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Many traditional leadership education paradigms are challenged by the transformational nature of globalization and are limited in application in diverse and complex contexts. In order to address these issues, a new framework must be adopted within higher education leadership programs to educate the next generation of global leaders. This paper introduces a potential framework of learning objectives, reviews strengths and weaknesses of the proposed model, provides sample curricular and co-curricular programs, and discusses recommendations for additional research.

This article investigates which criteria and processes are used to identify global leadership potential (GLP) in multinational corporations.

First, the literature at the intersection between leadership potential and global leadership is reviewed to identify a set of criteria that can be used for assessing GLP. The findings are then validated in a qualitative study against a sample of nine global corporations.

Several traits (integrity and resilience), attitudes (learning orientation, motivation to lead, change orientation, drive for results, customer orientation and a global mindset) and competencies (cognitive complexity and intercultural, interpersonal, leadership, learning, change and business competencies) are associated with GLP. The core steps in the GLP identification process are nomination, assessment and confirmation. These steps can be complemented by a preassessment phase and a subsequent talent dialogue.

The results of this research can inform human resource (HR) management practitioners in their endeavor to successfully identify and assess potential future global leaders.

Prior research has focused either on defining global leadership or on assessing leadership potential in general, without a clear focus on identifying global leaders. In this article, the two concepts of global leadership and leadership potential are combined, thus providing an integrated content and process model that indicates how global corporations select their future global leaders.

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.

Global corporate strategy has moved faster than global leadership development in many companies. This outcome has created some leadership problems: global companies may not have enough leaders in their growth markets or leaders with the required global competencies in their headquarters. The purpose of this paper is to offer some concepts that may help companies tackle those problems.

This paper has a conceptual basis. It draws on previous theoretical knowledge on global leadership development and the experience of some leadership programs in global companies.

The first is that global leadership competencies should be based on the functions that global leaders need to perform and their specific context, not on some theoretical notions isolated from the business context. The second is the need for alignment of global leadership development with the firm's purpose and strategy. The third is that CEOs’ commitment is a key factor in making global leadership initiatives successful.

This is a conceptual paper based on business experience. It needs to be complemented with additional empirical work.

Global leadership development should be based on real global business functions. Global leadership development should be aligned with the firm's purpose and strategy and its success depends on CEOs’ commitment.

The study of global capabilities needs to observe what happens in companies that have global leadership programs. Global leadership development takes place in specific organizations. This paper gets theory closer to the practice of global leadership development.

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership courses focused on intercultural competence and global mindset. Two specific courses are highlighted, and the authors provide their reflections and implications for leadership education.

The purpose of this study is to unite research in cultural intelligence (CQ), core confidence and multitasking to examine how these characteristics interplay in the perceptions of global leadership effectiveness.

The sample comprised 149 employees, mostly managers from 21 countries with 18 native languages spoken who had global leadership experience while working fulltime for international organizations. Relationships were examined using the hierarchical linear regression of survey data.

Support is found for core confidence moderating the relationship between CQ and other-rated and self-rated perceptions of global leadership effectiveness such that the relationship is stronger when leader core confidence is high. Moreover, support is found for CQ and core confidence having positive relationships with self-rated perceptions of global leadership effectiveness, and the study found a positive relationship between CQ and multitasking.

The relationships studied provide practitioners with information to supplement the employee selection process for global leaders. The ability to assess current or future employees and hedge organizational risk in assignment to global leadership positions could have a significant impact.

This study contributes to the literature by investigating individual characteristics contributing to the perceptions of global leadership effectiveness. Because perceptions are often acted on as if reality and globalization in our personal and work lives is expansive, understanding these relationships is important.

Because of globalization, an increased focus on more effective team‐building has become a greater priority. The purpose of this paper is to suggest and describe a new paradigm of key leadership perspectives that is of major importance and value to this effort.

This paper is based on extensive research by the authors regarding the leadership perspectives global managers consider to be of major importance in the team‐building that has helped them achieve success.

The key leadership perspectives are: paradoxical thinking that nurtures understanding based upon use of both hemispheres of the brain; controlled reflecting that fosters reactions based on internal self‐talk rather than external events; intentional focusing that facilitates the ability to be centered on expected outcomes; instinctive responding that cultivates the ability to recognize and use intuitive impulses; inclusive behaving that nurtures actions based upon a concern for the whole; purposeful trusting that places confidence in events and processes that accompany change; and relational being that fosters strength by maintaining positive interactions with others.

This new paradigm will contribute to science within the field of global strategic management by filling the gap of developing a global leadership model.

Firms must find new and creative ways, such as the proposed new management leadership team‐development paradigm, to interact with, motivate and mentor management teams to achieve the desired levels of global operations.

In this paper, a new array of leadership perspectives is presented that can appreciably impact the effectiveness of management and team‐building in a globally‐based organization.

Makes the case that companies intending to become globally competitive must recruit and develop the most talented people, men and women. Describes the experience of one company in developing women for global leadership positions. Shows how this initiative integrated organizational development, team and network building and individual leadership development.

Globalization is driving an increased need for leaders who possess global leadership competencies that enable them to lead effectively. The purpose of this paper is to explore the developmental experiences of global leaders in order to understand the experiences that they report to be developmental, to understand what they learned from their experiences, and to explore how the leaders learned and developed from the experiences.

For this study, the researcher used Moustakas's phenomenological research method.

Conclusions indicate that global leaders: develop through first-hand global leadership experience; learn the importance of cultural sensitivity, relationships and networks, and curiosity or desire to learn; require a unique set of global leadership competencies; are driven by curiosity, openness, and a desire to learn; and develop and learn intuitively.

Utilizing a phenomenological research approach yielded new insight, from the perspective of the global leader, into how global leaders learn and develop the knowledge, skills, attitudes, motives or values, and mindsets that are important to their role, and suggested areas for further research. The findings of the study are useful in identifying implications for improving or adding to the methods, approaches, and tools organizations use to develop global leadership competencies.

This paper advances the notion that global leadership is a necessary component of undergraduate agricultural leadership. Within an existing leadership curriculum, the development of at least three new courses with innovative approaches to such a globalized curriculum is justified and outlined. These three classes include a course designed to increase awareness of global leadership issues, a cultural assimilation course designed to prepare students for an international experience, and a capstone seminar course. The program will require students to take the three classes being developed in addition to at least three other classes with an international or cultural emphasis as well as participate in an international experience during their undergraduate career. Upon completing the global agricultural leadership curriculum, students will be awarded an academic certificate.