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Curricular Instruction of Global Leadership at Colleges and Universities in the United States

Colleges and universities in the United States have made leadership education a priority as they prepare students to confront adaptive challenges in the 21st century; "wicked problems" such as poverty, uneven opportunities for education, homelessness, and illnesses worldwide. In addition, with the increased globalization of our world, the need to teach students how to lead in a complicated, multicultural context intensifies. Global leadership is an emergent concept in the leadership field combining leadership practices with those of global cultural competency while highlighting the significance of a dynamic and complex context in the leadership process. While there has been a significant development of leadership theory over the past 100 years much of it has been focused in the west and this can cause difficulties when translating leadership across cultures. This challenge could be addressed through teaching global leadership, and examining how culture and leadership interact in order to better prepare leadership students to be the next generation of global leaders. However, very little research has been conducted to examine if global leadership is being taught at the collegiate level, what content is being communicated, the methods used, and if this curriculum is positively impacting the students. In particular, the purpose of this study was to examine how global leadership was being taught, across the United States, within undergraduate leadership education programs and curriculum. This was accomplished by executing a survey of leadership educators directing undergraduate Leadership Majors, Minors, and Certificates across the country concerning their global leadership courses. After completion of the initial survey (n=57) qualitative interviews (n=3)) were conducted in order to better understand the curriculum, assessment, how decisions were made when designing the curriculum. It was found that global leadership was being taught at 40% of those universities who completed the survey, utilizing a variety of methods and curriculum. Best practices were shared by the interviewees, which in turn could inform others as they work to develop global leadership classes.

Colleges and universities in the United States have made leadership education a priority as they prepare students to confront adaptive challenges in the 21st century; "wicked problems" such as poverty, uneven opportunities for education, ...

Global Approaches to Sustainability Through Learning and Education

Unequal distribution of wealth, poverty, pollution, and gender inequality are just a few of the problems we face and struggle to eliminate. Sustainable development offers a long-term holistic solution to these problems through meeting the needs of the current generation without endangering the capability of future generations in meeting their own needs. Sustainable education or education for sustainability is a transformative learning paradigm that prepares learners and provides them with knowledge, ethical awareness, skills, values, and attitudes to achieve sustainable goals. Global Approaches to Sustainability Through Learning and Education is a comprehensive academic publication that facilitates a greater understanding of sustainable development and fosters a culture of sustainability through learning and education. Highlighting a range of topics such as ethics, game-based learning, and knowledge management, this book is ideal for teachers, environmentalists, higher education faculty, activists, curriculum developers, academicians, researchers, professionals, administrators, and policymakers.

Research-Based Leadership for Next-Generation Leaders. In R. Styron Jr & J. Styron (Eds.), Comprehensive Problem-Solving and Skill Development for Next-Generation Leaders (pp. 1–39). Hershey, PA; IGI Global.

Handbook of Research on Global Issues in Next-Generation Teacher Education

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Advances in Higher Education Mission ISSN: 2327-6983 EISSN: 2327-6991 Jared Keengwe University of North Dakota, USA and Professional Development (AHEPD) Book Series As world economies continue to shift and change in response to global ...

Global Leadership for Social Justice

Taking it from the Field to Practice

Global Leadership For Social Justice: Taking It From The Field To Practice proposes perspectives for conceptualizing the preparation of leaders for social justice and equity-oriented work in schools. Although faculty in the field of education have prepared thousands of school leaders, and the research continues to expand, limited research exists regarding how to prepare leaders for social justice work in schools, especially considering international contexts. This book builds on extant empirical and theoretical work in the area of educational leadership, and deepens understanding of what leading for social justice and equity-oriented work looks like within diverse schools.

LEADERSHIP. Carl Kalani Beyer ABSTRACT The purpose of this chapter is to share a higher education leadership program at Pacific Oaks College that aims to prepare the next generation of administrators. The goal of this program is to ...

Global Perspectives on Fostering Problem-Based Learning in Chinese Universities

Future generations are being faced with the potential challenge of having to solve professional problems in a hybrid world in which there is no clear boundary between autonomous, non-human nature, and human-generated processes. This requires young students to effectively prepare themselves for managing issues of complexity, uncertainty, and ambiguity in their professional practice. Global Perspectives on Fostering Problem-Based Learning in Chinese Universities is a comprehensive reference source that provides insight into the growing need for problem-based learning within higher education environments. Featuring a wide range of topics such as curriculum design, STEM education, and cross-cultural communication, this reference source is ideal for educators, instructional designers, academicians, administrators, and researchers.

Research-Based Leadership for Next-Generation Leaders. In R. Styron Jr & J. Styron (Eds.), Comprehensive Problem-Solving and Skill Development for Next-Generation Leaders (pp. 1–39). Hershey, PA: IGI Global.

Social Justice Leadership for a Global World

The global economic meltdown has highlighted the interconnectedness of nations. This book seeks to provide an overview of topics, issues, and best practices related to defining social justice leadership given our increasingly global world. Refugees and immigrants from around the globe now inhabit schools and institutions of higher education across the nation and US students, teachers, and leaders are traversing international boarders both physically and virtually through international collaboration, technology, and exchange programs. Although there have been increased efforts and scholarship in support of diversity and multicultural awareness, these efforts have largely focused on the US. We acknowledge that many leadership theories are “domestic” in that they typically incorporate US perspectives or a single-culture description of effective leadership. This book provides a deeper understanding of diverse and multicultural perspectives as they relate to a world that is becoming increasingly interconnected economically, socially, and culturally. Particular attention is paid to providing specific strategies for social justice leaders working in PK-12 and/or higher education, and leadership preparation programs to promote effective leadership that reflects multicultural understanding of the diversity both within and outside the US. Within the context of leadership practice, internationalization offers new insights and ideas about leadership aims, processes, and competencies as a means for addressing equity concerns throughout PK-20 education.

Educational leaders will need to possess a skill set that includes cross-cultural competence if they are to be successful in leading the next generation of multi-talented and enthusiastic young people. They will be charged to lead in ...

Transvaluasi Nabi Muhammad SAW dalam Pendidikan

Paradigma transvaluasi pertama kali dipakai oleh Friedrich Nietzsche (1844-1900) Seorang fi lsuf Jerman yang yakin bahwa nilai-nilai tradisional masyarakat pada masanya telah mencabut akar-akar sejati agama dan fi lsafat—dan bahkan perikemanusiaan itu sendiri. Sebagai tanggapan terhadap bencana mendatang yang ia lihat kentara pada cakrawala, ia menuntut “transvaluasi nilai” secara menyeluruh—yakni suatu pemikiran ulang yang lengkap terhadap keseluruhan tradisi fi losofi s dan religius yang menghasilkan nilai-nilai tradisional itu

Maka posisi sang guru harus berada di tengah atau bersikap moderat. Posisi menjadi guru memang rumit tetapi ini dibutuhkan agar menghasilkan anak yang beguna untuk masyarakat yang akan mampu mengendalikan negara yang didiaminya.