International Research

Trends in

HIGHER EDUCATION The Global Leadership Context

Presented by

Eduardo R. Rivas, Ed.D. Silvia Orta, Ed.D. Assistant Professor Assistant Professor

Department of Higher Education, Organizational Leadership and Adult Education

This session presents

the international research trends within the higher

education context and its importance to the overall

field of higher education leadership.

Theoretical Framework – moving towards enhancing

global leadership competencies and share examples of

research topics and titles; the connections to Higher

Education; and the authors and experts in the field.

A review of the importance of networking and global

collaboration, including the leading organizations and

publications; and

The effects of social media on effective globally

responsible leadership.

Definition:

Internationalization at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education (Knight, 2015).

Internationalization of HE aims at

producing "global citizens" (Dolby &

Rahman, 2008).

Education in its broadest functional terms

prepares individuals for interaction within the

social, economical, political, and cultural

domains of daily life.

Global education in its encompassing reach

toward the macrocosm prepares populations in

many countries to co-exist, particularly with

information age technological innovations (Oaniran & Agnello, 2008)

Higher education is in a period of

significant transformation globally.

Universities are influenced by market

forces, and are everywhere asked to be

responsive to demands from students, the

society, and the state (Albatch, & Peterson, 2008)

Assessment of HE

Internationalization (HEI)

The International Association of Universities (IAU)

administered the 4th Global Survey on 2014

The survey included1,336 institutions from 131

countries—garnering a 20% response rate.

The survey assessed several factors including:

Leadership

Expected Benefits

Risks

Underlying Values

Source: Egron-Polak, E. (2014). Internationalization of higher education:

Converging or diverging trends? International Higher Education, 76.

Key findings on the 4th Global Survey(Egron-Polak, 2014).

• Leadership: HEI is still largely driven by the top institutional leaders, with the presidents, vice chancellors or rectors ranked as the most important internal driver of this process.

• Expected benefits: the most significant benefit of the process student awareness of or engagement with international issues

• Risks: The inequality of access The most important risk of internationalization is

commercialization of education. The top societal risk is: the unequal sharing of benefits of

internationalization • Underlying Values: the largest number of respondents reported that

their institution’s internationalization policy refers to “placing

academic goals at the center of internationalization efforts”

Definition of Global Leadership

A conceptual framework of globality in leadership

focusing on three critical dimensions: contextual,

relational, and spatial-temporal elements of global

leadership.

• Complexity – the contextual dimension

• Flow – the relational dimension, and

• Presence – the spatial-temporal dimension.

(Mendenhall, Osland, Bird, et. al, 2013).

Conceptual Framework:

Dimensions…cont.

Complexity – the contextual dimension with four characteristics of complexity:

multiplicity,

interdependence,

ambiguity, and

flux

Flow – the relational dimension, and

Presence – the spatial-temporal dimension.

(Mendenhall, Osland, Bird, et. al, 2013).

NEW CONCEPTS:

Psycho-social elements of leadership and organizational effectiveness, such as conditioning, power, duty,

dependence, and ethics (Luthans, Norman, Avolio, & Avey, 2008; Robinson & Harvey, 2008: ).

Global Mindset (Cohen, 2010; Javidan, M. (2010)

The Semantic Economy (Satell, 2011)

Develop psychological capital (Story, 2011).

Entrepreneurial capability (EC) to capture a firm’s capacity to sense, select, and shape opportunities, and

synchronize their strategic moves and resources in pursuit of these opportunities (Abdelgawad, Zahra,

Svejenova, & Sapienza, 2013).

Threshold model of collective behavior- Disruption (Satell, 2013)

Global leadership communication (Lawrence, 2015).

Decisions in crisis (McVicar, 2015).

The paradigm of positive psychology (Allen & McCarthy, 2016).

Holacracy, a new system of organizational governance (Hansen, 2016).

Developing cross-cultural managerial skills through social media (Wankel, 2016)

"The world is fast" by Thomas L. Friedman

HEI Processes: Integrating institutional policies and leadership

Massification and marketization of

higher education have led to severe

competition, and globalization has

also led to more and more strategic

alliances among multiple partners

across national borders (Chang, 2004)

Globalization has not only shaped

the world market but has also

influenced postsecondary

education (Allen, 2012).

College degrees are increasingly a

prerequisite for work and engaged

citizenship.

However, despite widely shared

educational aspirations, there continue to

be significant disparities among racial,

ethnic, and economic groups in college

access and success (Allen, 2012).

Internationalization has attained great

significance in Higher Education, driven

by both educational philosophy and

commercial imperatives. Cultural change is

implied as both a related process and as a

goal. Culture might be conceived and

linked to different orientations to

internationalization (Lumpy & Foskett, 2015)

• Internationalization is not a goal but a means to

enhance the quality of the education, research, and

service functions of higher education (de Witt & Leask, 2015).

The context influences the why, what, and the how of

internationalization; therefore, the way in which

internationalization of the curriculum is interpreted and

enacted, is both similar and different across disciplines

and fields of study (de Witt & Leask, 2015).

There is no one model of internationalization fit for all

higher education systems, institutions, and disciplines (de Witt & Leask, 2015).

Institutions will vary substantially in the exact

ways they approach more comprehensive and

strategic internationalization.

There is no best model per se; rather, there are

several valid models.

The “best” model for an institution is the one

that fits its particular culture, capabilities, core

values, and missions.

Practice must be fashioned from within, but

giving attention to the leadership and policy

factors above in institutionally relevant terms

helps to build success (Hudzig, 2015).

Challenges• Disruptive innovations in business sectors are arguably

triggered by the arrival of new competitors who disturb,

or punctuate, an existing equilibrium. They can be aided

by changes to a wider context.

• The ecosystem of professional services has seen major

disruptions over the last 10 or 15 years.

• Pending disruptions in higher education, require many

institutions to respond in new and innovative ways.

• Innovation in higher education in areas well beyond

traditional research, knowledge transfer and the

curriculum will be required to a much greater extent than

in the past. (Kennie & Price, 2012; Li-Hua, Wilson, Aoaud, & Li, 2011).

From To (or “to include”)

Stability UncertaintyCost Focus Profit and margin focusHigher Education Institutions

Diversity of Higher Education Providers

Research funding focused

Increased research selectivity and concentration of funding

National performance Global performance for some, niche performance for others

Formulaic regulations Reputation based regulation

Significant homogenization and squeezed middle

Variety and the development of a differentiated center

Planning InnovationHE Sector HE Ecosystem

RESEARCH

• Results indicated that the number of research studies on international higher

education has grown from 68 in 2002 to 472 in 2012, networks among researchers

of higher education continue to operate largely within national borders and are

still dominated by a few Western countries. While the 3362 researchers in

international higher education came from 1164 different institutions/organizations

around the world, only 11.3 % of articles were authored by researchers from at

least two countries (Krause, Coates, & James, 2005).

• HE research trajectory (Dolby & Rahman, 2008).

• Higher education institutions responses to aspects of globalization and, in

particular how organizational culture influences universities’ responses to

globalization Burnett, & Huisman, 2010).

• The international evidence about emotional aspects related to educational leaders.

The review focuses on empirical studies published in peer-refereed educational

journals between 1992 and 2012 (Berkovich & Eyal, 2014).

• Philosophical frameworks that can provide a reasonable respect for cultural

traditions and the rights of individuals to shape their own destinies (Arnove &

Bull, 2015).

• Research related to themes studied under the label of transnational higher

education and the future directions for research, including methodological issues

and substantive concerns (Kosmützky, & Putty, 2016).

RESEARCH ON GLOBAL LEADERSHIP

Leadership, governance and management are regarded as world-class and the practice of

excellence in leadership attracts the same high esteem as excellence in research, teaching

and learning . Contribution towards equipping current and future leaders in higher

education with the skills and the awareness of good practice to help them respond to

current and future challenges (Levitt, Goreham, & Diepeveen, 2011).

Lessons from three decades of experience may have 5 continuing utility. First, leadership

development needs to be tailored to day-to-day management agendas, so that it is

relevant and timely; second, it should challenge thinking and practice, as well as provide

support and a safe space for discussion and experimentation; third, development needs to

be conceived within a “whole-systems” philosophy of engagement at individuals, groups,

and sector levels, if substantive change is the target; and fourth, if designed strategically,

leadership development can offer much more than individual preparation and

development, by providing a vehicle for developing academic business through

relationships and partnerships, nationally and internationally (Middlehurst, 2012 ).

Research on Leadership…cont.

Current international research offers an emergent roadmap for the future of globally minded school leadership preparation and development. While the commonalities (e.g. standards and curriculum, clinical experience and mentorship) among approaches provide a framework for best practices, the anomalies, in particular gaps in preparation for innovation and rapid changes in societal culture, serve as a compass for reshaping leadership preparation globally. Current research draws our attention to the need for further inquiry for the advancements of globally minded leadership preparation (Tulowitzki, 2013).

NEUROLEADERSHIP is a new field of study drawing on the latest brain research to improve the quality of leadership and leadership development. The field is based on the neuroscience of four leadership activities: how leaders make decisions and solve problems, regulate their emotions, collaborate and facilitate change (Neuroleadership Institute, 2016)

GLOBAL LEADEARSHIP SKILLS AND CHARACTERISTICS

Critical Skills for Effective Global Leadership (Vilet, 2013).

• Inquisitiveness,

• Dealing with multiple perspectives and ambiguity,

• Frame-shifting,

• Adapt and add value, and

• Multiple business models

Key characteristics of a global business leader (Clawson, 2014).

Skills for Overseas experience;

Deep self-awareness,

Sensitivity to cultural diversity,

Humility,

Lifelong curiosity,

Cautious honesty,

Global strategic thinking,

Patiently impatient,

Well-spoken, and

Good negotiator

GLOBAL LEADESRHIP CAPABILITIES

The importance of teamwork, conflict management, and

organizational diversity are essential in the current and future

success of global organizations (Smith, 2015).

First line leadership appears to require four core capabilities

(MHI Global Inc, 2015).

Involve,

Encourage,

Guide, and

Develop

Leading across cultures requires flexibility and curiosity

(Rowland, 2016).

Brake’s Global Leadership Triad

SOURCE: Brake, T. (1997). The global leader: Critical factors for creating the world class organization. Chicago, IL: Irwin Professional Publishing.

The realities of globalization, with increasing emphasis on emerging markets, present corporate leaders with enormous challenges in developing the leaders required to run global organizations. Too many multinational companies — particularly Japanese, Indian, German, and some American ones — still concentrate vital decisions in the hands of a small group of trusted leaders from their home country. They hire technical specialists, local experts, and country managers from emerging markets but rarely promote them to corporate positions. Instead, they groom future global leaders from the headquarters nation by sending them on overseas appointments.

This approach worked relatively well for companies selling standard products in developed markets, but as multinationals transition into truly global organizations relying on emerging markets for growth, it’s far from adequate. In order to adapt to local cultures and market needs, companies must shift to decentralized, collaborative decision-making. That requires developing

many leaders capable of working anywhere.

SOURCE: George, B. (February 17, 2012). A New Era for Global Leadership Development. Harvard Business Review. Retrieved from https://hbr.org/2012/02/a-new-era-for-global-leadershi.html

SOURCE: George, B. (February 17, 2012). A New Era for Global Leadership Development. Harvard Business Review. Retrieved from https://hbr.org/2012/02/a-new-era-for-global-leadershi.html

New approaches for developing global leaders are required:

• The diversity of top leadership should reflect the diversity of

the organization’s customers.

• Global leaders must be effective in aligning employees around

the company’s mission and values, empowering people to lead,

and collaborating horizontally rather than managing vertically.

• Rather than concentrating on the top 50 leaders, global

companies/organizations need to develop hundreds, even

thousands, of leaders comfortable operating in a variety of

cultures.

• Developing global leaders with cultural sensitivities and

collaborative skills requires greater focus on emotional

intelligence, self-awareness, and empowerment than on

traditional management skills.

To understand these approaches, let’s examine what leading global

companies are doing.

Create diversity among senior leadership.

To make sound decisions, companies need a diverse set of leaders who have deep understanding of their local customers, especially those in emerging markets. Opportunities at the highest levels, including C-suite and CEO, must be open to people of all national origins. Atlanta-based Coca-Cola is a pioneer in geographic diversity. As early as the 1960s, the company was run by South African Paul Austin. Since that time, Coca-Cola has had Cuban, Australian, and Irish CEOs, leading to today’s CEO, Turkish-American Muhtar Kent.Over the past decade two Swiss companies, Nestle and Novartis, have made dramatic shifts from Swiss-dominated boards and executive leadership to a diverse set of nationalities. Both now have non-Swiss majorities on their boards and several business units based outside Switzerland. Nestle’s executive board represents ten different nationalities, while 80% of Novartis executives come from outside Switzerland (George, B. February 17, 2012)

Focus on values, not hierarchy.

The characteristics of successful global leaders today are quite different than traditional hierarchical managers. They need high levels of emotional intelligence and self-awareness to unite people of different cultures, many who are new to the enterprise, around the organization’s mission and its values and empower them to make decisions without waiting for higher-level directions.Samuel Palmisano, IBM’s chairman and former CEO, recognized that IBM’s traditional hierarchical structure would not be effective in the 21st century because it was dominated by product and market silos. In 2003 he reorganized the company into an “integrated global enterprise” based on leading by values and collaboration, and uses special bonuses to empower leaders to extend IBM’s culture globally.

Broaden the reach of leadership development.

Collaborative organizations like IBM’s require far more leaders than the traditional focus on a select group of top leaders. With flatter organizations and decentralization of power, corporations must develop savvy global leaders capable of operating locally and globally simultaneously. IBM’s former chief learning officer recently estimated that IBM will need 50,000 leaders in the future.Unilever has more than half of its business in Asia, and that percentage will continue to increase. The company has undertaken a major initiative to develop 500 global leaders in intensive leadership development programs to prepare them for expanded roles. According to CEO Paul Polman, “Unilever’s Leadership Development Program prepares our future leaders for an increasingly volatile and uncertain world where the only true differentiation is the quality of leadership.”To be effective in global roles, leaders require experience working and living in multiple countries. Extensive travel overseas is no substitute for living there, gaining fluency in local languages, and deeply immersing in the culture. German chemical maker Henkel, whose executives come from a diverse set of countries, insists they live in at least two different countries before being considered for promotion.

New methods for developing global leaders.

Developing global leaders necessitates a shift from focusing on management skills to helping leaders be effective in different cultures by increasing their self-awareness, emotional intelligence, and resilience. Dean Nitin Nohria at Harvard Business School recently sent 900 MBA students overseas to work with companies in countries where they have neither lived nor worked.

It’s not enough just to work overseas. To process and learn from their experiences, individuals should utilize introspective practices like journaling, meditation or prayer, and develop support networks of peers like True North Groups. There they can consult confidentially with people they trust about important decisions and have honest conversations about their dilemmas, mistakes, and challenges. These experiences enable leaders to develop the self-mastery and appreciation and acceptance of people from diverse backgrounds required to become effective global leaders.

These methods of developing global leaders for the future are still in their infancy phase, but there is little doubt that they will have a profound impact on developing global leaders in the years ahead.

Ready-Now LeadersThe Global Leadership Forecast 2014|2015

A joint project of Development Dimensions International (DDI) and the Conference Board.

SOURCE: Development Dimensions International. (2015). Ready-now leaders: 25 findings to meet tomorrow’s

business challenges- global leadership forecast 2014|2015. Retrieved from

https://www.ddiworld.com/DDI/media/trend-research/global-leadership-forecast-2014-2015_tr_ddi.pdf?ext=.pdf

This Global Leadership Forecast 2014|2015 is the seventh report since

Development Dimensions International (DDI) began this research in 1999. The

current report—a joint effort of DDI and The Conference Board—includes

survey responses from 13,124 leaders; 1,528 global human resource

executives; and 2,031 participating organizations. To ensure that no individual

organization dominated the overall results, a random sample was taken from

any organization whose leaders comprised more than 1 percent of the global

sample. Leader demographics are shown on the following slide.

The record-breaking size of the participant pool gave the researchers sufficient

sample sizes so that they could look at their findings from many points of view.

They were able to dissect findings based on diverse perspectives spanning

leaders and HR professionals, four leader levels, gender, 48 countries across

all regions, 32 major industry categories, and multinationals versus local

corporations. Special topical reports and separate country reports are available

at www.ddiworld.com/glf2014.

High Resolution

LeadershipA joint project of Development Dimensions International (DDI) and the Conference Board.

SOURCE: Development Dimensions International. (2016). High Resolution Leadership.

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Albatch, P. G., & Peterson. P. M. (2008). America in the world: Higher education and the global marketplace. International Perspectives on Education and Society, 9, 313–335. doi:10.1016/S1479-3679(08)00011-X

Allen, W. R. (2012). Introduction: Global higher education, diversity and inequality: Trends, prospects and challenges In Walter R. Allen, Robert T. Teranishi, Marguerite Bonous-Hammarth (eds.) As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice (Advances in Education in Diverse Communities: Research, Policy and Praxis). Retrieved from http://dx.doi.org/10.1108/S1479-358X (2012)0000007003

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Arnove, R., & Bull, B. L. (2015). Education as an ethical concern in the global era. Forum for International Research in Education, 2(2).

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Bird, A., & Mendenhall, M. E. (2016). From cross-cultural management to global leadership: Evolution and

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International Research

Trends in

HIGHER EDUCATION The Global Leadership Context

Presented by

Eduardo R. Rivas, Ed.D. Silvia Orta, Ed.D. Assistant Professor Assistant Professor

Department of Higher Education, Organizational Leadership and Adult Education