IEG-7600

McCrory, A. R., & James, W. B. (2016). Global leadership competencies in selected adult education graduate programs in the United States and Western Europe. Commission for International Adult Education.
This study explored the context of competencies, identified by Bird's (2013) nested framework of global leadership competencies, in seven selected adult education graduate programs in the United States and Western Europe. This article addresses which competencies were covered in the selected adult education graduate programs and which ones were perceived to be most and less important from the perspective of the faculty participants.

Saltsman, G., & Shelton, K. (2019). Leadership competencies for global education leaders: A Delphi study of UNESCO delegates and administrators. Education Leadership Review, 20(1), 150–166.
This article is based on a student conducted by an expert panel of official UNESCO delegates, national delegates of the UNESCO Associated Schools Project Network, and senior-level UNESCO Education Sector executives to identify essential leadership competencies for global education leaders. After completing three successive survey rounds, the panel reached consensus on 70 essential competencies required for future global education leaders including an ordinal ranking of essentiality of global education leadership competencies.

Virzi, K. (2018). An examination of global leadership development strategies for multinational corporations. Journal of Economic Development, Management, IT, Finance & Marketing, 10(1), 28–39.
The article identifies the common themes found among global leadership development (GLD) research and to introduce GLD models that address those themes. Brake's Three Lenses is used to identify competencies needed for successful global leaders. The Experiential Learning Theory (ELT)/cultural intelligence (CQ) hybrid combines measures that recognize global leadership competencies with techniques that cultivate and monitor growth through experience.