Global and Intercultural Leadership

Since the Revolutionary Armed Forces of Colombia (FARC) gave up the guns and launched a political party, it is time to implement the peace agreements including the different sectors of society and ethnic groups that historically have been excluded and marginalized. This chapter focuses on Afro-Colombian communities and their past and present social movements and leadership projects, and identifies the characteristics and perspectives of a leadership process that will implement the peace accords in a more comprehensive and sustainable way. Finally, the author suggests a global and intercultural leadership perspective to implement the peace agreements in Colombia because it will emphasize on relationships and value other cultures, facilitate platforms to include the narratives and leadership approaches of different worldviews, and put the focus on an intercultural dialogue and communication that will transform objective and subjective structures of society.

Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development

A look at today's higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.

Global and Intercultural Leadership

Since the Revolutionary Armed Forces of Colombia (FARC) gave up the guns and launched a political party, it is time to implement the peace agreements including the different sectors of society and ethnic groups that historically have been excluded and marginalized. This chapter focuses on Afro-Colombian communities and their past and present social movements and leadership projects, and identifies the characteristics and perspectives of a leadership process that will implement the peace accords in a more comprehensive and sustainable way. Finally, the author suggests a global and intercultural leadership perspective to implement the peace agreements in Colombia because it will emphasize on relationships and value other cultures, facilitate platforms to include the narratives and leadership approaches of different worldviews, and put the focus on an intercultural dialogue and communication that will transform objective and subjective structures of society.

Intercultural Leadership Toolkit for Librarians: Building Awareness to Effectively Serve Diverse Multicultural Populations

This paper presents five tools for librarians to use in building effective intercultural communication that reaches out to diverse populations. Librarians can more successfully cross intercultural boundaries if they are aware of the key tenets of intercultural communication and information provision, and then apply the five leadership tools in extending traditional information creation-organization-dissemination processes. The five tools are derived from an extensive literature review and from findings from seminar discussionswith library and information science students.

Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development

A look at today's higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.