Translating Theory into Practice: Developing Global Leaders through Undergraduate Experiential Education

Abstract

Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business schools have also come to recognize the need to develop global leadership in their graduates. The Global Leadership Expertise Development (GLED) model proposes a framework and process for developing global leadership competencies in a corporate setting. We describe how we applied this model in a higher education context, in the process transforming a more common approach to international business (IB) education into an experientially-intensive global leadership development program. Adopting elements of Kolb’ experiential learning theory (ELT) as well as concepts of instructional scaffolding and “red threads,” the program emphasizes personal development. Early analysis of the program’s impact points to substantial progress in developing global leader competencies in undergraduate business students.

Citation

Lane, H.W., Bird, A. and Athanassiou, N. (2017), "Translating Theory into Practice: Developing Global Leaders through Undergraduate Experiential Education", Advances in Global Leadership (Advances in Global Leadership, Vol. 10), Emerald Publishing Limited, Leeds, pp. 193-220. https://doi.org/10.1108/S1535-120320170000010011