Reflections on Kouzes and Posner’s Leadership model in an international context

Justin Williams, Dean of Douglas College, Canada

Leadership plays a significant role in determining an institution's success in an international context (Caligiuri & Tarique, 2016).  The extent to which a cross cultural organization is effective in an international environment is largely determined by its structure, processes and leadership regardless of the industry in which it operates, lessons learned in one industry bear relevance and may have implications cross-industry (Elenkov et al., 2005). While higher education leadership is recognised as complex, demanding and unique, it also offers valuable insight into the field of international leadership and may yield transferable lessons learned to any transnational organisation.  Specifically, Saudelli (2015) argues that there is much to learn from higher education and higher education leadership in international contexts. Both academics who author this study have lived, taught, and led in international higher education for many years. This self-study of leadership in international higher education contributes to the knowledge base in relation to the complexities of leadership in International Branch Campuses (IBC) wherein the leadership is charged with balancing diverse cultural aspects of employees, but also the cultures of the host country and the guest institution. Findings reveal three areas of complexity: Possibilities and tensions of budget change; leadership in a transitory international environment; transitory/contract faculty in IBCs in times of economic change. The authors assert the need for extensive commitment to embrace, integrate, and embody intercultural competencies particularly in addressing difficult and changing times as a feature of their self-study of international and transnational leadership.