Locate a peer-reviewed article that discusses how leaders must have a vision when leading an organization globally. Topic ideas include visionary leadership, global leadership, and international leadership. Note that these are ideas; please expand within the parameters of research used within organizations.
Respond to the following questions/topics:
§Summarize the article with an eye on the author’s main point.
§How does this article contribute to contemporary thinking about global leadership?
§How does this article illustrate the importance of having a vision to lead members globally within an organization? Include communication tools and techniques of sharing that vision.
§How can information in this article be applied to your field?
§What is your opinion on the topic of this article?
Your APA-formatted response must be a minimum of two pages in length (not including the title page and the references page). The Peer-reviewed article is attached. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
JISE SI, Front Matter copy i Short Essay ISSN: 2166-2681 Print/2690-0408 Online Volume 10, Issue 1 (2021), pp. i-v © Journal of Interdisciplinary Studies in Education http://ojed.org/jise The Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century D. Eric Archer Yuqian Zhang Western Michigan University, USA ABSTRACT This short essay discusses the critical role of global and culturally responsive leadership for higher education in the 21st-Century. Using the concept of Complex Adaptive Systems (CAS), global and culturally responsive leadership should be emergent and interactive to respond in an agile way to the fast-paced, volatile context of the knowledge era. Keywords: culturally responsive leadership, global leadership, higher education “We are on the precipice of an epoch,” in which 21st-Century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson et al. (2003) urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders, whether in the public, for-profit, or nonprofit sec- tors. Yet, most universities have been slow to develop such a curriculum (Osland et al., 2018), with the focus of international education efforts being primarily confined to student mobility (Fischer, 2019). The eager embrace of global education among colleges in the US often lacks attention to basic tenets, such as international knowledge, intercultural competence, and global citizenship. In the contemporary ii context of nationalism and populism, the views of the well-educated, within and beyond the academy, are not shared by all. Globalization has resulted in the emergence of complex global socio- ecological systems that do not operate in predictable ways and give rise to nonlinear change and conditions of uncertainty (Young, 2017). Systems thinking offers a lens to assist global leaders in responding to these growing organizational complexities by shifting leadership from a traditional bureaucratic model to a more adaptive model (Morgan, 2006; Senge, 1990). Using the concept of Complex Adaptive Sys- tems (CAS), global and culturally responsive leadership should be emergent and interactive in order to respond in an agile way to the fast-paced, volatile context of the Knowledge Era (Uhl-Bien et al., 2007). A critical stance on globalization juxtaposes multiple ways of knowing and contradictory realities within a single discourse, with the intent to make citizens’ preexisting frames and metaphors open to discussion and amenable to change (Folkman, 2006). Culturally responsive frames push leaders from a mindset of simply “thinking about leadership” for social justice toward the habits of “thinking about leadership practice” and thinking about qualities that result in social justice and equity (Santamaría & Santamaría, 2016, p. 6). Rather than having diversity re- veal limitations in our leadership, university graduates need to practice culturally responsive leadership, which can inspire transformation, improvement, and achievement for all learners (Santamaría, 2014). As more graduates have moved around the globe, the increase in intercultural interactions has resulted in concerns about cultural, social and religious conflicts (Spring, 2008). Contemporary views on global culture are often characterized not by diversity but by individualism, Western values, and homogenization in general, triggering numerous cultural reactions against this process (Finger, 2005). Globali- zation requires the infusion of non-Western and indigenous perspectives into our thinking about learning (Saudelli et al., 2012). Bush et al. (1998) stressed that “all theories and interpretations of practice must be ‘grounded’ in the specific context … before they can be regarded as useful” (p. 137). Further, Walker and Dimmock (2002) warned against “decontextualized paradigms” in researching leadership, which “has developed along ethnocentric lines, being heavily dominated by Anglo- American paradigms and theories” (pp. 1-2). They argued that the field of leader- ship education is lagging conceptually and epistemologically behind the globaliza- tion of policy and practice, leading to the need for a comparative branch of study that is rigorous and reflects a cross-cultural dimension. Finally, to successfully navigate the postmodern world, college and university graduates must be able to engage in dialectical thinking; the acceptance of inherent contradictions and alternative truths (Merriam & Caffarella, 2007). Kegan (1994) argued that the pressure to engage in dialectical thinking comes from our need as adults to respond to culture’s curriculum, defined as the mental demands the post- modern world places upon us. The key idea is that the parties in conflict should move beyond trying to “win” for a specific position. Rather, what is needed is the recognition that “the other side will not go away, [and] probably should not” (Kegan, 1994, p. 319). iii Our culture determines what we know about others, and vice versa, others’ cultures influence what they know about us (Schein, 2010); this truth has important implications for foreign policy, intelligence, media, business, and education. Mean- ingful cross-cultural relationships require rejecting surface-level, national stereo- types and caricatures portrayed in the popular press and rather, prioritizing learning to communicate at a deeper level through a shared understanding of values (Graen, 2008). For the global leader, “It takes a leap of the imagination to understand all culture as multiple and relational, to understand one’s own society as just another culture, albeit one’s own, and to see life as others see it” (Marginson, 2016, pp. 115- 116). REFERENCES Bikson, T., Treverton, G., Moini, J., & Lindstrom, G. (2003). New challenges for international leadership: Lessons from organizations with global missions. RAND Corporation. Bush, T., Qiang, H. Y., & Fang, J. M. (1998). Educational management in China: An overview. Compare: Journal of Comparative and International Educa- tion, 28(2), 133-140. https://doi.org/10.1080/0305792980280202 Finger, M. (2005). Globalization. In L. M. English (Ed.), International encyclopedia of adult education (pp. 269–273). Palgrave Macmillan. Fischer, K. (2019, March 28). How international education’s golden age lost its sheen. Chronicle of Higher Education. https://www.chronicle.com/interactives/2019-03-28-golden-age Folkman, D. V. (2006). Framing a critical discourse on globalization. In S. B. Mer- riam, B. C. Courtenay, & R. M. Cervero (Eds.), Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States (pp. 78-89). Jossey-Bass. Graen, G. B. (2008). Linking Chinese leadership theory and practice to the world: Leadership secrets of the Middle Kingdom. In C. C. Chen & Y. T. Lee (Eds.), Leadership and management in China: Philosophies, theories, and practices (pp. 272–297). Cambridge University Press. Hitt, M. A. (1998). 1997 Presidential address: Twenty-first-century organizations: Business firms, business schools, and the academy. The Academy of Man- agement Review, 23(2), 218–224. https://doi.org/10.5465/amr.1998.533223 Kegan, R. (1994). In over our heads: The mental demands of modern life. Harvard University Press. Marginson, S. (2016). The dream is over: The crisis of Clark Kerr’s California idea of higher education. University of California Press. Merriam, S. B., & Caffarella, R. S. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). Jossey-Bass. Morgan, G. (2006). Images of organizations (Updated Edition). Sage. Osland, J., Li, M., Petrone, M., & Mendenhall, M. (2018). Global leadership devel- opment in the university setting and future directions for advancing global iv leadership research. Advances in Global Leadership, 11, 347–366. https://doi.org/10.1108/S1535-120320180000011010 Santamaría, L. J. (2014). Critical change for the greater good: Multicultural percep- tions in educational leadership toward social justice and equity. Education- al Administration Quarterly, 50(3), 347–391. https://doi.org/10.1177/0013161X13505287 Santamaría, L. J., & Santamaría, A. P. (2016). Culturally responsive leadership in higher education: Promoting access, equity, and improvement. Routledge. Saudelli, M. G., Mogadime, D., & Taber, N. (2012). A conversation with Sharan Merriam: Globalization and adult education. Brock Education, 22(2), 3–10. https://doi.org/10.26522/brocked.v22i2.346 Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass. Senge, P. (2006). The fifth discipline: The art and practice of the learning organiza- tion. Doubleday. Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78(2), 330–336. https://doi.org/10.3102/0034654308317846 Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Lead- ership Quarterly, 18(4), 298–318. https://doi.org/10.1016/j.leaqua.2007.04.002 Walker, A., & Dimmock, C. (2002). School leadership and administration: Adopt- ing a cultural perspective. Routledge. Young, O. R. (2017). Governing complex systems: Social capital for the Anthropo- cene. MIT Press. Bios D. ERIC ARCHER, Ph.D., is an associate professor of educational leadership in higher education in the Department of Educational Leadership, Research, and Tech- nology at Western Michigan University. His research interests include issues of diversity and inclusion in postsecondary education with an emphasis on the interna- tionalization of higher education. Email:
[email protected] YUQIAN ZHANG, M.S., is a doctoral student in the Educational Leadership pro- gram at Western Michigan University. Her research interests include global leader- ship and the internationalization of higher education. Email:
[email protected]