Give a Critique of Global Leadership As a Concept
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Gender Equality in Media Content and Operations Articulating
Studies in Higher Education 41:5, 927-931 DOI: 10.1080/03075079.2016.1147726 Gender equality in media content and operations: articulating academic studies and policy – a presentation Mirta Edith Lourenço Chief, Media Development and Society, Communication and Information Sector, UNESCO, Paris In this article, Mirta Lourenço explains the prospects when higher education studies interface with UNESCO for policy change. The baseline is that education institutions’ articulation with media organizations, media professionals, policymakers, and civil society groups is essential to achieve gender equality in and through media. Keywords: research – gender equality; media; gender-sensitive; indicators; GAMAG; alliance; training institutions Introduction ‘Grace and Frankie’, created by M. Kauffman and H. Morris, and ‘Borgen’, created by A. Price, are TV series that challenge gender stereotypes. Though these two series are by no means representative of the status of women in media, they are emblematic of growing attention to issues of gender. On TV, some realistic representations of women and men are beginning to appear. The percentage of stories highlighting issues of gender equality or inequality has also increased a bit in the news (Global Media Monitoring Project 2015) – in relation to 20 years ago. There has likewise been a very slight improvement in the quantity of women in governance and top management of news media industries (International Women’s Media Foundation 2011), which ‘reflects the limited understanding of pluralism that has prevailed so far’ (UNESCO 1945). Sadly, the advancement may be far too slight to spin off a change of gender values, attitudes and behaviour in society. Any progress made can even be considered relative since it varies according to the region of the world. -
Global Leadership Symposium Series International – Turkey
www.international.mq.edu.au Macquarie University, Sydney, Australia Global Leadership Symposium Series International – TURKEY Are you interested in furthering your international knowledge about aspects of leadership, culture, politics, human rights and religion? This is an opportunity to develop these skills and • Gain insight into Turkish issues through meetings at non- knowledge with a delegation of like-minded students government organisations working on poverty, education and development and business briefings with the corporate sector against the backdrop of one of the world’s most • Wander Istanbul’s Grand Bazaar and discover the Blue Mosque, intriguing nations. Topkapi Palace and one of the world’s greatest architectural marvels, the Aya Sofia Dates: 14th April – 28th April 2013 • Participate in cultural activities including a Whirling Dervishes Applications: Please email [email protected] for an display, visit to ANZAC Cove, Gallipoli and a Turkish cooking class application form • Relax on a cruise down the Turquoise Coast and admire the Temple of Diana – one of the seven wonders of the Ancient World Application Deadlines: Due by Friday 14th December, 2012 • Create your own journal, photo story, video or scrapbook based on Deposit of AUD$800.00 due by Friday 1st February, 2013 your experiences • Forge new friendships with other Macquarie delegates Full amount (see back page) due by Friday 1st March, 2013 • Earn 40 experiential credit points (undergraduate) or complete your Eligibility: Open to all Macquarie University students Cross Cultural Practicum requirements (postgraduate) HOT AIR BALLOON RIDE OVER CAPPADOCIA CRICOS Code 00002J Aya SOFIA, IsTANbuL BOAT TOUR, FETHIYE 17 April 2013 Wednesday ITINERARY Day 04 ANKARA KEY: Meals Provided (B= breakfast, L= lunch, D= dinner). -
Global Leadership Development
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2011 Global Leadership Development: An Analysis of Talent Management, Company Types and Job Functions, Personality Traits and Competencies, and Learning and Development Methods John Gillis Jr. University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Business Administration, Management, and Operations Commons, Education Commons, Industrial and Organizational Psychology Commons, Leadership Studies Commons, Performance Management Commons, Personality and Social Contexts Commons, and the Training and Development Commons Recommended Citation Gillis, John Jr., "Global Leadership Development: An Analysis of Talent Management, Company Types and Job Functions, Personality Traits and Competencies, and Learning and Development Methods" (2011). Publicly Accessible Penn Dissertations. 1177. https://repository.upenn.edu/edissertations/1177 Degree: Ed.D. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1177 For more information, please contact [email protected]. Global Leadership Development: An Analysis of Talent Management, Company Types and Job Functions, Personality Traits and Competencies, and Learning and Development Methods Abstract As our world "shrinks" and globalization increases, companies are changing strategies and operational procedures, which are dependent on leaders to deploy and implement. As companies evolve from domestic companies towards international, -
Athens, Greece
Boston Latin School Tufts IGL Inquiry 2019 Cities at the Vanguard Toronto Simulation Athens, Greece Briefing Paper Introduction In the contemporary state of the migrant crisis, Athens fully acknowledges this urgent obstacle. As the birthplace of western democracy, our city believes that only through soliciting the perspectives of various parties can we ultimately reach a viable and long lasting solution. Athens embraces this conference as a collaborative effort of various foreign entities to invest in adequate accommodations for all migrants in order to ensure their rights to healthcare, shelter, stability and other essential needs. We hope that foreign entities will be willing to continue in this commitment and increase investments in our city whether through providing monetary aid or supplies. In the recent years, many of our migrants have come predominantly from the Balkan countries, the Middle East, as well as Asia. Although we still face immense challenges to integration these populations into our society, we are optimistic that the situation will improve in the foreseeable future. Demographics ● The ethnic Greeks compose the maJority of the populations in Athens. Other minorities in the demographic include Jews, Romani, and Muslims ● The official religion in Athens, as well as Greece, is the Eastern Orthodox church. Other religion in Athens include Catholicism, Islam, and Judaism. ● Within the City of Athens, there are noticeably segregation in residential areas in accordance with wealth and racial status. Key Points ● Increased humanitarian aid to refugee camps ● Additional emergency funding from EU nations ● Established policies towards migrants who progress to other EU nations ● Enhanced technology for documentation of migrants ● Border policies of neighboring countries Background and History of Athens Athens is an ancient city rich in ancient traditions gathered during the millennials of our existence. -
2021 Global Leadership Monitor Leadership Preparedness for the Road Ahead
2021 Global Leadership Monitor Leadership preparedness for the road ahead rr-0225-104039 - GLM Paper.indd 1 29-Apr-21 10:34:07 PM A year like no other The last year has been one of monumental change for Leaders are concerned about talent and skill availability business leaders across the world. Defined by a global impacting organizational health, and many feel their pandemic, economic concerns, political strife and social leadership team is underprepared to face up to that threat. unrest, it has presented unique challenges and stretched We know that younger generations in the workforce are individual and collective leadership capabilities. It has more vocal about being purpose-oriented in what they want added energy to discussions about the purpose of business from their careers, yet our data shows that many executives and its responsibility not just to shareholders but to all lack confidence in how effectively their organization’s stakeholders, especially employees. And for almost all leadership team (which includes themselves) is embracing organizations, it has accelerated shifts in business models social and environmental sustainability and diversity, equity and ways of working. and inclusion. It is against this backdrop that we launched our 2021 Global Moreover, next-generation leadership talent – who Leadership Monitor, designed to identify top business potentially hold the key for many organizations to truly issues and measure how well prepared leaders are to face embed purpose into strategy and culture – may be a them. We received responses from more than 1,300 CEOs, growing retention risk for organizations. Our data shows C-suite executives, board directors, and next-generation they are both open to new opportunities elsewhere leaders (those one or two levels below the C-suite). -
DOCUMENT RESUME the Development of Technical And
DOCUMENT RESUME ED 411 471 CE 074 838 TITLE The Development of Technical and Vocational Education in Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Dakar (Senegal). Regional Office for Education in Africa. ISBN ISBN-92-9091-054-2 PUB DATE 1996-00-00 NOTE 411p.; Product of the International Project on Technical and Vocational Education (UNEVOC). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Developing Nations; Economic Development; Education Work Relationship; Educational Cooperation; *Educational Development; Educational Legislation; *Educational Policy; Foreign Countries; Industry; *Role of Education; *School Business Relationship; *Vocational Education IDENTIFIERS *Africa ABSTRACT The 13 chapters in this book depict the challenges facing African nations in their efforts to develop their technical and vocational education (TVE) systems. Chapter 1,"TVE in Africa: A Synthesis of Case Studies" (B. Wanjala Kerre), presents a synthesis of the case studies in which the following major trends taking place within the existing socioeconomic context are discussed: TVE within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their efforts to develop TVE; and the innovative measures undertaken in response to the problems and constraints experienced. The remaining 12 chapters are individual case studies giving a more detailed picture of natural efforts and challenges encountered in the development of TVE. Chapters 2-8 focus on the role of TVE in educational systems: "TVE in Cameroon" (Lucy Mbangwana); "TVE in Congo" (Gilbert Ndimina); "TVE in Ghana"(F. A. Baiden); "TVE in Kenya"(P. 0. Okaka); "TVE in Madagascar" (Victor Monantsoa); "TVE in Nigeria" (Egbe T. -
Download the Official IGL Brochure
The Institute for Global Leadership at Tufts University prepares new generations of critical thinkers for effective and ethical leadership ready to act as global citizens in addressing the world’s most pressing problems. The IGL is a cross-school, university program with the objective of “The IGL inspires, educates, enhancing the interdisciplinary quality and engaged nature of a Tufts intrigues, and challenges. Its impact is life long. It has evolved from a education. fascinating experiment into one of Tufts University’s priceless jewels. Its fundamental message has an The IGL serves as an incubator of innovative ways to help students abiding significance: values and understand and engage difficult and compelling global issues. Due ideas must be translated into action to its unique approaches and ability to create unusual partnerships for the common good.” and juxtapositions, the IGL is at the forefront of efforts that encourage Abi Williams, Director “thinking beyond boundaries and acting across borders.” Institute for Global Leadership “Tomorrow’s global challenges demand a generation of international security experts who can deal with complexity, bridge cultural and political differences, and engage as responsible global citizens. IGL fills that gap. Only a few endeavors I know of in my decades in philanthropy incubate in your innovative and inter-generational ways.” Patricia Nicholas, International Program, Carnegie Corporation of New York Amb. William Burns, Deputy U.S. Secretary of State, delivered the keynote address at the 2014 EPIIC Symposium on “The Future of the Middle East and North Africa.” • PROGRAMS OF THE INSTITUTE FOR GLOBAL LEADERSHIP • The IGL’s compilation of programs each year can be fluid based on interest and accessibility. -
Culturally Endorsed Implicit Leadership Theory
Literature Review of GLOBE’s CLT: Culturally Endorsed Implicit Leadership Theory Brian T. Moore Regent University This study provides a beginning step in an exhaustive literature review of articles related to the culturally endorsed implicit leadership theory within the Global Leadership and Organizational Behavior Effectiveness (GLOBE) project from 2008 to 2018. While there are many articles related to the GLOBE project since its inception in 1991 and beginning research in 1994, this study is limited to scholarly and peer-review journal articles available in the Regent University Summon database that specifically cover or use GLOBE’s culturally endorsed implicit leadership theory. Each article is summarized by author, GLOBE project year, study method, cultural and leadership dimensions associated with the culturally endorsed implicit leadership theory, and article highlight. This literature review includes the following observations: (a) researchers in most articles from 2014 to 2018 used GLOBE 2004 because data was reliable, publicly accessible, and the only data available in specific areas; CLT leadership dimensions are effective tools for measuring cross-cultural leadership effectiveness within countries and clusters or across regions; and unlike some other leadership theories, GLOBE’s cultural and CLT leadership dimensions remained relatively unchanged for more than two decades; (b) that although GLOBE defined nine cultural dimensions and six global CLT leadership dimensions, the 21 primary dimensions and 112 leadership attributes are undefined, which was considered ambiguous; (c) that while GLOBE included 62 societies in its 2004 report, it did not contain specific data for each country, or it consolidated data into broad clusters containing dissimilar countries; and finally, (d) that although GLOBE published a report in 2014, researchers in this small sample of articles continued to use GLOBE 2004 data rather than the newer data in GLOBE 2014. -
The Role of the Educational Institutions in Africa in an Increasingly Changing Records Management Environment in the Africa
The role of the educational institutions in Africa in an increasingly changing records management environment in the Africa ICASAE conference University of Maryland, 12 July 2015 Shadrack Katuu International Atomic Energy Agency Vienna, Austria Brief biography Academic background • Bachelor of Information Science – School of Information Science, Moi University (Kenya) • Masters in Archival Studies and Masters in Library and Information Science – SLAIS, University of British Columbia • Certificate in Information Technology Law – University of Witwatersrand (South Africa) • Completed Doctoral programme – Department of Information Science, University of South Africa Selected full time jobs • 2001-2003 Lecturer, Department of Library and Information Studies, University of Botswana • 2003-2005 Information Analyst, South African History Archive (South Africa) • 2005-2009 Manager of Information Systems, Nelson Mandela Foundation (South Africa) • 2010-2012 Archives/Records Officer, International Monetary Fund (United States) • 2013-present Head of Records Unit, International Atomic Energy Agency (Austria) Other positions • 2000-2001 Court interpreter, British Columbia Provincial Court Service (part time) • 2003, 2005, 2007, 2009 Guest lecturer, University of West Indies, Barbados (1 week course) • 2009-2010 Consulting work for different institutions including: South African Broadcasting Corporation, Southern Africa Development Cooperation, Southern Africa Customs Union, Swaziland Ministry of ICT and the National Archives, University of Namibia -
Leadership Development in Egypt: How Indigenous Managers Construe Western Leadership Theories
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ROS: The Research Output Service. Heriot-Watt University Edinburgh Leadership Development in Egypt: How indigenous managers construe Western leadership theories By Helen T Cullina Submitted for the Degree of Doctor of Business Administration Heriot-Watt University, Edinburgh Business School February 2016 The copyright in this thesis is owned by the author. Any quotation from the thesis or use of any of the information contained in it must acknowledge this thesis as the source of the quotation or information. i ABSTRACT This research examines the ways in which Egyptian managers make sense of the leadership theories they are exposed to in their work interactions and their in-house leadership development training. This empirical study utilizes Personal Construct Theory to uncover how the indigenous managers construe Western evolved leadership theories. The research strategy follows a phenomenological paradigm, based on a comparative case study centered on an international design consulting firm headquartered in the Middle East region. The data collection tools, i.e., the Repertory Grid Technique (RGT), Personal Value Statements and Storytelling are consistent with an inductive, constructivist approach. The findings illustrate differences in how leadership theories are construed by indigenous managers compared to their UK counterparts and consequently which theories are more and less favoured. An emergent finding that evolved from this enquiry was the differences between Egyptian managers’ espousals and actual day to day leadership practices. This finding raises greater awareness of the role that cultural values play in the cross-cultural arena of leadership. -
America's Global Leadership
AMERICA’S GLOBAL LEADERSHIP AMERICA’S GLOBAL LEADERSHIP A Strategic Investment for U.S. Jobs AMERICA’S GLOBAL LEADERSHIP: A STRATEGIC INVESTMENT FOR U.S. JOBS | 1 Today, America is facing unprecedented fiscal and economic challenges but also tremendous new opportunities around the world. With 95% of the world’s consumers living outside of the United States, it is increasingly clear America’s economic prosperity is linked to economic currents elsewhere in the world. The key question is how should America respond to this reality? Key to American jobs is elevating and strengthening our development and diplomacy programs funded by the International Affairs Budget. An essential driver in creating more and higher paying American jobs is clearly exports, currently supporting more than 10 million jobs in the United States and accounting for a substantial percentage of U.S. economic growth. Half of U.S. exports today are to the developing world, and trends reveal those markets will grow at a far faster pace than many of our more traditional partners. Clearly, these emerging and developing markets are central to the future of American economic prosperity. American businesses need a wide array of available tools to succeed in these new environments, and the International Affairs Budget is one of the most cost-effective tools we have to help our economy grow. These programs promote American exports and investment, support economic reforms overseas to open markets, contribute to the development of stable democratic societies governed by rule of law, and help lift people out of poverty, all of which are essential for U.S. -
ZIMBABWE/B.E.S.T. Basic Education and Skills Training Project
77 ZIMBABWE/B.E.S.T. Basic Education and Skills Training Project In Collaboration: Government o Agency Tor International Development N' for Educational Development Sponsored by: Government of Zimbabwe United Stales Agency for International Development Implemented by the: Academy for Educational Development 1255 23rd Street, N.W. Washington. D.C. 20037 Telephone: 202/862-19OO Telex: I976O1 ACADED WSH r FINAL REPORT ZIMBABWE BASIC EDUCATION AND SKILLS TRAINING (BEST) U.S.A.I.D. CONTRACT NO. 613-K-606-C-00-4010 March 28,1984 - January 31,1990 This document fulfills the requirements of the contract for a final report covering Project accomplishments, methods, and recommendations. TABLE OF CONTENTS I. INTRODUCTION A. Background .............................................. 1 B. Objective and Scope of Project ............................... .4 C. Implementation .......................................... .5 II. ACCOMPLISHMENTS A, Technical Assistance Personnel ............................... 8 B. Assistance to the Technical Colleges ........................... 10 1. Curriculum and Instruction ................................ 10 2. Supervisory Training ..................................... 13 3. Computer Training ...................................... 14 4. Bachelor of Technology Program ............................ 15 5. Special Activities ....................................... 16 C. The University of Zimbabwe ................................. 17 1. ZIMMAN Project ....................................... 18 2. BEST Project .........................................