global leader essay

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Ph.D. in Global Leadership

Sample Dissertations

Recent dissertations, dr. stephanie thum, 2024.

Entangled: A Phenomenological Study of U.S. Federal Government International Trade Administrative Leaders’ Lived Experiences With Red Tape

This study explored how 10 non-elected U.S. government administrative leaders with extremely complex global leadership roles describe their experiences with red tape at work. Many people intuitively understand red tape as a metaphor associated with hassle in their interactions with government. Red tape also comes with a scholarly theory that centers on arcane, costly, and burdensome processes and rules that consume an organization’s resources but serve no necessary purpose. Thirty years of research connects red tape and its related concepts of burden, regulation, and sludge to inefficiency and negative human experiences. Quantitative evidence shows red tape persists. Therefore, one might presume administrative leaders wish to tackle red tape. After all, government administrative leaders are supposed to work in customer-minded, serviceoriented ways. However, red tape can also serve a protective purpose and administrative leaders must also protect taxpayer interests. A leadership challenge emerges when one considers leader success is based on program uptake, but red tape can keep eligible people from participating in government. Scholars continually discuss whether political or elected leaders are mainly responsible for red tape. One voice that has been missing in scholarship is that of administrative leaders themselves and how they experience red tape in their jobs. This study aimed to fill that gap. Four themes surfaced: boundary-spanning, pragmatism in leading, risk-based leadership choices, and most-cited red tape origination points. Ultimately, this research may inform leadership development decisions and customer and employee experience policies in government administration, thereby contributing to more efficient government services for all.

Dr. Christopher D. Logan, 2024

The Lived Work Experiences of African American/Black Male Full-time Faculty at Midwestern Community Colleges

The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores culture and society, in relation to power, law, and race (Dixson, & Rousseau Anderson, 2018; Price, 2010). CRT is based on “an assumption that racism is not a series of isolated acts, but an epidemic in American life, deeply ingrained legally, culturally, and even psychologically” and offers a “a challenge to traditional claims of neutrality, objectivity, colorblindness, and meritocracy as camouflages for the self-interest of dominant groups in American society” (Job, 2009, p. 83).

The inquiry into this research phenomenon is based on the existence of fear and frustration with African American/Black male full-time faculty members at these institutions of higher education. The results of this study may be beneficial as a future guide to institutions of higher education that seek to implement practices that will help them become more viable global entities.

Dr. Stephen J. Shoda, 2024

Moral Imagination in Aerospace Risk Decision Making: “Houston, We’ve Had a Problem!”

The global aerospace industry performs countless risk decisions every day. These decisions are generally mundane and their correctness trusted upon by stakeholders. As in any human endeavor, there have been several aerospace tragedies. As the industry expands globally, the risk potential for poor decision outcomes expands. Applied global leadership research may provide insights for risk reduction. This applied research study, utilizing Patricia Werhane’s (2008) business ethics theory of moral imagination, synergizes her moral managerial decision-making theory with contextual intelligence model (Kutz, 2017), triune ethics meta-theory (Narvaez, 2016), and responsible leadership theory (Miska & Mendenhall, 2018). Additionally, an understanding of moral virtues was derived from Pine (2022) as a guide for deconstructing moral content from the participants; lived experiences. This multidisciplinary approach holistically combined the theories to reach a deeper understanding of aerospace risk decision-making. The theoretical framework may serve as a basis for other research into moral imagination. A phenomenological research methodology (Creswell & Poth, 2018), informed by the descriptive phenomenological design in psychology (Giorgi, 2009), evaluated moral imagination from a global leadership research perspective. Eight participants provided lived experiences. Eight themes emerged from the analysis. The themes for aerospace leaders from this research were a) safety first, b) issues need identified and addressed in their earliest stages, c) compliance needs achieved while operations need kept moving, d) organizations need viewed as a work in progress, e) discordant moral and ethical behaviors often emerge during problem solving, f) use facts and data when developing solutions and courses of planned action, g) aerospace leaders embody a personal conviction for others safety, and h) aerospace leaders must establish and consistently practice their moral codes. It is intended that the outcomes of this study are useful for applied research in moral imagination and informing recommendations for global aerospace policies on risk decision making. 

Dr. Scott Schaller, 2024

A Case Study Exploring the Influence of Education Agents on Indian Students Pursuing Master’s Programs at Universities in the United States

International student recruitment has become a major priority for universities, especially in the United States. With an uptick in international student enrollment expected, higher education institutions are having to compete for international students on a global scale. The current study explores the influence of education agents on Indian students pursuing their master’s degrees from universities in the United States. This study is guided by a theoretical framework comprised of the push-pull theory, model of student choice, and the college choice process model. Through a case study design, the analysis of semi-structured interviews revealed how participants perceived the influence of education agents during the search phase, while on campus, and when it came to further understanding the U.S. culture. This led to the development of two core themes that revealed Indian students perceived education agents as integral resources and were beneficial but with some shortcomings. Universities could use the findings of the current study to help advance the effectiveness of their international student recruitment efforts by communicating additional support for education agents and international students. The study’s findings help advance global leadership by expanding knowledge of the influence that education agents have on international students’ understanding of U.S. culture and capturing universities’ ability to support international recruitment objectives.

Dr. Deirdre Hendersen, 2023

A Narrative Inquiry into the Influence of a Global Mindset of Women in Leadership in Black Greek Letter Sororities

The purpose of the study was to explore the lived experiences of women leaders in Black Greek Letter sororities and how a global mindset informed their leadership. Data collection was conducted using one-on-one interviews. This study provides suggestions on how global leadership and developing a global mindset can enhance opportunities for the organization to expand globally. This study will hopefully influence the conversation about the lack of research on the role of leadership in Black Greek Letter Organizations (BGLO). The emphasis on global leadership and global mindset of BGLO leaders can have a positive impact on its members and other stakeholders. Followership and transformational leadership theories were the theoretical frameworks employed to guide this study. The following themes and sub-themes emerged from the data: (a) challenges, (b) leadership, (c) follower, (d) education and sub-themes (1) transformation, (2) global mindset. This research hopefully provides a platform for addressing major gaps on women’s leadership and the benefits of serving in Black Greek Letter Sororities.

Dr. Jeffrey H. Witte, 2023

Leadership Practices That Promote the Delivery of Customer Satisfaction With Police Services in a Diverse, Multicultural Environment: A Case Study Through the Perspective of Distributed Leadership

A qualitative case study with the Yonkers (New York) Police Department utilized semi-structured interviews and a review of relevant documents and media. Yonkers is one of the most diverse cities in the state and the region, with 31% of residents foreign-born, 46% of households speaking a foreign language, and a school district comprised of students from 100 different cultures and nationalities. Theoretical thematic analysis identified interactions between leaders, followers, and situations that contributed to delivering customer satisfaction and procedural justice. Themes determined through data analysis are: (a) A positive tone and supportive environment from police and city leaders promotes the delivery of customer satisfaction by police officers, (b) Peer officer interaction is the strongest influence in promoting the delivery of customer satisfaction by police officers, (c) Police and city leaders are conduits for gathering information from customers and disseminating it to the police officers who deliver service to the customers, (d) A synthesis of departmental activities, policies, and tools (technology) promotes the delivery of customer satisfaction by police officers, and (e) A variety of departmental performance measures ensure (or promote) the delivery of customer satisfaction by police officers. In addition to identifying interactions within the leader-follower-situation framework, the study led to the creation of a revised model of distributed leadership, which more accurately represents the structure of police agencies. While the study is limited by a relatively small sample size, it demonstrates the viability of the distributed leadership model in understanding how leadership practices evolve within police agencies. The distributed leadership framework provides police leaders with a new way of looking at departmental dynamics and allows them to better understand how and why police officers perform in accomplishing department goals and objectives, so that productive interactions can be fostered, expanded upon, and rewarded.

Dr. Nikki Pham, 2023

Cultivating Global Leaders: A Critical Examination of the Mediating Role of Campus Climate in Asian American College Student Leadership Development

The disparity between Asian Americans’ high level degree attainment and underrepresentation in executive offices suggests that Asian American college students are achieving academically, but somewhere along the journey from college to career they are missing the connections that will transform them into global leaders. In order to prepare Asian American college students to ascend to positions of global leadership, it is imperative that collegiate student leadership development programming is informed by an understanding of how experiences with racism influence the student leadership development process. This mixed methods study addressed gaps in higher education and global leadership studies by furthering understanding of the collegiate experiences and perceptions of the diverse and complex Asian American college student population, and by examining how critical approaches to the statistical analysis of quantitative Asian American college student experience data may provide further insight into their experiences and leadership development process. The findings from this three-part study showed that: (1) campus climate partially mediated the relationship between student experiences and leadership outcomes for Asian American college students, (2) there was not an association between racism-related stress and leadership self-efficacy for Asian American college students, and (3) Asian American college students perceive or experienced racial stress in their college experiences and that Asian American college students’ leadership self-concept was informed by perceptions or experiences with racial stress in their college experiences.

Dr. Melissa Roberts, 2023

Courageous Followership in Student Affairs: An Exploration of Women Serving in Dual Roles as Leaders and Followers

Higher education within the U.S. has become increasingly complex over the past few decades. In a field where the majority of those working within student affairs departments are women, there is little research on the experiences of women serving in these roles. More specifically, there is little research on women serving in dual roles as leaders and followers while working with international students. This study explored the lived experiences of women existing in dual roles as leaders and followers within complex higher education student affairs environments while working with international students. The study sought to provide currently absent insight into the experiences of women working in such complex environments with multicultural student populations, which may assist other women as they navigate their roles working with similarly diverse student populations. The theoretical framework for this study consisted of courageous followership (Chaleff, 2009) and Maslow’s (1943) Hierarchy of Needs. The central research question that guided this qualitative study was: How do women in dual roles of leader and follower describe their experiences as courageous followers in complex higher education student affairs environments while working with international students? The following themes emerged from the research findings: (1) creating community and contributing to increased intercultural awareness for the global good; (2) advocating for and centering students who may not have a voice or seat at the table; (3) changing staff roles in light of the global pandemic, external climate shifts, and the international student population needs; and (4) maintaining awareness of current world events in order to empathize and best support international students.

Dr. Keith Wallace, 2023

A Phenomenological Study Exploring U.S College Students’ Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning

As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in selfleadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow.

Dr. Marcus McChristian, 2023

A Qualitative Study Exploring the Cultural Adaptation of U.S. Diplomatic Leaders Working in Africa

The United States government relies upon diplomatic leaders to promote and protect the interest of U.S. citizens all over the world. To successfully carry out these duties, diplomatic leaders are required to establish, build, and maintain relationships with individuals who often have different beliefs, standards, and opinions about how policies and decisions are made. U.S. diplomatic leaders must be able to integrate themselves culturally while managing unavoidable conflict. This study provides information about diplomatic leaders’ conflict management style choices while working in Africa, the most culturally diverse continent in the world. Diplomatic leaders’ ability to integrate into these new cultures and manage conflict while working in African environments often determines their capability to successfully lead host-country nationals and work with local government officials to accomplish U.S. foreign policy agenda.

Dissertation Archive

Dr. philip smith, 2022.

Bahamian Police Leadership and Organizational Culture through a Transformational Leadership Lens

Bahamian leadership throughout history has needed to create a culture of efficiency at fighting global crime (United States Embassy Nassau, 2014). The purpose of this inductive qualitative case study was to understand the organizational culture of the Bahamian Police force as attendees of the International Law Enforcement Academy (ILEA) leadership training. This study explored the organizational culture of participants who graduated from ILEA training and non-attendees. This study explored how leaders within the Royal Bahamian Police force (RBPF) may have influenced organizational traditions and practices. This study employed an inductive qualitative case study methodology that utilized purposive non-probability sampling.Semistructured interviews with open-ended questions provided the narrative data while the ILEA training module and RBPF website provided the supporting evidence. The interview questions explored participant perceptions of leadership behaviors within the RBPF. This study applied a transformational leadership theory lens to describe the Royal Bahamian police organizational culture. Findings revealed that the RBPF leaders had created change within their organizational culture to reflect transformational leadership theory.

Dr. Katie Parrish, 2022

Mainstream Preservice Teachers Perceived Readiness in Knowledge, Skills, and Dispositions to Educate English Learners

This study investigated how mainstream preservice teachers in educator preparation programs (EPPs) in the State of Indiana feel they are ready to meet the growing EL population’s needs. Further, the study investigated how EPP faculty perceive the readiness to educate ELs of the mainstream preservice teachers they prepare. Additionally, this study compared how mainstream preservice teachers and EPP faculty perceive the readiness to educate ELs in knowledge, skills, and dispositions. Using a quantitative, nonexperimental comparative approach, this study explicitly describes how mainstream preservice teachers perceive their readiness to educate ELs’ knowledge, skills, and dispositions. Past literature supports the increase in the EL population, the achievement gap between ELs and their non-EL peers, and a despairing representation of mainstream teachers who hold EL certification to support the academic growth of this increasing population of learners. The results of this study identify the perception of readiness of mainstream preservice teachers and the perception of readiness as evaluated by EPP faculty for the mainstream preservice teachers they prepare in knowledge, skills, and dispositions to educate ELs. Overall, the results showed that mainstream preservice teachers and EPP faculty do not perceive the mainstream preservice teachers ready to educate ELs. The results were the same for the areas of knowledge, skills, and dispositions. The current findings, grounded in the complexity leadership theory, support the notion that EPPs are complex adaptive systems and must respond to the need to integrate EL coursework throughout educator preparation programs to prepare mainstream preservice teachers to educate ELs effectively upon program completion.

Dr. Priscilla Deleon, 2022

A Case Study of Global Leadership in Allied Health: Supporting the Enhancement of Employees’ Engagement and Job Satisfaction

Global allied health leaders play a key role in promoting health and wellbeing for their employees. This study contributes to exploring how global leaders in allied health support employees’ job satisfaction and levels of engagement. This study used a qualitative methodology, employing a case study research design to explore servant leadership and allied health leaders; specifically, whether servant leadership plays a role in job satisfaction and employee engagement. The main component of the theoretical framework used for this study was Greenleaf’s (1970) servant leadership. The findings of this study offered five themes that emerged from the data: importance of leadership, listening and communication, building teams to be successful, job satisfaction and making a difference on the job, and professional development increases job satisfaction. The results of this study may create an opportunity for global allied health leaders to explore whether the characteristics of a servant leader can support employee engagement and job satisfaction in allied health fields

Dr. Saju Alex, 2022

A Phenomenological Study Exploring Global IT Companies in India: Lessons of Experiences on Sustainability

This qualitative study aimed to understand how sustainability leaders in India’s Information Technology (IT) industry perceived the sustainability leader development phenomenon. The four concepts constructed the theoretical framework for the study were: (1) leadership development, (2) sustainability, (3) values-based leadership, and (4) moral development. In addition, the study was framed by a constructivist paradigm, utilizing descriptive phenomenological methodology. The purposeful sampling criteria outlined by Moustakas (1994) were used for participant selection. Ten participants who worked in senior-level management positions at different IT companies and had experience in sustainability ranging from four to eleven years were selected. The data was collected through informal and interactive interviews using open-ended questions.The data were analyzed according to the transcendental phenomenological analysis processes Moustakas (1994) recommended. As a result, seven themes emerged from the participants’ textural descriptions of how they experienced the phenomenon: (1) leadership development, (2) workforce/professional development, (3) global competitiveness, (4) vision and values, (4) sustainability strategies/development, (6) organizational culture, and (7) it’s all about economics. The findings contributed to scholarship an understanding of sustainability leadership development and corroborated global leadership. However, the participants did not comment enough on the environment and social components of sustainable development to emerge as significant themes. As I pointed out, future research should focus on how or why the disconnect came about?

Dr. Kimberly Lehman, 2022

Immigration as an Antecedent for Changes in Leadership Behavior: A Study of How Buddhist Leaders’ Immigration from Myanmar to Indiana Affected Their Self-reported Leadership Behaviors

This qualitative, phenomenological study examined the perceptions of Buddhist leaders to understand if and how these leaders perceived their own leadership behaviors changed as a result of immigrating from Myanmar to Indiana. Between 2006 and 2014, there have been more than7,000 Buddhists who have immigrated to Indiana largely because of civil war and unrest in their home country (Centers for Disease Control and Prevention [CDC], n.d.). This substantial migration of refugees has led to the building of several new Buddhist facilities to support their transition. This study used Liden et al.’s (2008) model of servant leadership as a theoretical framework to better understand this phenomenon. This model of servant leadership includes antecedents, behaviors, and outcomes as a framework to examine the process of servant leadership. The model is appropriate for instances with varying antecedent conditions and in this study, the antecedents of context and culture changed when Buddhist leaders immigrated from Myanmar to Indiana. The data set for this study was a group of six Buddhist leaders who immigrated from Myanmar to Indiana and who are leading congregations in Indiana. The qualitative data for this study was gathered via semistructured interviews with Buddhist leaders who met the requirements outlined in this dissertation with an aim to understand these leaders’ self-perceptions of changes in leadership behaviors. The qualitative data obtained in the interviews was analyzed to understand which, if any, of the seven servant leadership behaviors outlined in Liden et al.’s (2008) model of servant leadership changed and, if so, how they changed. This study contributed to a better understanding of immigrant leader behaviors and servant leadership behaviors in international populations whose context and culture for leading changed as a result of immigrating to a new country. The study also has local significance for Indiana’s religious leaders (Buddhist as well as other faiths), civic leaders, and refugee populations.

Dr. Lizzie Bronte, 2022

A Phenomenological Study Exploring the Lived Experiences of Women Leaders in Information Technology in Nairobi, Kenya

There have been few studies on the experiences of African women in leadership and minimal research in the field of technology. While the number of women in leadership has steadily increased across most industries, this has not occurred in the information technology (IT) industry, especially in the continent of Africa. The IT industry has had slow growth in women’s progression into leadership positions. Studies that examine women and career advancement in technology note barriers to women’s development, including gender bias, lack of interest by women after midcareer, rapidly changing IT trends, lack of trust by male leaders, and cultural biases towards women leaders; these barriers explain the global shortage of women as IT leaders (e.g., Madsen, 2017; Sample, 2018). This qualitative phenomenological study aimed to explore the lived experiences of women leaders who work in IT companies in Kenya. This study explored the characteristics of African women’s lived experiences in their roles as leaders in a volatile and complex IT environment. The study explored the challenges encountered through their journey and how they overcame these challenges, including the support they may have received that enabled them along the way. The researcher used ten broad questions to explore women’s lived experiences in Kenya. The research findings validated the literature in certain areas and revealed opportunities for future research in unexpected places. In Kenya, women leaders in IT were a minority who experienced gender bias due to patriarchal beliefs and cultural expectations for women, inequalities, and prejudice in a male-dominated industry. An unexpected finding of imposter syndrome revealed that women limited themselves due to their beliefs of not being good enough to compete with men. Overcoming these challenges required proactive behaviors such as developing competence, mentoring, and networking with men and women to understand and excel in the workplace.

Dr. Henry King, 2022

A Case Study Exploring How Culturally Intelligent Transformational Higher Education Leaders Foster Organizational Innovations in a Multicultural Student Environment

The purpose of this qualitative single case study was to explore how higher education leaders at a public university in the Southeast United States employed cultural intelligence and transformational leadership to successfully foster organizational innovations to adapt to their growing multicultural student context. The objective of this study was to gain knowledge of how the university’s cultural intelligence transformational higher education leadership phenomenon worked from a holistic process perspective. Transformational leadership theory was introduced and applied as the theoretical framework for the study, while the cultural intelligence theory and organizational innovations concepts were used to support the theoretical framework. The researcher collected in-depth and rich empirical data from 10 higher education leaders at the public university using unstructured open-ended questions through Zoom one-on-one virtual interviews. The researcher also collected data from artifacts such as the university’s strategic plan documents, annual student success reports, transcribed podcasts, and student success book. The following five themes emerged from the robust thematic analysis and triangulation strategy: (a) employ internal and external motivational drivers, (b) employ the ability to strategically adapt, (c) positive influence on self-confidence and affective commitment, (d) employ cultural intelligence, transformational leadership practices, and (e) foster innovative student support solutions and equitable student success outcomes. The five emergent themes addressed the objective of this study and research questions. The knowledge gained from this study contributed to cultural intelligence, transformational leadership, and organizational innovations scholarship and advanced such knowledge in domestic and global higher education leadership studies and practices.

Dr. Dawn Moore, 2022

Attaining Leadership Authenticity: Exploring the Lived Experiences of African American Women Faculty at Predominantly White Institutions

As 21st Century scholars emphasize the importance of globalization, cross-cultural climates that foster genuine engagement with race and gender are becoming increasingly significant to the development of global leaders. African American women faculty, however, are often challenged in attaining authentic leadership, particularly with the intersection of their race and gender at educational institutions that are predominantly White. Consequently, exploring their experiences would provide invaluable insight into the roles that race and gender play in attaining authentic leadership. This study explored nine African American women faculty’s narratives about their lived experiences with senior administration at predominantly White institutions. Analysis of data from interview transcripts identified the emerging themes of adversity, self-authorship, and self-efficacy regarding their difficulties and successes in attaining authentic leadership. This research offered a foundational lens with the theoretical frameworks of authentic leadership, Black feminist thought, and intersectionality for understanding leadership authenticity in cross-cultural climates through the perspectives of African American women faculty at predominantly White institutions as a contribution to the field of global leadership.

Dr. Mustapha Atar, 2021

Predictors of Organizational Commitment in an Intense Global Environment: A Quantitative Study of IT Professions in the United States

Dr. Jennifer Wegleitner, 2021

A Mixed Methods Study Examining Faculty Perceptions of Business Students’ Incivility and Its Impact on Preparing Global Leaders

Dr. Christopher Snyder, 2021

Exploring Philanthropic Perceptions of Millennial Global Leaders

Dr. Laura Lumbert, 2021

Exploring Followers Lived Experiences with Autonomous Motivation and Leader Support During a Global Organizational Restructuring

Dr. Mandy Wriston, 2021

A Case Study of How Leaders in an Appalachian County View Themselves in a Global Society

Dr. Magnus Jansson, 2021

Innovative Work Behavior: Leadership Receptiveness, Individual Perseverance, and Organizational Climate as Enablers

Dr. James Kisaale, 2021

Community Leaders’ Transformational Leadership Style in Fostering Community Development: Kenya’s Christian Impact Mission

Dr. Russ Timmons, 2021

Exploring Global Disruptive Leadership in Practice: A Multi-level Pragmatic Synthesis Model

Dr. Chad Copple, 2021

Rural Community College Internationalization: Experiences, Challenges and Successes of Leaders

Dr. Vanetta Busch, 2021

Glocal Human Resources Leaders Roles, Role Conflict, and Competencies

Dr. Greg Madsen, 2021

Male Allies’ Perception of Gender Bias and the Relationship Between Psychological Standing and Willingness to Engage

Dr. Tariq Zaman, 2021

A Phenomenological Study of Followership Roles from the Perspective of Followers in the Ready-Made Garment Industry in Bangladesh

Dr. Dr. Martha Martin, 2021

Leaders in Libya: A study of Libyan Mid-Level Oil Executives Examining Leadership Transformation from Expatriate Study of 16 Habits of Mind Curriculum

Dr. Fidelis Agbor, 2021

Experiences of African Born Leaders in the U.S. Army

Dr. Heather Finney, 2021

Relationship between Leadership Styles and Total Quality Management in Chemical Manufacturing Companies in India and the United States

Dr. Eric Christensen, 2020

Servant Leadership in a Global Context: Organizational Relationships in Online Mental Health Service Startups

Servant leadership is a theory that suggests desirable organizational outcomes are a function of a leader’s focus on those other than him or herself (Stone, Russell, & Patterson, 2004). Servant leadership has been applied to a variety of organizational contexts, including those in the healthcare industry (Hanse, Harlin, Jarebrant, Ulin, & Winkel, 2016; O’Brien, 2010). However, as technological advancement drives social change, the structure and nature of organizations change as well. Accordingly, this research studies servant leadership in a global organizational context, extending the consideration of this leadership framework to the virtual mental healthcare field. Associations with organizational follower-level variables of empathic concern, public service motivation, affective commitment, and perceptions of organizational innovativeness are considered from a review of literature building on servant leadership theory and a theory of the on-demand economy. Pearson’s correlation analysis revealed servant leadership was significantly correlated with the study’s measure of public service motivation, affective commitment, and perceptions of organizational innovation. Implications for scholarship and practice are discussed. Read Abstract Close Abstract

Dr. Anna Lilleboe, 2020

Courageous Followership in the United States and Japan: Examining the Role of Culture in Ideal Followership

Followership is a nascent yet emerging subject. An increasing number of scholars are recognizing the critical role of followers and that leadership cannot exist without followership. Most followership studies take place in the United States, which constrains knowledge growth on followership from a global perspective. Understanding regarding ideal followership has largely been limited to reflect Western values. One of the most popular propositions regarding ideal followership is the courageous followership concept developed by Ira Chaleff. Chaleff’s book on courageous followership has been published globally in six different languages, yet the argument that the concept represents ideal followership has not been explored outside of the United States. This study contains an examination of whether the belief that courageous followership represents ideal followership is shared between American and Japanese followers as the countries offer an interesting contrast in cultural values and can offer a non-Western perspective. Through a quasi-experimental mixed factor repeated measure design, analysis of variance with covariates revealed how followers from each country perceive courageous followership behaviors as ideal and how often these followers practice such behaviors. The results showed that American participants favored courageous followership as ideal form of followership more so compared to Japanese participants. American participants also reported higher level of courageous followership behaviors in practice compared to Japanese participants—except for behaviors associated with the courage to take moral action. The study’s findings help advance global leadership by expanding knowledge regarding followership from a global perspective, testing courageous followership concept in a non-Western context, and capturing how different followers from different cultures practice followership behaviors. Read Abstract Close Abstract

Dr. Collin Barry, 2020

The Relationships between Authentic Leadership, Job Satisfaction, and Organizational Commitment among Generation Z in the United States Marine Corps

The following study explores the relationships among authentic leadership theory, job satisfaction, and organizational commitment among deployed active duty enlisted Generation Z members serving in the U.S. Marine Corps. It is argued that leaders who influence with authenticity have a greater chance of positively affecting those around them, focusing on the global-operating U.S. military, a melting pot microcosm of American society. Authentic leadership theory is defined, suggesting that the majority of this style’s characteristics can influence Generation Z more effectively than other styles of leadership, thus improving job satisfaction and organizational commitment. The generalized idiosyncrasies of Generation Z are identified, finding common themes among current scholars of generational theory. The leadership style of authoritarianism is explored, postulating that a method once utilized to lead past U.S. military generations is no longer effective. Generational influence within the commonly autocratic-driven U.S. Marine Corps is addressed, suggesting that a positive relationship exists between the qualities of authentic leadership and the follower needs of Generation Z. Hypotheses will be tested by utilizing a quantitative correlational survey design to gather data that may reveal relationships among the predictor variable of authentic leadership and outcome variables of job satisfaction and organizational commitment. Read Abstract Close Abstract

Dr. Tobey Zimber, 2020

Global Followers’ Identities Within the Global Social Movement of the Women’s March: A Phenomenological Study

Complex global business environments have posed significant demands upon leaders and inspired organizations to study ways to achieve organizational effectiveness. Within this complex, global environment, individuals form collaborative relationships where they work toward common goals. Currently, there is limited theorizing and little empirical evidence on global followers and their influence in the leadership process. This study explores the lived experiences of global followers in relation to leaders within the context of the global social movement of the Women’s March. Social identity theory, followership theory, and the construct of global followership are discussed as underlying theoretical and conceptual elements of this research. The two central research questions that guide this investigation are: (1) How do global followers describe their lived experiences associated with the global social movement of the Women’s March? (2) How do global followers of the global social movement of the Women’s March describe how their activities, characteristics, and traits influence their followership? Data was collected through semi-structured interviews, and the interviews were transcribed and analyzed with a qualitative analysis software, Dedoose. Research findings led to the emergence of the following seven themes: (1) We are a community of like-minded people with similar values, (2) I want to be a solution to the problem, (3) I hope to be an inspiration for others, (4) Power of the present and fear of the future, (5), Using my voice to fight global injustice, (6) We need to work for visibility and inclusion, (7) Being in service to something bigger than myself. Findings highlight the collaborative efforts and contributions of global followers as co-creators of leadership and proactive agents within the leadership process. Read Abstract Close Abstract

Dr. Nuchelle Chance, 2020

“Nevertheless, She Persisted”: Exploring the Influence of Adversity on Black Women in Higher Education Senior Leadership

This dissertation explored the concept of adversity and the lived experiences of Black women in higher education senior leadership. Using phenomenology, this study specifically explored how adversity has led Black women to leadership serving in higher education senior leadership. Past literature shows that Black women leaders undergo extreme challenges, including limited role models, the concrete ceiling, double discrimination, and the intersectionality of racism and sexism, as well as tokenism. The current findings validate the literature as some of the more salient codes of adversity that emerged were challenges with identity: (a) cultural diversity and belonging, (b) discrimination such as racism, sexism, ageism and the intersection of these, (c) varying adverse childhood experiences [ACEs], (d) career discernment, (e) divorce and/or dissolving romantic relationships, (f) financial issues, and (g) health issues. Yet Black women are resilient and strong. Referred to as “superwomen,” Black women have been able to overcome countless odds to advance and become pioneers in their fields and reach advanced levels of educational attainment. The results of this study reveal that Black women use adversity as fuel to overcome crucible experiences, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by resilience. Resilience has manifested itself in many ways for the participants of this study, varying from motivation factors such as family and relationships, mentors, community support, self-care and nurturing, friendships and sisterhoods, as well as the support of cultural identity and diversity. The current findings grounded in the crucible leadership theory (Bennis & Thomas, 2002) support the notion that adverse crucible experiences shape Black women into leaders with emphasis on higher education senior leadership. Read Abstract Close Abstract

Dr. Mohamed Yahya Abdel Wedoud , 2020

A Single Case Study Exploring Male Millennial Leaders’ Perceptions of Women as Leaders in a Large Mauritanian Organization

This study used a qualitative case study research design to explore male millennial leaders’ perceptions of women as leaders in large Mauritanian organizations. Transformational leadership theory and social dominance theory were used as the theoretical bases to guide the study. The study raises awareness about aspects of African women leaders through the eyes of the male, millennial leaders in a historically male-dominated society. Furthermore, the study provides data to enhance the understanding of local, regional, and global leaders who work to liberate female leaders through organizational development and gender equality, globally. Perceptions of male leaders were explored to find out what can be done to change perceptions that may limit the possibilities for women to gain access to leadership roles in Mauritanian organizations. Read Abstract Close Abstract

Dr. Abdurrahim Hocagil , 2020

Exploring Global Followership Phenomenon in Global Organizational Context: A Study of Global Followers Within Global Technology Companies

The purpose of the current phenomenological study was to explore the global followership phenomenon within a global organizational context, specifically within global technology organizations to understand the lived experiences of global followers and how they develop their global followership behaviors. The present study used three overarching research questions to explore lived experiences of global followers: (1) How do global followers at global technology organizations describe their lived experiences that help them develop global followership behaviors? (2) How do global followers describe how global organizational context plays a role in global followership development processes? (3) How does global followers’ national culture shapes their global followership behaviors? In light of these research questions, the researcher developed open-ended interview questions that explored participants’ experiences of development of global followership behaviors. The interview questions scrutinized the experiences of global followers, the influence of global organizational context, and the influence of culture on their behaviors. The theoretical framework guided the study was followership theory and the concept of global followership. Purposeful sampling and snowball sampling strategies were used to recruit participants. After selecting individuals who meet the initial criteria, the researcher emailed screening questions to selected individuals and collected self-reported information. Based on their responses to screening questions, individuals who self-reported that they support and practice freely, constructively, and courageously contributing to leadership processes as well as supporting and practicing constructively opposing their leaders’ decisions by voicing their concerns and opinions against their leaders when they see necessary to enhance leadership processes acknowledged as global followers and selected as participants. Data were collected through the use of semi-structured interviews and the interviews were transcribed and then analyzed using NVivo 12 qualitative analysis software. Data analysis led to the development of four core themes that explained the experiences of global followers and their development of effective global followership behaviors: (1) following effectively, (2) following globally, (3) developing continuously, and (4) managing challenges. The current study’s results are consistent with Tolstikov-Mast’s (2016)’s assertions and confirm global followership concept is different than followership in domestic contexts due to the complexities of global environment. The findings of the present study may help future global followers that they could learn the developmental pathways presented by the participants and try to train to be effective global followers and contribute to co-construction of global leadership processes in their organizations. Global leaders could also learn from findings of this study and try to foster global followers that would help them to enhance global leadership outcomes. Global organizations could use the findings of the present study to develop specific global followership development activities or trainings in order to develop effective global followers and enhance global leadership outcomes in their organizations. Read Abstract Close Abstract

Dr. David Ransom , 2020

An Exploration of Perceptions, Internal Mechanisms and External Forces that may Influence Ethical Decision Making

This study sought to explore the underlying perceptions, internal mechanisms, and external forces that may influence the ethical decision-making process of middle managers in a multinational organization. A qualitative phenomenological research approach was undertaken as it provided the best opportunity to develop a common description from participants’ lived experiences that highlighted ‘what’ the participants experienced and ‘how’ they experienced it. This study contributes to the field of global leadership studies by providing an understanding of how global managers perceive an ethical issue, the ways in which they construct their own ethical reality, and how they explain the complexity of their ethical reasoning. In addition, this study shows the value in developing an ethics training program for multinational organizations in order to develop better cross-cultural understanding. Ultimately, this can result in improving the effectiveness of managers’ ethical reasoning skills through a learning environment that is experience-based and involves problem-solving activities and collaboration. Read Abstract Close Abstract

Dr. Eric Pilon-Bignell , 2020

Exploring Improvisation: The Human Element of Decisions Made by Executives in States of Complexity within Consulting Firms

The purpose of this research is to use transcendental phenomenology to explore the lived experiences and events of executives, and how improvisation is experienced when decisions are made in states of complexity within a consulting firm. The central research topic of this doctoral study focuses on executives in moments of complexity. The stated phenomenological method was engaged to explore the lived experiences of management and technology consulting firm executives on how they experience improvisation when making decisions in states of complexity. To guide this study, a theoretical framework consisting of complexity leadership theory, human elements of decisions, and improvisation was developed. Findings from this study highlighted five core themes that emerged from the phenomenon:(1) leading through complexity, (2) using improvisation, (3) leading with no data, (4) leading with only data, and (5) mixing humans and data. For academics and practitioners, the data gathered from this research creates an essence of the experience of how improvisation is experienced in complexity by executives in a consulting firm. The author hopes that this research in some way, will assist current and future executives to better understand the value of improvisation and how it can be applied successfully to lead in the complexities of the global business landscape. Read Abstract Close Abstract

Dr. Kevin Rooney , 2020

Transformational Leadership and Organizational Commitment in a Multinational Organization: The Partial Mediating Role of Cultural Intelligence

Organizations are undergoing unprecedented change, driven mainly by cost effectiveness and globalization. These changes leave organizations seeking a new type of leader, one who can manage a global workforce, navigate the impact of globalization, and foster employee organizational commitment. Through the grounding of transformational leadership theory, the present study examines the partial mediating relationship of cultural intelligence on the relationship between transformational leadership and organizational commitment in an intercultural context. The current study operationalized concepts through three surveys: multifactor leadership questionnaire form-5X (MLQ Form-5X), three-component model commitment survey (TCM), cultural intelligence survey (CQS). Using a sample of 102 full-time professionals who had a geographically dispersed intercultural relationship with their manager provides evidence that cultural intelligence partially mediates the relationship between transformational leadership style and employee normative commitment. Additionally, this study evidenced that cultural intelligence does not partially mediate the relationships between transformational leadership style and affective or continuance commitment. Supplemental analyses supported that a manager’s cultural intelligence had a significant association with their demonstration of transformational leadership style and an employee’s level of affective and normative commitment. Theoretical and practical implications of this study clarify the interactions between cultural intelligence, transformational leadership, and organization commitment addressing a growing concern surrounding how intercultural leaders effectively manage complexity emanating from geographic dispersion, multiculturalism, and organizational cultural diversity; furthering the competencies of effective global leaders. Read Abstract Close Abstract

Dr. Michael Fields , 2020

Exploring the Relationship of Predispositions Before and During the College Experience, Including Study Abroad, Which May Impact Intercultural Competence of University Students

With the continued globalization of the workforce today, it is becoming more and more important for today’s workers to be globally competent. For workers to be globally competent, it is essential that they gain the necessary skills while completing their college education. To gain these competencies, institutions of higher education need to produce graduates with high intercultural competence. Impact of intercultural competence has to be acquired through specific formal and informal experience for students to have the greatest gains during their college experience. These experiences actually begin before college and continue during their time in college. While literature has long stated that study abroad positively impacts intercultural competence, that alone may not be the best or only way to positively impact intercultural competence. This study explores the impact of precollege characteristics, college experiences, and study abroad on students’ intercultural competence at a rural, public, 4-year liberal arts university. To assess this impact of intercultural competence, students were asked to answer a demographic survey capturing the data on precollege characteristics and the college experience, as well as a survey instrument assessing intercultural competence. Read Abstract Close Abstract

Dr. Steven Stauffer , 2019

The Impacts of Business Curriculum Internationalization on Student Completion and Success in Ohio Community Colleges

The purpose of this global leadership study was to investigate the impact community college business curriculum internationalization has on the key components of the Ohio State Share of Instruction (SSI) funding formula. This analysis should assist institutional decision-makers in determining whether or not to incorporate such initiatives at their schools as many accrediting bodies are placing greater emphasis on student success and numerous states are tying public funding to completion rates. Starting in Fiscal Year 2014, the state of Ohio began implementing a new performance-based formula that allocates funding to universities and colleges based on student success instead of enrollment. As community colleges across the state work to adjust to the new formula, many are considering novel methods to expand their resource base through curriculum internationalization. This study sought to determine the existence and degree of a quantitative relationship between business curriculum internationalization and student course completions, program and certificate completions, and success points within the Ohio SSI funding model. Ultimately, the results of this inquiry indicated that no statistically significant relationship existed between the variables, primarily due to a lack of distinctive differences between the various Ohio community colleges in terms of their degrees of business curriculum internationalization. Read Abstract Close Abstract

Dr. Wendy Kobler , 2019

A Phenomenological Study: The Lived Experiences of Women Who Have Achieved CEO Positions in Four-Year Higher Education Institutions

Progress has been made with women gaining more employment opportunity through the years in higher education. The progress has been seen in the lower positions; but the higher a woman climbs in four-year higher education institutions, the fewer positions she will find open to her gender. Notably, gender inequity still exists in higher education leadership and especially in the top leadership positions in this sector. Until 2016, the accepted remedy for this gender equity issue was to create a pipeline for more women to be qualified and ready to flow into the openings of the chief executive officer (CEO) position of four-year higher education institutions as they became available (American Council of Education, 2016). The American Council of Education (ACE) in 2016 declared the pipeline remedy a myth (2016). With that declaration, the American Council of Education stated that there was a need for more research on pathways women can take to successfully reach the top CEO positions in higher education (2016). The purpose of this study was to seek to understand the phenomenon of how women have overcome barriers and secured the presidency in colleges and universities (ACE, 2016). The goal of this phenomenological study was to determine the pathway that these women CEOs took and to answer the call for more research on the pathways of how more women can obtain the position of CEO. It comes at a time when there is possibly the greatest climate that is conducive for women to achieve positions that have seldom been open to them in past history. The study was guided by research by Susan Madsen (2008) on the lived experiences of women university CEOs that is now considered the seminal work in the arena of higher education leadership and gender inequity. Read Abstract Close Abstract

Dr. Danielle Lombard-Sims, 2018

Exploring Antecedents of Organizational Success for Bicultural Global Female Leaders

Global leadership research arose out of a need for organizations to develop individuals who can successfully manage people, markets, and strategies globally (Mendenhall, et al., 2013). As the field is relatively new, there is gap in global leadership literature in understanding the antecedents of success of bicultural global female leaders in multi-cultural organizational environments. In addition, views from a power dynamic of critical theory has not been fully explored. As a result of this gap in the literature, this dissertation study explored the intersectionality of success, gender, and biculturalism to understand, through the voice and lived experiences of bicultural female leaders, how they assign meaning to the attainment of organizational success in global healthcare leadership positions in order to encourage organizational change. Utilizing the phenomenological van Kaam 8-step method of data analysis (Moustakas, 1994), this study identified five themes related to how global leadership competencies, the meaning of success, and organizational influencers impact bicultural female global leader success. This study added unique contributions in understanding (a) the shared meaning of success for bicultural global female leaders across various cultural groups as told through their voice, (b) how gender and biculturalism intersect to inform their experience as global leaders, specifically in empowering them to overcome historical biases that exist in organizations, and (c) actions organizations can do to help more bicultural women become global leaders. In addition to the unique contributions, findings related to successful global competencies, transformational leadership characteristics, and female leaders’ role in assisting with equal opportunities correspond with empirical and theoretical research on the success of global bicultural female leaders. Read Abstract Close Abstract

Dr. James Campbell, Jr., 2018

A Case Study Exploring the Lived Experiences of Direct Support Professionals: Examining the Link between Lived Experiences and Leadership Style

The purpose of this study was to explore the lived experiences of direct support professionals who support people with intellectual and developmental disabilities. As well, this study examined the relationship between the lived experiences of direct support professionals and the leadership and business practices of their organizations. This study employed an embedded mix-method multiple-case study design, which allowed multiple data collection methods that probed the essence of the participants’ lived experiences within their workplace. A sequential mixed-method procedure was commenced by convenience sampling of 50 direct support professionals from each organization to complete a survey instrument that possessed four major categories considered important to direct support professionals. Survey responses served as a guide while conducting face-to-face interviews with the senior leaders of each organization. Prior to interviewing senior leaders, five direct support professionals with at least five years of employment were randomly selected to be interviewed. The interview questions explored the lived experience of participants and their perceptions of the quality of organizational leadership and culture. Read Abstract Close Abstract

Dr. Danielle Lombard-Sims , 2018

Exploring Antecedence of Organizational Success for Bicultural Female Leaders

Global leadership research arose out of a need for organizations to develop individuals who can successfully manage people, markets and strategies globally (Mendenhall, et al., 2013). As the field is relatively new, there is gap in global leadership literature in understanding the antecedents of success of global leaders, and specifically bicultural global female leaders, in multi-cultural organizational environments. In addition, views from a power dynamic of critical theory has not been fully explored. As a result of this gap in the literature, this dissertation study explored the intersectionality of success, gender and biculturalism to understand, through the voice and lived experiences of bicultural female leaders, how they assign meaning to the attainment of organizational success in global healthcare leadership positions in order to encourage organizational change. Utilizing the phenomenological van Kaam 8-step method of data analysis (Moustakas, 1994), this study identified five themes related to how global leadership competencies, the meaning of success, and organizational influencers impact bicultural female global leader success. The five themes identified include (a) successful global leadership organizational competencies (b) meaning of success (c) intersection of gender and biculturalism on organizational success (d) organizational facilitators of success for bicultural global female leaders and (e) organizational inhibitors of success that require change. This study added unique contributions in understanding (a) the shared meaning of success for bicultural global female leaders across various cultural groups as told through their voice, (b) how gender and biculturalism intersect to inform their experience as global leaders, specifically in empowering them to overcome historical biases that exist in organizations, and (c) actions organizations can do to help more bicultural women become global leaders. In addition to the unique contributions, findings related to successful global competencies, transformational leadership characteristics, and female leaders’ role in assisting with equal opportunities correspond with empirical and theoretical research on the success of global bicultural female leaders. Read Abstract Close Abstract

Dr. Jehu Chong , 2018

Workplace Longevity and The Lived Experiences of Senior Leaders’ Perceptions of Millennial Job Satisfaction: A Multigenerational Study of the Dutch Caribbean Financial Sector

The topic of workplace longevity includes a vast area of scholarly writing relating to the themes of organizational success, job satisfaction, work commitment, effective managerial leadership, employee engagement, workforce-retention strategies, and cultural influences on work habits. The focus of this exploration is to discover how job satisfaction impacts the tenure of senior leaders and to uncover the association of emerging trends using a generational perspective that directly derives from senior leaders’ lived experiences. The objective was to solicit responses about the concepts affecting employees’ self-identified organizational motives, thus explaining an employees’ realization, awareness, and understanding of the components that factor into their choice of whether to stay or leave a company. Herzberg’s (1978) motivation theory was introduced and applied to this study as the theoretical framework. This theory explored the hygiene factors and motivator factors that cause job satisfaction or job dissatisfaction. Seven themes emerged from this qualitative transcendental phenomenological research study: (a) millennials, (b) training and development, (c) mentality shift, (d) corporate culture, (e) workplace longevity, (f) change and adaptability, and (g) communication. The research study was promulgated upon a global platform and thus includes a discussion of global implications and a new definition of global leadership. Global leaders in the present work climate are charged with managing diverse populations of employees from assorted cultures, with a mixture of mind-sets, and with a comprehensive collection of ideals, beliefs, values, and principles. This research explored global leadership through the lens of innovation and a team-oriented perspective. Read Abstract Close Abstract

Dr. Michael Call, 2017

Home or Abroad? Determinants of Major Charitable Giving to Domestic Vs. International Causes

This study provides insight into demographic and psychographic distinctions between major donors ($10,000 USD or more in a single gift) to domestic causes, international causes, and both types of causes. A simple random sample telephone survey of 410 U.S. individuals with annual household incomes of $250,000 or more and who have a history of charitable giving provided data for this analysis. Of these 410 respondents, 118 had given only to domestic causes in the past 12 months, 143 had given only to international causes, and 149 had given to both types of causes. All of these gifts met the filter of at least $10,000. Items in the survey included demographic data, number of major gifts to charity, sizes of gifts, type of recipient organization, and psychographic traits. These psychographic traits included experiential traits of childhood extracurricular activities, childhood volunteering, childhood religiosity, childhood traumatic events, adult religiosity, and adult engagement in civic groups. Values-based psychographic analysis relied on Kahle’s List of Values (LOV). A test for Chronbach’s alpha verified the data were reliable. Statistical analyses conducted include tests of correlation and association, multiple regression analysis, discriminant function analysis, and multinomial regression analysis. Results show significant differences between major donors to domestic causes only, major donors to international causes only, and major donors to both types of causes. Determinants of major giving to domestic causes only include the LOV traits of self-fulfillment and sense of belonging, as well as the experiential traits of childhood traumatic event, childhood religiosity, and adult engagement in civic groups; determinants of major giving to international causes only include the LOV value of being well respected and the experiential trait of childhood extracurricular activities. Determinants of major giving to both types of causes include the LOV trait of being well respected and the experiential trait of adult engagement in civic groups, as well as the demographic traits of being a single male not living with or married to a partner. Two models are presented for further research and insights. Read Abstract Close Abstract

Dr. Angel Baez Vega, 2017

The Lived Experiences of Latina Women It Leaders in Global Organizations: Exploring Their Stories on Intercultural Sensitivity and Trust

The goal of this study was to explore the lived experiences of Latina women IT leaders at global organizations as they cultivate trust and acceptance of intercultural differences. Trust and intercultural sensitivity are recognized elements in the development of successful team collaborations. However, little research has been devoted to describe the experiences of Latina women leaders in the IT sector in the process of cultivating trusting and interculturally sensitive relationships with others. That being the case, this study was guided by the following overarching research questions: (1) How do Latina women IT leaders describe their experiences developing trusting and interculturally sensitive relationships with their followers? (2) How do Latina women IT leaders describe their experiences cultivating trust and intercultural sensitivity as they interact with other leaders? (3) What experiences are perceived by Latina Women IT leaders as barriers to the development of an organizational culture that supports trust and acceptance of intercultural differences? This researcher asked interview questions to explore the role of trust and intercultural sensitivity on the effectiveness of Latina women leaders in the IT sector of global organizations.Global leadership, behavioral leadership, intercultural sensitivity and trust theories provided the theoretical framework that guided this study. Semi-structured interviews guided the data collection with the study participants. A purposeful sampling approach was used for the selection of the seven study participants. Data collected was transcribed and with the exception of one discussion that was conducted in English, the interviews were translated from Spanish into the English language. Then, the data was uploaded for analysis into Dedoose® social research analysis software. Five core themes emerged from the data analysis addressing issues concerning the development of a working environment that foster trust and intercultural sensitivity: (1) cross-cultural competence, (2) good working relationships, (3) asymmetry, (4) organizational culture and (5) effective leader. From this study findings, the “Behavior-based Trust and Inter-cultural Sensitivity Development” Model was developed showcasing the connection between the behavior of leaders and the core dimensions that emerged from the interviews in the study. Read Abstract Close Abstract

Dr. Mia Johnson , 2017

Resilience and Intercultural Competence: Examining the Relationship in Community College Transformational Leaders

The main purpose of the study was to determine if there was a correlation between resilience and intercultural competence in transformational leaders at Ivy Tech Community College. Kouzes and Posner’s Five Practices of Exemplary Leadership was used to establish leaders’ transformation leadership qualities; the Connor-Davidson CD-RISC was used to assess leaders’ resilience, and Fantini’s Assessment of Intercultural Competence (YOGA Form) was used to measure leaders’ intercultural competence. The study population included leaders in supervisor roles from two regions within Ivy Tech Community College. The findings of the study indicate there was no significant correlation between resilience and intercultural competence in transformational leaders. Read Abstract Close Abstract

Dr. Kristina Creager , 2017

Emotional intelligence & academic success: A study of academically underprepared students in the second semester

The globalization of higher education and changing demographics of the collegiate classroom necessitate the ability for students to regulate their own feelings, recognize others’ emotions, solve real-world problems, communicate effectively across cultures, build relationships, and ultimately manage stress. This emotional intelligence is especially true in the growing population of academically underprepared students. Through analysis of correlations between emotional intelligence and academic success factors – semester and cumulative GPAs, persistence data, as well as demographic variables, this study closes the gap in the literature focused on this specific student population and contributes to the field of global leadership in practice within higher education. This dissertation argues that emotional intelligence is a critical leadership trait, skill and practice regardless of capacity or field. Likewise, the study persists that emotional intelligence is a skill necessary for academically underprepared students to develop early on in their educational careers and it is an aspect directly correlated to the success of global leaders inside and outside of the university setting. Read Abstract Close Abstract

Dr. Thomas Lawrence , 2017

Followership in a Global Context: Examining the Relationship between Chinese National Culture and Follower Role Orientation

Followership is an emergent field of study dedicated to the contributions of followers to the processes and outcomes of leadership. The discipline privileges followers at the center of theory development and acknowledges their central role as causal agents. The study of followership has largely been a phenomenon constrained to the U.S. Thus, the role of national culture remains unexplored. Drawing from Uhl-Bien et al.’s (2014) reversing the lens theory of followership and Hofstede’s (2010) national culture dimensions, this study examined the relationship between national culture and follower role orientation, including the moderating effects of considerate leadership, among Chinese adults living and working throughout mainland China. Using a survey design, data was collected from 178 Chinese workers using three validated instruments. Relationships between the concepts of study were explored using descriptive inferential statistics, including hierarchical linear regression. The findings support Uhl-Bien et al.’s contention that leadership outcomes result from the interactive product of follower behavior, guided by implicit following schema, and the concomitant response by leaders to deliberate influence attempts. Analysis revealed Hofstede’s dimensions of power distance, uncertainty avoidance, and collectivism contributed to the development of follower’s underlying role schema and belief in the co-production of leadership. The study also confirmed the fundamental role of context in the development of follower beliefs. Leader consideration acted as a moderator of power distance in a sub-set of the sample (first-level supervisors) and contributed the greatest effect in the predictive model. This dissertation contributes to the field of global leadership by expanding knowledge of followership, testing the validity of followership theory beyond the U.S., and supporting organizational development in culturally heterogeneous contexts. Read Abstract Close Abstract

Dr. Julia Porter , 2017

Factors that Support Student Success and Their Perceptions of Success: Lessons from a Scottish University

In this qualitative study, a case study approach was utilized in order to explore the factors that contribute to student success as well as students’ own perceptions of success at Abertay University in Dundee, Scotland. Twelve participants were interviewed including seven students who were had passed all of their courses and were on track to graduate and five faculty members that had experience in teaching successful students. This study particularly focuses on trait theory and how the Big Five contribute to student success as well. The study identified the themes that contributed to Scottish student success, which were: (1) the ability to find employment following graduation, (2) support from others, (3) academic achievement, (4) acquiring new skills, and (5) personal dedication to their studies and Abertay University. Additionally, through the analysis of the data and in understanding the themes, it was indicated that the traits most exhibited by those who found success at Abertay University were extraversion, agreeableness, conscientiousness, and openness to experience. Read Abstract Close Abstract

Dr. Alicia Wireman , 2017

International Students and U.S. Faculty in Complex Educational Environments: Exploring the Need for Global Leadership in the Classroom. A Case Study

Global leadership scholars have attempted to understand global leadership in a variety of contexts. However, the complex environment of the classroom in higher education is an area that has not been explored. Classrooms in higher education are becoming more complex due to their complexity and uncertain nature, thus creating situations where global leadership is necessary. The purpose of this case study was to determine a need for global leadership in the classroom by exploring perceptions of instructors’ leadership behaviors and communication apprehension in the complex classroom. The study is an exploratory embedded single-case of instructors’ communication apprehension and leadership behaviors at a private institution of higher education. Data collection included institutional documents, surveys, and focus groups. The case’s data included an analysis of institutional documents as well as a survey with faculty regarding their communication apprehension and leadership behaviors when interacting with international students in the complex classroom. The survey used the Personal Report of Intercultural Communication Apprehension (PRICA) and the Leadership Behavior Description Questionnaire (LBDQ) to examine instructors’ communication apprehension and leadership behaviors when interacting with international students in the classroom. Then, a follow-up focus group with faculty was used to understand their survey responses. Finally, the case’s data collection included a focus group with international students, which aimed to explore their perceptions of instructors’ communication apprehension and leadership behaviors. The findings of the study (a) indicated leadership behaviors that are important for instructors in higher education, (b) communicated international students’ needs for instructors’ leadership behaviors, and (c) focused on the need to train and develop instructors to be global leaders. Read Abstract Close Abstract

Dr. Charles Dunn , 2016

The Real Deal: Exploring the Lived Experiences of Authentic Global Leaders within International Cooperative Organizations

The purpose of the current phenomenological study was to understand the developmental experiences of authentic leaders by documenting their own stories of how they view their growth into a successful global leader. The study used three overarching research questions: (1) How do leaders within international cooperatives describe their lived experiences that contributed to their development into successful and authentic global leaders? (2) How do cooperative leaders explain how they apply/use the principle of stewardship on a daily basis? (3) What experiences are described as challenges in the application of authentic leadership? Using these overarching questions as a guide, the current study posed interview questions that explore participants’ experiences in developing into an authentic leader. The study also explored how operating in a global environment has influenced their ability to be authentic in their leadership. Additionally, interview questions explored the context of authentic leadership and global leadership within cooperative organizations and how the role of being a steward for the organization influences their leadership style. The theoretical framework for the study was guided by global leadership theory, authentic leadership theory, and stewardship theory. Purposeful sampling and snowball sampling were used to select study participants who are senior leaders within international cooperative organizations. Data was collected through the use of semi-structured interviews, and the interviews were transcribed and then analyzed using NVivo qualitative analysis software. The information collected and subsequent analysis may help future cooperative leaders develop into successful and authentic global leaders, as well as help close the gap in the literature on leadership within international cooperatives. The research findings led to the development of five themes surrounding the phenomenon of developing into an authentic leader within an international cooperative: (1) leading successfully, (2) leading globally, (3) developing authentically, (4) meeting the leadership challenge, and (5) cooperative appeal. Read Abstract Close Abstract

Dr. Stephen Young , 2016

Follower Perceptions of Frequent Leadership Rotations: A Sequential Explanatory Study

Current leadership study is well established within the context of developing leaders in the global organization through leadership development initiatives to include leadership rotational programs. Leadership rotational programs are an accepted practice to develop the skills of global leaders. Studies have shown the positive results that these strategies can produce within the global organization and towards the development of global leaders’ skills. Empirical research has focused on the advantages to the leader but has failed to fully identify the potential consequences to the follower within the organization. This study addresses the follower perceptions and feelings towards leadership rotations that are not currently found in current leadership research and literature. The purpose of this sequential explanatory study was twofold. First, this study aimed to discover the types of followers found in the global organization. Second, and the primary focus of this research was to explore the perceptions of followers when subjected to rotating leadership. This exploration fully identifies the effect of the leadership rotation phenomenon and addresses the research question: How do differing types of followers within complex adaptive systems of a global organization experience frequent leadership rotations? A two-phase, sequential explanatory design was used to gather the experiences of the organizational follower through a non-experimental survey, semi-structured interviews, and a phenomenological analysis of collected data. Followers were first classified in to one of five follower types. Participants from each follower were then interviewed. An interview protocol was followed and participant responses were analyzed to develop themes related to the phenomenon of rotating leadership. The outcomes of this study offer four conclusions related to the followers in the global organization and how these individuals perceive rotating leadership. This research advances the current understanding of the relationship between the leader and follower and offers new insight into how the common leadership development practice of rotating leaders within the organization affects both the global organization and the organizational follower. Read Abstract Close Abstract

Dr. Joyce Parks, 2015

Preparing Global Citizens for the 21st Century: Examining the Intercultural Competence of Study Abroad Students

In today’s rapidly changing global society, college graduates will need to develop skills that will prepare them for the 21st century. More importantly, intercultural skills that will be beneficial in terms of helping students become global citizens and having the ability to compete for jobs in a global workforce. This study examines the impact short-term study abroad programs have on the intercultural competence of students. Additionally, the study provides strategies to increase the intercultural competence of students to assure students gain the following intercultural abilities; skills, awareness, knowledge, and attitudes which are skills that are necessary to interact effectively with individuals from diverse backgrounds. An explanatory quantitative correlational research design was utilized for the study and a sample size of 125 students from a university in the Midwest. The Accessing Intercultural Competence (AIC) section 7 was utilized to measure the intercultural competence of study abroad students to determine if the students were developing intercultural competence. The independent sample t test was used and indicated a significant difference in the intercultural competence of students who studied abroad and students who did not study abroad. The implications of the findings are beneficial to study abroad administrators and higher education institutions by providing suggestions and improvements for short-term study abroad programs. The study is also an important contribution to the literature in terms of the impact study abroad programs have on the intercultural competence students who travels abroad. Read Abstract Close Abstract

Dr. Frank Banfill , 2015

Multiple Case Studies in Effective Africa Leadership: A Study of the Leadership Behaviors of Effective Local Church Pastors in the Africa Inland Church Tanzania Mara and Ukerewe Diocese

This study explores the behaviors of effective local Christian church pastors in Tanzania, East Africa and it addresses gaps in the current knowledge related to African religious leadership, leadership theory in the African context, leadership across African cultures, and African leadership in relationship to followership. A qualitative research method using a multiple case study design was employed to provide an understanding of effective African pastors as local leaders who contribute to African social welfare. Effective pastor leaders with a demonstrated record of numerically growing their churches while also conducting development projects for the betterment of local communities were interviewed, along with focus groups of members from their congregations. Additional data were gathered through observations and by reviewing documents. Results of transformational leadership theory surveys (Multifactor Leadership Questionnaire-MLQ) completed by Tanzanian pastors are also presented. The study found that effective Tanzanian pastors demonstrated behaviors consistent with transformational leadership behaviors, improved the lives of parishioners and community members, and were instrumental in growing the numerical membership and financial base of their churches. The study identified the activities taken by effective pastors when they began their tenures, as well as the ongoing and decision-making/problem resolution activities throughout their tenures. Read Abstract Close Abstract

Dr. Joseph Lestrange , 2015

Values Based Leadership 2.0: A Multi Method Study Toward the Development of a Theoretical Framework for Global Leaders

The continuously expanding and rapid pace of globalization has created a climate of ambiguity, uncertainty and change as businesses struggle to find new paradigms of leadership that can be used cross culturally; mainly because many previously tried and tested approaches such as transactional leadership no longer seem effective in the global context (Robinson & Harvey, 2008). This multi-method research study explored whether or not Values Based Leadership (VBL) is an appropriate leadership framework to assist global leaders in navigating the multiplicity, interdependence, ambiguity and flux of today’s global leadership environment. Based on research gaps discovered during the literature review, this study developed a definitive theoretical framework for VBL in the context of global leadership that distinguishes it from other confused and/or overlapping theories. The methodology consisted of an integrative literature review and subsequent interviews conducted in the phenomenological discipline. Through the process of inductive, thematic analysis; a total of 10 themes emerged based on the participants’ “lived experience.” These themes were: Creates a Positive Organizational Valance by Inspiring Followers and Maintaining Presence, Empowers Others Through Active Follower Engagement, Displays Empathy, Respect & Genuine Caring for Others, Projects Legitimacy by Building Relationships on Trust, Encourages a Learning Organization, Possesses Strong Character, Develops a Strategic Vision & Focuses Resources Accordingly, Strives for Organizational Excellence, Demonstrates Humility & Stewardship, and Promotes Transparency by Effectively Communicating with Followers. This new VBL framework provides insight into universally endorsed leadership values held by today’s global leaders operating across multiple world cultures and contexts. If developed further, the research suggests that this framework could provide a strong foundation to assist global leaders in navigating the multiplicity, interdependence, ambiguity and flux found it today’s modern global business environment. Read Abstract Close Abstract

Dr. Lisa Kindred , 2015

Leadership Fit as a Condition for Meaningful Work: A Study of Iraqi-Born Employees

In this qualitative study a phenomenological approach was utilized to explore the experiences and perceptions of meaningful work for Iraqi refugees in South Bend, Indiana. The central research question examined how the participants constructed meaningful work. This study had a particular focus on the characteristics associated with leadership fit and how leadership fit contributed to perceptions of meaningful work. The research procedure consisted of fifteen in-depth, semi-structured interviews. The findings revealed five overarching themes that contributed to perceptions of meaningful work: 1) having an impact, 2) relationships with others, 3) distinguished from others, 4) correspondence with oneself, and 5) environmental correspondence. While leadership fit did not emerge as a central issue, the participants’ preferred way of relating with a leader was revealed. This study contributes to the growing literature on meaningful work by strengthening a theoretical model and expanding the model with the inclusion of a new pathway to meaningful work. Additionally, this study highlights the importance of applying person-environment fit models with current meaningful work theory. Finally, this study provides practical application for refugee relocation agencies and employers based on the findings and offers suggestions for future meaningful work research. Read Abstract Close Abstract

Dr. Brett Whitaker , 2015

An Analysis of the Academic Disciplinary Development of Global Leadership Education

This research examined the development of global leadership degree granting programs within higher education. This research utilized an organizing framework of academic disciplinary development, and drew upon current theoretical literature describing the nature of global leadership. The two stated purposes of this study were, “to examine the field of global leadership education as compared against established criteria of academic disciplines”, and “to describe the manifestation of global leadership education in three institutions of higher education.” A qualitative, multiple case study approach was utilized in this research. Inductive reasoning formed the basis for inquiry, as this research was exploratory and attempted to describe the nature and history of several degree granting programs. Rigorous qualitative methods were employed, utilizing multiple data sources to gather information and triangulate understanding of each case institution. Within-case and cross-case analysis was conducted to develop emergent themes, and this analysis was augmented through the use of a qualitative analysis software. Verification was achieved through the use of member checking, journaling, and a peer-debrief. Themes emerged for each case institution, and were organized into themes related to the emergence of each program, and themes related to program outcomes. Within the cross-case analysis, three themes emerged: the pragmatic and politically driven emergence and development of programs, the tendency for global leadership programs to be tied to a related disciplinary area and that area to be more strongly represented in the curriculum, and a value orientation among the outcomes of each program. Each of these themes was supported by relevant data, quotes, and observations. The findings of this study support the notion that while global leadership has indeed begun to emerge within higher education, it remains somewhat underdeveloped. Some elements of disciplinary development are present, but most are not. Educators, administrators, and ultimately, students, stand to benefit from rigorous inquiry into the nature of how global leadership is being manifested in higher education. Comprehensively describing the current state of the discipline, will allow program stewards to more intentionally design programs that align with current theoretical and empirical scholarship of global leadership. This research provides the beginning point of that scholarship. Read Abstract Close Abstract

Dr. Paul Hayes, 2014

Virtual Environmental Factors and Leading Global Virtual Teams

This correlative study focuses on the leaders of global virtual teams and determines if there is a comparative advantage in using 3D avatar-based collaborative environments instead of more traditional 2D audio and video teleconferencing environments in terms of fostering engaging environments that lead to improved leader and member interaction. Sixty freshman student volunteers from random Southeastern and Central Florida colleges collaborated in face-to-face and virtual reality environments. The participants were comprised of individuals born in 13 different countries, including the USA. Six participants acted in the role of leader and 24 participants acting in the role of subordination. Each group was comprised of six, five-member teams. The sample consisted of 46 males and 14 females ranging in age from 18 to 30 years old. The study suggests face-to-face participants perceived higher, statistically significant levels of engagement than the teams using Second Life. No statistically significant difference was found between reported levels of leader-member exchange (LMX) quality for either the members of Face-to-Face collaboration or the members of Second Life collaboration. There was no statistically significant difference between composite ratings of LMX relationship quality with measures of engagement as provided by the ITC Sense of Presence Inventory. All employees need training to maximize virtual team collaboration efforts in avatar-based collaboration to ensure collaboration focuses on solving problems and not just re-creating “real world” problems in a virtual world or computer mediated environment. Read Abstract Close Abstract

Title: Why Global Leadership is Key to International Development

This piece argues that global development leadership is faltering yet remains necessary for advancing an equitable recovery from the COVID-19 pandemic, tackling global challenges, and driving progress towards the sustainable development agenda. We suggest that as traditional forums for leadership fail to make progress, informal groups provide an opportunity to advance common interests.

As developing countries continue to deal with the pandemic without equitable access to vaccines, mounting international debt, and worsening challenges stemming from climate change, it is clear that meaningful leadership for development – including through informal channels – is required. However, ahead of the G20 and COP26, the question facing the international community is: who will step up to drive an equitable recovery and provide leadership on global development, as traditional champions – such as the UK – step back?

When leaders of the world’s largest economies meet at the G20 in Rome this month, it will be against a backdrop of a world still reeling from the COVID-19 pandemic and fumbling over a vision of a global recovery that would “ build back better .” By now, it is well-known that leaders largely fell short of expectations at this year’s G7 meeting held in the UK in June. That summit failed to make meaningful progress towards a plan for recovery from the dual economic and health shocks that are predicted to have increased the number of people living in extreme poverty by 97 million . Beyond the obvious shortfalls, this year’s G7 made it clear that the group has pulled back from its prior standing as a venue for ambitious financial and political leadership on global development, and that the UK has given up its informal role as champion of the development agenda on the global stage.

The UK, which has historically led the creation and leadership of strong informal coalitions, has stepped back, relinquishing its comparative advantage and long-standing reputation as a “force for good” on the international stage. Substantive cuts to the UK’s Official Development Assistance (ODA) budget during the COVID-19 crisis have undoubtedly damaged its reputation as a reliable partner for global development. Many have already pointed out that the cuts have hurt the UK’s “soft power” and its vision of a “Global Britain, ” suggesting a decline in the UK’s global influence and its willingness to act as a champion for global development.

The stagnating ambition of leadership for global development

It is not new to say that leadership for global development has taken a hit since the 2008 financial crisis, particularly amongst traditional cooperation providers. The years that followed were marked by recession, populism, and shifting public attitudes that increasingly prioritized the domestic over the global. While the recession had only a temporary impact on development aid , declining slightly in 2011 and 2012 before rebounding and then largely remaining stagnant throughout the decade, the longer-lasting change has been to the narratives of cooperation, which slowly shifted to (re)frame development policy as a venture for advancing domestic interests.

These shifting narratives permeated international venues for leadership on development. Commitments made as part of the G7/8 for instance, transformed from bold action for debt suspension and relief during the late-1990s to focus on basic needs and poverty reduction in the 2000s (the Global Fund was endorsed at the G8 in Genoa , education for all was a mainstay of summits throughout the decade, while the 2005 summit in Gleneagles pledged debt cancellation alongside a $50 billion increase in aid). Then in the 2010s, a series of summits discussed development but broadly lacked the ambitious commitments of the prior decades. The latest showing in Cornwall did little to change the image of a group with a diminished focus on global leadership.

Even now, at a time of crisis when COVID-19 has reversed progress towards the Sustainable Development Goals (SDGs), there have been few meaningful calls for the type of broad-based and transformative action needed to keep the world safe. While some providers scaled up development resources in the immediate crisis period, it is clear that more will be needed to provide vaccines for all, address rising debt, and keep track with the SDGs (latest estimates suggest a financing gap of $1.7 trillion ). With public budgets under strain worldwide, it is difficult to identify not only where the money to address mounting development challenges will come from, but also who might be willing to champion the global good while managing the crisis at home.

Why do we need leadership for development?

Momentum towards the type of commitment and action which are needed to make true progress requires leadership; development has rarely reached the international agenda without it. Much of the past framing of the development agenda in the international sphere has been driven by the “ initiative and energy of leaders, governments and civil society actors ,” typically from traditional provider countries that drove engagement, attention, and action towards the agenda.

Strong leadership for global development increases the probability of meaningful action. It is not new to suggest that leadership drives outcomes – in fact, some have argued that leadership can be understood in terms of three key outcomes: direction or agreement on key goals; alignment and coordination of actions to achieve key goals; and commitment to pursue shared goals. Leadership then, is about creating a space and impetus for shared action.

In the current context, the question is who might be willing to take the lead and through which channels. The formal groupings and actors that have traditionally risen above the parapet for development seem broadly unwilling, or unable, to act despite deepening global challenges. While the upcoming G20 and COP26 present opportunities for leaders to make progress towards shared challenges and equitable recovery a priority, they require a convergence of views and a level of ambition that appear hard to reach in these conventional settings.

Development leadership through informal groups of like-minded countries

Given the magnitude of the challenges facing the international community, the answers are unlikely to be found in a single political actor or country working alone, but rather through collective action. In the current political climate, informal and flexible groups of like-minded countries can complement multilateral fora to trigger consensus and shift positions in international development.

Informal groups of development providers advancing common interests could represent part of the solution: enabling sharing of best practices and improving coordination in the field; helping countries influence international policy processes by providing a space for information-sharing on policy positions; and building consensus on key policy matters and driving change. Groups of this kind constitute a major opportunity for policy influence by focusing global efforts and energies towards a common plan for action.

The Utstein Group was a notable example of such a group, because it was instrumental in driving progressive development strategies amongst its members and influencing the global agenda. Formed in 1999, the group focused attention on poverty and inequality in developing countries and challenged the norms of the development establishment at the time. The group demonstrated how common goals could be achieved by informal, practical cooperation.

Of course, the political landscape has shifted dramatically since then. Many European development providers operate within fragile, often minority-led governments, where development is undermined by domestic concerns. Most stand-alone development ministries have been merged into ministries of foreign affairs, demoting the political power of development. While informal groups still exist today, they tend to have less ambition and be more focused on technical matters. The Utstein Group itself has narrowed its focus to reform of the United Nations and has evolved from consensus building and political influence to information sharing.

That said, there is a clear return on investment for mobilizing multilateral and plurilateral partnerships and convening new groups aligned on development goals. One such grouping is the Center for Global Development’s Development Leaders Conference . An annual gathering of heads of development agencies and multilateral development banks, the Conference provides an independent and safe space for critical learning based on practical experience and underpinned by robust evidence and new ideas. It serves as a unique opportunity for leaders to come together to discuss shared dilemmas and challenges in development, how to navigate together in increasingly stormy and unpredictable waters, and how to shape collaboration to make change happen.

There is no shortage of immediate priorities for global action that could garner political traction and forge the basis for high-level informal coalitions, or as Gordon Brown puts it, “ coalitions of the responsible .” Informal coalitions have the advantage of building bridges between national and international priorities without the administrative burden of multilateral organizations. In a troubled global environment, they can contribute to filling the gap in development leadership through their dual roles as platforms for information sharing and policy influence. Outside of the formal institutional frameworks and operating on a purely intergovernmental, often ad hoc basis, they serve as a relatively uncomplicated way of making progress and demanding political clout.

We need leadership to drive change – the G20 and COP26 are opportunities for action  

After a year and a half of pledges to “build back better” and foster an “equitable recovery,” progress has been limited. As the so-called “ year of British leadership ” winds to a close, the upcoming G20 and COP26 forums present the next opportunities for leadership – from the UK and others. The G20 may be a particularly important venue for leadership for development, due to both its relative inclusivity and trajectory of action – last year’s meeting, for instance, extended debt relief for the poorest in the wake of COVID-19. Informal channels and meetings of like-minded leaders could also fill the leadership void and support development outcomes. Development might, for instance, be a fruitful area for partnership with European countries as the UK’s new Foreign Secretary, Liz Truss, plans diplomatic visits to their capitals to “ reset relations. ” Informal groupings also represent an opportunity for new flexible partnerships with a broader group of development actors to ensure that leadership for development is representative and inclusive.

While leadership for global development is certainly not a panacea for action and results, progress is far less likely without it. As we face an uncertain future, dire climate predictions, continued vaccine inequality and the mid-way point for achieving the SDGs, renewed leadership for global development, including through informal partnerships, will be crucial for making meaningful progress. We’ll be watching to see who – if anyone – is ready to stand up.

The authors would like to thank Beata Cichocka for her research support, and Anita Käppeli and Ian Mitchell for their helpful comments.

Rachael Calleja is a Senior Research Associate with the Center for Global Development. Her work focuses on the strategy and management of bilateral development agencies.

Mikaela Gavas is Co-Director of the Center for Global Development’s Europe Programme and a Senior Policy Fellow. She is also as a member of the UN’s International Atomic Energy Agency (IAEA) Standing Advisory Group on Technical Assistance and Cooperation.

Samuel Pleeck is a Research Assistant with the Center for Global Development. His area of research focuses on European development policy and finance.

Image Credit: “Family photo of the G20 Summit”   by  G20 Argentina  is licensed under  CC BY 2.0

• Civil Society ,
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The Most Important Leadership Competencies, According to Leaders Around the World

• Sunnie Giles

They’re all hard to improve because they run counter to our instincts.

Research over the past few decades has shown us that the most important leadership qualities are centered around soft skills and emotional intelligence. But do these skills point to deeper competencies? A survey of 195 leaders from more than 30 global organizations suggests that there are five major themes of competencies that strong leaders exhibit:

• High ethical standards and providing a safe environment
• Empowering individuals to self-organize
• Promoting connection and belonging among employees
• Open to new ideas and experimentation
• Committed to the professional and intellectual growth of employees

While many of these competencies may seem obvious, they are difficult for leaders to master because to do so would require them to act against their nature. Individuals are not hardwired to relinquish control or be open to small failures. The ability to actively improve these competencies should be a priority for leaders.

What makes an effective leader? This question is a focus of my research as an organizational scientist, executive coach, and leadership development consultant. Looking for answers, I recently completed the first round of a study of 195 leaders in 15 countries over 30 global organizations. Participants were asked to choose the 15 most important leadership competencies from a list of 74. I’ve grouped the top ones into five major themes that suggest a set of priorities for leaders and leadership development programs. While some may not surprise you, they’re all difficult to master, in part because improving them requires acting against our nature.

• SG Sunnie Giles is a partner at Ridgepine Capital Partners (an alternatives fund of funds), professionally certified executive coach, leadership development consultant, and organizational scientist. She has an MBA from the University of Chicago and a PhD from Brigham Young University.

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Global Leadership: Key Concepts and Frameworks

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This chapter provides an overview of key concepts and frameworks relating to global leadership. Spencer-Oatey starts by considering a range of definitions of leadership and then, drawing on those various definitions, argues that the enactment of leadership is a multiplex involving four key elements: leader, followers, purpose, and context. She explores each of these facets in turn, illustrating how they interact dynamically. She draws particular attention to the leader-follower relational dynamic and explains how Redeker et al.’s ( European Journal of Work and Organizational Psychology, 23 (3), 435–455, 2014) leadership circumplex, which was used in case study data collection, can offer helpful insights. The chapter ends by considering the notion of global leadership and by touching on the various routes that people can take to develop into a global leader.

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Contextualizing leadership: a typology of global leadership roles

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Spencer-Oatey, H. (2020). Global Leadership: Key Concepts and Frameworks. In: Developing Global Leaders. Palgrave Studies in African Leadership. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14606-1_2

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Introduction

Cross-boundary mobility, global coordination, intransitivity, identifying high potential employees, strategies addressing the above issues.

The issue of global leadership development is currently under debate because many organizations are not familiar with the implementation of global leadership development programs. Global leadership development is a process that involves getting talented people at the right place through recruitment, development, and retention so that the company grows in the worldwide market. Some of the key issues in global leadership development include mobility, global coordination, intransitivity, and identifying high potential employees. These issues usually face a variety of challenges, and as a result, the human resource manager should strategize on how to address them.

This entails assisting the employees who have leadership potential to gain the skills that they require in order to become responsible leaders. Furthermore, mobility regards the growth of the employees who have the potentials for leading others through the evaluation of their talents (Mendenhall, 2007 ). For instance, an employee who demonstrates leadership ability by virtue of being a team leader should undergo a training course so that he or she become an effective leader. Besides, that employee can also receive job training whereby the manager trains the employee on the qualities of an effective leader and how to manage the organization in a global environment.

The challenge that faces cross-boundary mobility is the lack of a strategy that understands the implication of building leadership skills in a person. Most of the companies do not pay great attention to the employees because they believe that employees have the responsibility of performing their tasks only and nothing more (Torstem, 2009). As a result, the employees do not get a chance to exercise their leadership skills leading to deterioration of their leadership talents.

Additionally, the lack of strategy that understands the implication of building leadership skills in a person has made most managers forget the idea that anyone can be a leader because everyone was born a leader. As a result, most managers do not train their employees to be leaders, and no wonder things go out of place when managers are not around. Finally, this lack of strategy has decreased the development of employees’ leadership traits because managers are afraid that they may be overruled (Mendenhall, 2007).

Another challenge surrounding cross-boundary mobility is that the company will have to formulate an implementation plan in line with the organization’s goals (Torstem, 2009). This means that the company will have to allocate resources for the development of leadership skills in their employees. For instance, if the employees are to undertake a training course, the organization should allocate money for the training project. On the other hand, job training means that the manager should sacrifice his time. As a result, many organizations do not have such plans so that they minimize the consumption of resources.

Global coordination is the ability of a company to relate with other companies that are in other parts of the world. This relationship includes business meetings, procurement, and selling of goods and services and export and import agreements (Torstem, 2009). An excellent company should be in a position to support global coordination through the facilitation of a healthy relationship between it and other companies around the world. For instance, the manager can allow the workers to attend business meetings held in other places if they are of benefit to the company (Mendenhall, 2007).

The main challenge surrounding the support of global coordination is the lack of policies that outlines the global coordination process (Mendenhall, 2007). Besides, many companies are not aware of the legal steps to follow in order to associate with another company. For instance, a company may not be in a position to export some products due to lack of export charges, but because this company does not know that it can team up with another company, it ends up selling the goods locally. This illustration demonstrates that knowledge deficit regarding international business can lead to a company’s downfall.

Inadequate fund is another challenge that surrounds the support of global coordination. This is because when a company does not have enough funds it cannot compete in the global market environment (Torstem, 2009). As a result, the company may collapse because external environment play an imperative role in the growth of an organization.

Intransitivity involves the competencies and the attitude of shifting from a lower level to a higher level where skills of a person does not match with that level (Mendenhall, 2007). The match does not exist because both skills and attitude of the higher level are different from the one at the previous level. Therefore, the employee needs to acquire knowledge and skills in order to function efficiently and effectively.

The challenge surrounding intransitivity is the ability of the organization to both deal and adapt to competition of the confronting situation. This is because the employee needs to mould his or her personality so that he or she can comfortably fit into the new situation (Mendenhall, 2007). For instance, an employee who used to reporting to work late and leaving before time may need to change that behavior once he receive promotion to a higher level. This can be difficult because the employee has already formed that habit but with acquired skills and knowledge, it is possible for the employee to transform into a disciplined individual.

Identification of employees with talents to fill the leadership position has always faced a variety of challenges. To begin with, many leaders complain that the identification of a talented leader delays the organization plan and international expansion. This is because majority of the companies have trouble in identifying a talented manager overseas (Mendenhall, 2007). For example, in an Asian company the manager took approximately nine months to identify a potential leader.

Additionally, the process of identifying potential leaders requires disciple and efforts. This is because one needs to review and analyze imperative information about that person, make a sound decision about his readiness to work as leader and then provide support and development opportunities to him (Torstem, 2009). This process is tiresome and time consuming and as a result, identification of a potential employee becomes difficult.

Due to the challenges facing the issues in global leadership development, the International Human Resource Management (IHRM) has developed strategies and practices that address those issues. They include, developing the managers experience, career development, emphasizing on the need of the managers to develop a culture of carrying out international market studies and policies development (Torstem, 2009).

The development of the manager’s experience helps in enhancing the capability of the manager globally (Mendenhall, 2007). As a result, the manager will be able to identify potential employees with ease. This is because the manager will be familiar with the different context of the business internationally. This familiarity will ease the process of identifying talented leaders because the manager will always know whom he wants and where to find him.

On the other hand, career development involves educating people about new skills. Besides, it involves informing the employees about current issues that affect the organization (Torstem, 2009). Therefore, career development addresses the issue of intransitivity by helping the employees who have moved to a new level acquire the necessary skills. For instance, through career development, an employee can know what is required of him and the way to accomplish it.

Additionally, emphasis on market research addresses the issue of global coordination. This is because by studying the business environment, the manager will know which activities to undertake. Additionally, information about business conferences and export and import strategies are acquired through market research (Mendenhall, 2007). For instance, market study can help the manager know which organizations he can benefit from.

Finally, policy development will address the issue of cross boundary mobility. This involves the development of policy that allows the managers to train employees about leadership and giving them a chance to exercise their leadership talents. On the other hand, policy development can also address the issue of global coordination. This is through formulation of policies that facilitate collaboration between different organizations.

In conclusion, global leadership development is a significant aspect for the growth of any organization. This is because it creates employees who are responsible and accountable to the organization and its customers. Therefore, every organization should strive to facilitate global leadership development.

Mendenhall, M. (2007). Global Leadership: Research, Practice and Development. New Jersy: Fransis and Taylor. Web.

Torstem, D. (2009). Developing Global Business Leaders: Policies, Processes and Innovations. New York: Greenwood publishing group. Web.

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Developing global leaders

As firms reach across borders, global-leadership capacity is surfacing more and more often as a binding constraint. According to one survey of senior executives, 76 percent believe their organizations need to develop global-leadership capabilities, but only 7 percent think they are currently doing so very effectively. 1 1. Developing the Global Leader of Tomorrow , a joint project of Ashridge Business School as part of the European Academy of Business in Society (EABIS) and the United Nations Global Compact Principles for Responsible Management Education (PRME), based on a survey conducted in 2008. And some 30 percent of US companies admit that they have failed to exploit fully their international business opportunities because of insufficient internationally competent personnel. 2 2. Shirley Daniel and Ben L. Kedia, US Business Needs for Employees with International Expertise , Conference on Global Challenges and US Higher Education at Duke University, Durham, NC, January 23–25, 2003.

Most of the prevailing ideas in business and academia about global leadership reflect efforts by leadership experts to adapt the insights of their field to the global arena. I come at this topic from the opposite perspective, having focused for nearly two decades on studying globalization and thinking through its implications for business and public policy.

At the core of my work lies the reality that, while globalization is indeed a powerful force, the extent of international integration varies widely across countries and companies and generally remains more limited than is commonly supposed. To be sure, rapid growth in emerging markets, combined with a long-term outlook of lower growth in most developed economies, is pushing companies to globalize faster. But metrics on the globalization of markets indicate that only 10 to 25 percent of trade, capital, information, and people flows actually cross national borders. And international flows are generally dampened significantly by geographic distance as well as cross-country differences. US trade with Chile, for example, is only 6 percent of its likely extent if Chile were as close to the United States as Canada is. Furthermore, if two countries don’t share a common language, that alone slashes the trade volume between them by 30 percent.

An appreciation of how distances and differences influence international ties helps explain some of the organizational and other stresses that established multinationals are encountering as they accelerate their expansion to emerging markets (for more, see “ Parsing the growth advantage of emerging-market companies ”). Emerging Asia is farther away—and more different, along multiple dimensions—than more familiar markets in Europe and North America. Japanese multinationals face a distinctive set of cultural, political, and economic issues that complicate their efforts to expand abroad.

Exaggerated notions of what globalization means—what I call “globaloney”—are also apparent in prevailing ideas about global leadership. Some training centers aim to develop “transcultural” leaders who can manage effectively anywhere in the world as soon as they step off the plane. Yet scholars of cross-cultural management suggest that objectives like this are unrealistic.

While global leadership is still a nascent field, common conceptions of it already incorporate myths or half-truths that rest on misconceptions about globalization. Correcting these myths should help the efforts of companies to increase their global-leadership capacity.

Myth #1: My company, at least, is global.

When I present data on the limited extent of international interactions to executives in large multinational corporations, a typical reaction is that even if markets are not that integrated, their firm certainly is. Such claims, however, seldom hold up to scrutiny. Less than 2 percent of firms on Fortune ’s Global 500 list of the world’s largest companies, for example, derive more than 20 percent of their revenues from three distinct regions. 3 3. Alan M. Rugman and Alain Verbeke, “A perspective on regional and global strategies of multinational enterprises,” Journal of International Business Studies , 2004, Volume 35, Number 1, pp. 3–18. Most firms also remain quite domestically rooted in other aspects of their business, such as where they do their production or R&D or where their shareholders live. BMW, for instance, derived 51 percent of its sales revenue from outside of Europe in 2011, but still maintained roughly 64 percent of its production and 73 percent of its workforce in Germany. 4 4. Revenue and workforce figures from BMW Group, Annual Report 2011 ; production figures represent 2010 car production as reported by the International Organization of Motor Vehicle Manufacturers (OICA).

An accurate read on the extent of globalization in one’s firm and industry is certainly a crucial requirement for global leadership. Also invaluable is an appreciation of the extent to which the people within your company are far from completely globalized. Consider just a few pertinent facts. Trust, which some have called the currency of leadership, declines sharply with distance. Research conducted in Western Europe suggests that people trust citizens of their own country twice as much as they trust people from neighboring countries and that they place even less trust in people farther away. Turning to information flows—also central to leadership—people get as much as 95 percent of their news from domestic sources, 5 5. Calculations by Ethan Zuckerman, as reported in “A cyber-house divided,” Economist , September 2, 2010, p. 58. which devote most of their coverage to domestic stories. Similarly, 98 percent of telephone-calling minutes and 85 percent of Facebook friends are domestic.

The persistent rootedness of both firms and employees has the surprising implication that global leaders should not seek to sever or hide their own roots to become global citizens. Rather, they should embrace “rooted cosmopolitanism” by nurturing their own roots and branching out beyond them to connect with counterparts elsewhere who, like themselves, are deeply rooted in distinct places and cultures. Indeed, studies of expatriate performance confirm that expats who identify strongly with both their home and host cultures perform better than those who identify only with one or with neither. 6 6. Yih-teen Lee, “Home versus host—identifying with either, both, or neither? The relationship between dual cultural identities and intercultural effectiveness,” International Journal of Cross Cultural Management , 2010, Volume 10, Number 1, pp. 55–76.

This rooted-cosmopolitan approach also accords better with research showing that people can become “biculturals,” with a truly deep understanding of two cultures, 7 7. See, for instance, Mary Yoko Brannen and David C. Thomas, “Bicultural individuals in organizations: Implications and opportunity,” International Journal of Cross Cultural Management , 2010, Volume 10, Number 1, pp. 5–16. but probably can’t entirely internalize three, which implies that four is out of the question. Facing such limitations, attempts to become global by breaking free from one’s roots seem more likely to lead to symmetric detachment—a lack of meaningful ties to any place—than to symmetric attachment everywhere.

Myth #2: Global leadership is developed through experience.

Leadership scholars have argued that experience contributes some 80 percent to learning about global leadership. 8 8. Bruce Dodge, “Empowerment and the evolution of learning: Part one,” Education + Training , 1993, Volume 35, Number 1, pp. 3–10. My own investigations of senior executives’ perceptions of globalization, however, indicate that experience, while required, is not sufficient for the development of an accurate global mind-set.

To illustrate, in a survey I asked readers of Harvard Business Review to estimate a set of basic values about the internationalization of product, capital, information, and people flows. The respondents overestimated these values, on average, by a factor of three. And, more interesting from the standpoint of leadership development, the magnitude of the readers’ errors increased with their years of experience and the seniority of their titles. The CEOs in the sample overestimated the values by a factor of four!

Why might experience correlate with less rather than more accurate perceptions about globalization? One possibility is projection bias . Senior executives and CEOs tend to lead far more global lives than most of the world’s population, often touching several continents in any given month. Ninety percent of the people on this planet will never venture beyond the borders of the countries where they were born.

If experience alone is insufficient to develop accurate perspectives about globalization, what do executives need to learn off the job? A starting point is an accurate read on the magnitude and patterns of international interactions within their industries and companies. Rooted maps, described in my 2011 McKinsey Quarterly article, 9 9. “ Remapping your strategic mind-set ,” mckinseyquarterly.com, August 2011. can help executives to visualize and interpret these patterns.

Global leaders also need to understand the factors that shape international interactions in their businesses, by undertaking a structured examination of cross-country differences and their effects. That is what a survey of academic thought leaders recently concluded should be the focus of the globalization of business school curricula. 10 10. Pankaj Ghemawat, “Responses to forces of change: A focus on curricular content,” chapter 4 in AACSB International’s Globalization of Management Education: Changing International Structures, Adaptive Strategies, and the Impact on Institutions , Bingley, UK: Emerald Group Publishing Limited, 2011.

Conceptual learning of this sort is a complement to—one might even say a precondition of, though certainly not a substitute for —experiential learning. When executives can fit their personal experiences into an accurate global perspective defined by conceptual frameworks 11 11. My “CAGE” distance framework, one way to structure thinking about cross-country differences, places those differences into cultural, administrative/political, geographic, and economic categories. For more, see my article “Distance still matters: The hard reality of global expansion,” Harvard Business Review , 2001, Volume 79, Number 8, pp. 137–47. and hard data, they can gain more from their typically limited time abroad and avoid costly mistakes.

Myth #3: Development is all about building standard global-leadership competencies.

Many lists of global-leadership competencies have been developed in business and in academia, but these provide only a starting point for thinking through the right competency model to apply within a particular company. Customization and focus are essential. In part, that’s because even though literally hundreds of competencies have been proposed, a lot of these lists have important gaps or fail to go far enough toward incorporating unique requirements for global leadership. That isn’t surprising, since the lists often grow out of research on domestic leadership.

One large review of the literature summarizes it in three core competencies (self-awareness, engagement in personal transformation, and inquisitiveness), seven mental characteristics (optimism, self-regulation, social-judgment skills, empathy, motivation to work in an international environment, cognitive skills, and acceptance of complexity and its contradictions), and three behavioral competencies (social skills, networking skills, and knowledge). 12 12. Tiina Joniken, “Global leadership competencies: A review and discussion,” 2005, Journal of European Industrial Training , Volume 29, Number 3, pp. 199–216. To my mind, most of these would also be useful for domestic leadership. Only the motivational point seems distinctively international, although one or two more (such as acceptance of complexity and its contradictions) clearly seem more important in the international domain than domestically.

Typical competency lists also tend to focus on cultural differences, missing other components critical to global leadership. Economic differences (such as the challenges of fast versus slow-growth markets) and administrative and political differences (including the extent of state intervention) are among the other factors that can cause leaders to stumble in unfamiliar contexts.

Perhaps most important, standard lists of global-leadership competencies reinforce a one-size-fits-all view of global leadership that is inconsistent with the reality of globalization and the mix of work global leaders do. A company may find it useful to recruit for and develop a small set of key competencies across all of its global leaders. Yet the diversity of roles that fall under the broad category of global leadership argues for substantial customization around that common base. At the corporate level, this implies developing a portfolio of competencies rather than an interchangeable set of global leaders who have all met a single set of requirements.

Operationally, an ideal training program would therefore include a geographic dimension and prepare people for dealing with particular origin–destination pairs. For example, a Japanese executive going to work in the United States would probably benefit from preparing for the higher level of individualism there. One preparing for China would in all likelihood benefit more from understanding that “uncertainty avoidance” is less pronounced there, so executives must be ready for faster-paced change and greater levels of experimentation.

Customizing training-and-development efforts at the level of individual country pairs is likely to run up quickly against resource constraints. However, the fact that 50 to 60 percent of trade, foreign direct investment, telephone calls, and migration are intraregional suggests that, in many cases, customizing at the regional level is sufficient. Firms will need a mix of regional and global leaders. Regional leadership is presumably less difficult and costly to develop than global leadership.

At a more granular level, competencies can also be customized to the requirements of specific executives’ roles. The dimensions to consider include depth in particular markets versus breadth across markets, the frequency and duration of physical presence abroad, and a focus on internal versus external interactions. 13 13. For a more systematic treatment, see Mark E. Mendenhall et al., “Defining the ‘global’ in global leadership,” Journal of World Business , February 2012.

Myth #4: Localization is the key.

Some firms, rather than trying to fulfill the requirements of one-size-fits-all lists of global-leadership competencies, have embraced the opposite extreme of localization. Significant localization has taken place in the management teams of foreign subsidiaries. According to one study, the proportion of expatriates in senior-management roles in multinationals in the BRIC countries (Brazil, Russia, India, and China) and in the Middle East declined from 56 percent to 12 percent from the late 1990s to the late 2000s. 14 14. William J. Holstein, “The decline of the expat executive,” Strategy + Business , July 2008.

Within this broad trend, some firms still rely too much on expatriates and need to localize more, but localization can be—and, in some instances, clearly has been—taken too far. Giving up on expatriation implies giving up on building the diverse bench of global leaders that CEOs say they require. Persistent distance effects, particularly those associated with information flows, do confirm the general wisdom: global leaders need experience working for extended periods in foreign locations because living abroad creates permanent knowledge and ties that bind. Extreme localization leaves no room for the development of leaders of this sort.

Executives report that “it takes at least three months to become immersed in a geographical location and appreciate how the culture, politics, and history of a region affect business there.” 15 15. Gail Naughton, as quoted in Tricia Bisoux, “Global immersion,” BizEd , 2007, Volume 6, Number 4, pp. 44–49. This judgment accords with the finding that living abroad expands your mental horizons and increases your creativity. However, merely traveling abroad doesn’t produce these benefits. 16 16. Adam D. Galinsky and William W. Maddux, “Cultural borders and mental barriers: The relationship between living abroad and creativity,” Journal of Personality and Social Psychology , 2009, Volume 96, Number 5, pp. 1047–61.

Long stays abroad are costly: traditional expatriation typically costs three times an employee’s salary at home. Nonetheless, firms that really wish to prioritize global-leadership development will need to allocate the required resources. Better metrics to track the returns on such investments may help. One survey indicates that just 14 percent of companies have any mechanisms in place to track returns on international assignments. Most of these companies use metrics tracking only business generated from an assignment. 17 17. Emerging Trends in Global Mobility: Policy & Practices Survey , Cartus (now Credant Mobility), 2004.

Better career management could help capture and measure returns on investments in developing global leaders. Evidence indicates that in European and US multinationals, expatriates still take longer, on average, to ascend the corporate ladder than managers who continue to work within their home countries. That indicates a deficiency in this area, as well as an incentive problem. 18 18. Monika Hamori and Burak Koyuncu, “Career advancement in large organizations in Europe and the United States: Do international assignments add value?,” The International Journal of Human Resource Management , 2011, Volume 22, Number 4, pp. 843–62.

Rather than pure localization, firms should embrace the practice of rotation, which provides the foreign work experience—not just travel—essential to the development of global leaders. And don’t make the mistake of viewing expatriation as being solely about sending people from headquarters to emerging markets. The same requirement for immersion outside of one’s home market also applies to the cultivation of global leaders recruited in emerging markets. For these executives, time spent in more established markets can, on the return home, reinforce both local- and global-leadership capacity. 19 19. Manpower CEO Jeffrey A. Joerres suggests that outbound rotation programs for managers are crucial to developing emerging-market talent. For more, see “ Beyond expats: Better managers for emerging markets ,” mckinseyquarterly.com, May 2011.

Myth #5: We can attract the best talent.

Nationals from key growth markets are underrepresented in the leadership ranks of many Western companies, so hiring future global leaders from these areas is critical. Yet recruiting top talent there is becoming increasingly difficult, as described in “ How multinationals can attract the talent they need .” I recall from my own youth in India how foreign multinationals used to be unequivocally the preferred employers, prized for their superior professionalism, brands, technologies, scale, and so on. Now I see that Indian companies have raised their game, putting pressure on multinationals in local talent markets.

The implications for global-leadership development are threefold. First, shifting to the rooted-cosmopolitan ideal described here is critical to attracting and developing executives from emerging markets. This approach makes it clear that ambitious young Indians, for example, proud of their country, don’t have to refashion themselves as Westerners to succeed in Western multinationals.

Second, escalating competition for talent in growth markets implies that it is even more urgent for multinationals to diversify their leadership teams quickly. One of the main advantages of local firms is the fact that young recruits often can see, in the faces of the current leadership, that if they excel they have a clear shot at rising to the top. In many multinationals, such promises will require a leap of faith until diversity is significantly expanded. And the local competitors’ ongoing international expansion gradually diminishes another advantage of foreign multinationals: the ability to offer a wide range of global opportunities.

Third, incorporating more local talent will require a greater emphasis on developing people. Tight talent markets and overstretched education systems imply, frankly, that firms hire some people who are not up to the standards they would prefer to uphold. Among the great strengths of India’s IT firms is their ability to convert such not quite fully prepared talent into effective performers on a large scale.

It is indeed in today’s large emerging markets that the war for talent, identified by McKinsey back in 1997, has become most acute.

Addressing the global-leadership gap must be an urgent priority for companies expanding their geographic reach. Predictable biases rooted in widespread misperceptions about globalization are hampering their efforts to develop capable global leaders.

Pankaj Ghemawat, an alumnus of McKinsey’s London office, is a professor of strategic management and the Anselmo Rubiralta Chair of Global Strategy at the IESE Business School, in Barcelona. He is also the author of World 3.0: Global Prosperity and How to Achieve It (Harvard Business Publishing, May 2011), the source of the approach to global-leadership development discussed in this article.

The author would like to thank Steven A. Altman and Joel Bevin for their help researching and writing this article.

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Global Essay Competition

Compete in our Global Essay Competition and qualify for participation as a Leader of Tomorrow in the world’s premier opportunity for cross-generational debates: The St. Gallen Symposium.

Meet 300 of society’s brightest young minds. Present and debate your ideas with 600 senior leaders. Be inspired by some of the world’s most impressive speakers. Gain a unique and new perspective on this year’s topic. Become a member of a unique global community. Participate in the symposium with us. Win prize money of CHF 20,000 split amongst the three winners.

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Qualify with an excellent essay.

We expect a professional, creative and thought-provoking essay. Be bold, unconventional, and distinctive on the competition question.

For your contribution to be valid, the following criteria must be met

Check your eligibility and prepare documents

To be eligible, you must fulfill all of the following criteria:.

• Enrolled in a graduate or postgraduate programme (master level or higher) in any field of study at a regular university
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Make sure you can provide the following documents:

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Meet our student representatives to learn how you can qualify for a participation in the 54 th St. Gallen Symposium. We will have physical presentations at your university again as well as regular webinars to answer your questions!

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General questions, who can compete for a participation as a leader of tomorrow at the st. gallen symposium.

Students enrolled at a regular university, who are matriculated in a master or postgraduate programme.

What is the St. Gallen Global Essay Competition?

The St. Gallen Global Essay Competition is a global student essay competition, offering students who study at graduate or postgraduate level around the world the opportunity to apply for participation at the St. Gallen Symposium.

What is the Knowledge Pool?

The Knowledge Pool is a group of Leaders of Tomorrow with a strong affiliation to topics of relevance to the St. Gallen Symposium. They show outstanding track records in the particular fields they work or study. They are hand-selected by the International Students’ Committee. It is not possible to apply for membership in the Knowledge Pool.

How much does it cost to participate? 

The participation in the symposium is free for all Leaders of Tomorrow. Moreover, expenses for travel, board and lodging are covered by the ISC. However, we recommend bringing a small amount of pocket money for your convenience.

Essay Competition

Who is eligible for the 54 th  st. gallen symposium.

Students enrolled at a regular university, who are matriculated in a graduate or postgraduate programme as of 1 February 2025, from any field of study, born in 1995 or later.

What is a “regular university”?

In the context of the Global Essay Competition, a regular university is defined as an institution of higher education that also conducts research and offers at least one PhD programme. Exceptions are possible and are granted on a case-by-case basis.

Can Bachelor students participate?

Unfortunately, students on bachelor level do not fulfil the eligibility criteria and therefore cannot enter the competition. There is no other way to apply for participation and we, therefore, encourage all students to join the competition once they pursue with their studies at a graduate level. You may, however, be eligible if the level of study in your current year is equivalent to international graduate level which must be confirmed in writing by your university.

Can teams participate?

Only individual submissions are allowed as we can only grant participation to one contender per contribution.

How long should the contribution be? 

The maximum amount of words is 2,100 (excluding bibliography or graph descriptions and the like). There is no minimum word count. Please make sure to state the exact word count in your document. Also keep in mind that you must not state your name in the contribution.

Do I have to quote my sources?

All sources must be quoted and all essays are scanned for plagiarism. You must refer each source to the respective text passage. Please note that plagiarism is a serious offense and that we reserve the right to take further steps in case of deliberate fraud. Self-plagiarism will also result in disqualification, as the work has to be written exclusively for the Global Essay Competition of the St. Gallen Symposium. Furthermore any auxiliary aids (AI, proofreading, translation service, layout/graphics services, writing and translation programs, etc.) are to be listed in an auxiliary aids directory as shown below:

Can I have a look at previous Winner Essays?

Yes, you can find winner essays as well as other publications from the Global Essay Competition here .

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Please make sure to hand in your essay in either a doc, docx or pdf format. The document must allow to copy the text easily (no document protections).

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In addition to your contribution, make sure to upload

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in the applicable field of the registration form.

What happens after I submitted my application?

The ISC will verify your eligibility and check all submitted documents for completeness and readability. Due to the large amount of essays we receive, our response may take some time, so thank you for your patience. If the jury selects your essay in the top 100 , you qualify as a Leader of Tomorrow for an expenses-paid participation in the 54 th St. Gallen Symposium (6-8 May 2025). The results will be announced via e-mail by mid-March 2025. The jury selects the three awardees based on the quality of the idea on paper. The award is endowed with a total prize money of CHF 20,000. In addition, there will be a chance for the very best competitors (including the awardees) to present their ideas on the big stage at the symposium. For this, the students will be asked to pitch their idea on video beforehand.

Who’s in the jury?

The Award Jury consists of leading executives, journalists and professors from all around the world. The Academic Jury is composed of young top academics from the University of St. Gallen and the ETH Zurich.

When will the results be announced?

The jury’s decision will be announced by mid-March at the latest.

Participation

How do the travel arrangements work.

The organizing committee will get in touch with you prior to the symposium to discuss your itinerary and to book your travel.

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All Leaders of Tomorrow are self-responsible to get a visa. However, we will inform the applicable Swiss embassy about the invitation and will provide you with the necessary documents. Should a problem arise anyway, we are happy to help. Expenses for visa application are borne by the Leaders of Tomorrow themselves.

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All Leaders of Tomorrow are accommodated at private student flats across the city. Please give us an early notice should you have any special requirements (e.g. female flatmates only).

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We book flights or train tickets and provide shuttle service from and to the airport. Furthermore, all Leaders of Tomorrow receive a free ticket for the public transport in St. Gallen during the week of the symposium.

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We recommend bringing some pocket money (CHF 100–200) for your convenience. Please note that depending on your time of arrival and departure, some meals might not be covered.

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Yes, of course. Most of the symposium sites are wheelchair-accessible and we are more than happy to help where we can. Although our ability to provide personal assistance is very limited, we do our best to provide the necessary services.

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During the symposium there will be no time for sightseeing. However, we may offer selected touristic programmes a day before or after the symposium. These days can, of course, also be used for individual sightseeing. Nearby sites include the old town of St. Gallen, the lake Constance and the nearby mountains.

Can I extend my stay in Switzerland?

Yes, upon request we can move your return flight to a date of your choice. If the new flight is more expensive, we may ask you to cover the price difference. Please note that we are unable to provide any services such as accommodation or transportation after the end of the symposium week.

Can I bring a spouse?

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Past Winners & Essay Reviews

Out of approx. 1,000 annual contributions submitted by graduate and post-graduate students from all around the globe, the jury selects three winner essays every year. Meet our competition’s past winners and read their contributions.

2024 – Confronting Scarcity

Oluwafunmike aderonmu, wei jun sean chan, andreas kuster, essay question:.

Scarcity generally refers to a situation where human  needs  exceed  available resources . The 2024 Global Essay Competition invites young leaders worldwide to focus on a specific contemporary or future challenge related to scarcity and propose an innovative way to address it. They were asked to be creative in thinking about proposed solutions: do we need to  strive for more  and find ways to boost the availability of the resource in question? Or does it focus on ways to  thrive with less  and thus rethink our needs and demand? Participants were free in choosing which scarce resource they focus on: examples include – but are NOT limited to – human labour, capital, natural resources, or intangibles like time, creativity, or care. The challenge is to be bold and precise in describing a contemporary or future challenge of scarcity and the specific kind of resources they focus on, to offer a concrete and actionable idea of how we should confront it.

2023 – A New Generational Contract

Elliot gunn, gaurav kamath, megan murphy.

The best or worst legacy from previous generations: How to preserve or replace it?

A great deal of our lives is influenced by when we were born. As those currently alive, we have inherited the world which previous and older generations have built. We owe a great deal to the efforts of our forebears, but we also inherit problematic legacies.

2022 – Collaborative Advantage

Sophie lara neuber, anton meier, bryan kwang shing tan.

Collaborative Advantage: what should be written into a new intergenerational contract?

 The idea of a “generational contract” embodies the principles that younger and older generations rely on each other to provide mutual support across different stages of their lives. Inclusive education systems, sustainable welfare states and meaningful environmental action are some of many challenges requiring a cross-generational collaborative effort. Yet, with the climate crisis, rapid technological change and societal aging in many countries, the generational contract and notions of intergenerational fairness have been challenged. Members of the younger generation are raising their voices as they reflect on how their futures are being compromised by current decision-makers.

 What’s your specific and actionable idea that should be written into a new generational contract? Choose an area where you see evidence that intergenerational fairness is – or, going forward, will be – challenged and where the generational contract needs to be rewritten. Potential areas include, but are not limited to, business strategy and the economy, inclusive governance and education, the welfare state and health care, environmental sustainability, or the world of work. Describe your problem and offer concrete and practical proposals how inter-generational fairness can be restored or reinvented. Explain your idea’s impact for the future.

2021 – Trust Matters

Janz irvin chiang.

1st place – Peking University

Joan  Nyangena

2nd place – York University

Karl Michael Braun

3rd place – Albert-Ludwigs-Universität Freiburg

A Matter of Trust: How Can Trust be Repaired When It’s Lost?

In recent years, we have seen many reports about “trust crises” in the realms of politics, health, business, technology, science, and media. Political and corporate scandals, mass protests, and deteriorating trust indicators in global perception surveys support this diagnosis. As a result, senior leaders in many of these sectors publicly aspire to “rebuild trust” in their decisions, products, or institutions. What would be your advice to them?

Choose an area in one of the above-mentioned sectors where you see evidence that citizens’, consumers’, regulators’, employees’ or other stakeholders’ trust has been lost. Describe your example of an apparent loss of trust; offer concrete and practical proposals on repairing damaged trust. Describe your idea’s impact for the future.

2020 – Freedom Revisited

Symposium  postponed.

As a consequence of the COVID-19 pandemic, the final review and communication of the results of the contributions to the Global Essay Competition was stopped prematurely.

Freedom Revisited: Which aspects of freedom need to be defended, or recalibrated, to meet the challenges of our time?

Domestically and on the international stage, values of individual, economic, and political freedom are subject to critical inquiry or outright attack. Diverse phenomena such as populism, global power shifts, climate change, the digital revolution, and global migration call for a reflection on the value of freedom for the way we live, do business, and organize politically in the years ahead. While some call for a defence of established freedoms, others call for recalibration of our concept of freedom, or the balance we strike between freedom and other values, such as equality, sustainability, and security. Where do you stand in this debate? Choose one of the following positions as you develop your essay:

In defence of freedom: Choose an area in the realm of business, economics, politics, or civil society where current concepts of freedom are under pressure and where they need to be defended. Describe the problem and offer a concrete and practical proposition of how established concepts of freedom should – and can be – defended. Describe its impact for the future.

In defence of recalibrating freedom: Choose an area in the realms of business, economics, politics or civil society where current concepts of freedom are unsuitable for the challenges we face and where they need to be recalibrated. Describe the problem and offer a concrete and practical proposition of how established concepts of freedom should and can be recalibrated. Describe its impact for the future.

2019 – Capital for Purpose

Reuben muhindi wambui (ke).

1st place – The Graduate Institute of International and Development Studies

Natalie Hei Tung Lau (HK)

2nd place – University of Pennsylvania

Toan Do (VN)

3rd place – Yale University

Is it as good as it gets? – What approach would you suggest to change the current purpose of capital?

Political volatility, environmental issues, precarious labour markets, technological monopolies, managerial and investment short-termism are only a few challenges we face. The time has come to counter excessive short-termism and start doing business as unusual. Think about the status quo and its implications. What would be an idea to change it? Develop projects or actions you would trust in to bring new and expanded purposes to capital and aim for a long-term positive impact. In your essay you should consider how the use of capital (financial, human, social,…) can solve complex challenges and address substantial changes, be it by individuals, civil society, businesses or governments. Your idea must inspire leaders worldwide to take on responsibility and put it into practice. Be bold and develop a truly impactful concept to win our prestigious award.

2009 – 2018

2018  – beyond the end of work, nat ware (au).

1st place – University of Oxford

Janis Goldschmidt (DE)

João abreu (br).

3rd place – Harvard University

Robots are coming for your job. How do you augment yourself to stay economically relevant?

Author Yuval Noah Harari claims that the rapid progress of artificial intelligence technology will render the human species economically useless within decades. Imagine a world in which humans fight back, harnessing AI and other technologies to stay economically indispensable – and, ultimately, competitive against the computers. Describe the job you aspire to in the future, how it will potentially be influenced by AI, and how you would augment yourself technologically if necessary to prevail in your chosen career.

2017  – The dilemma of disruption

1st Place – University of Oxford

Benjamin Hofmann (DE)

2nd Place – University of St. Gallen

Sigin Ojulu (SS)

3rd Place – University of Southern California

Breaking the status quo – What’s YOUR disruptive idea?

The notion of disruption captures today’s innovation zeitgeist. Nowadays, it seems everyone claims to be a disruptor – particularly young people with an entrepreneurial mindset. Let’s think beyond disruptive innovation in management and look at disruption more generally as something that breaks the status quo – be it in business, politics, science, or society. Pick the one of these four fields you are most passionate about, identify a problem of greater magnitude and come up with a disruptive idea to solve it. Your idea must aspire to inspire top-notch leaders worldwide. Do not free ride on the buzzword “disruption” but rather be bold and develop a truly novel and radical concept to win our prestigious award.

2016  – Growth – the good, the bad, and the ugly

Schima labitsch (at).

1st place – Fordham University

Alexandra Ettlin (CH)

2nd place – University of St.Gallen

Colin Miller (US)

3rd place – New York University

What are alternatives to economic growth?

2015  – Proudly Small

Laya maheshwari (in).

1st place – London School of Economic

Leon Schreiber (ZA)

2nd place – Freie Universität Berlin

Katharina Schramm (DE)

3rd place – University of St.Gallen

Essay Questions:

• What is the next small BIG thing?

Think about unconventional ideas, undiscovered trends or peripheral signals that may turn into ground-breaking changes for societies. Present one idea which is not on the radar of current leaders yet but will change the game in business, politics or civil society – the best ones will be put to the test by the global audience of the St. Gallen Symposium.

• Collaborative Small State Initiative

Although small states lead the global rankings in international benchmark studies on competitiveness, innovation and wealth, they are often politically marginalised. Explore a common agenda for small and prosperous countries and identify one joint project that would increase the relevance of small states on the global stage. Go beyond politics and diplomacy by also including economic and civil players.

• Elites: small but superior groups rule the world – at what price?

Human history shows that the world has been ruled by tiny but superior groups of people. It is the elites who have been controlling societies and the allocation of resources. Given the rise of inequality, a devastating level of famine that still exists, ubiquitous corrupt systems of government, limited access to education for the underprivileged, to name just a few of the world’s greatest problems, elites are challenged to redefine their roles and agenda settings. Share your thoughts on how elites are supposed to emerge and transform in the 21st century.

2014  – The Clash of Generations

Ashwinikumar singh (in).

1st place – University of Mumbai

Martin Seneviratne (AU)

2nd place – University of Sydney

Set Ying Ting (MY)

3rd place – National University of Singapore

• Balancing Generational Claims

The presumption of an altruistic relation between generations and its positive effect on the economic well-being of societies is illusionary. Welfare states have widened fiscal gaps to an irreparable extent for the next generations. When aspiring to a sustainable welfare system, how should intergenerational claims balance without having to rely on selflessness?

• A Double-Edged Legacy

Let’s be frank: The generational contract has failed everywhere – but for different reasons. Exuberant public debts, zooming healthcare costs, unequal distribution of wealth, loss of ethical and moral anchors, loss of trust in existing institutions: each state is facing a unique set of problems. Briefly describe the situation in your country and propose a generational contract defining mutual responsibilities on an economic and social level.

• A Prospect for the Young

Highly educated and ambitious, yet unemployed. A whole generation of young is entering the labour market with little prospect of success. The implications go way beyond individual tragedies as economies with lasting high levels of youth unemployment risk social instability. Present new solutions on how we can overcome this crisis.

• Business between Generations

Slogans like “rent is the new own” or Botsmann and Rogers’s “what’s mine is yours” (HarperBusiness, 2010) mark the trend of shared economy. Although not a new economic phenomenon per se, particularly the Millennials are embracing this attitude towards doing business where they value access over ownership. The trend is gaining global mainstream acceptance which is resulting in a lasting impact on economic performance. Discuss the future of shared economy, its overall implications and the dynamics between supply and demand.

2013 – Rewarding Courage

Kilian semmelmann (de).

1st place – Ludwig-Maximilians-Universität München

Dragov Radoslav (BG)

2nd place – Rotterdam School of Management

Bree Romuld (AU)

3rd place – University of St.Gallen (HSG)

The competitors must choose from one of four competition questions, which refer to the four topic clusters “Putting incentives right”, “Coping with institutions”, “Against the current – courageous people” and “Management of excellence”

• Putting incentives right

How come that both in the corporate world and in politics, responsible courage (e.g. whistleblowing, courage to disagree with current paradigms, etc.) is hardly ever rewarded? Where the big decisions for the future are taken, anxiety, conformity and despondence prevail. How can this be changed?

• Coping with institutions

Institutions of all kinds shape our behaviour – be it economic, political or social behaviour. How should institutions be designed in order to foster a sustainable economic and social development?

• Against the current – courageous people

Observers lament that younger generations, as individualistic as they are, tend to settle for a highly streamlined social and economic world that does not ask for big decisions or unconventional thinking. Please share your opinion on this observation and explain why you agree or disagree. Please use examples that support your arguments.

• Management of excellence

New insights can only flourish within a culture of dialogue in different opinions. No assumptions should be taken for granted nor should there be any unquestioned truth. However, most people (decision makers, managers, students, etc.) often fail to deal constructively with conflicting opinions. How can companies encourage their employees to build a healthy attitude towards unconventional thinking and acting?

2012 – Facing Risk

Rodrigues caren (in).

1st place – St. Joseph’s Institute of Management

Jennifer Miksch (DE)

2nd place – Geneva Graduate Institute

Jelena Petrovic (SR)

3rd place – King’s College London

Detecting Risks

• The methodological tools that allow early detection of what will shape future trends are pivotal. While risks are emerging faster, these tools still need fostered advancement. What is the role of scenario planning and forecasting methods and who is or should be responsible for these aspects in the organisation? How should the detection of risks be addressed in an increasingly complex and interconnected global landscape?

Risk Aversion

• In wealthy societies, most people tend to suppress risk taking. Given this increasing trend of risk aversion in saturated societies, what are the long term consequences for economy and society? What are the long term consequences of a high level of risk aversion?

Emerging Risks

• There are tremendous risks facing the global community and many people have not yet become aware of their potential consequences (e.g. public debt burden). What are the societal, economic and/or political risks your generation of decision makers will be facing in the future? How could you convert these risks into opportunities?

Managing Risk

• There is often a disconnect between taking risks and bearing the burden of the consequences of doing so (e.g. risk taking in investment banking). Who should bear the consequences of negligent risk taking and why? How can healthy risk taking be fostered in wealthy societies?

2011 – Just Power

Marcelo ber (ar).

1st place – New York University

Dhru Kanan Amal (IN)

2nd place – London School of Economics

Maria de los Angeles Lasa (AR)

3rd place – Università di Camerino

• Justice and Power
• Rethinking Leadership
• Public Goods and Values

We asked you to contribute visions and ideas to the theme “Just Power” – Power in the sense of its use in various areas of politics and economics. We expected a professional work which could be an essay, a scenario, a project report or proposal, a multi- media presentation or an entrepreneurial concept. It should be constructive, provocative or instructive, inspiring thoughts and actions as well as introucing new approaches and unconventional ideas. Within the framework of the theme you may choose between three subtopics for your contribution.

2010 – Entrepreneurs – Agents of Change

Ainur begim (kz).

1st place – University of Oslo

James Clear (USA)

Christoph birkholz (de).

• What makes an entrepreneur an “agent of change”?
• Changing of the guard: Who are the new entrepreneurs?
• Corporate entrepreneurship within large companies: a concept for the future or a mere pie in the sky?
• Entrepreneurship between environmental risks and opportunities: What does it take to succeed?

2009 – Revival of Political and Economic Boundaries

Shofwan al-banna choiruzzad (id), jason george (us), aris trantidis (gr), 1999 – 2008, 2008  – global capitalism – local values, guillaume darier (ch), jacobus cilliers (za), feerasta aniqa (nz), christoph matthias paret (de), 2007  – the power of natural resources, benjamin block (us), gustav borgefalk (se), kevin chua (ph), 2006  – inspiring europe, maximilian freier (de), chen yesh (sg), elidor mëhilli (al), william english (us), 2005  – liberty, trust and responsibility, christian h. harding (de), luana badiu (ro), norbert jungmichel (de), fabien curto millet (es /fr), 2004  – the challenges to growth and prosperity, ravi rauniyar (np), peter g. kirchschläger (at / ch), xin dong (cn), 2003 – seeking responses in times of uncertainty, stefanie klein (de), rosita shivacheva (bg), 2002 – pushing limits – questioning goals, constantine (dino) asproloupos (ca / gr), manita jitngarmkusol (th), 2001 – new balance of power, marion mühlberger (at), uwe seibel (de), moses ekra (ci / ca), gerald tan (my), 2000 – time, martin von brocke (de), pei-fu hsieh (tw), tzvetelina tzvetkova (bg), 1999 – new markets, new technologies, new skills, peter doralt (fr), valérie feldmann (de), rajen makhijani (in).

“Partaking in the competition was one of the best decisions I’ve ever made. Not only was I able to come to St. Gallen and meet incredible young entrepreneurs and leaders who I’m still in contact with, but it provided me the opportunity to develop and share ideas with key decision-makers. The main idea I submitted was for a new way to finance retraining and healthcare at no cost to individuals or governments. Given the COVID- 19 pandemic, this idea is needed now more than ever, so I’m currently implementing the idea through a new organization I’ve established called FORTE ( Financing Of Return To Employment ).” NAT WARE , Founder & CEO of FORTE, Leader of Tomorrow at the 47th and 48th St. Gallen Symposium

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Please note you do not have access to teaching notes, how global leaders learn from international experience: reviewing and advancing global leadership development.

Advances in Global Leadership

ISBN : 978-1-83909-593-1 , eISBN : 978-1-83909-592-4

Publication date: 19 October 2020

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

• Global leader
• Global leadership development
• Developmental method
• International experience
• Learning process
• Learning mechanism

Acknowledgements

The author would like to thank the Marcus Wallenberg Foundation for financial support, which made this research possible, and professor Mats Ehrnrooth, editor Joyce Osland, and anonymous reviewers for very helpful comments.

Fey, N. (2020), "How Global Leaders Learn from International Experience: Reviewing and Advancing Global Leadership Development", Osland, J.S. , Szkudlarek, B. , Mendenhall, M.E. and Reiche, B.S. (Ed.) Advances in Global Leadership ( Advances in Global Leadership, Vol. 13 ), Emerald Publishing Limited, Leeds, pp. 129-172. https://doi.org/10.1108/S1535-120320200000013005

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Essay on Global Leadership

Even though the COVID-19 pandemic was being compared to a war, most political leaders were in denial about its seriousness during the early assault of the disease (Shao, 2020). But some leaders were pragmatic and modest, recognized the disease’s severity, and took it seriously. They acted fast and effectively in their communication with the public. Therefore, they successfully regulated the spread of the coronavirus, generating a unique synergy between government leaders and citizens in the process (Newton, 2020). For many leaders, the COVID-1pandemic is a crisis incomparable with any other in recent times. This paper examines Donald Trump and Narendra Modi’s Leadership during the COVID-19 pandemic.

In the perspective of COVID-19, America represents a case failure. Ex-President Donald Trump failed miserably in his attempts to handle the situation, hold people accountable, and provide accurate information about the virus. On several occasions, Trump claimed that the US government had it totally under control, and things would be fine (Shao, 2020). This is a sign of an overconfident leader. A brief examination of Trump’s remarks during the outbreak demonstrates that he significantly underestimated the magnitude of the crisis (Newton, 2020). In terms of attitude and leadership style, he resembles a self-centred populist and an authoritarian whose actions were driven more by personality than strategic considerations (Mendenhall et al., 2013). He pretended to be a wartime president, although he did not act in that role to bring the country together throughout the war. On the contrary, Trump’s actions and statements split governors, states, and citizens, downplayed the gravity of the pandemic, dismissed advice from experts, hence failing to inspire public confidence and trust in his administration.

Trump urged followers to stage massive rallies to “liberate” states (headed by Democratic governors) from stay-at-home directives. His campaigns became super-spreader events, where few attendees maintained physical distance or wore masks. Trump took nine days to impose a travel restriction on Chinese nationals. However, the measure was likely ineffectual due to Americans and British exempting from the condition (Shao, 2020). In addition, Bill Gates advocated for a statewide shutdown of the internet. The president not only disregarded such advice, but he also made potentially hazardous remarks, such as urging the use of untested pharmaceuticals and the use of cleaning agents to combat the virus, making the situation much worse.

India’s situation parallels that of the United States in that both leaders demonstrated ineptitude, making the populace incapable of trusting them. Numerous Indians place the burden for the country’s catastrophe squarely on the shoulders of one man: Prime Minister Narendra Modi. At a global summit in January 2021, Modi stated that India had saved civilization by restricting the corona enough. Health Minister Jeffrey et al. (2021) declared in March that the virus was reaching its “endgame.” However, his government did little to prepare for the possibility of a much more dangerous and contagious strain of Covid-19 spreading across India and beyond.

Leaders engage others through teamwork, personal influence, and communication (Jeffrey et al., 2021), but this was not the case with Modi, as his Covid-19 task force did not meet for several months. He also did not bother to consult experts with high and extensive knowledge. To a significant extent, I believe Mr Modi’s arrogance and autocratic leadership style are to blame for the current state of affairs. At one time, authorities ignored scientific warnings that the Indians remained susceptible and lacked “herd immunity.”

Through looking at Donald Trump and Narendra Modi’s Leadership during the COVID-19 pandemic, I recommend that the public be educated on the importance of choosing a leader who can reliably deliver. Despite many obstacles, the most influential leaders assume personal responsibility in a crisis (Mendenhall et al., 2013). They align the team’s emphasis, build new measures to track success, and foster a culture of accountability. Besides, I also recommend that as a leader, one should constantly listen to other people both in leadership and at lower levels. An unwillingness to listen to other people and professionals made Trump and Modi one of the worst leaders during the coronavirus pandemic. We can constantly listen to others around us, particularly those who work directly for us. Effective listening provides information and perspectives that strengthen your leadership potential (Mendenhall et al., 2013). Allowing yourself to be receptive to criticism and new ideas from your team can assist you in making decisions that are good for you and the people you lead.

In addition, leaders, even those in political positions, need to start practising evidence-based decision-making. Rather than rumours or myths, facts should be the rule of law in our world. As we have seen in the response of some governments to the COVID-19 crisis, decisions made in the absence of facts can have far-reaching consequences for the economy and society as a whole.

In conclusion, both Trump and Modi failed to show proper leadership in leading their country to tackle the pandemic. Both America and India reported high cases of COVID-19 and moderate mortality rates due to the poor behaviour of leaders. The case of these two countries would be different if these leaders demonstrated responsible leadership in crisis management. Similarly, the analysis of the leadership of the two leaders during the COVID-19 pandemic shows that overconfidence and unwillingness to listen led to a leadership crisis.

Jeffrey Gettleman, Hari Kumar, Karan Deep Singh, and Sameer Yasir. 2021. India’s Covid-19 Crisis Shakes Modi’s Image of Strength. https://www.nytimes.com/2021/05/01/world/asia/india-covid19-modi.html

Mendenhall, M. E., Osland, J. S., Bird, A., Oddou, G. R., Maznevski, M. L., Stevens, M. J., & Stahl, G. K. (2013). Global leadership. New York: Routledge.

Newton, K. (2020). Government communications, political trust, and compliant social behavior: the politics of Covid‐19 in Britain. The Political Quarterly, 91(3), 502-513.

Shao, W., & Hao, F. (2020). Confidence in political leaders can slant risk perceptions of COVID–19 in a highly polarized environment. Social Science & Medicine (1982), 261, 113235.

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Essay: Developing Global Leadership: A review of barriers and adjustments for international expansion

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Global expansion brings with it many new challenges and opportunities for any organization. This article outlines four barriers to global expansion (language, regulation, culture, and competition) and provides leaders with organizational adjustments: organizations must develop executives with a global mindset and cultural sensitivity; leaders must decide on the level of involvement and decentralize their structure to empower local managers. These adjustments will better prepare an organization for going global.

It's inevitable. Just as a growing hermit crab will eventually look for a new shell to grow into, as organizations grow, many leaders will eventually look to other countries or continents to expand into. However, often the method that brought success at home is not the same route that will ensure success abroad. Fortunately, there's help for leaders looking to help their organizations go global. This article will outline common barriers to global expansion and suggest organizational adjustments leaders will need to make. Leaders will need to develop an understanding of these barriers and adjustments in order to know what to expect when they're expanding.

Organizations expanding into new countries will likely find that "business as usual" will not operate well in the new culture (McCaIl & Hollenbeck, 2002). The cultural differences among locals will create several barriers that must be overcome for a successful expansion:

Language. McCaIl & Hollenbeck's (2002) research on global executives found that learning the language was often the largest barrier to working across cultures. Though English is the unofficial language of international business, critical information can be lost in translation. Similarly, negotiators...

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The Center for Future Global Leaders, in partnership with Elite Educational Institute, wishes to empower students to serve their communities by funding outstanding passion projects. Create a proposal for a service project that benefits your immediate and/or greater community.

CFGL Young Leaders Essay Contest

The Center for Future Global Leaders, in partnership with Elite Educational Institute, invites students to exercise their leadership potential by using their written voices to say something meaningful. The essay topic for summer 2024 is: “Leadership can be defined in many ways. Choose a trait and explain why you think it exemplifies leadership. How have you experienced or incorporated this trait in your own life?”

CFGL Young Artists Contest

The Center for Future Global Leaders believes that we transform the world as we transform ourselves. From personal growth to societal advancement, transformation is a marker of change, progress, and evolution. This summer, CFGL invites young artists in grades 9-12 to submit an original work of art inspired by the idea of TRANSFORMATION.

Center for Future Global Leaders

Formed in 2006, the Center for Future Global Leaders (CFGL) is a non-profit organization dedicated to cultivating the youth of today into the leaders of tomorrow through educational attainment and character development. 

CFGL believes that providing access to quality educational opportunities to young people of all economic and social backgrounds and fostering good character development are the key means to shaping the youth of today to become future leaders who will make lasting contributions to all sectors of society from business to government, from law to medicine, from politics to religion, from public service to the arts.

CFGL strives to achieve its stated goal by providing educational opportunities, including the sponsorship of educational programs and scholarships. More specifically, CFGL provides support to educational and leadership organizations and programs around the world, sponsors international academic competitions, funds academic scholarships, and provides mentoring programs to students and their families.

Faiza’s Journey at Elite Open School

When Roshan Learning Center ’s collaboration with Elite Open School started in August 2019, Faiza was part of our first cohort of students. Her journey has been nothing short of inspiring.

Faiza wasn’t always a morning person. “I couldn’t imagine waking up at 6 or 5,” she says. Now, she wakes up before 6 AM and gets ready for school in Roshan’s Elite Open School program. She has to leave early since she travels between one and two hours to get to the center. After she arrives, she goes straight to the class where she continues with English, math, civics, and science studies. In three years, she has changed, and things have changed, too, for her family.

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International academic competitions.

Among the various activities that CFGL sponsors are the International Academic Competitions (IAC), a triad of academic competitions that seek to recognize outstanding achievement in the areas of essay writing, mathematical problem solving, and mastery of English vocabulary.

Supporting academic and leadership programs around the world

The Center for Future Global Leaders has provided support to numerous academic and youth leadership organizations and programs in the United States and around the world, each of which shares the goal of developing future leaders in society by increasing the availability of educational opportunities and developing strong moral character.

Sustainable Development Research Foundation

m.Kainos Camp

Lincoln Heights Project

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Global Leadership essay

The paper will focus on cross cultural for Global leaders. Specifically, with regard to global organizations, the paper will also attempt to reconcile the imbalance between global and local concerns by proposing a framework that merges a new understanding of culture with a classical leadership approach. The paper objective is to achieve more effective cross cultural practice.

The paper should show the effectiveness of great leaders when they have good communicate skills. This is actually one of the most challenging course a leader will face. Knowing how to communicate will take away the fear of culture shock. Culturally intelligent leaders must understand that the way they communicate is critical to their success. As a global leader, you need to use clear language, which may also determine how much information will need to be imparted in order to achieve the required goal and what the consequences and/or rewards are for the followers. The leader must always learn how to adjust their communication style to adjust or transition from one culture to the next.

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Leadership Essay for Students and Children

500+ words essay on leadership.

First of all, Leadership refers to the quality of leading people. Probably, it is one of the most important aspects of life. Above all, Leadership has led to the progress of human civilization . Without good Leadership, no organization or group can succeed. Furthermore, not everyone has this quality. This is because effective Leadership requires certain important characteristics.

Qualities of a Good Leader

First of all, confidence is the most quality. A leader must have strong self-confidence. A person lacking in confidence can never be a good leader. A person must be confident enough to ensure others follow him. The leader must have confidence in his decisions and actions. If he is unsure, then how can people have the desire to follow him.

A good leader must certainly inspire others. A leader must be a role model for his followers. Furthermore, he must motivate them whenever possible. Also, in difficult situations, a leader must not lose hope. How can a leader inspire people if he himself is hopeless?

Honesty is another notable quality of a leader. Honesty and Integrity are important to earn the love of followers. Above all, honesty is essential to win the trust of the people. Probably, every Leadership which loses trust is bound to fail. People will not work with full effort due to an immoral leader.

Good communication is a must for a good leader. This is because poor communication means the wrong message to followers. Furthermore, good communication will increase the rate of work. Also, the chances of mistakes by followers will reduce.

Another important quality is decision making. Above all, if a leader makes poor decisions then other qualities will not matter. Furthermore, good decision making ensures the success of the entire group. If the leader makes poor decisions, then the efforts of followers won’t matter.

A good leader must be an excellent innovator. He must display a creative attitude in his work. Most noteworthy, innovation is a guarantee of survival of a group or innovation. Without creative thinking, progress is not possible.

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Real-Life Examples of Good Leadership

Mahatma Gandhi was an excellent example of a good leader. He was a staunch believer in non-violence. With his brilliant Leadership skills, he made the British leave India. Probably, this was the most unique independence struggle. This is because Gandhi got freedom without any violence.

Abraham Lincoln was another notable leader. Most noteworthy, he ended the slavery system in the United States. Consequently, he made many enemies. However, he was a man of massive self-confidence. His struggle against slavery certainly became an inspiration.

Sir Winston Churchill was a great patriotic Englishman. Most noteworthy, he led Britain in the 2nd World War. Furthermore, he was extremely inspirational. He inspired Britain to fight against Nazi Germany. His great communication motivated the entire country at a time of hopelessness.

To conclude, Leadership is required in probably every sphere of life. Good leadership is the door to success. In contrast, bad leadership is a guarantee of failure. Consequently, good leaders are what make the world go round.

FAQs on Leadership

Q.1 Which is the most important quality for being a good leader? A.1 The most important quality for being a good leader is self-confidence.

Q.2 Why Sir Winston Churchill is a good leader? A.2 Sir Winston Churchill is a good leader because he inspired Britain to fight in 2nd World War. Furthermore, his excellent communication also raised the motivation of his people.

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• Lesotho Careers
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Regreening Lesotho: Empowering Communities for Environmental Stewardship

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By: Reentseng Phephetho, Communications and Digital officer

Climate change is a growing global challenge and  is compounding land degradation . In Lesotho, a small, mountainous country landlocked country in southern Africa entirely surrounded by South Africa the impact of climate change is intensified by the country’s minimal forest cover, which stands at less than 2%. This environmental degradation has led to a cascade of issues, including reduced rainfall, soil erosion, loss of biodiversity, and declining agricultural productivity.

Lack of landscape restoration  in Lesotho has had profound consequences. With the majority of the landscape lacking adequate forest cover, water resources have suffered significantly. Reduced rainfall and increased runoff have led to soil erosion, which in turn diminishes water quality and availability. The erosion also strips the soil of its fertility, undermining agricultural productivity, including negative effect on livestock production and contributing to widespread land degradation.

The loss of vegetation and biodiversity further exacerbates these issues, as habitats are destroyed, and ecosystems disrupted. This creates a vicious cycle of environmental degradation, where the loss of plant life leads to more severe soil erosion and further diminishes the land’s ability to support agriculture and sustain life.

World Vision International Lesotho, through the Faith Partnerships for Environmental Stewardship and Climate Action (ESCA) Projec t recognized the urgent nee d for concerted effort in climate  action. This project aims  to   empower Faith Actors to contribute to household and community resilience, and child participation in, climate change adaptation and mitigation . It is in this context that the Regreening Communities Model was introduced, a strategy designed to enhance community resilience against the harsh impacts of climate change. The model is built on the premise that both individual and collective actions are essential to restoring landscapes and improving the resilience of households and communities.

What does World Vision’s Regreening Model look like? 

The World Vision’s Regreening Model is guided by the following key and simple steps done collectively with the community: 

• Mapping: Community consultation, awareness raising, and landscape mapping are the first steps. This involves engaging with the community to identify key areas for regreening and creating a shared understanding of the environmental issues at hand.
• Organize: The next step is to support or set up community collaboration structures. This ensures that there is a coordinated effort in addressing environmental challenges, with clear roles and responsibilities for all stakeholders.
• Plan: A regreening committee is then tasked with creating a regreening plan, which is validated with the community. This plan outlines specific actions and strategies for restoring the environment and is essential for guiding the community’s efforts.
• Monitor and Celebrate: As the regreening plan is implemented, it is crucial to monitor changes in the landscape, share successes, and celebrate the achievements of community champions. This helps to maintain momentum and encourages ongoing participation.

Regreen: Finally, the community implements and continually refines the regreening plan. This ongoing process ensures that the efforts remain relevant and effective, adapting to new challenges and opportunities as they arise.

Training and Community Engagement

To ensure the successful implementation of the Regreening Communities Model, World Vision International Lesotho recently conducted a training session for 35 participants, including faith leaders, area chiefs, and other stakeholders under the  facilitation of Mclarence Mandaza, the Environment Sustainability and Climate Action Lead for World Vision Southern Africa. This training was both theoretical and practical, with participants engaging in group exercises to apply the model in their own communities.

As part of the training, participants also visited areas within Mokhotlong district where regreening practices have been implemented. This field trip provided valuable insights into the practical challenges and successes of environmental restoration efforts, helping participants to better understand how to apply these lessons in their own communities.

Lessons learnt

One of the lessons that emerged from the field visit was the social cohesion that regreening initiatives brings in the community through traditional leaders, faith leaders and community members working in conservation works including managing competing priorities in shared natural resources such as pasture land and forests. The training also highlighted that regreening goes beyond tree planting and conservation, encompassing grass conservation for pastures and soil erosion control. 

A Collective Commitment to Environmental Stewardship

We are indeed grateful for this learning opportunity, and we understand better the work of faith leaders in leading the community to take care of God’s creation, the environment - Father Hlompho Hlaha

The response from participants has been overwhelmingly positive, with many expressing a renewed commitment to environmental stewardship. Father Hlompho Hlaha, a faith leader in Leribe and the ESCA champion who attended the training, remarked, "We are indeed grateful for this learning opportunity, and we understand better the work of faith leaders in leading the community to take care of God’s creation, the environment. I will definitely take these teachings and share them with the community I live in and be a leader in making sure that we regreen our environment."

Way forward towards regreening

World Vision’s Regreening Communities Model represents a significant step forward in the fight against climate change and environmental degradation. By empowering communities to take collective action, this initiative not only addresses the immediate challenges of climate change but also promotes long-term sustainable development.

As Mclarence Mandaza aptly stated, "Regreening is the whole community approach, every member has a role to play. Taking care of the environment is a collective effort towards fostering community resilience to climate change ." This model highlights the importance of community involvement and the vital role that each individual can play in  conserving the environment for  current livelihood needs of children and  future generations.

Regreening is the whole community approach, every member has a role to play. - Mclarence Mandaza 

The Regreening Communities Model presents a promising approach to addressing Lesotho's pressing environmental challenges. By combining community engagement, faith-based leadership, and practical conservation techniques, this initiative offers a holistic solution to the intertwined issues of deforestation, soil erosion, and climate change impacts. The model's emphasis on collective action and local empowerment ensures sustainable, long-term results. 

As Lesotho faces an uncertain environmental future, initiatives like World Vision's Regreening Communities Model are not just beneficial; they are essential. By restoring degraded landscapes, enhancing biodiversity, and improving agricultural productivity, this model paves the way for a more resilient and sustainable Lesotho, benefiting both current and future generations.

US alleges sanctioned Russian oligarch’s niece made payments for his $300M yacht

The yacht, known as the Amadea, was seized by officials in 2022, with the U.S. alleging billionaire Putin ally Suleiman Kerimov is the ultimate beneficial owner.

U.S. authorities claim to be one step closer to proving a seized $300 million mega yacht is owned by sanctioned Russian Suleiman Kerimov, according to new court filings that detail alleged payments for the boat from the oligarch’s niece.

The yacht, a 348-foot luxury vessel known as Amadea, was seized in Fiji in 2022 by local officials at the request of the United States, as part of the Justice Department’s ongoing efforts to identify and seize assets of sanctioned Russian oligarchs in the wake of Russia’s 2022 invasion of Ukraine.

Kerimov, known for throwing lavish parties and for his reportedly close relationship with Vladimir Putin, was sanctioned by the U.S. in 2018. Britain and the European Union later followed suit.

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However, since the Amadea’s seizure, another Russian oligarch, Eduard Khudainatov, who is not currently under U.S. sanctions, has claimed to be the yacht’s rightful owner — an assertion U.S. authorities deny.

Prosecutors allege that new documents show Kerimov’s niece, Alisa Gadzhieva, entered into a loan agreement with the company that owns the yacht, Errigal Marine Limited, and then made two payments to Khudainatov’s holding company, Invest International Finance Ltd, Intelligence Online reported .

“The United States takes sanction evasion seriously and will use all tools at its disposal to ensure that sanctioned individuals are held accountable for their crimes,” U.S. Attorney for the Southern District of New York Damian Williams said in an earlier statement . 

The ship belongs to an array of high-value luxury items linked to Kerimov, including private jets and sportscars, like a $650,000 Ferrari that Kerimov totaled in a fiery crash on the French Riviera in 2006. 

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The yacht’s seizure followed ICIJ’s Pandora Papers, which included revelations on the offshore financial empire of Kerimov and his closest associates. The investigation showed billions of dollars flowing through opaque offshore shell companies associated with Kerimov, and covert money flows tied to oligarchs and others close to the Kremlin. It also highlighted offshore professionals who have helped oligarchs secretly buy luxury assets like yachts and jets.

Gadzhieva’s brother, Kerimov’s nephew Nariman Gadzhiev, is also under U.S. sanctions for allegedly serving as an assistant and financial facilitator for Kerimov. ICIJ’s reporting showed that, in 2012, a firm registered in Gadzhiev’s name worked with Credit Suisse to secure a $67 million loan for the acquisition of a custom-built Boeing 737 Business Jet as well as a Bombardier Global Express jet. A few years later, an article in Forbes Russia described Kerimov as owning the same kind of Boeing jet.

The Amadea, which is currently in U.S. custody, has already cost over $7 million in taxpayer funds to maintain while the legal battle plays out, The Guardian reported.