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Global Leadership

About: Global Leadership is a research topic. Over the lifetime, 1598 publications have been published within this topic receiving 29200 citations.


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01 Jan 2000
TL;DR: In this paper, four leaders of the international women's movement gave their appraisals of what the Beijing process has meant and how they plan to meet challenges that remain during the 1995 UN Fourth World Conference on Women in Beijing, and indicated that the conference has been a success in terms of involving a significant number of women worldwide.
Abstract: During the 1995 UN Fourth World Conference on Women in Beijing governments agreed to advance womens rights eliminate violence against women and step up support of womens access to credit health care education and the political process. In this interview four leaders of the international womens movement give their appraisals of what the Beijing process has meant and how they plan to meet challenges that remain. The leaders are: Florence Butegwa founder and executive director of Associates for Change; Gita Sen economics professor and founding member of the steering committee for Development Alternatives with Women for a New Era; Charlotte Bunch director for the Center for Womens Global Leadership at Rutgers University; and Jocelyn Dow a businesswoman and founder of the Red Thread womens collective in Guyana. In general the women indicate that the conference has been a success in terms of involving a significant number of women worldwide. To meet the challenge of globalization leadership is a key issue in the movement.

3 citations

Posted Content
TL;DR: In this paper, five proposals for re-establishing the authority of the World Health Organization (WHO) have been proposed, including giving real voice and representation to multiple stakeholders, including philanthropies, businesses, public/private partnerships, and civil society.
Abstract: Director-General Margaret Chan recently called the WHO overextended and unable to respond with speed and agility to today’s global health challenges. Given the importance of global health cooperation, few would dispute that a stronger, more effective WHO would benefit all. In this commentary, we offer 5 proposals for re-establishing WHO’s leadership.(1) Give Real Voice to Multiple Stakeholders. The WHO would be more effective by giving real voice and representation to key stakeholders, including philanthropies, businesses, public/private partnerships, and civil society. Meaningful stakeholder engagement would instill confidence, and spark investment, in the agency.(2) Improve Transparency, Performance and Accountability. Stakeholders demand clarity on how their resources will achieve improved health outcomes, as they shift towards results-based financing and performance-based measures. To improve its standing, WHO must rigorously evaluate programs, and demonstrate that they effectively translate into better health outcomes. (3) Exercise Closer Oversight of Regions. WHO headquarters should exercise more oversight and control over regional personnel and decision-making. Minimally, the agency should fully disclose the funds held within each regional office and how regions meet health objectives, with monitoring and benchmarks of success. (4) Exert Legal Authority as a Rule-Making Body. The WHO Constitution grants the agency extraordinary rule-making powers, but in more than 60 years the agency has promulgated only 2 major treaties. The agency could exert normative power through innovative treaties (e.g., a Framework Convention on Global Health) or through “soft” power (e.g., codes of practice) with strong incentives for compliance. (5) Ensure Predicable, Sustainable Financing. Extra-budgetary funding, which now represents almost 80% of the agency's budget, has transformed the WHO into a donor-driven organization, restricting its ability to direct and coordinate the global health agenda. The ideal solution would be for the WHA to set higher member state contributions. Failing decisive WHA action, the WHO should consider charging overheads of 20-30% for voluntary contributions to supplement its core budget.There is no substitute for WHO, with its progressive constitution and global legitimacy. Consequently, while remaining true to its normative and bold vision of health-for-all, the WHO must adapt to a new political climate, demonstrate global leadership, and deliver results.

3 citations

Proceedings ArticleDOI
01 Oct 2007
TL;DR: In this article, the authors illustrate the importance of embracing change within these three subject areas via country profiles of those who have successful adopted a new paradigm of increased language diversity in higher education, including foreign language understanding, pedagogical teaching styles, and academic leadership.
Abstract: To excel in today's global marketplace, faculty and students must adopt new paradigms. Cultural skills and sensitivity are keys in the globalization of education. Globalization requires change. Traditional perspectives of higher education and professorial methods of instruction must adopt new paradigms. Areas beckoning for change include: foreign language understanding, pedagogical teaching styles, and academic leadership. This paper illustrate the importance of embracing change within these three subject areas via country profiles of those who have successful adopted a new paradigm of increased language diversity. In some cases, language requirements are driven by government initiatives. In other instances, parents or private schools are the catalyst. This qualitative survey of best practices in higher education, from a global perspective, will offer opportunities from what has proven affective in various continents. When change is embraced and paradigms shift, professorial teaching will be transformed to achieve new levels of academic leadership. Professors in higher education hold the key: to shape proteges in an environment that will enable the graduates of tomorrow to become effective global leaders: a quality which will not only be a value-added characteristic but is also a prerequisite for working effectively in the international markets of the world today. A historical progression of language and acculturation will lead readers from the past and into the future of global opportunities for higher education.

3 citations

Journal Article
TL;DR: The Project GLOBE project as mentioned in this paper measured the cultural variables and implicit leadership preferences in sixty-two cultures and found twentytwo universal positive attributes, eight universal negative and thirty-six culturally contingent attributes (House et al. 2004).
Abstract: INTRODUCTIONAfrican Maasai Leadership: An Extension of the GLOBE StudyIn the last decade there has been an increasing interest in multi-cultural research in response to globalization that led to a need for leaders who can operate in a complex, multi-cultural world without borders (Marquardt & Horvath, 2001). Leaders are needed for twenty-first century multi-cultural teams that can solve adaptive problems that cross national borders for which technical expertise is not adequate (Marquardt & Horvath, 2001). In the multi-cultural environment leaders are required to deal with the various contextual and societal expectations of their followers in different countries and cultures (Hofstede, 1993; House et al., 2004). The followers' expectations for leaders in different cultures reflect the followers' cognitive concepts that define what a good leader is, also known as implicit leadership theories (Lord & Maher, 1991). The research on leadership norms in different cultures was developed in the seminal theories of Hofstede ( 1984). The cultural aspects of leadership have been extended into a large body of literature on the culturally contingent factors in leadership (Bass, 1997; Den Hartog, House, Hanges, Ruiz-Quintanilla, & Dorfman, 1999; House, 1998; House, etal., 2004; Schwartz, 1992).Leadership is a concept held in the cognitive processes of the follower; defined as implicit leadership theory (ILT) developed through behavioral and social schema (Lord & Maher, 1991). In the social context the follower perceives the meaning of the leader's actions through the processes of observation of perceived reality and categorization (Rosch, 1977, 1978; Varela, Thompson, & Rosch, 1992). The follower's perceptions of the leader are initially defined by the follower selecting a category from their long-term memory that the leader fits in; then the perceptions are refined over time until it becomes fixed (Rosch, 1977, 1978). The idea of implicit leadership theories held by followers can be viewed from the cultural level which researchers generali}? measure at the national group (Hofstede, 1994; House, et al., 2004). The idea of cultural concepts of leadership and ILTs became the foundation for the Global Leadership and Organizational Behavior Effectiveness Research Program (GLOBE) (House et al., 2004).In one of the largest cross-cultural studies ever undertaken, the Project GLOBE, measured the cultural variables and implicit leadership preferences in sixty-two cultures (House et al., 2004). Project GLOBE quantitatively measured the implicit leadership preferences at the level of cultures using national borders to define the divisions between cultures. The GLOBE project found twenty-two universal positive attributes, eight universal negative and thirty-six culturally contingent attributes (House et al. 2004). These 66 attributes were statistically reduced resulting in six culturally endorsed leadership theory dimensions (CLTs) that were universal among the sixty-two cultures.While cultures vary in their conceptualizations of effective leadership, there are some implicit theory concepts that are common across cultures (House et al., 2004). Implicit leadership theory is built on cognitive categorization theory or the concept that an individual's daily inundation of information and experiences leads to the slow development of cognitive structures that help a person to process information with efficiency (Rosch, 1977, 1978; Lord & Maher, 1991). These cognitive structures (schema) are influenced by culture such that conceptualizations of what is acceptable in organizational contexts vary across cultures" (House, Wright & Aditya, 1997).The GLOBE research further reduced the data statistically to a grouping of the cultures in ten clusters of like cultural characteristics and CLTs theory expectations (House et al., 2004). The Project GLOBE, sub-Saharan African country cluster is composed of Zimbabwe, Namibia, Zambia, Nigeria, and South Africa (black sample) (House et al. …

3 citations

Journal ArticleDOI
TL;DR: This manuscript offers lessons and proposes solutions for increasing women’s leadership through improving individual level essential skills and fostering environments in which women leaders can emerge and thrive.
Abstract: Background: Despite advances in gender equality, women still experience inequitable gaps in global health leadership, and barriers to women’s advancement as leaders in global health have been well described in the literature. In 2021, the Johns Hopkins Center for Global Health conducted two virtual working groups for emerging women leaders to share challenges and suggest solutions to advance women’s leadership in global health. In this paper, we present emerging themes from the working groups, provide a framework for the results, and discuss strategies for advancing women’s leadership in global health. Objectives: The objective of this paper is to synthesize and share the themes of the two working group sessions to provide strategies for improving women’s leadership training and opportunities in the field of global health. Methods: Approximately 182 women in the global health field participated in two virtual working group sessions hosted by the Johns Hopkins Center for Global Health using the Zoom platform. Participants were divided into virtual breakout rooms and discussed pre-assigned topics related to women’s leadership in global health. The participants then returned to share their ideas in a plenary session. Notes from the breakout rooms and transcripts from the plenary session were analyzed through a participatory and iterative thematic analysis approach. Findings: We found that the working group participants identified two overarching themes that were critical for emerging women leaders to find success in global health leadership. First, the acquisition of individual essential skills is necessary to advance in their careers. Second, the institutional environments should be setup to encourage and enable women to enter and succeed in leadership roles. The participants also shared suggestions for improving women’s leadership opportunities such as including the use of virtual technologies to increase training and networking opportunities, intersectionality in mentorship and sponsorship, combatting impostor syndrome, and the importance of work-life balance. Conclusions: Investing in women and their leadership potential has the promise to improve health and wealth at the individual, institutional, and community levels. This manuscript offers lessons and proposes solutions for increasing women’s leadership through improving individual level essential skills and fostering environments in which women leaders can emerge and thrive.

3 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202330
202242
202183
2020108
201983
201889