Global Leadership

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

Managing for innovation: a process to develop entrepreneurial young leadership in multi‐national firms in Asia

Abstract: The objective of this paper is to discuss a management approach by several global leaders to support sustainable entrepreneurship training programs in several countries in Asia. Current literature is reviewed to make a case for the applicability of action‐learning based entrepreneurship training. The results of interviews with more than 50 senior level managers of multi‐national corporation in 5 Asian countries are compared to self‐evaluations of more than 300 student participants and more than 30 faculty evaluations of the program. We use the Practical Entrepreneurship Teaching Engagement (PETE) model to validate this program. This action‐learning based entrepreneurship training program is highly regarded among top‐level executives of large global firms. These executives make significant time commitments to participate. The uptake level among students and satisfaction reported are high, and faculty members confirm significant learning has occurred. It points educators, human resource executives and corporate leaders to a set of tools which can be employed to structure practically relevant entrepreneurship education, and to subsequently identify junior management talent which has demonstrated entrepreneurship skills.

Securing the 21st century : protecting the planet

Abstract: This is the address to the Board of Governors given by President James Wolfensohn, October 3, 2004, Washington D.C., on the occasion of the 60th Annual Meetings. The address was directed at managing the big global issues-poverty, inequity, the environment, trade, illegal drugs, migration, disease, and terrorism. He outlined three urgent priorities as critical for a more secure world: 1) protecting the planet through better stewardship of the environment; 2) scaling up on effective poverty reduction; and educating the youth differently for the 21st century-and giving them hope. He then concluded by advocating stronger global leadership and political will, and more continuous engagement on the key global issues.

Meeting the challenges of educational reform through spatial design in the twenty-first century

Abstract: This paper looks into the issue of Saudi Arabia becoming an active player within globalization. The context of entering into globalization for Saudi Arabia is harnessing the tenets of higher education. In its history Saudi Arabia traditionally practiced gendersegregated education. Saudi Arabia has made a bold attempt in its education practice to allow coeducation to take place at one of their universities. This university seeks to become a global leader in the area of science and technology, thereby providing Saudi Arabia with the beginnings of a global city. Designing a global city out of a society with a gendersegregated lifestyle is a new field of study in the western world of design. Through researching how this culture accommodates gender roles, this paper hopes to inspire Saudi Arabian designers who are capable of understanding traditional culture and the bringing for new concepts that can support new gender relations within public life.

Cultural Mythology and Global Leadership in the United States

Abstract: Imagine that your organization is interviewing several well-known leadership gurus with the hope of improving business performance. Person A speaks about how to utilize cutting-edge technology to produce results. Person B wants you to leverage your competencies in a more effective and socially responsible manner. Person C emphasizes the challenges and opportunities of diversity, recounting how a capable woman can make good in a world dominated by men. Person D talks about boundary management and emphasizes how an outsider can adapt and contribute to an organizational culture. Team E focuses on uniting young diverse talent into an empowered work group. Sound like typical CEO talking points? Or a management consulting firm’s pitch? Perhaps derivative of a standard MBA curriculum? Leadership guru A is Batman, his show on cable television, using his fancy gadgets to battle the evil Riddler and Two-Face. Leadership guru B is Spiderman, his blockbuster movie at the local cinema, who strives to find his core identity. Leadership guru C is Wonder Woman, her comic book at the local bookstore, trying to balance personal and professional callings. Leadership guru D is Superman, his action figure sold on the Internet, dedicated to fighting for individual freedom and justice in his new home. Leadership gurus E are the X-men, their like-named candy products at the corner drug store, seeking to manage diverse talents and personalities toward a common goal. The central premise of this chapter is that United States leadership style, if such a heterogeneous culture can be boiled down so simply, might be at its core akin to acting like and creating the image of the mythological super-hero. Classic US mythology is centered on the heroic nature of a leader in a wide variety of life situations (see, http://www.americanfolklore.net, http://www. rabbitears.com). These myths pervade US folklore, emphasizing rugged individualism and super-human spirit, as per: Casey Jones, heroic railroad engineer who always brought the train in on time; Davey Crocket, brave