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Frontiers in veterinary science2025; 12; 1700029; doi: 10.3389/fvets.2025.1700029

Equine-assisted learning and leadership transformation: an exploratory qualitative study of workplace behavior.

Abstract: This study explores how equine-assisted leadership development (EALD) interventions activate experiential processes that reshape leaders' self-concept, relational schemas, and behaviors. A conceptual model is proposed to explain how non-verbal interaction with horses catalyzes transformational learning. Unassigned: A qualitative exploratory design was employed to examine leaders' experiences over 12 months following reintegration into their workplaces. Eight leaders ( = 8) attended a 5-day EALD program, engaging in "join-up" exercises with horses. Data were analyzed through reflexive thematic analysis to identify leadership learning and transformation patterns. Unassigned: The reflexive thematic analysis produced three interrelated themes: (1) embodied self-awareness and leadership reflection, (2) transformative learning and behavioral change, and (3) relational leadership and trust-based engagement-which together describe a developmental pathway from immediate embodied feedback to sustained workplace change. Unassigned: This is the first Malaysian study to show how structured human-animal interaction can elicit sustained leadership shifts. By positioning horses as non-verbal feedback systems, the research highlights embodied, affective, and relational dimensions of leadership development often overlooked in cognitive or skills-based models.
Copyright © 2025 Sivagurunathan, Senathirajah, Sivagurunathan, Arokiasamy, Qazi, Haque and Su.
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Publication Date: 2025-11-25 PubMed ID: 41378260PubMed Central: PMC12685683DOI: 10.3389/fvets.2025.1700029Google Scholar: Lookup
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Summary

This research summary has been generated with artificial intelligence and may contain errors and omissions. Refer to the original study to confirm details provided. Submit correction.

Equine-assisted leadership development programs use interactions with horses to foster self-awareness, transformational learning, and relational trust in leaders, resulting in lasting changes in workplace behavior. This study investigates how these non-verbal experiences with horses contribute to leadership transformation over a 12-month period.

Study Purpose and Context

  • Investigate the impact of equine-assisted leadership development (EALD) on leaders’ self-concept, relational schemas, and behaviors.
  • Explore how non-verbal interactions with horses function as experiential catalysts for transformative learning in leadership.
  • Focus on a Malaysian context, providing novel insights specific to this cultural and organizational environment.

Methodology

  • Design: Qualitative exploratory study examining leaders’ experiences over 12 months post-intervention.
  • Participants: Eight leaders participated in a 5-day EALD program.
  • Intervention: “Join-up” exercises with horses, designed to foster embodied learning through intentional non-verbal interaction.
  • Data Collection: Participants’ reflections and behavioral changes documented and analyzed longitudinally.
  • Data Analysis: Reflexive thematic analysis used to identify recurring patterns and themes related to leadership learning and transformation.

Key Findings

  • Three main interrelated themes emerged from the analysis:
    • 1. Embodied Self-Awareness and Leadership Reflection: Leaders gained awareness of their bodily presence, emotions, and leadership style through immediate, physical feedback from horses.
    • 2. Transformative Learning and Behavioral Change: Participants reported shifts in mindset and leadership behaviors that extended beyond the intervention into their workplace environment.
    • 3. Relational Leadership and Trust-Based Engagement: Relationships with horses mirrored leadership relationships, fostering understanding of trust, empathy, and non-verbal communication crucial for effective relational leadership.
  • These themes collectively depict a developmental pathway whereby real-time embodied feedback during horse interaction translates into sustained changes in leadership practice.

Implications and Contributions

  • This study is pioneering in the Malaysian context, confirming that structured human–equine interactions can produce durable changes in leadership attitudes and behaviors.
  • Positions horses as non-verbal feedback systems offering unique, experiential learning that challenges traditional cognitively and skills-based leadership development models.
  • Highlights the importance of affective and relational dimensions in leadership growth, areas often underrepresented in conventional training approaches.
  • Provides a conceptual model illustrating how embodied experience with horses activates reflection, learning, and trust-building leading to leadership transformation.
  • Suggests integration of animal-assisted interventions as valuable complements to existing leadership development programs emphasizing experiential and emotional learning.

Conclusion

  • Equine-assisted learning encourages leaders to develop deep self-awareness, transform their leadership behavior, and enhance relational trust through embodied, affective experiences.
  • Such interventions hold promise for fostering authentic, sustained workplace leadership improvements that go beyond cognitive skill development.
  • The study calls for broader recognition of the role of non-verbal, experiential methods in leadership training worldwide.

Cite This Article

APA
Sivagurunathan R, Senathirajah ARBS, Sivagurunathan L, Arokiasamy L, Qazi S, Haque R, Su Y. (2025). Equine-assisted learning and leadership transformation: an exploratory qualitative study of workplace behavior. Front Vet Sci, 12, 1700029. https://doi.org/10.3389/fvets.2025.1700029

Publication

Frontiers in veterinary science
ISSN: 2297-1769
NlmUniqueID: 101666658
Country: Switzerland
Language: English
Volume: 12
Pages: 1700029
PII: 1700029

Researcher Affiliations

Sivagurunathan, Rubentheran
  • Faculty of Business and Communications, INTI International University, Nilai, Malaysia.
Senathirajah, Abdul Rahman Bin S
  • Faculty of Business and Communications, INTI International University, Nilai, Malaysia.
  • Faculty of Management, Shinawatra University, Pathum Thani, Thailand.
  • Wekerle Business School, Budapest, Hungary.
Sivagurunathan, Linkesvaran
  • Faculty of Business and Communications, INTI International University, Nilai, Malaysia.
Arokiasamy, Lawrence
  • Department of Management, Faculty of Science, Management and Computing, Universiti Teknologi Petronas, Seri Iskandar, Malaysia.
Qazi, Sayeeduzzafar
  • University of Business and Technology, Jeddah, Saudi Arabia.
Haque, Rasheedul
  • School of Management & Business, MILA University, Nilai, Malaysia.
Su, Yanmei
  • Faculty of Education, Shinawatra University, Pathum Thani, Thailand.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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