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Previous cross‐cultural leadership research has provided limited information about Latin American leadership. In an effort to address this gap in the literature, this paper is designed to aid in understanding the similarities in Latin American leadership. The author proposes that the core of Latin American cultures is a common culture, which has a consistent effect on leader behaviors. Based on this common culture, it is proposed that leaders in most Latin American countries can be characterized as traditional leaders (El Patrón). In some countries, leadership is evolving toward a modern conceptualization of leadership, El Líder Moderno. Preliminary data supported the dominance of El Patrón and a movement in Mexico toward El Líder Moderno.

The purpose of this study was to examine how national culture might impact both how leaders behave as well as their effectiveness as leaders.

Healthcare leaders and their constituents in Ethiopia, India, Pakistan, and the Philippines were surveyed about their leadership behaviors and their effectiveness. Analyses both across and within countries from self and constituent perspectives were conducted.

Leadership practices varied across countries but within the countries their impact was the same. Within each country the more frequently leaders used these leadership practices the more effective they were viewed by their constituents, and the more favorable were their own workplace attitudes.

The study involved a cross‐section of leaders who may not be representative of organizational managers, did not have direct reports, were from a specialized field, and utilized a single conceptual framework and scale. Future studies should expand the conceptual framework and measurement tools, as well as extend the investigation to other organizational samples and nations.

Important leadership behaviors can be identified for effective leadership across various national or cultural boundaries. Leadership development efforts may be better directed toward building skills common to leaders rather than targeting differences within national boundaries.

This study provides understanding into how leaders behave around the globe, and documents that how they behave makes a difference to their constituents and impacts their own workplace attitudes. It demonstrates that there are some “universal” leadership processes and provides guidance for those responsible for developing the global (cross‐cultural) competencies of leaders.

Globalization introduces new challenges related to increased levels of diversity and complexity that organizations cannot meet without capable global leaders. Such leaders are currently lacking, so a theory-based approach to global leader development is needed. A critical intermediary outcome that enables competent global leadership performance is global leader self-complexity, defined by the number of unique leader identities contained within a leader's self-concept (self-differentiation) and the extent to which the identities are integrated with the leader's sense of self (self-integration). This research aims to generate and test a theory of the development of global leader self-complexity through identity construction during international experiences. In Study 1, I gathered qualitative data through retrospectively interviewing 27 global leaders about identity-related changes following their international experiences. Using a grounded theory approach, I developed a theoretical model of global leader identity construction during international experiences, which I empirically tested using quantitative data in Study 2. Specifically, I tested the hypothesized relationships through structural equation modeling with cross-sectional survey data from a sample of 610 global leaders. Findings from both studies indicate global leader identity construction during international experiences primarily occurs through interacting with locals and local culture over a sustained period, motivated by appreciation of cultural differences and resulting in increased global leader self-complexity. These results advance understanding of the global leader self-complexity construct (i.e., what develops) and global leader development processes (i.e., how it develops). Additionally, the findings have practical implications for global leader development initiatives.

Nurse leaders are challenged by ethical issues in today’s complex health-care settings. The purpose of this study was to describe and analyze key elements of moral distress identified by nurse leaders from health-care systems in the USA, Germany, Austria and Switzerland. The aim was to develop an understanding of distressing ethical issues nurse leaders face in the USA and three German-speaking European countries.

This descriptive cross-sectional study surveyed a convenience sample of nurse leaders in the USA, Germany, Austria and Switzerland. The voluntary, anonymous survey also included qualitative questions and was distributed using the Qualtrics® platform. A thematic analysis of the qualitative data in each country was carried out and a comparative analysis identified similarities and differences between the groups of nurse leaders comparing the US data to that from three German-speaking European countries.

The survey was completed by 316 nurse leaders: Germany, Austria, and Switzerland (n = 225) and the USA (n = 91). Similar themes identified as causing all nurse leaders moral distress included a lack of individual and organizational integrity, hierarchical and interprofessional issues, lack of nursing professionalism, patient care/patient safety concerns, finances negatively impacting care and issues around social justice. Within these six themes, there were also differences between the USA and the three German-speaking European countries.

Understanding the experiences associated with distressing ethical situations can allow nurse leaders and organizations to focus on solutions and develop resilience to reduce moral distress in the USA and three German-speaking European countries.

The purpose of this paper is to explore the interdependence between donor countries’ health aid expenditures. The specific form of interdependence considered is the leader effect, whereby an influential country has a positive leverage effect on other donor countries’ aid expenditure. The opposite case of a free-rider effect, whereby a single donor country has a negative leverage effect on its peers, is also considered.

Focusing on the identification of the leader effect avoids the estimation bias present in the identification of the peer group effect, due to endogenous social effect. The empirical analysis focuses on Development Assistance for Health provided by 20 OECD countries over the period of 1990-2009. Aid commitment and aid disbursement are distinguished.

When aid dynamics, country heterogeneity, and endogeneity are accounted for, there is no evidence that the biggest donor – the USA, or the most generous donors – Norway and Sweden, exhibit any leverage effects on other donor countries’ aid expenditures.

This is the first paper to examine the leader and free-rider effects in health aid provision as previous studies focus on peer effects. Any evidence of leader or free-rider effects (or the lack of it) adds to the understanding of international political economy especially in the area of foreign aid provision.

This study examines whether education in developing countries directly impacts their foreign income from the top export sector.

As most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.

This study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.

To the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.

The high failure rate for expatriate leaders is well documented. One major cause of these failures has been identified as the incongruencies in the perceptions of expatriate leaders and the host members that they manage. This article describes theory and research which suggests that a potential explanation for at least some of these perceptual incongruencies is that they are a result of culturally‐based attributional biases interacting with self‐serving and actor‐observer attributional biases. Although not all of the interactions of these biases result in incongruent perceptions, some interactions appear to be particularly prone to result in incongruent perceptions such as when leaders from highly individualistic and low context cultures interact with members from highly collectivistic and high context cultures. Suggestions for research and interventions designed to reduce incongruent attributions between leaders and members are discussed.