Showing papers on "Global Leadership published in 2017"

Climate Change, Climate Justice, and Environmental Health: Implications for the Nursing Profession.

Abstract: Purpose Climate change is an emerging challenge linked to negative outcomes for the environment and human health. Since the 1960s, there has been a growing recognition of the need to address climate change and the impact of greenhouse gas emissions implicated in the warming of our planet. There are also deleterious health outcomes linked to complex climate changes that are emerging in the 21st century. This article addresses the social justice issues associated with climate change and human health and discussion of climate justice. Organizing construct Discussion paper. Methods A literature search of electronic databases was conducted for articles, texts, and documents related to climate change, climate justice, and human health. Findings The literature suggests that those who contribute least to global warming are those who will disproportionately be affected by the negative health outcomes of climate change. The concept of climate justice and the role of the Mary Robinson Foundation-Climate Justice are discussed within a framework of nursing's professional responsibility and the importance of social justice for the world's people. The nursing profession must take a leadership role in engaging in policy and advocacy discussions in addressing the looming problems associated with climate change. Conclusions Nursing organizations have adopted resolutions and engaged in leadership roles to address climate change at the local, regional, national, and global level. It is essential that nurses embrace concepts related to social justice and engage in the policy debate regarding the deleterious effects on human health related to global warming and climate change. Nursing's commitment to social justice offers an opportunity to offer significant global leadership in addressing the health implications related to climate change. Clinical relevance Recognizing the negative impacts of climate change on well-being and the underlying socioeconomic reasons for their disproportionate and inequitable distribution can expand and optimize the profession's role in education, practice, research, and policy-making efforts to address climate change.

The Institute for Global Orthopedics and Traumatology: A Model for Academic Collaboration in Orthopedic Surgery.

Abstract: In 2006 surgeons at the University of California, San Francisco (UCSF) established the Institute for Global Orthopaedics and Traumatology (IGOT), an initiative within the department of orthopaedic surgery. The principal aim of IGOT is to create long-term, sustainable solutions to the growing burden of musculoskeletal injury in low- and middle-income countries (LMICs) through academic partnership. IGOT currently has relationships with teaching hospitals in Ghana, Malawi, Tanzania, Nicaragua, and Nepal. The organizational structure of IGOT is built on four pillars: Global Surgical Education, Global Knowledge Exchange, Global Research Initiative, and Global Leadership and Advocacy. Global Surgical Education focuses on increasing surgical knowledge and technical proficiency through hands-on educational courses. The Global Knowledge Exchange facilitates the mutual exchange of surgeons and trainees among IGOT and its partners. This includes a global resident elective that allows UCSF residents to complete an international rotation at one of IGOT’s partner sites. The Global Research Initiative strives to build research capacity and sponsor high-quality clinical research projects that address questions relevant to local partners. The fourth pillar, Global Leadership and Advocacy aims to increase awareness of the global impact of musculoskeletal injury through national and international courses and events, such as the Bay Area Global Health Film Festival. At the core of each tenet is the collaboration among IGOT and its international partners. Over the last decade, IGOT has experienced tremendous growth and maturation in its partnership model based on cumulative experience and the needs of its partners.

Developing Global Leadership Competencies: A Process Model

Abstract: The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

Global Higher Education: Development and Implications

Abstract: Global higher education is experiencing a myriad of challenges that impact the performance and application of education throughout the world. Globalization is a force that encompasses the virtual economy and how knowledge and information are shared and used. Higher education is seen as the primary vehicle for nations to improve the economic conditions for citizens in this new economy. Concurrently, technology has impacted the ability of higher education to respond the multiple difficulties of virtual learning, increased communication efficiency and how to respond to the anytime, anywhere learning demands. Global higher education continues to develop and evolve and global leaders should recognize the essential mission of global higher education to the creation, exchange and implementation of knowledge in a global marketplace.

The European Union as a global climate leader: confronting aspiration with evidence

Abstract: In rhetoric and action the European Union has attempted to be a global leader in forging solutions to confront the problem of climate change. Using unique survey data collected at five consecutive UN climate summits from 2008–2012, this article provides evidence on the extent to which the EU is actually recognized as a leader in the UNFCCC climate negotiations, investigates how perceptions of EU leadership have evolved overtime, and helps make sense of the role that the EU has played in recent negotiation outcomes. The survey’s findings show that recognition of the EU as a leader dropped sharply in 2009 at the COP 15 summit in Copenhagen, but has climbed again in subsequent years. The results reveal a fragmented leadership landscape in which the EU must share or compete for leadership with other actors, such as the USA and China, who hold drastically different institutional design preferences and leadership visions than those promoted by the EU. The article’s findings provide insight into the dynamics that both foster and frustrate the EU’s aspiration to lead the effort to reach a deal on a binding post-2020 climate change agreement in Paris at COP 21.

Global leaders’ perceptions of elements required for effective leadership development in the twenty-first century

Abstract: Purpose The purpose of this paper is to develop a clear answer to the question “how is leadership developed?” This research utilized the knowledge of leadership development experts and their collective expertise to identify the critical elements required for a high-quality leadership development program. Design/methodology/approach The Lockean Inquiring System approach to the Delphi technique was used to solicit the views of experts in leadership and leadership development from around the world. Experts for Round 1 of the Delphi were drawn from a random sampling of 100 people, comprising leadership researchers, coaches, and organizational leaders, not personally known to the lead researcher of this project, but in his LinkedIn network. A response rate of 13 percent (n=13) yielded a rich range of qualitative data. Responses from the first round of the Delphi were analyzed using open coding and categorized into four themes, representing four sets of competencies required of leaders. Findings The four themes were labeled as contextual, human capital, social capital, and structural capital, all of which were seen by participants as being central to the development of collective leadership. Based on these themes, this paper identifies a useful list of key leadership development tactics from which those wishing to develop a leadership program can work. Research limitations/implications As the first round of a Delphi study, the authors are limited to presenting only the key elementary empirical judgments. Subsequent study with an expanded sample size and a refined set of questions rooted in the current data will contribute further to the development of factual propositions related to leadership development for the twenty-first century. The Delphi survey is a “snapshot” approach and presents a holographic-type image of the complex whole. The authors plan to triangulate the data by significantly expanding the pool of Delphi experts and conducting the Round 1 survey a second time with a larger international group of respondents that fit the criteria of expert. Practical implications This paper presents four dimensions of an effective leadership development strategy. Originality/value Core elements of the best methods for leadership development have been identified by leadership development experts, which serve as a basis for developing leadership as a collective, and for further research.

After Abdication: America Debates the Future of Global Leadership

Abstract: American observers of international affairs are currently enmeshed in a debate on the future of global order and leadership. For at least a decade, it has been debated whether the global center of power and leadership is gradually shifting away from the ‘declining’ West towards ‘rising’ powers like the BRICS and what consequences this may have for global order, governance and leadership. This paper examines this ongoing debate on the future of global leadership among American observers of international affairs. It finds two main changes in this discourse. First, with the election of President Trump and Brexit—and the resulting uncertainties over the future of NATO, the EU, free trade and climate agreements—there is now a more urgent sense that we are not only witnessing the rise of new powers but the decline of the so-called ‘liberal international order’ installed after World War II. Second, and most remarkably, the order is collapsing by way of abdication rather than a hegemonic clash between rising and declining powers. Third, and as a consequence, the discourse on a global leadership vacuum, turmoil and world disorder is gaining prominence. The paper argues that diagnoses of the coming of a ‘leaderless’ or ‘G-Zero’ world are never only neutral observations of world politics, but also political moves. As such, the narrative of a leadership vacuum can be deployed politically to, variously, call for multilateral engagement, global governance, stronger unilateral leadership, containing aspiring leaders and so on. Moreover, the various diagnoses and prescriptions for a leadership vacuum embody more or less explicit notions of what (good) leadership is and it sees ‘the world to be lead’ from a distinct perspective. By examining these contemporary debates on global leadership among American intellectuals and policymakers, it sheds light on the broader politics of ‘declinism’ and a ‘leaderless world’.

Russian S&T Foresight 2030: identifying new drivers of growth

Abstract: Purpose The purpose of this paper is to present the results of the recent Russian Science and Technology Foresight – a full-fledged study targeted at the identification of the most promising areas of science and technology (S&T) development in Russia towards 2030 to ensure the realisation of the nation’s competitive advantages. It was organised as a complex project involving dozens of organizations performing particular tasks under the overall coordination by the National Research University Higher School of Economics (HSE) and more than 2,000 experts in various S&T fields. Design/methodology/approach Its methodology embraced a set of qualitative and quantitative methods and combined technology push and market pool approaches. For seven ST new markets and niches; innovation products and services; prospective technologies and RD assessment of the country’s positions vis-a-vis global leaders; recommendations for S&T and innovation policies. Findings The paper covers prospective drivers of economic growth and relevant implications for anticipatory evidence-based policy; discussions of national challenges and building a common vision of the future among key stakeholders; the role of Foresight in particular as a communication platform that helps integrating stakeholder interests; strengthening existing and developing new capacities to increase national competitiveness; and to move up along existing and emerging global value chains. Originality/value The Russian S&T Foresight, being deeply integrated in the national policy, can be considered as an exemplar tool for “wiring up” the national innovation system (NIS) of an emerging economy with its specific features and problems facing large-scale challenges.

Scientific Drought, Golden Eggs, and Global Leadership — Why Trump’s NIH Funding Cuts Would Be a Disaster

Abstract: President Trump’s proposal to cut the NIH budget has far-reaching implications for public and global health, research and drug development, and America’s economic growth. It also threatens young scientists who are academia and industry’s future leaders.

Global Leadership in an Era of Growing Nationalism, Protectionism, and Anti-Globalization

Abstract: The rise of nationalistic political leaders has spanned the globe—from Donald Trump and Marine Le Pen in the West, to Recep Tayyip Erdogan in the Middle East, to Narendra Modi and Rodrigo Duterte in the East. To varying degrees, each of these leaders espouse an “our country first” mentality, skepticism or outright hostility toward multilateral institutions and global trade, and leadership styles that emphasize ethnic or group identification, distrust of immigrants, and increased assertiveness sometimes bordering on bluster and aggression. How do we measure this phenomenon called globalization? What are some underlying causes of the backlash against globalization? Is national progress incompatible with global progress? Has globalization stopped or slowed in recent years? Is nationalism—or a “my country first” approach—compatible with economic growth? What leadership qualities are needed for a 21st-century civilization? Are leadership styles that emphasize strength of personality, ethnic or group identification, and increased assertiveness compatible with human progress and civilization? In the most general sense, does human evolution suggest a dominant role for competition—or cooperation?

Leadership and followership in post-unipolar world : towards selective global leadership and a new functionalism?

Abstract: Despite a reduction in support for US global leadership (and an apparent reduction of desire to provide it), it remains unlikely that we will have a traditionally conceived of power transition where one power cedes global predominance to a challenger any time soon. Although power shifts really are occurring with more actors able and willing to provide leadership roles, this does not presage the onset of a multipolar order; at least as polar orders are typically understood. Rather, we see the transition to an order with multiple sites of authority that lacks the fixed and stable forms of alliances normally associated with polarity. David Mitrany’s emphasis on the importance of functionalism might not provide a blueprint for the future, but does provide a way into thinking about non-polar forms of global governance, different and multiple sites of authority, and different forms of leadership within this global order. It also adds to the study of the capability and willingness of putative leaders, the importance of acceptance and followership in international relations.

Global Leadership Education: Upping the Game.

Abstract: While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

The EU and the Negotiation of Global Development Norms: The Case of Aid Effectiveness

Abstract: The EU is a major donor of development aid, so it can be argued to have a major role in shaping global development norms. By examining the EU normative leadership role in the Busan Forum on Aid Effectiveness using four leadership categories we argue that the EU could be seen to be playing a more subtle leadership role than in previous aid summits, reflecting some issues regarding the ability of the EU to construct and support unified agendas in this field, but also showing some evidence of having learnt from other international summits, such as the Copenhagen climate change summit, and adapting its position towards the emerging donors accordingly. This case study both inform our understanding of the EU’s global leadership in development aid but also adds to the growing literature on the EU’s relations with the Organization for Economic Cooperation and Development – Development Assistance Committee (OECD-DAC) and the relationship between the DAC and the so-called Non-DAC donors.

Case Studies of Global Leadership: Expert Cognition in the Domain of Large-Scale Global Change

Abstract: The rapidly growing body of global leadership literature still lacks research on both global change and global leader cognition. This chapter presents two case studies describing large-scale global change efforts led by expert global leaders. This is complemented with the results of cognitive task analysis interviews with the two expert global leaders. The findings include task diagrams of the change process they employed and knowledge audits of the most difficult cognitive step in the change processes they led. The audit identifies the elements of expert cognition they utilized, the cues and strategies they employed, and the perceived difficulties novices would experience in similar situations. The findings confirm previous research, solidifying the role and nature of expert cognition in global leaders. We conclude with a discussion of the implications our analysis holds for research and practice.

Climbing the Stairs to Leadership: Reflections on Moving Beyond the Stained-Glass Ceiling

Abstract: The phrase Times are a changin’ was one that brought hope for a young African American woman who realized the importance of education and hard work. Entering the workforce in the mid-1970s provided many challenges and the proverbial glass ceiling was even more difficult to conquer for women of color. The move from cashier in the retail industry to a global leader in the automotive industry to administrative leader in higher education provided many the opportunity to learn what it means to be a women leader in an ever-changing world. The current paper provides an overview of women of color in leadership, leadership behaviors, lessons learned from the field, and what millennial women leaders can do to move from the status quo to leadership excellence.

Entrepreneurship and Innovation

Abstract: Interest in the relationship between entrepreneurship and innovation can be attributed to the important role that the latter plays for both enterprises and national economies. For the emerging economies application of innovations to spur economic development should be viewed as the most promising approach in an attempt to narrow the distance that remains between them and global economic leaders. Knowledge of innovation processes taking place in enterprises is paramount for the implementation of a macroeconomic development policy. Does the “advantage of backwardness” apply to the global context at the turn of the 21st century? How can emerging economies make the best use of the entrepreneurial and innovative potential of their societies? Which innovative strategies work best for companies from emerging economies striving to catch up with global leaders? These issues and dilemmas shall be addressed in Chapter 6.

Connecting Across Cultures: An Empirical Examination of Multicultural Individuals as Global Leaders

Abstract: Global leadership involves the ability to connect with individuals from different cultures. Connecting is an actionable process that creates mutual understanding, positive feeling, and a common approach to collaborate. Forming interpersonal connections can be an effective way for global leaders to cut across cultural differences as it is based on a universal human need for belonging. Our study aims to understand the specific actions global leaders engage in to connect with people across cultures. Furthermore, we examine how identity experiences of multicultural individuals contributed to their capabilities of connecting with people from different cultures in their role of global leader. Through a qualitative analysis of in-depth interviews with multicultural individuals in global leadership positions, we develop a model of connecting across cultures involving specific leadership actions that lead to emotive, cognitive, and behavioral dimensions for connection. Our model also illustrates how multicultural identity experiences equip global leaders with qualities such as empathy, perspective-taking, and integration, which enable them to engage in actions for connecting to people across cultures. The research in this chapter contributes to a better understanding of global leadership with novel insights into how global leaders connect to people and sheds light on the advantages of multicultural identity experiences in this process.

The challenge of China’s rise as a science and technology powerhouse

Abstract: China is building up its global competitiveness in knowledge-intensive sectors and its ambition to be a global leader in science and innovation by 2050 seems well within reach. China outperforms the European Union in terms of expenditure on research and development as a share of its GDP, and already produces about the same number of scientific publications, and more PhDs in natural sciences and engineering, than the United States. China...

Climate Change, Global Interdependence and Bargaining Leverage: A Classical Realist Critique of Why South Korea Adopted a Carbon Cap and Trade System

Abstract: South Korean diplomatic bargaining leverage is enhanced through South Korea acquiring global leadership positions in promoting sustainable development. Global governance trends in addressing the greenhouse gas emission causes of climate change create opportunities for South Korea to benefit in terms of its power capabilities. They include diplomatic bargaining leverage deriving from South Korean representatives’ high profile in supporting global multilateral treaty initiatives and their implementation organizations. South Korea benefits diplomatically from increasing global awareness of political economic interdependence for national sustainable development. Competition for influence by the United States and China in the post-Cold War international environment includes vying for leadership in global sustainable development initiatives. South Korea’s geographic and institutional location at a nexus where US and Chinese focus their competition creates greater opportunities as well as dangers. South Korea aims to direct their competition into global sustainable development promotion with South Korea a leading proponent of these initiatives. As a lesser power, South Korea must accommodate this competition, while seeking to mitigate it to avoid regional and global interdependence from being undermined. This diplomatic bargaining leverage focus facilitates elaboration of the concepts of modernization, networking, hedging and soft-balancing in response to the rise of China

Translating Theory into Practice: Developing Global Leaders through Undergraduate Experiential Education

Abstract: Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business schools have also come to recognize the need to develop global leadership in their graduates. The Global Leadership Expertise Development (GLED) model proposes a framework and process for developing global leadership competencies in a corporate setting. We describe how we applied this model in a higher education context, in the process transforming a more common approach to international business (IB) education into an experientially-intensive global leadership development program. Adopting elements of Kolb’ experiential learning theory (ELT) as well as concepts of instructional scaffolding and “red threads,” the program emphasizes personal development. Early analysis of the program’s impact points to substantial progress in developing global leader competencies in undergraduate business students.

A Comparison of Effectiveness of Global Leaders and Domestic Leaders in Electronic Retail Industry

Abstract: By the end of twentieth century ‘global manager’ emerged as a new managerial reality. In the sphere of cultural, geographical, and temporal complexity, global leaders come into prominence in terms of managerial skills and effectiveness. This study aims at demonstrating a comparison of the effectiveness of global leaders with domestic leaders in the electronic retail businesses. Fulfill this aim we investigated the competencies of both global and domestic leaders and the correlation between leadership competencies and challenges in global consumer electronic retail businesses and managerial skills against these challenges. The comprehensive literature review analysis in this paper shows that informational role, interpersonal, and decisional roles are carried out by both domestic and global leaders but 'global mindset' is additional attribute of global leader to work effectively in diversified and cross-cultural environment therefore global leaders are more suitable in dealing with issues of complexity, connectedness, and context. This study is unique to demonstrate global and domestic leader’s approaches to challenges in electronic retail industry which enable to show the effectiveness of both leadership.

The Nature of Global Leaders’ Work

Abstract: Despite the need for effective global leaders on the part of business (McKinsey, 2012) and the growing body of empirical research related to the topic of global leadership (Osland, 2013a), very little is known about what global leaders actually do. How do they spend their time? In what kinds of activities are they involved? How do they communicate, coordinate, make decisions, and lead? How is their work similar to or different from that of domestic leaders? In this chapter, we respond to these questions by exploring the nature of global leaders’ work using an approach similar to Mintzberg (1973) in his classic book, The Nature of Managerial Work. We observed five global leaders from five different industries, each for 1 week, and compared our results with Mintzberg’s (1973). In addition, we conducted informal interviews and collected archival data. We content-analyzed the data using the conventions of grounded theory and identified 10 distinguishing characteristics of global leaders’ work. It is characterized by (1) multiple time zones and geographical distance; (2) long hours; (3) flexible schedules and fluid time; (4) dependence on technology; (5) time alone connected to others; (6) extensive travel; (7) functional expertise with global scope; (8) facilitation of information, advice, and action; (9) management of complexity; and (10) confrontation of risk. We conclude by discussing implications for future global leadership research.

China's Public Diplomacy for International Public Goods

Abstract: Since the late 1970s, the question of how to balance national and global interests has been one of the important considerations in China's grand strategy. Since 2012, China's top leaders have argued that China should provide international public goods (IPGs) and pay more attention to public diplomacy as a new model of big power diplomacy. Nevertheless, based on an examination of the recent literature, this article finds that most of the discussions highlight China's responsibility to provide IPGs rather than the motivations behind it. To obtain an accurate understanding of the real strategic motivations behind China's IPG public diplomacy, a necessary methodological innovation from normative to empirical studies should be undertaken. Drawing on case studies relevant to the topic, this article concludes that power advantage, institutional, and social ecological factors play determinative roles in understanding the motivations behind China's new IPG public diplomacy. Further, IPGs are regarded as core to China's new public diplomacy for global leadership in the foreseeable future. Within the context of emerging antiglobalization movements around the world, China's public diplomacy for IPGs aims to drive the nation further along the track of global leadership alongside the United States.

Global Leadership Development : Processes and Practices

Abstract: This chapter focuses on the development of global leaders in larger firms. It discusses the general leadership methods that apply to global leadership development (GLD), conceptual issues that underlie effective GLD, and three examples of firms that have very different GLD initiatives and how they each can positively affect GLD. Formal learning, developmental learning, and varying levels of experiential learning are all important and complementary and have a part in the development of global leaders. The Kozai Group developed a useful model that indicates the process most individuals tend to follow through the learning process to develop greater global leadership competencies. The first step in the transformation process is to experience events that act as trigger events. Formal learning is a broad umbrella that includes many different types of learning strategies, including but not limited to traditional seminars, webinars, case studies, assessments, games and role-plays, lecture, and so on.

Becoming global leaders: innovation challenges for five large Chinese firms

Abstract: Purpose In order to be a true global leader, Chinese firms must be able to be trailblazers in both emerging and advanced markets. Design/methodology/approach Five major Chinese companies are studied: Each of the five leaders has shown interest in building an organization that can nurture innovation that is more than incremental. Findings Each of the five companies needs a clear long-term vision that will guide innovation and point to where these companies should place their slow-to-pay-off R&D bets. Practical implications The agility to take advantage quickly as opportunities emerge–by practicing frequent experimentation, promptly divesting failed projects and rapidly scaling up investments in successful ones–has been an important ability that has contributed to the success of the five companies. Originality/value Breakthrough product innovation will be an important competence for the future success of these five Chinese companies. Some of the five companies have developed a growing appetite for external collaboration to drive innovation.

Multicultural Orientations for 21st Century Global Leadership

Abstract: Multicultural orientation is an important focus area in developing managers for international assignments. This chapter extends the frontier of knowledge on the benefits of developing multicultural orientations in line with business and stakeholders’ needs in the global economy. A brief literature review was conducted on multicultural orientations and global leadership effectiveness in the 21st century. It was found that multicultural learning experiences and communication skills, deep self-awareness, multiple intelligences and sensitivity to cultural diversity, humility, cautious honesty, global strategic thinking and good negotiating skills are necessary in the 21st century. The managerial relevance of this chapter centres on further research and development of global psychological capital, vertical development of bigger minds and multiple intelligences to navigate in the midst of volatilities, uncertainties, complexities and ambiguities in the 21st century.

Using a Cultural Intelligence Assessment to Teach Global Leadership.

Abstract: This paper describes the practice of students enrolled in an undergraduate Global Leadership course taking a Cultural Intelligence (CQ) assessment. The results of the assessment provided insight into the students’ development across various dimensions of CQ, as well as their scores relative to their peers and global averages. This information was incorporated into the course instruction to assist students in developing a more concrete understanding of their own capacities in otherwise ambiguous or abstract behavioral dimensions. Results of the practice indicate that it is beneficial to the students, particularly from a self-efficacy and motivational standpoint. A sample lesson plan and debriefing questions are provided to assist educators desiring to incorporate a CQ assessment into their teaching.