The demand for global leadership competencies has grown significantly as the global workforce has become increasingly interconnected. Thus, it is imperative that universities develop those global competencies in students who will soon be entering the workforce. This paper describes the design of a Global Leadership Development (GLD) course for undergraduate business students and demonstrates students’ growth in key global leadership competencies, without requiring international travel. The course utilized a variety of best practices in GLD, including traditional lecture and classroom activities, self-awareness and personal development plans, cross-cultural training via a platform called Cultural Wizard, and international exchange using collaborative online international learning (COIL) pedagogy. According to the results of the data, students enrolled in the GLD course had a significant increase from the start to the end of the semester in their overall intercultural effectiveness, and in two of the three dimensions on the IES measure: continuous learning and interpersonal engagement, but not for hardiness. The results, implications for practice, and future research are discussed.
No takes yet. Share an insight, caveat, or question.
Gullekson et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: