POTENCY
PARTICIPANT 5 JDM)
Leadership for me is also motivating…members of my team, not just to accomplish the task or the goal assigned to us, but also go beyond.
2. GLOBAL MINDSET/ PERSPECTIVE From the Data Analysis & Coding:
Mentions global competitiveness, globalization, comparison with other countries in terms of education and economy, has a macro-perspective, looking beyond what is immediate and beyond the local/ institutional context, involves looking across disciplines and industries (beyond education), implies competitiveness with other institutions local and overseas, planning and delivery of programs/ courses that has global accreditation, seeking partnerships / collaboration with international partners including those in education and in industry From the Cambridge Advanced Learner’s Dictionary & Thesaurus/ Cambridge Academic Content Dictionary (2020): Global
“relating to the whole world; considering or relating to all parts of the situation or subject”;
Cambridge Business English Dictionary: “including or affecting the whole world; to start operating in countries all over the world”
From BusinessDictionary.com: “pertaining to the entire globe rather than a specific region or country. Often used interchangeably with the term international, with one exception being in regards to mutual funds.”
From Journal Articles/ Literature:
Dickson, et. al (2012). Conceptualizing leadership across cultures. Journal of World Business, 47, 483-492.
Dickson, et. al (2012) discuss the importance of a global mindset and suggests how leaders need to be aware of their global context in order to be effective. They also cited a Global Mindset Inventory which validates this category for the emerged conceptual framework of the present study. They discuss this in the following (p.489):
“For leaders to be effective in this global context, four developmental shifts are required:
developing multicultural effectiveness, becoming adept at managing paradoxes, cultivating
the being dimension of human experience, and appreciating individual uniqueness in the context of cultural differences.”
The Thunderbird School of Global Management, published The Global Mindset Inventory (GMI), which is one measure of one’s interest in global situations and peoples. It assesses an individual’s Intellectual Capital, Psychological Capital, and Social Capital related to experiences and relationship across cultures, with each major form of capital being broken down into sub- components (p. 489). These specific measures have contributed to the categories on Building social and intellectual capital in the present study’s emerged
conceptual framework. The self-assessments for these measures are increasingly being taken by leaders and those in executive programs to help prepare them for the challenges of
leadership across cultures that they will face within their organizations especially as global business has expanded these past couple of decades together with shifting population demographics.
TABLE 10: Dimensions of the Global Mindset Inventory (Dickson, et. al, 2012, p.492) Intellectual Capital Psychological Capital Social Capital Global business savvy Passion for diversity Intercultural Empathy Cosmopolitan outlook Quest for adventure Interpersonal Impact Cognitive complexity Self-Assurance Diplomacy
Case, R. (1993). Key Elements of a Global Perspective. Social Education 57(6), 318- 325 National Council for the Social Studies
“Global perspective refers to the capacity to see the ‘whole picture’ whether focusing on a local or an international matter. Promoting the perceptual dimension involves nurturing perspectives that are empathic, free of stereotypes, not predicated on naive or simplistic assumptions, and not colored by prejudicial sentiments.”
The author proposed that the substantive dimension of a global perspective involves understanding of the following (5) elements:
1. universal and cultural values and practices 2. global interconnections
3. present worldwide concerns and conditions 4. origins and past patterns of worldwide affairs 5. alternative future directions in worldwide affairs
Whereas for the perceptual dimension he proposed 5 elements representing key cognitive and affective attributes associated with a global perspective which he believes global educators (and educators generally) should address: Open-mindedness, Anticipation of complexity, Resistance to stereotyping, Inclination to empathize, and Non-chauvinism.
TABLE 11: CATEGORY. GLOBAL MINDSET/ PERSPECTIVE
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: GLOBAL MINDSET/ PERSPECTIVE) PARTICPANT 1
(RD)
I still feel bad when I travel because we are still considered a
developing country. People still look down on us…There is no reason for that. We are endowed with so many things – natural resources, human resources. I still have to find a people who are naturally endowed as we are. Why have we followed behind Japan, Korea, Hong Kong, Malaysia… even Vietnam is catching up with us PARTICIPANT 2
(AB)
We will gain accreditation by different management development agencies - again, responding to the needs of to be globally competitive as a business school
PARTICIPANT 3 (RP)
I think if it is also possible to open higher educational institutions to global standards of quality education
PARTICIPANT 4 (ML)
Foremost of which I think is the need to compete globally. We have a big problem because the number of years of education we have so far is less by a year at least
PARTICIPANT 5 (VF)
We’re the only country in the world that has a 10-yr Basic Ed program-that's ridiculous!...a way to make up for the past loss that we've had in terms of helping our young people, to really get them prepared, so that when they finish Engineering & they go to another country, they're not treated as technicians because they only had a 10- yr Basic Education program.
A. PERSONHOOD (Exogenous) 3. EXEMPLARS:
From the Data Analysis & Coding: heroic, courageous, fearless, respectful, hopeful, optimistic, positive mindset, compassionate, loving attitude, positive self-esteem, doer, integrity, strength of character, patriotic, concern for others
From the Oxford English Dictionary (2020): a person or thing serving as a typical example or excellent model.
From Journal Articles/ Literature: norm of professionalism, ethicality, academic integrity, being a mentor, ethical exemplar, honesty, academic ethics, moral reasoning, responsible conduct
Gray, P. W. & Jordan, S. (2012) Supervisors and Academic Integrity:
Supervisors as Exemplars and Mentors. Journal of Academic Ethics,10(4): 299-311
TABLE 12: CATEGORY EXEMPLARS
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: EXEMPLARS) PARTICPANT 1
(RD)
Some people would like to define it as the 5c’s: Christian, competent, confident, committed, and I think…yes the last one is concerned.
PARTICIPANT 2 (AB)
If you know there are 4 pillars of success: self-awareness, love - a positive loving attitude, ingenuity, heroic ambitions
PARTICIPANT 3 (CM)
he looks into his values and principles because the most important thing about the leader is you cannot be a leader if you are not a leader unto yourself. You cannot give unto others what you do not have.
PARTICIPANT 4 (DV)
has the passion…passion is the right term, the passion, the commitment, the dedication - traditional characteristics
PARTICIPANT 5 (ML)
A person who has that charisma even to move people with diverse interests, and backgrounds and experiences toward that one vision…And I want to use that word again – the charisma, you must have somebody with charisma – somebody who they can look up to..
4. PROFESSIONAL COMPETENCY:
From the Data Analysis & Coding: Good/ Effective communicator, effectivity, mindfulness, cognitive competence, professionalism, professional skills, know-how, problem-solver, intentional, self-aware, professional competence
From the Cambridge English Dictionary (2020): functional competence, behavioral competence, the ability to do something well; Related words: skill, talent, ability, capability, accomplishment, functional skills, specialty, acumen, endowment, accuracy, prowess
From Journal Articles/ Literature: Englefield, E., Black, S.A., Copsey, J.A., Knight, A.T. (2019) Interpersonal competencies define effective conservation leadership.
Biological Conservation, 235, 18-26.
Although this study is within the discipline of the biological sciences, there is relevance in terms of identifying leadership competencies contributing to effectiveness similar to other sectors. The authors listed some of these leadership competencies that are found to be effective across a broad range of other fields/ disciplines including in education. These are described in their discussion but below they give a general description of what leadership competencies are so the reader can gain better understanding (p.19):
Here, we define ‘leadership competencies’ as skills, behaviours, attitudes and judgements that are required to guide individuals or groups towards a common goal. The term ‘qualities’
we apply more generally to refer to inherent characteristics that may be beneficial, neutral or counter-productive to effective leadership (Black, et. al, 2011).”
Pires Da Silva, F., Jerónimo, H.M., Vieira, P. R. (2019). Leadership competencies revisited: A causal configuration analysis of success in the requirements phase of information systems projects. Journal of Business Research, 101, pp. 688-696
This article on leadership competencies deals with those related to management of information systems (IS) projects and why these fails. Although the discussion of leadership competencies is in a different field, the literature remains relevant in defining what leadership competencies are as seen in their discussion below. The inclusion of a Leadership
Competencies Framework (Dulewicz and Higgs, 2003) with 15 dimensions in 3 categories of quotients is particularly useful to know (p. 690):
“The literature shows that leadership is a critical factor for the success of information systems (IS) projects (Turner and Müller, 2005). Leaders should be able to establish and maintain vision, strategy, and communication throughout the project by influencing, guiding, monitoring, and evaluating the performance of their team.
The literature defines leadership in terms of individual traits and behaviors (Müller &
Turner, 2007). Dulewicz and Higgs (2003) developed a leadership competencies framework that comprises 15 dimensions in three categories of quotients: intellectual (IQ), managerial (MQ), and emotional (EQ). This framework emphasizes the skills and characteristics that a leader needs to develop. The IQ category comprises critical analysis and judgment, vision, imagination, and strategic perspective; MQ comprises resource management, engaging communication, empowering, developing, and achieving; and EQ comprises self-awareness, emotional resilience, intuitiveness, interpersonal sensitivity, influence, motivation, and conscientiousness. This framework shows the importance of all these categories, although EQ is the quotient most commonly associated with leadership (Dulewicz, Higgs & Slaski, 2003).”
TABLE 13: CATEGORY PROFESSIONAL COMPETENCY
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: PROFESSIONAL COMPETENCY) PARTICPANT 1
(AB)
Strategy to survive the changing environment will reflect ingenuity.
‘magaling ung critical thinking nya…’
PARTICIPANT 2 (CM)
you get into the act with a lot of strategic and critical judgment PARTICIPANT 3
(RP)
matching the needs with what you can offer as a person based on, also on your competency, your capabilities,
PARTICIPANT 4