Abstract
The role of Global Mindset for individual’s qualities which enable leaders to influence people and organizations from different cultures is evidently important for leadership effectiveness in diversity contexts. While leadership is considered as one of the key competences to predict organizational excellence, its developmental process can start from a young age. Therefore, it is important to develop Global Mindset for young people. However, studies on global mindset in educational context are rare to find in comparison to that in organizational context. Indonesian educational system has been enriched with schools which are characterized by globally oriented education system known as SPK (Collaborative Education Unit) since the last decade. The objective of this study is to compare global mindset level of high school students from international school (SPK) and national school (SPN-National Education Unit) in Greater Jakarta area. A global mindset scale was delivered to 132 students (N SPK = 59; SPN= 73). The independent sample t-test statistic was used and a significant difference of Global Mindset level between SPK and SPN students was found. The score of SPK Students is consistently higher than SPN students, both in general and dimensional levels. While presenting the Global Mindset profiles of both educational contexts, predetermining factors are discussed; in addition, recommendations about school curriculum and atmosphere to develop students’ Global Mindset are provided.
Highlights
The global integration of world economy creates highly dynamic and complex environments driven by fierce competitions and rapid information exchanges
Post-hoc analysis of Satuan Pendidikan Kerjasama (SPK) students shows that Global Intellectual Capital (GIC) is significantly lower than Global Psychological Capital (GPC) and Global Social Capital (GSC)
Post-hoc analysis of Satuan Pendidikan Nasional (SPN) students shows there is no significant difference between GPC and GSC
Summary
The global integration of world economy creates highly dynamic and complex environments driven by fierce competitions and rapid information exchanges. Organizations and global leaders reasonably put efforts to increase their capabilities in dealing with the heightened business context volatility which lead to ‘a shift from structural and administrative competencies to mindset-based competencies’ Levy et al (2007) pointed out that global leaders are constantly deal with contradictory pressures of international integration (e.g. international market) and local responsiveness (e.g. diversity domestic workforce). Works on global leadership capabilities are resulted in extensive list of competencies (see Beechler & Javidan for more details). The concept is defined as “an individual’s stock of knowledge, cognitive, and psychological attributes that enable him/her to influence individuals, groups and organizations from diverse sociocultural system” The concept is defined as “an individual’s stock of knowledge, cognitive, and psychological attributes that enable him/her to influence individuals, groups and organizations from diverse sociocultural system” (Beechler & Javidan, 2007, p. 152)
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