Personal Growth as Professional Power: How Going Back to Study Transforms the Way You Show Up at Work
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confidence at work, taking on leadership opportunities and offering strategic insights during meetings. This shift from hesitation to clarity is one of the most transformative outcomes of returning to study.
Mahlatse Ragolane (researcher, academic and Manager for the Centre of Excellence at Regent Business School)
Growth rarely announces itself with fanfare. More often, it begins as a quiet restlessness, a sense that who you are at work no longer matches who you could become. In this thought-provoking piece, Mahlatse Ragolane explores how returning to study reshapes not only skills and knowledge, but confidence, perspective and professional identity itself. Blending contemporary research with lived experience, he traces how reflection, continual learning and academic rigour translate into sharper strategic thinking, bolder leadership and greater impact in the workplace. Ragolane brings this insight from a position of deep credibility. As a researcher, academic and Manager for the Centre of Excellence at Regent Business School, as well as a DBA candidate actively engaged in governance, education and policy research across Africa, he writes from the intersection of theory and practice, where personal growth becomes a powerful professional advantage.
As Paulo Coelho writes in The Alchemist, “When you want something, all the universe conspires in helping you to achieve it.” This powerful thought encapsulates the essence of personal and professional growth. Maybe that’s the reflection we need to pursue growth. But that’s not all. Insights from contemporary research on professional development show that growth is not a one-off decision; it is an unfolding process shaped by experience, reflection, and continual learning. According to Mourão, Tavares, and Sandall (2022), professional development is “the growth and maturation of knowledge, skills, and attitudes arising from formal and informal learning at work throughout one’s life.” This perspective mirrors the very essence of returning to study. It’s not just about acquiring new academic credentials. It’s about pausing to reflect on our lived experiences, intentionally reshaping them, and using those insights to elevate our impact in the workplace. The research highlights that professional development unfolds over time, influenced by work context, motivation, relationships, and lived experience, meaning that every moment of learning contributes to who we are becoming as professionals.
As of 2025 and beyond, one thing is clear: staying still is no longer an option. The world of work continues to evolve at an unprecedented pace, and those who embrace change, seek growth, and take on new challenges are the ones who thrive amidst the disruptions reshaping industries. Continuous development, formal or informal, is no longer a luxury; it’s a necessity for anyone who wants to remain relevant, resilient, and ready for what comes next.
This is something I experienced firsthand. After spending much of my academic life in undergraduate and postgraduate studies, I was accustomed to being a student, always learning. But when I entered the workplace full-time, I quickly realised that the formal education I had acquired wasn’t enough to keep up with the fast-paced, ever-evolving demands of the professional world. I saw colleagues around me, whether in finance, tech, or consulting, adapting rapidly, learning new skills, and shifting mindsets. It was in this moment that I recognised the truth: education never really ends. It becomes a continual process, one that directly shapes how we show up in the workplace.
Just like the organisations in South Africa adapting to digital disruption, I too had to pivot. I returned to study, not just for the qualifications, but to reignite the same mindset of growth and curiosity I had during my academic years. The decision wasn’t simply about credentials; it was about finding new tools and frameworks that would allow me to approach my career with a more strategic, confident perspective.
In the 1985 book Reflection: Turning Experience into Learning, David Boud, Rosemary Keogh, and David Walker emphasise that reflection allows learners to draw connections between their experiences and larger concepts, turning them into more informed decision-makers. Similarly, my studies are teaching me not just to solve problems in isolation but to think strategically about how to align my actions with broader organisational goals. The experience is transforming my mindset from a task-oriented focus to one driven by long-term vision and leadership.
When you enter the workplace with technical expertise, you often see the world in terms of specialised tasks. You focus on getting things done efficiently, on the execution of well-defined processes. But education opens up new perspectives. It teaches you to think strategically, not just operationally. You start to view the company as a larger system, where everything is interconnected. It’s like the shift from seeing a single tree to understanding the entire forest.
For David Boud, Rosemary Keogh, and David Walker (1985), reflection allows learners to draw connections between their experiences and larger concepts, thereby turning them into more informed decision-makers. Similarly, revisiting studies will teach you not just to solve problems in isolation, but to think strategically about how to align your actions with broader organisational goals. The experience is meant to transform the mindset from a task-oriented focus to one driven by long-term vision and leadership.
As professionals advance in their careers, the ability to step back and view the bigger picture becomes essential. Business education fosters the ability to think beyond the immediate scope of a task, encouraging individuals to see how their work aligns with the wider goals of the organisation. This shift from focusing on individual tasks to understanding strategic direction enables professionals to drive long-term success, not just deliver short-term outcomes.
How Study Reshapes Professional Identity
Returning to study isn’t just an intellectual exercise; it’s a psychological transformation. When I first entered the workforce, I had the skills I needed but lacked the confidence to take on larger responsibilities. However, as I went deeper into theory and engaged with peers and mentors in my program, I began building a renewed sense of self-belief. This shift is rooted in the reflective practices we engage with in education. According to Boud and colleagues (1985), reflection isn’t just about looking back; it’s about making sense of experiences and applying new understandings to future actions.
Powell (1985), drawing on Pinar and Grumet, extends this idea that “we are educated to the extent that we are conscious of our experience and to the degree that we are freed by this knowledge to act through skills required to transform our world”. This idea captures precisely what happens when we return to study: engaging with theory sharpens awareness, group discussions stretch our ways of thinking, and learning alongside diverse peers challenges our assumptions. As we become more conscious of our own experiences, we become more capable of reshaping them and more confident in our ability to influence the world around us.
For professionals, the psychological shift is profound. It goes beyond academic knowledge; it’s about recognising that we can adapt, evolve, and lead in ways we didn’t think possible before. As I reflect on my own academic journey, engaging with new knowledge and real-world scenarios has been a powerful way to reinforce my belief in my abilities. As a result, I’ve begun to express myself with more
This transformation extends to how professionals approach challenges. They no longer shy away from difficult conversations or complex projects but step into these situations with confidence and a mindset shaped by strategic thinking and emotional intelligence skills nurtured through reflective learning. It’s not just about having knowledge but having the confidence to apply it effectively.
The Ripple Effect: Organisational Impact
The true power of education, however, lies in its practical application in the workplace. As you advance in your studies, you begin to notice tangible shifts in your behaviour. You question outdated processes and offer data-driven solutions that align with broader organisational strategies. You start volunteering for leadership opportunities, recognising that your education has equipped you with more than technical expertise; it has given you the confidence to lead.
This speaks to the transformative power of aligning one’s actions with purpose. Going back to study empowers professionals to become more deliberate leaders, people who can navigate complex situations with clarity and strategic intent. As Boud, Keogh and Walker note, “the characteristics and aspirations of the learner are the most important factors in the learning process,” shaping how confidently individuals approach new experiences and how fully they can engage with them. When studying alongside diverse peers, each person’s unique history influences how they perceive challenges, opportunities, and change. This diversity of perspectives stretches critical thinking, sharpens curiosity, and opens new ways of understanding workplace issues.
For organisations, the impact of employees returning to study is significant. These employees return with a broader vision, seeing not only how their work contributes to immediate tasks but also how it fits into the larger strategic framework of the company. This shift elevates the entire organisation, as employees begin to approach challenges with a more thoughtful, innovative mindset.
The results of returning to study are not just personal; they have professional outcomes as well. Armed with the strategic insights gained from my education, you will be able to increase your visibility within your organisation. Studying opens new pathways to leadership, not just because of the technical knowledge it provides but because of the confidence and strategic thinking that accompany it. This is the true value of education: it’s not just a means of career advancement, but a catalyst for personal empowerment.
Education provides the tools for building career momentum. As you acquire new knowledge, you find yourself becoming more involved in key decisions, offering solutions that contribute to organisational growth, and gaining the confidence to take on leadership roles. Education allows professionals to position themselves as strategic thinkers who can lead teams and drive business results, not just as technical experts.
What’s particularly powerful is how education reinforces this growth over time. Each course, each reflection, and each application of new knowledge compounds, creating a momentum that propels you forward in your career. This momentum is not just about acquiring credentials; it’s about reshaping your identity within your organisation as a leader and a strategic thinker.
In a world where professional landscapes are constantly shifting, the power of education is undeniable. Going back to study isn’t just about acquiring new knowledge; it’s about transforming the way you think, lead, and engage with others. It’s a journey that equips you not only with the skills to succeed but with the clarity and strategic insight needed to shape your future as a leader. This is the true value of education it changes how you show up, not just in your career, but in every aspect of your life.
References:
Mourão, L., Tavares, S. M., & Sandall, H. (2022). Professional development short scale: Measurement invariance, stability, and validity in Brazil and Angola. Frontiers in Psychology, 13, 841768. https://doi.org/10.3389/fpsyg.2022.841768
Coelho, P. (1993). The alchemist (A. Clarke, Trans.). HarperCollins.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge. https://doi.org/10.4324/9781315059051
Powell, J. P. (1985). Autobiographical learning. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 41–51). Routledge. https://doi.org/10.4324/9781315059051
Author Bio:
Mahlatse Ragolane is a researcher, academic and Manager for the Centre of Excellence at Regent Business School. He also serves as Programme Coordinator for the MBA, supervises postgraduate research projects, and lectures in the School of Commerce and Management. He holds a Master of Arts in Public Management and Governance from the University of Johannesburg (UJ), as well as a Bachelor of Administration and BA Honours in Public Administration from the University of Limpopo (UL). He is currently a Doctor of Business Administration (DBA) candidate. As a Research Fellow at the International Council of Human Rights, Peace and Politics (ICHRPP) and a Researcher at the Institute for Community Safety and Criminal Justice (ICSCJ), he engages in interdisciplinary projects addressing governance, social justice, and conflict resolution. His growing body of work includes peer-reviewed journal articles, book chapters and conference proceedings on artificial intelligence in education, hybrid governance and political stability. He is also the co-author of the forthcoming book Local Government Administration in Eastern and Southern Africa (1st Ed.), Van Schaik, 2026. Through scholarship and practice, he continues to shape public policy discourse and higher education innovation across Africa.