Educating Global Leaders:

Educating Global Leaders: 

Defining Global Leadership Competency 

Development in College Students 

Ana Maia 

Assistant Director for Leadership and Organization Development 

Stetson University

ò Introduction 

ò Literature Review 

ò Activity 

Outline 

ò The Global Leadership Competency Model (GLCM) 

ò Applying the GLCM to Your Campus 

ò Stetson Global Leadership Program 

ò Discussion Questions 

ò Q&A

Introduction 

ò Globalization is shaping the lives of citizens everywhere 

ò America’s interest and need to address global issues 

ò National Security (Hunter, 2004; Cummings, 2001) 

ò Global Economy (Reimers, 2009). 

ò America Needs Socially Responsible, Global Leaders (AAC&U, 2006) 

ò Global Leaders (Morrison, 2000) 

ò Studies focus on the development of adults in the international business 

field (Osland, 2008; Mendenhall et. al., 2008; House et. al, 2004). 

ò American Colleges and Universities 

ò Council on International Educational Exchange’s (CIEE, 1992) published 

a report on Educating for Global Competence 

ò American Council on Education (ACE) recommended colleges and 

universities to partner with the federal, state and local governments

Introduction 

ò American Colleges and Universities (continued) 

ò The New Global Agenda (McMurtie, 2007) 

ò Educating for Socially Responsible Leaders 

ò Institutions support student leadership development 

(Komives, 2011) 

ò Graduates as Globally Competent Leaders 

ò American universities and colleges are basing their 

education on a definition of global competency that is 

vague and inconsistent (Hunter, 2004) 

ò Need of a well-defined model of global competency 

(Bresciani, 2008)

What Competencies Should a 

Global Leader Posses? 

Discuss in pairs and share

Literature Review 

ò Global Competency 

Development in 

College Students 

ò Similarities 

between global 

competency and 

intercultural 

sensitivity (Oslon 

and Kroeger, 2001) 

ò Hunter’s research 

(2004) 

Hunter, 2004

The Social Change Model of 

Leadership Development 

HERI, 1996

Mendenhall and Osland (2002)

The Global Leadership 

ò Individual Competencies 

ò Global Knowledge 

ò Authenticity 

ò Global Mindset 

ò Group Competencies 

Competency Model 

ò Intercultural Relationship Building 

ò Collective Envisioning 

ò Community/Global Competency 

ò Global Citizenship

Global Knowledge 

Global Citizenship 

Authenticity 

Collective 

Envisioning 

Intercultural 

Relationship 

Building 

Global Mind-Set

Global knowledge 

ò Individual’s knowledge of world history and current events across 

the globe. 

ò Substantive knowledge – knowledge of world issues, languages, 

cultures, human choices, and global dynamics – to understand and 

function in a globally interdependent world

ò Conscientious 

Authenticity 

ò Individuals acknowledge their own values and beliefs and 

act on them with veracity 

ò Aware and acting on their own attitudes, beliefs, emotions, 

and values 

ò Are self-‐aware and have a deep understanding of their own 

cultural norms and expectations 

ò This includes integrity, accountability and dedication to 

personal transformation.

Global mindset 

ò Elevated understanding of other cultures and values and an 

appreciation for differences 

ò Open-‐minded attitude and an acceptance of diverse cultural values 

ò Displaying a non-‐judgmental attitude, willingness to take risks, and 

openness to new experiences such as appreciation for cultural 

diversity and have empathy for other viewpoints 

ò This includes having a perceptual understanding examine the 

external environment in a complex manner by looking beyond 

stereotypes, acknowledging the presence of differing cultural 

perspectives and being comfortable with ambiguity

Intercultural 

relationship building 

ò Includes the ability to build trusting, personal relationships with 

individuals across different cultural contexts; to inspire and empower 

individuals from other cultures to produce positive social change; to 

be effective cross-‐cultural communicators. 

ò Valuing and respecting cross-‐cultural contradictions and exhibiting 

acceptance of intercultural complexities and disagreement. 

ò Collaborating across cultures, including the ability to network with 

individuals across different cultures, is vital. 

ò Building partnerships and alliances with citizens

Collective envisioning 

ò Entails joining forces with others to create a shared 

vision for the group or organization. Through visioning, 

global leaders articulate the organization’s attainable 

vision to serve as catalysts for cultural and strategic 

change.

Global citizenship 

ò ExempliKied by individuals actively involved in the local 

and global communities 

ò It entails global organizing expertise and the dedication 

to promote universal human rights

Appling the 

GLCM to Your 

Campus

Mission, 

Vision and Values 

ò How do these competencies relate to your department’s 

and the University’s mission and values? 

ò Does it align with the institution’s values? 

ò How can these competency shape your programs’ 

learning outcomes? 

ò How do they relate to CAS standards? 

Komives, S. R., Dugan, J., Owen, J. E., Slack, C., & Wagner, W. (Eds). (2011). Handbook for student 

leadership development (2 nd ed.). A publication of the National Clearinghouse for Leadership Programs. 

San Francisco, CA: Jossey-Bass.

CAS Standards 

ò CAS (2009) Six learning domains 

1. Knowledge acquisitions, construction, integration and 

applications 

2. Cognitive complexity 

3. Intrapersonal development 

4. Interpersonal development 

5. Humanitarianism and civic engagement 

6. Practical competence

AAC&U’s 

LEAP Learning Outcomes 

ò Understanding diverse cultures and understanding 

cultures as diverse 

ò Developing intercultural skills 

ò Understanding global process 

ò Preparing for citizenship both local and global

Stetson’s Mission 

Our mission at Stetson University is to provide an excellent education in a creative 

community where learning and values meet, and to foster in students the qualities of mind 

and heart that will prepare them to reach their full potential as informed citizens of local 

communities and the world. 

At Stetson, the art of teaching is practiced through programs solidly grounded in a 

tradition of liberal learning that stimulates critical thinking, imaginative inquiry, creative 

expression, and lively intellectual debate. The art of learning is enhanced through small 

interactive classes, close student-faculty alliances, and collaborative approaches that 

provide the foundation for rewarding careers and advanced study in selective graduate and 

professional programs. We embrace diverse methodologies to foster effective 

communication, information and technological literacy, and aesthetic appreciation. We 

encourage the development of informed convictions, independent judgment, and lifelong 

commitments to learning that are characteristic features of the enlightened citizen. In 

bringing together learning and values, the University encourages all of its members to 

demonstrate personal integrity; to develop an appreciation for the spiritual dimension of 

life; to embrace leadership in an increasingly complex, interdependent, and 

technological world; and to commit to active forms of social responsibility.

Personalizing 

Global knowledge 

ò Individual’s knowledge of world history and current events across 

the globe 

ò Substantive knowledge – knowledge of world issues, languages, 

cultures, human choices, and global dynamics – to understand and 

function in a globally interdependent world 

ò Intellectual Development is a commitment from the University and 

from students to achieve excellence in academics, to foster the spirit 

of exploration that drives an engaged and active mind, to cultivate 

rigorous methods of academic inquiry, to model and support 

absolute integrity, and to value creativity and professionalism

Global Knowledge 

ò Rigorous dedication to continually explore systemic 

societal issues and simultaneously embrace global 

histories and current events

Personalizing 


ò ExempliKied by individuals actively involved in the local and 

global communities 

ò It entails global organizing expertise and the dedication to 

promote universal human rights 

ò Global Citizenship is an important part of Stetson’s mission 

to prepare students to be informed, active, and engaged 

citizens of both local communities and the world. Global 

citizenship includes University and individual commitments to 

community engagement, diversity and inclusion, 

environmental responsibility, and social justice.


ò Active involvement in local and global communities as 

well as an individual life-‐long commitment to positive 

global change. This includes personal and social 

responsibility to promote community engagement, 

diversity and inclusion, environmental responsibility, 

and social justice.

Global Leadership Program 

ò Vision: 

ò To transform inspired significant global leaders 

ò Mission Statement: 

ò To transform inspired significant global leaders through 

integrated experiential learning opportunities grounded in 

Stetson’s mission, values and commitment to rigor, 

relationship and responsibility

GLP 

Program Details: 

ò 12-20 students each year 

ò 7 semester program (3.5 years) 

ò Start on Spring of participant’s 1 st year 

ò A minimum 3.0 GPA Requirement 

ò Cohort Model 

ò Study Abroad 

ò Spring of the participant’s 2 nd year 

ò A weekly Colloquium 

ò One hour meeting 

ò A 1 credit class in the future 

ò The centerpiece/glue of the program 

ò Paired and integrated with 3 Courses (credit bearing) each year 

ò Experiential learning opportunities 

Goal: Move from Program to Certificate Program to Global Leadership Minor

ò Know 

ò Be 

ò Do 

Learning Outcomes 

ò What content knowledge do students need to have? 

ò What do we hope student become? 

ò How do student live their lives as leaders? 

ò How do students practice and refine their skills?

Bloom’s Taxonomy

Program in Detail 

Semester Learning Outcomes

Program at a Glance 

Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 

Introduc5on 

to Global 

Leadership 

Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 

Leadership, 

Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 

Service Project 

Alterna5ve Breaks Par5cipant 

Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 

Posi5ve Global 

Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 

Leadership for 

Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 

Implement Capstone Project

Intro to Global Leadership 

ò Semester 1 

ò Introductory Stage: Knowing 

ò Focus: Individual 

ò Competency: Authenticity 

ò Learning Outcomes: 

As a result of participating in the GLP Semester 1, students will be able to: 

ò write about the history of leadership 

ò illustrate at least four current leadership theories 

ò recall the six elements of the Global Leadership Competency Model 

ò recognize and deconstruct their top five Clifton strengths 

ò name their own values and beliefs 

ò describe and examine their own cultural heritage 

ò list their own cultural norms and expectations 

ò describe their own social identities and how these identities intersect 

ò set individuals goals for the Global Leadership Program



Introduc5on 



Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 


Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 



Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 


Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 


Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 


Leadership, Self and Society 

ò Semester 2 

ò Introductory Stage: Knowing 

ò Focus: Individual 

ò Competencies: Global Knowledge, Global Mindset 



ò discuss systemic societal issues as they pertain to a specific population 

ò demonstrate an understanding of the uses of power and nature of 

oppression 

ò recognize, compare and contrast at least two cultural perspectives 

different from their own 

ò deconstruct their own social identities and how these identities intersect 

ò gain knowledge on current events and other histories 

ò identify and discuss the history of at least one culture other than your 

own 

ò *Selected one-unit courses will fulfill underlined learning outcomes



Introduc5on 



Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 


Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 



Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 


Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 


Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 


Multicultural Leadership 

(Abroad Semester) 

ò Semester 3 (Online) 

ò Deeper Learning: Being 

ò Focus: Individual and Group 

ò Competencies: Authenticity, Global Knowledge, Global Mindset and 

Intercultural Relationship Building 



ò examine the history and culture of the country in which they are 

currently residing 

ò adapt to and live in another culture and reflect/report on this experience 

ò discuss their own commitment to life-long learning 

ò participate in a community engagement in the host country 

ò compare and contrast their own cultural perspectives with the host 

country’s 

ò demonstrate an open-minded attitude by creating a digital story based 

on another cultural viewpoint



Introduc5on 



Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 


Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 



Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 


Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 


Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 


Organizational Leadership 

and Diversity Applications 

ò Semester 4 

ò Deeper Learning: Being 

ò Focus: Group 

ò Competencies: Global Knowledge, Collective Envisioning, Global 

Citizenship 



ò examine how their strengths affect their role as a Stetson student leader 

ò articulate a shared, common vision for their student organization and 

for their capstone project 

ò research and prepare a capstone proposal to create positive global 

change with another global leadership scholar 

ò interpret the uses of power and nature of oppression in systemic societal 

issues* 

ò demonstrate active involvement in the local Stetson community 

ò critique current global issues from at least two differing perspectives 




Introduc5on 



Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 


Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 



Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 


Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 


Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 


Peer Leadership and Team 

Dynamics 

ò Semester 5 

ò Mastery Level: Doing 

ò Focus: Group 

ò Competency: Intercultural Relationship Building 



ò evaluate how their strengths affect their relationship with others and in a 

team setting 

ò form a positive and professional relationship with a national or 

international community partner 

ò plan and lead an Alternative Break or Hatter Trek experience 

ò serve as co-facilitator for the Multicultural Leadership retreat 

ò demonstrate cultural competency by managing a cross-cultural 

contradiction or disagreement with another individual or group 

ò revise and create the action plan for their capstone proposal



Introduc5on 



Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 


Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 



Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 


Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 


Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 


Creating 

Positive Global Change 

ò Semester 6 


ò Focus: Global Community 

ò Competency: Global Citizenship 


ò As a result of participating in the GLP Semester 6, students will be 

able to: 

ò justify and defend their stance on human rights and civic 

responsibility 

ò implement phase one of their capstone project to create positive 

global change in accordance to their own values and beliefs 

ò promote at least one of the following values to the Stetson campus: 

community engagement, diversity and inclusion, environmental 

responsibility, and social justice* 

ò mentor novice global leadership students for at least one hour a 

week 




Introduc5on 



Colloquium 

(No Credit) 

ATend Social 

Jus5ce 


Retreat 

Enhance 

Involvement 

on Campus 


Self and 

Society 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Community 



Mul5cultural 


Online 

Colloquium 

(1 Credit) 

Study Abroad 

Capstone 

Research 

Begins 

Organiza5onal 


and Diversity 

Applica5ons 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 


Posi5on On 

Campus 

Capstone 

Proposal Due 

Peer 


and Team 

Dynamics 

Colloquium 

(1 Credit) 

Facilitate 

Mul5cultural 


Retreat 

Alterna5ve 

Breaks Leader 

Mentoring a 

First Year 

Civic 

Engagement 

and Crea5ng 


Change 

Colloquium 

(1 Credit) 

Course 

(1 Unit) 

Making a 

Significant 

Mark: 


Social Jus5ce 

Colloquium 

(1 Credit) 

Mentor a 

Second Year 

Student 


Making a Significant Mark 

ò Semester 7 


ò Focus: Global Community 

ò Competency: Global Citizenship 


ò As a result of participating in the GLP Semester 7, students will be 

able to: 

ò assess their own development throughout the global leadership 

program 

ò evaluate and critique the global leadership program 

ò formulate a plan for remaining an active global leader post 

graduation 

ò mentor novice global leadership students for at least one hour a 

week 

ò implement the second and final phase of their capstone project by 

creating positive global change in accordance to their own values 

and beliefs

Discussion 

ò Can GLCM be applied to your department and your 

office’s initiatives? 

ò Why or why not?

Questions? 

Ana Maia 

amaia@stetson.edu 

www.stetson.edu/vibrancy/globalleadership.php

References 

ò American Council on Education. (1998). Educating for global competence. Washington, DC: Author. 

ò Association of American Colleges and Universities. (2006). Shared futures: Global learning and liberal education. 

Washington, DC: Author. 

ò Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the 

National Leadership Council for Liberal Education and America’s Promise. Washington, DC: Author. 

ò Dugan, J. P., Komives, S. R. (2010). Influences on college students’ capacities for socially responsible leadership. Journal of 

College Student Development, 51(5), 525-549. 

ò Goldsmith, M., Greenberg, C. L., Robertson, A., & Hu-Chan, M. (2003). Global leadership: The next generation. Upper 

Saddle River, NJ: Prentice-Hall. 

ò Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in 

International Education, 10(3), p. 267-285. 

ò Lovett, C. M. (2008). We need a new model of global education. The Chronicle of Higher Education, 54(32), 40. 

ò McMurtrie, B. (2007). The global campus: American colleges connect with the broader world. The Chronicleof Higher 

Education, 53(26), 37. 

ò Mendenhall, M. E. (2008). Leadership and the birth of global leadership. In M. E. Mendenhall, J. S. Osland, A. 

ò Bird, G. R. Oddou, and M. L. Maznevski (Eds.), Global leadership: Research, practice and development (pp. 34-64). New 

York, NY: Routledge. 

ò Mendenhall, M. E., Osland, J. S., Bird, A., Oddou, G. R., & Maznevski M. L. (2008). Global leadership:Research, practice 

and development. New York, NY: Routledge. 

ò Morrison, A. J. (2000). Developing a global leadership model. Human Resources Management, 117-131. 

ò Osland, J. S. (2008). Overview of the global leadership literature. In M. E. Mendenhall, J. S. Osland, A. Bird, G. R. Oddou, 

and M. L. Maznevski (Eds.), Global leadership: Research, practice and development (pp. 34- 64). New York, NY: Routledge. 

ò Reimers, F. (2009). ‘Global competency’ is imperative for global success. The Chronicle of Higher Education, 55(21), A29. 

ò Yeung, A. K. and Ready, D. A. (1995). Developing leadership capabilities of global corporations: Acomparative study in eight 

nations. Human Resource Management, 34(4), 529–547. 

ò See Ana Maia for more references.

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