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International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

This issue is a selected bibliography covering the subject of leadership.

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

The purpose of this study was to explore the phenomenon of leadership development as experienced by non-government organization (NGO) executive leaders in international agricultural development. Data were collected from twelve executive NGO leaders through in-depth interviews to understand the textural and structural essences of the participants’ lived experiences of leadership development. Findings indicated the integral role of mentoring in leadership development prior to obtaining an executive leadership role and supported the conceptual model inclusive of mentoring as a mediating factor of efficacious leadership development. The study provided implications and future research recommendations for executive leaders in international agricultural development, as well as for leadership educators and practitioners.

The ability to develop and employ competent leaders with a global understanding has and continues to be a major challenge facing today’s universities and professional workforce. To effectively lead within today’s globalized society, it is imperative that leadership skills and knowledge relevant to international contexts be included within the leadership development and educational process. Through conceptual discussion and specific examples, the authors will argue that utilizing learner-centered instruction techniques such as cultural experiences, learner-centered assignments, and international leadership immersion experiences are all important ways to disseminate important leadership skills and knowledge. Keywords: Global Leadership, International Immersion, International Leadership Experience, Leadership Development, Learner-Centered Instruction.

This qualitative study explores the acquisition of global mindset in business executives who engaged in short-term business travel. Global mindset is operationalized as actively seeking to engage and reflect upon perspectives and orientations that both complement and contradict one’s own worldview. The narratives of 16 global supply chain leaders who work for a multinational company were content-analyzed. The results indicate that short-term business travel provides the context for participant reflection on their development as global leaders. They describe their development as a continuous evolution over time that is focused less on becoming a cultural expert and more on being culturally responsive in order to build relationships and achieve business results. The findings suggest that companies could take steps to leverage the developmental opportunity that short-term business travel represents.

The story of the Bangladesh public sector is not a happy one as it has often failed to uphold efficiency and equality in delivering services to the people. Hence leadership has a critical role to play to ensure equality, effectiveness and efficiency. The purpose of this paper is to evaluate the present condition and future prospect of leadership development in the Bangladesh public sector by focusing on the efforts initiated both by the government of Bangladesh and international organizations during the last ten years.

This paper has reviewed available literatures on theories of public sector leadership development and its application in Bangladesh to identify the state and future prospect of public sector leadership development utilizing available theories.

The analysis shows that partisan politics, dominance of generalists, absence of long-range feedback and monitoring systems and lack of efficient and knowledgeable trainers are the major impediments to public sector leadership development. International organizations provide proposals, frameworks, technical assistance along with funds to develop the public sector leaders but in implementing the schemes they have a very limited role in the implementation process.

This paper does not offer much empirical evidence on public sector leadership development in Bangladesh, but creates the platform for further research on public sector training and leadership development with empirical data. Significant variables can be drawn out of this piece of work to design future research on this very important issue.

This paper will help the interested individuals involved in the public sector leadership development in Bangladesh to understand the divergence between the efforts put in by the government and international agencies in developing public sector leadership.

With the overarching goal of cultivating global citizens, many higher education institutions have developed and implemented co-curricular leadership programs for their constituents. Quantitative research on the impact of leadership programs on undergraduate students has shown an increase in self-awareness and social consciousness, both characteristics of global citizens. Yet, research has failed to adequately address the impact of leadership programs on global students’ sense of self. Global students include any individual who has spent a significant portion of their developmental years outside the country of higher education, including international students, children of international religious missionaries, international military personnel, international businesspeople or government diplomats. The central question that informed this qualitative inquiry was: How do former global students who participated in a co-curricular intercultural leadership program describe the impact of their involvement on their current sense of self in post-baccalaureate life? For this qualitative inquiry, grounded theory case study was utilized to explore the experiences of 15 former global students who participated in a co-curricular, intercultural leadership development program. This empirical research into the impact of co-curricular leadership programs on global students’ sense of self in their post-baccalaureate life contributed to the theory of intercultural competence development. It also provided practical implications for the components of high impact leadership programs as well as the value of providing developmental programs for global students.