Topic
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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15 Sep 2020
TL;DR: Lissner and Rapp-Hooper as discussed by the authors argue that only a grand strategy of openness can protect American security and prosperity despite diminished national strength, and provide a roadmap for the next president, who must rebuild strength at home while preparing for novel forms of international competition.
Abstract: This ambitious and incisive book presents a new vision for American foreign policy and international order at a time of historic upheaval The United States global leadership crisis is not a passing shock created by the Trump presidency or COVID-19, but the product of forces that will endure for decades Amidst political polarization, technological transformation, and major global power shifts, Lissner and Rapp-Hooper convincingly argue, only a grand strategy of openness can protect American security and prosperity despite diminished national strength Disciplined and forward-looking, an openness strategy would counter authoritarian competitors by preventing the emergence of closed spheres of influence, maintaining access to the global commons, supporting democracies without promoting regime change, and preserving economic interdependence The authors provide a roadmap for the next president, who must rebuild strength at home while preparing for novel forms of international competition Lucid, trenchant, and practical, An Open World is an essential guide to the future of geopolitics © 2020 by Rebecca Lissner and Mira Rapp-Hooper All right reserved
2 citations
11 Oct 2010
TL;DR: The G20 must adopt a development consensus that confronts the challenges of the 21st century: reducing inequality and tackling global poverty through sustainable, equitable growth that gives poor women and men, and their governments, the tools they need to overcome poverty as discussed by the authors.
Abstract: When the G20 meets in Seoul in November 2010, it has a big choice to make. It can either retreat into a narrow focus on its own interests, or it can prove it is capable of genuine global leadership in the face of the interlinked economic, food, and climate change crises. The G20 must adopt a Seoul ‘development consensus’ that confronts the challenges of the 21st century: reducing inequality and tackling global poverty through sustainable, equitable growth that gives poor women and men, and their governments, the tools they need to overcome poverty.
2 citations
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01 Jan 2003
TL;DR: This paper reports on an action research study of two contrasting approaches to delivering course modules in two contrasting programmes, which illustrate IT acceptance by students is vital if academic programmes are to fully leverage technology to support educators and learners alike in crossing the digital and cultural divides.
Abstract: The central role of information technology (IT) in the digital age is largely unquestioned. This has led to a growing demand for IT professionals to design, develop, implement, and support IT infrastructures in the public and private sectors. However, in recent years there has been a shortfall of IT graduates entering the job market. Nowhere was this more pronounced than in Ireland, where the ‘Celtic Tiger’ was the fastest growing economy in the world, and a global leader in the software industry. In order to keep up with demand, educational institutions adopted innovative programmes to increase the skill-set and knowledge base of IT graduates. Two such programmes delivered by University College Cork saw a collaboration between industry, a state sponsored organization and third-level institutions. The first, the Diploma in Applied Business Computing, provides socially disadvantaged students with a third level qualification in IT. The second is a masters programme in Management Information and Managerial Accounting Systems. The construction and implementation of any course is very much emergent, given the unique institutional nature of academic programmes and the diversity of the participants involved. This paper reports on an action research study of two contrasting approaches to delivering course modules in both programmes. A conceptual framework drawn from Davis’s (1989) work on the acceptance of information technology and the introduction of other necessary components is employed as a theoretical lens with which to describe and analyse this study’s findings, which illustrate IT acceptance by students is vital if academic programmes are to fully leverage technology to support educators and learners alike in crossing the digital and cultural divides.
2 citations
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TL;DR: This article investigated the contribution that a multidisciplinary approach, translational research and community-engagement can instil into an extant academic curriculum of students in order to discover real-life solutions to socioeconomic phenomena.
Abstract: “No political democracy can survive and flourish if the mass of our people remain in poverty, without land, without tangible prospects for a better life. Attacking poverty and deprivation must therefore be the first priority of a democratic government.” (RSA, 1994, para. 1.2.9). For many years global leaders trusted that the socio-economic phenomena of poverty and inequality would resolve itself in the midst of growth and development. Regrettably, it has not! Poverty and inequality proved to be two of the most persistent global challenges that continue to infiltrate international discourse. The undeniable truth of these challenges is the global impasse of 1.2 billion people that remain in a relentlessly inflicted state of poverty and inequality. The Republic of South Africa, as young democratic developmental state is not left unaffected by these phenomena. South Africa’s Reconstruction and Development Programme (RDP), (RSA, 1994), eloquently described the fact that “[O]ur history has been a bitter one dominated by colonialism, racism, apartheid, sexism and repressive labour policies. The result is that poverty and degradation exist side by side with modern cities and a developed mining, industrial and commercial infrastructure. Our income distribution is racially distorted and ranks as one of the most unequal in the world – lavish wealth and abject poverty characterise our society.” (para. 1.2.1). Acting from the understanding of such a sombre reality, traces of corrective measures are visible in every strategic driver and programme, designed and introduced by the South African Government. But, despite diligent efforts, these challenges remain. A critical question that lingers is: could it be that extant societal systems and cultural associations literally add further fuel to a blazing fire? Deep in the heartland of South Africa lays a city known as Potchefstroom. This City is home to a public university, recognised as the North-West University, Potchefstroom Campus. Two of the disciplines in the Social Sciences at the North-West University, Potchefstroom Campus, Public Management and Governance and Social Anthropology, engaged in a multidisciplinary intervention to unravel the deep-rooted character of poverty and inequality to establish a micro solution to these ails, particularly in the lives of day labourers. A multidisciplinary approach and translational research, implemented amongst the students of these two disciplines, offered an opportunity to obtain two richly theoretical and praxis infused angles of incidence on the phenomena of poverty and inequality. In addition, the students from Public Management and Governance participated in community-engagement, which served as a preparative grounding to critical and analytical thinking and complex problem solving skills, prior to their entry into the South African Public Service. Students in Public Management and Governance were not only educated in the levels of complexity infused by poverty and inequality as socio-economic phenomena, but were also in a position to seek sustainable solutions to address these ails through the application of Programme and Project Management theory, principles and tools as part of their academic curriculum. This article investigates the contribution that a multidisciplinary approach, translational research and community-engagement can instil into an extant academic curriculum of students in order to discover real-life solutions to socio-economic phenomena.
2 citations