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As world communication, technology, and trade become increasingly integrated through globalization, multinational corporations seek employees with global leadership skills. However, the demand for these skills currently outweighs the supply. Given the rarity of globally ready leaders, global competency development should be emphasized in business education programs. Global leadership competence requires moving beyond the cognitive domain of learning to create socially responsible and culturally connected global leaders. This requires greater attention to understanding the impact of specific learning methods, the dynamics between them, and their effect on intended outcomes. A new conceptual model, the Global Leadership Development Ecosystem, was introduced in this study to test the impact of learning methods in developing global leadership competencies. It was based on four theories of learning including cognitive, social, experiential, and humanist. This study quantitatively tested the model using PASW statistics software, and hierarchical regression showed the individual effect of each development method and their combined effect on graduate student scores on the Global Mindset Inventory assessment. The analysis revealed that each methodology played a distinct and important role in developing different competencies of global leadership. This model provides a useful framework for global leadership development in higher education business programs.

"An invaluable contribution to the area of leadership studies, the Handbook of International and Cross-Cultural Leadership Research Processes: Perspectives, Practice, Instruction brings together renowned authors with diverse cultural, academic and practitioner backgrounds to provide a comprehensive overview and analysis of all stages of the research process. The handbook centers around authors' international research reflections and experiences, with chapters that reflect and analyze various research experiences in order to help readers learn about the integrity of each stage of the international leadership research process with examples and discussions. Part 1 introduces philosophical traditions of the leadership field and discusses how established leadership and followership theories and approaches sometimes fail to capture leadership realities of different cultures and societies. Part 2 focuses on methodological challenges and opportunities. Scholars share insights on their research practices in different stages of international and cross-cultural studies. Part 3 is forward-looking in preparing readers to respond to complex realities of the leadership field: teaching, learning, publishing, and applying international and cross-cultural leadership research standards with integrity. The unifying thread amongst all the chapters is a shared intent to build knowledge of diverse and evolving leadership practices and phenomena across cultures and societies. The handbook is an excellent resource for a broad audience including scholars across disciplines and fields, such as psychology, management, history, cognitive science, economics, anthropology, sociology, medicine, as well as educators, consultants, graduate and doctoral students who are interested in understanding authentic leadership practices outside of the traditional Western paradigm"--

Background Evidence on the effectiveness of postal recruitment methods for Indigenous peoples is lacking. Mayi Kuwayu, the National Study of Aboriginal and Torres Strait Islander Wellbeing, uses multi-staged sampling. We aimed to test postal surveys as a primary recruitment method, analysing preliminary response rate data to inform the Study's ongoing sampling approach. Methods Twenty thousand adults aged ≥16 years were sampled from Aboriginal and Torres Strait Islander people enrolled in the Medicare Australia Enrolment Database. We calculated response rates at 4 and 15 weeks, overall and by age group, gender, state/territory and remoteness. Results The overall response rate was 2.3% (n = 456/20000). Highest response rates were observed among males and females ≥50 years from major cities (6.0, 95%CI 4.4–7.9 and 5.5%, 4.1–7.2, respectively) and regional areas (6.0%, 4.6–7.6 and 6.2%, 4.9–7.7, respectively). Younger age groups and remote areas had lower response rates; all remote age groups < 50 years had a response rate ≤ 0.6%. While most participants responded on the paper surveys, online responses were more common among younger age groups and, respondents with higher education levels and whose first language was not English. Conclusion Using a postal survey, we observed response rates of ≥5.5% among older Aboriginal and Torres Strait Islander adults in major cities and regional areas; response rates were lower in other groups. A two-stage postal distribution approach provided an opportunity to adapt sampling approaches to different demographic groups. Based on initial response rates, the sampling strategy was revised to send postal surveys to groups with higher response rates groups and focus field recruitment strategies on low response groups.on low response groups. ; The Mayi Kuwayu Study development and preliminary postal distribution was supported by the Lowitja Institute (ref: 1344). AW is supported by an Australian Government Research Training Program Scholarship and an ANU Dean's Award Scholarship. KT is supported by the Lowitja Institute (ref: 1344)