Thesis ( M.A. (African Languages)) --University of Limpopo, 2013 / Refer to document

by Chiu Chi Ming, Jimmy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 68-77). / TABLE OF CONTENTS --- p.ii / APPENDICES --- p.iii / LIST OF TABLES --- p.iv / ABSTRACT --- p.v / Chapter / Chapter I. --- Introduction --- p.1 / Chapter II. --- Transformational and transactional leadership --- p.6 / Contingent rewards --- p.9 / Management-by-exception --- p.11 / Intellectual stimulation --- p.12 / Individualized consideration --- p.14 / Charismatic leadership --- p.15 / Summary --- p.19 / Individualism and collectivism --- p.21 / Ingroup versus outgroup --- p.23 / Relating transformational and transactional leadership to the collectivistic context --- p.27 / Contingent rewards --- p.27 / Management-by-exception --- p.29 / Intellectual stimulation --- p.30 / Individualized consideration --- p.32 / Charismatic leadership --- p.34 / Chapter III. --- Method --- p.36 / Research design --- p.36 / Participants --- p.37 / Instrument --- p.40 / Analysis strategy --- p.42 / Chapter IV. --- Results --- p.48 / Confirmatory factor analysis --- p.48 / Tests of factorial invariance --- p.51 / Mean differences of latent variables --- p.53 / Hypothesis results --- p.54 / Chapter V. --- Discussions --- p.57 / Limitations and future research --- p.63 / Conclusion --- p.66 / References --- p.67 / Appendices / Chapter Appendix A --- The 40-item MLQ-1 --- p.78 / Chapter Appendix B --- Sample LISREL program --- p.80 / Chapter Appendix C --- Descriptive statistics and correlations of the 40-item MLQ-1 --- p.82 / Chapter Appendix D --- Correlations of the 5 latent variables-HK data --- p.87 / Chapter Appendix E --- Means and standard deviations of all 40 items of MLQ-1 for US and Hong Kong data --- p.88 / Chapter Appendix F --- Means and standard deviations of all 40 items of MLQ-1 for Hong Kong-ingroup and Hong Kong-outgroup data --- p.90 / Chapter Appendix G --- "Means and standard deviations of the 5 latent variables for US, Hong Kong, HK-ingroup, and HK-outgroup data" --- p.92

The purpose of this study was to investigate and report on college classroom leadership practices and gender, race, age, and gender role orientation using the Student-Leadership Practice Inventory and the Bern Sex-Role Inventory. This study also collected data from five reflective statements. The study used three survey instruments. The respondents were college students attending a two year postsecondary institution in Indiana.The primary research question related to college students' leadership practices in the college classroom. A random sample of 13 courses were identified from the 800 courses offered for the Spring 1995 term. The total number of respondents was 187, 78 were female, 109 were male, 141 were European American, and 37 were African American. The age demographics were 30 under 20 years, 70 between 21-29, 50 between 30-39, 28 between 40-49, and 9 were over 50.The major findings of the study were as follows:1. Both male and female students most often used theleadership practice of Enabling Others to Act.2. The leadership practice of Enabling Others to Act wasdominant in all age groups.3. Both African American and European American respondents used the leadership practice of Enabling Others to Act. 4. Respondents who identified either masculine, feminine, androgynous, or undifferentiated gender role orientation used the leadership practice of Enabling Others to Act.5. Approximately half(52 percent) of the respondents strongly agreed or agreed they did not see themselves as a leader in the classroom, 78 percent agreed or strongly agreed that completing the Student-Leadership Practice Inventory helped them to think of themselves as a leader, and 77 percent strongly agreed or agreed that they will be more aware of their leader behavior having completed the S-LPI.Results of this study indicate that the leadership practice of Enabling Others to Act was the most developed leadership behavior for these college students in these classrooms and that completing the S-LPI caused students to reflect on their leadership. / Department of Educational Leadership

Thesis (Ph.D.(Psychology))-University of Pretoria, 2006. / Abstract in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.

This study addresses the challenges of developing the intercultural competency of global leaders within the context of the U.S. multinational corporation (U.S.M.C.). This research seeks to examine how organizations develop managers capable of leading in a pluralistic work environment and the implications of this kind of learning on the current assumptions held by intercultural academia and the business community. The research approach was interdisciplinary: combining adult learning theory (self-directed and transformational learning), international business communication and leadership, systems thinking, organizational development and learning, and intercultural theory. The following questions were addressed: How is cultural competence developed, supported, and integrated by the U.S. multinational organization? What challenges and obstacles do organizations face in effectively developing globally competent leaders? How can the intercultural academic community help to facilitate cultural competency development in the organizational context? The study found that, although global leadership competency is largely undefined in organizations, the mandate "to be global" is pervasive. In spite of this, culture in the organizational context and its impact on leadership development and performance are not widely understood in U.S.M.C.s. Yet, the study also found that most organizations do not have programs of any kind that promote intercultural competency development. Reasons for this discrepancy centered mostly on lack of awareness and support at the highest levels in organizations, business cost justification, and the lack of collaboration among (corporate) departments as well as between organizations and the intercultural academic community. Two data sets were used to complete this research. The first set included members of the corporate business units of Learning and Development.(L&D), Human Resources (HR), and Diversity. The second data set was comprised of interculturalists who hailed from the academic community, the business community, or both.

This project was conducted with the objective of measuring differences between U.S. American and Chinese preferences for specific leadership characteristics and behaviors. An online survey was administered to U.S. American and Chinese nationals working in U.S.-based multinational corporations (MNCs). Respondents were asked to indicate the extent to which they considered 112 characteristics or behaviors to contribute to or inhibit effective leadership. The data were statistically analyzed to measure variances in how the two samples responded to each item, and to provide insight into what characteristics or behaviors contribute to or inhibit effective leadership in China and in the U.S. The research findings were compared with cross-cultural/intercultural leadership literature, in particular the global leadership and organizational behavior effectiveness project (GLOBE). Several of the findings of this study are similar to those previous research projects conducted on U.S. and Chinese people. Specifically, charismatic and team oriented leadership, which previous research suggests are universal facilitators of effective leadership, were found to facilitate effective leadership. Additionally, many of the individual leader attributes found to facilitate effective leadership in the U.S and China respectively, were also reported to do so in this study. However, the findings also suggest that Chinese orientation towards uncertainty may be weakening, whereas the U.S. data provide a moderate level of support that suggests that the U.S. orientation along the in-group collectivism dimension is strengthening. Unfortunately, due to an unexpectedly small sample size, the findings of this project are limited in their utility. This project did, however, provide invaluable insight into the process of leadership research in China that will inform the design and further define the scope of the second phase of the research.

As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The construct of intercultural competence focuses on effectiveness in engaging people across cultural differences, while the construct of leadership style or "connective leadership" focuses on the achieving styles employed to engage diverse followers. The Fulbright International Student Program offers an unparalleled opportunity to examine the dynamic interplay of intercultural and leadership development. More than 100 participants were surveyed using the Intercultural Effectiveness Scale and Achieving Styles Inventory psychometric instruments. Statistically significant correlations emerged between intercultural competence and connective leadership across four critical themes: individual development, the Fulbright Program, international education, and higher education. Overall, multiple leadership styles can be achieved through curiosity and continuous learning about cultural differences. Implications for individual learning and organizational development are discussed.