Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

Kennedy Musamali,Barbara N Martin

doi:10.5539/hes.v6n3p127

Abstract

<p>Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct cultures, Kenya and the United States. Kouzes and Posner’s (2002) conceptual framework was used to examine effective leadership practices while the cultural intelligence conceptual framework developed by Earley and Ang (2003) was utilized to assess the influence of culture on effective leadership. A significant correlation was found between effective leadership practices and cultural intelligence. The results have implication for leadership practices in higher education settings across cultures.</p>

Highlights

1.1 Statement of the ProblemIn today’s global economy and interconnected world, cross-cultural competencies are critical to effective leadership (Ang et al, 2011; Dickson et al, 2012)
The study aimed to determine whether a correlation existed between effective leadership practices and cross-cultural competency
The study was guided by the following research questions: first, are there significant differences in effective leadership practices when educational leaders in Kenyan universities are compared to their counterparts in the United States using the Leadership Practice Inventory-Self (LPI-Self) and assessed on the five universally endorsed exemplary practices of: a) Model the Way; b) Inspire a Shared Vision; c) Challenge the Process; d) Enable Others to Act; and e) Encourage the Heart? Second, is there a correlation between effective leadership practice as measured by the LPI-Self and a leader’s ability to relate with people from diverse cultural backgrounds as measured by the four cultural intelligence (CQ) factors of a) Motivational CQ; b) Cognitive CQ; c) Metacognitive CQ; and d) Behavioral CQ?

Summary

Introduction

1.1 Statement of the ProblemIn today’s global economy and interconnected world, cross-cultural competencies are critical to effective leadership (Ang et al, 2011; Dickson et al, 2012). Studies demonstrated that understanding the influence of culture on leadership is essential to developing and facilitating effective global leaders (Kumar & Chhokar, 2013; Marquardt, 2011). The goal of the study was to determine whether effective leadership practices in the two cultures were significantly different. The study aimed to determine whether a correlation existed between effective leadership practices and cross-cultural competency. Knowledge gained from the study was expected to facilitate a better understanding of effective leadership practices across cultures. Findings from the study were expected to provide additional insight on ways to advance, train, and develop cultural competency and effective leadership practices in higher educational settings (Tang et al, 2011)

Objectives

Methods

Results

Conclusion