Scholarly Practices for Global Educational Leaders

Abstract

Higher education institutions are responding to 21st Century globalization through internationalization, and faculty members are the “main engines” of those processes (Galinova, 2015, p. 31). Therefore, it is essential for higher education faculty members to lead with interculturally competent personal and scholarly practices. Marshall (2016) explored practices of eight successful global educational leaders, including five females and three males from eight different states in the U.S. (Arizona, Illinois, Kentucky, Louisiana, Massachusetts, Texas, Virginia, and the District of Columbia). All of the leaders have traveled internationally, have worked with international students, and have published or presented on the topic of international education. Emerging themes suggested that global educational leaders who exercised CORE personal practices (Compassion for others, Open communication, Respectfulness, and Ethnorelativism) also implemented scholarly practices that enabled them to REACH across cultures. Scholarly practices included Reading global literature, Establishing global networks, Adapting to cultural diversity, Collaborating, and Helping others to succeed.