1787: A Global Leadership Competency Model for Academic Women Leaders: Attaining Leadership Effectiveness (18428)

The increased internationalization in higher education has shifted academic mobility patterns leading to intercultural management challenges. The United Nations and European Union have encouraged the inclusion of social, emotional, and intercultural competencies in the academic context as sub-areas of global leadership competency (GLC). Yet, there has been little research into how the combined effects of these dimensions of global leadership competencies influence academics' perceived leadership effectiveness. Moreover, given the disproportionate number of women leaders, leadership competency development requires additional gender equality interventions. Grounded in global leadership theory, we link GLC and leaders’ perceived leadership effectiveness in higher education (HE). We surveyed 255 women academic leaders in the United Kingdom and analyzed the data using structural equation modelling. We found that three dimensions of GLCs incorporating social, emotional, and intercultural aspects are positively related to perceived leadership effectiveness: perception management competency (PM), relationship management competency (RM), and self-management competency (SM). These are positively related to leaders' relations-oriented behaviors, and change-oriented behaviors, thereby contributing to global leadership theory.

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