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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.

Many colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.

Utilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.

The four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.

Based on these productions and provocations of the phenomenon, implications for leadership educators are provided.

This inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.

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.

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.

Global leadership programs framed within singular cultural contexts do not promote authentic leadership. Unilateral methods may exclude individual multicultural experiences or identities, and further, encourage a one-size fits all approach to leadership. An interdisciplinary global leadership course aims to promote authentic unlearning and inclusive leadership education via learning for liberation projects which address a global social justice issue. Student groups direct their own journey and inspire unlearning by interacting with others who are culturally and ideologically different. The project is supplemented by research, frequent reflexivity and intercultural dialogue in order to transform students into authentic and empowered culturally relevant leaders.

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.