.82) and communicative (d = 0.76) blocks. Qualitative analysis of reflective journals and 360-degree feedback data confirm the development of a reflective leadership stance among participants. Evidence-based recommendations are formulated for higher education institutions on integrating leadership training into master’s programmes.