Compassion and more: Programme delivery and pastoral care in horticultural WIL programme

Abstract

Background & Research Aim: The “Horticultural Business” diploma programme (DIPHORTBUS) has been established as a Work-Integrated Learning (WIL) initiative designed for aspiring horticultural professionals. This programme prioritises self-directed learning and features face-to-face workshops that address subjects such as strategy, financial management, innovation, entrepreneurship, and marketing. Reflecting Lincoln University’s core values - “Students at our core,” “Integrity,” “Leadership,” and “Innovation”-the programme underscores the importance of wellbeing and compassion. The present study examines the concept of compassionate leadership and its effects on programme delivery and pastoral care, as viewed by the examiners and the programme director of DIPHORTBUS. Results & Discussions: Compassion is just one facet of the practices employed by academics involved in the WIL programme. Academics assert that compassion alone is inadequate for effective leadership in programme delivery, accommodating diverse circumstances, and providing pastoral care [1]; it must be coupled with leadership competence. Leading a programme can be challenging, often requiring the delivery of difficult feedback and making tough decisions that may disappoint students, faculty, or support staff [2]. This may even include advising students to withdraw from the programme, prompting examiners to alter their practices, or replacing current examiners and communicating these changes. While empathy shouldn’t hinder student progress, indifference can render leadership ineffective. Consequently, a combination of compassion and leadership competence is essential. Practices within DIPHORTBUS include transparent communication, intention checks, and a focus on fairness for individuals and the collective good. Compassionate leadership has fostered positive learning environments [3] and resilient collaborations in the WIL programmes, particularly as the industry rebuilds from natural disasters. The dual focus on empathy and leadership competence promotes inclusion and the long-term wellbeing of both staff and students involved in the WIL programme. Without leadership competence, compassionate leadership risks academic burnout, slower decision-making, and poor boundary management. Lessons for the WIL Community: The integration of compassionate leadership with leadership competency in work-integrated learning (WIL) programmes allows enhancing both student and organisational outcomes. By cultivating empathy, active listening, and genuine care, academics create an inclusive environment where horticultural students feel supported and valued. Compassionate leadership promotes collaboration and open communication, addressing students varied academic, emotional, and professional needs. As a result, students develop a sense of social responsibility and the skills to tackle horticultural challenges, leading to more meaningful work experiences. For academic institutions like Lincoln University, the synergy of compassionate leadership and leadership competence boosts student retention, satisfaction, alumni loyalty, and long-term programme success.