A Proposed Framework for Global Leadership Education: Learning Objectives and Curricula

Abstract

Many traditional leadership education paradigms are challenged by the transformational nature of globalization and are limited in application in diverse and complex contexts. In order to address these issues, a new framework must be adopted within higher education leadership programs to educate the next generation of global leaders. This paper introduces a potential framework of learning objectives, reviews strengths and weaknesses of the proposed model, provides sample curricular and co-curricular programs, and discusses recommendations for additional research.

Our World: International, Urbanizing, and Driven By Connectedness

“…It is often used to convey an awareness of the broader world or planet where we live, which is the way it is used in reference to global citizenship in the next section and in Chapter 2. The following may be useful as a guide to how to describe our work in cultivating students’ capacity for international citizenship and leadership: international citizenship: a) presence of multiple international actors in a group or b) citizenship/leadership that interacts across national boundaries global citizenship: perspectives and actions that extend beyond nations and embrace the responsibility of being a world citizen international leadership: exercising leadership through role, position, or mutual engagement that recognizes the international context of leading global leadership: affecting change through ethical and collaborative action, implemented within a complex and dynamic global context (adapted from Brown, Whitaker, & Brungardt, ) leadership globalization: formerly separate systems now viewed as national, regional, and local entities integrated into one system citizenship or leadership for globalization: individual or collective drive toward integration and uniformity across borders …”

Courses for International Leadership

“…Brown et al. () reviewed global leadership theory and proposed learning objectives for leadership education. It is one framework for international leadership curriculum and is utilized at Fort Hays State University.…”

“…It is one framework for international leadership curriculum and is utilized at Fort Hays State University. The learning outcomes framework of understanding global issues, understanding and committing to cultural sensitivity and inclusion, knowledge and skills in complex global environments, knowledge and skills in creating positive change, and a commitment to social responsibility and the common good serves as the scaffolding to prepare students for leadership in a global society (Brown et al., ).…”

“…In recent years, internationalization has created a need to develop leaders’ skills, knowledge, and competencies so they are more effective in leading internationally (Chokar, Brodbeck, & House, ; Moore, Boyd, Rosser, & Elbert, ). Due to increasing internationalization, as well as the intensification of leadership education, many colleges and universities are seeking ways to teach global or international leadership in order to help students develop the capacity to lead more effectively in our interconnected society (Brown, Whitaker, & Brungardt, ). In his lecture at the International Leadership Association annual conference, Heifetz () defined leadership learning as “building capacity to solve problems, create value, and thrive in a changing and challenging world.” This applies to and sums up what an international perspective on learning about leadership might involve.…”

Learning Global Leadership via Liberation Projects

“…The current state of higher education leaves students ill-prepared for leadership in the global context (Brown, Whitaker & Brungardt, 2012;Zapalska, Shuklian, Rudd & Flanegin, 2012). Aimar and Stough (2007) discussed definitions about effective leadership are constantly evolving and changing to match increased globalization and migration.…”