Date of Award


Document Type


Degree Name


Organizational Unit

Morgridge College of Education, Higher Education

First Advisor

Franklin A. Tuitt, Ph.D.

Second Advisor

Buie Seawell

Third Advisor

Ruth Chao

Fourth Advisor

Lyndsay Agans

Fifth Advisor

Frederique Chevillot


Business education, Global, Global higher education, Leadership, Leadership development, Learning


As world communication, technology, and trade become increasingly integrated through globalization, multinational corporations seek employees with global leadership experience and skills. However, the demand for these skills currently outweighs the supply. Given the rarity of globally ready leaders, global competency development should be emphasized in higher education programs. The reality, however, is that university graduate programs are often outdated and focus mostly on cognitive learning. Global leadership competence requires moving beyond the cognitive domain of learning to create socially responsible and culturally connected global leaders. This requires attention to development methods; however, limited research in global leadership development methods has been conducted. A new conceptual model, the global leadership development ecosystem, was introduced in this study to guide the design and evaluation of global leadership development programs. It was based on three theories of learning and was divided into four development methodologies. This study quantitatively tested the model and used it as a framework for an in-depth examination of the design of one International MBA program. The program was first benchmarked, by means of a qualitative best practices analysis, against the top-ranking IMBA programs in the world. Qualitative data from students, faculty, administrators, and staff was then examined, using descriptive and focused data coding. Quantitative data analysis, using PASW Statistics software, and a hierarchical regression, showed the individual effect of each of the four development methods, as well as their combined effect, on student scores on a global leadership assessment. The analysis revealed that each methodology played a distinct and important role in developing different competencies of global leadership. It also confirmed the critical link between self-efficacy and global leadership development.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Jennie L. Walker


Received from ProQuest

File Format




File Size

303 p.


Business Education, Higher Education, International Relations