Teaching Global Mindset and Intercultural Competence Through the Framework of Emotionally Intelligent Leadership

Abstract

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership courses focused on intercultural competence and global mindset. Two specific courses are highlighted, and the authors provide their reflections and implications for leadership education. Advancement of Standards' (2019) student learning and development outcomes for student leadership programs include the domain of humanitarianism and civic engagement, which entails the specific dimensions of global perspective and understanding and appreciating cultural differences. Further, the foundations of leadership competency within the standards includes cross-cultural and global approaches to leadership as core components. Scholars shaping the field of leadership studies emphasize the importance of global understanding and intercultural competence (Kellerman, 2018; D. C.

Emotional intelligence frameworks in leadership education

“…The key facets of consciousness of self, others, and context-and many of the accompanying capacities (e.g., emotional self-awareness, authenticity, displaying empathy, capitalizing on difference, developing relationships, managing conflict, analyzing the group, assessing the environment)-are foundational for work around equity, inclusion, and social justice. The facets and capacities, in conjunction with models that center diversity, equity, inclusion, and social justice, can help leadership learners develop the knowledge, capacities, and commitment to make contexts more inclusive and equi-table (Haber-Curran, 2017). As an example, the University of Minnesota's Multicultural Student Engagement offers a day-long workshop focused on EIL for student leaders of cultural organizations; the workshop focuses on specific EIL capacities identified by the center's staff as critical for leading culturally-based student organizations, and students earn a certification for completing the workshop.…”

Documentary of Covid-19 Education Journey

“…In the "cooperative learning intervention on physical education students' task and selfapproach goals, and emotional intelligence; the same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students' self-approach goals and their emotional control and regulation, and empathy" (Rivera-Pérez et al, 2021;Manca et al, 2021;Arifin et al, 2020;Haber-Curran & GuramatunhuCooper, 2019). "The urgency and interest to produce graduates who are ready for the global marketplace have never been more prevalent amongst educators.…”