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The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research.

Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature.

The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories.

Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains.

Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research.

Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership.

The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.

The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360).

This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline.

This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology.

This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom.

Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy.

This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.

This study followed 134 university students within a national sample for one or two years, from their initial participation in a LeaderShape Institute session. We examined the shape of their trajectories of leadership growth over this course of time, with particular focus on development long after the session had ended. We also investigated the degree to which additional formal leadership development opportunities statistically predicted leadership development. Results indicated a typical non-linear shape to development and suggested that most formal experiences, as a whole, possess little association with leadership growth when controlling for other experiences associated with leadership development in students.

The purpose of this paper is to provide further discussion on the role of educational support adding value by sustaining the function of capacity building in emerging countries and states in transition and development. The Asia-Pacific region is noted for being in a continuous and rapid state of change dramatically affecting both private and public institutions. One such institution involves the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions, in the wider Indonesian society. This exploratory research paper highlights one bi-lateral educational initiative that has acted as a catalyst for change which was developed in partnership between the Indonesian and British governments and Cranfield University in the UK. The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision in particular of leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Key factors including capacity building, knowledge management, the learning process and the influence of culture were identified as fundamental and integral for a more appropriate design of leadership development programmes in defence and security, within the Asia Pacific region.

Using a case study approach, it utilises one educational institution involved in the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions.

The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision of education and leadership development that is not contextually situated and can be dominated by Anglo-American perspectives.

It is a potential guide in helping practitioners in identifying, designing and implementing leadership development courses to manage the complexity of the processes of change in an international context.

Given the dearth of research on defence and security the study was prescient. This paper contributes much needed further discussion about the role leadership development interventions play in supporting capacity building in states in transition and development.

We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings students together in collaborative institution-based teams to compete with other teams in competitions to achieve goals and practice effective leadership skills. Our goal was to assess leadership capacity growth over the course of a four-month team practice period through the daylong inter-team competition and evaluate participant leadership assessed several months later. Results suggested students made significant and sustainable gains in leader-self-efficacy and short-term gains in leadership skill and motivation to lead. Our results also indicated the team’s coach played a significant role in student leadership development.

Leadership development programs for students in educational settings are proliferating in number and design. Curricular programs range from academic minors and certificates to doctoral programs in a variety of academic homes (e.g., education, business, healthcare). Co-curricular programs often take the form of drop-in workshops, day-long experiences, alternative spring breaks, service-learning trips, and other programs housed in student affairs and administrative offices (Guthrie & Jenkins, 2018). Moreover, the number of programs has steadily increased over the last 15 years from just under 1,000 in 2006 (Brungardt, et al., 2006) to more than 2,000 (ILA Program Directory, 2021). And while there is some commonality among the approach of these leadership programs in terms of content and delivery (see Harvey & Jenkins, 2014), vast differences exist in the structure and learning goals of student leadership programs compared to other social science disciplines. A potentially fruitful area in which to explore its effectiveness in supporting leadership development is the environment of competitive teams, where individuals work together as a group to compete against other teams. The purpose of our research was to investigate the degree to which such a competitive environment might support or detract from student leadership group, employing a potentially effective example of a formal program that utilizes the innovative approach of team competitions to motivate learning (the CLC).

This paper draws on the extant literature and experiences of selected ACBF‐supported programs to interrogate approaches to enhancing institutional leadership in African universities. The paper posits that African universities must proactively take charge of fostering institutional leadership so as to translate leadership competence into strategic assets. Such assets are key to bolstering intellectual capital, strategic scanning, i.e. the capacity to recognize the behaviour of interconnected systems to make effective decisions under varying strategic and risk scenarios, and the transformation of knowledge. To this end, African universities need to transcend their current “modern” system of education to a post‐modern perspective, which recognizes context, collaboration and knowledge as valued skills. Enhancing institutional leadership is also crucial if Africa is to compete in today’s rapidly globalizing world and knowledge society. More importantly, doing so has direct impact on shaping the quality of leadership on the Continent, and consequently the resulting policy decisions and governance. The paper concludes that while institutional, political, demographic as well as resource challenges exist, African universities today, are uniquely positioned as a result of uptake of knowledge management, strengthened private‐public partnerships and advances in ICT to enhance institutional leadership.

We examined the relationship between high school and collegiate organizational involvement and their differential and collective effects on the development of leader self- efficacy, motivation to lead and leadership skill. Our goal was to better understand how the student leader development process unfolds at different points in time over young adulthood. The study investigated members of registered student organizations (n=757) during the Fall 2016 semester. Results of the study indicated strong developmental relationships between past high school involvement, current collegiate involvement and leader capacity change. Positional leadership and students’ priority placed on their involvement during high school were predictive of leader skill and self-efficacy, while in college, only mental and physical engagement in organizations predicted leader development.

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either “High,” “Moderate,” or “Low” with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.

Incoming first-year college students completed a leadership survey prior to any formal leadership education. These students were reassessed during the spring of their senior year; 386 students completed both surveys. The differential effect of 33 leadership and demographic variables on change in hierarchical and systemic leadership beliefs were examined with stepwise regression analyses. Completion of a leadership certificate intended for students in supervisory student employment positions and racial/ethnic background were the only variables predicting changes in leadership beliefs. Results are discussed relative to Leadership Identity Development theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and ecological leadership theory (Wielkiewicz & Stelzner, 2005).

This paper aims to examine the benefits and challenges of enacting cross‐sector alliances as a strategy to meet the health leadership capacity and capability requirements to effect improvements in health service delivery.

The findings originate from two case studies of cross‐sector alliances in Canada.

Value generated by strategic alliances in health with organisations from public, private and civil sectors is accrued at the inter‐organisational, organisational, group and individual level. Obstacles related to mindsets, operations and governance guiding the partnerships were identified which further an understanding of the advantages and constraints for using cross‐sector alliances as a strategy for large‐scale health leadership development.

Future research could investigate whether other factors influence the overall success of using an alliance strategy which may lead to a more comprehensive understanding of large‐scale health leadership initiatives. Given the universal health care context of this study, the results should be examined for their generalisability to other contexts.

The results urge decision‐makers to develop the mental models, behaviours and processes that support the use of cross‐sector alliances to achieve practical benefits gained through large‐systems health leadership development that may otherwise be unattainable.

This paper responds to the needs of executives by investigating alliances among health, education, business and government as a strategic driver for building the health leadership capacity and capability needed for implementing health reform.