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Purpose - The purpose of this paper is to understand the impact of the DeBoer fellowship, a citizen leadership development program in Myanmar. The challenge in Myanmar of catalyzing transformative change facing government and civil society cannot be overstated. Autocratic, centralized, and a traits-based approach to leadership has been, until recently, the primary way to assess leaders in Myanmar. In this dynamic civic context, new ways of leading and learning are needed. Design/methodology/approach - Interviews of DeBoer fellowship alumni were analyzed using a single case study method. The project focuses on individual participants of the program as the primary unit of analysis. In addition, direct observation and contributions from DeBoer fellowship administration and faculty were used to describe this case study. Findings - The DeBoer fellows understood their challenge as one of energize others, a concept of adaptive leadership. Moreover, individuals experienced deep degrees of transformational development. Civic agency was the least noticable concept that was studied. Research limitations/implications - Future research could more explicitly measure and examine the degree to which civic agency is being nurtured in leadership development programs. Practical implications - Civic leadership curriculum designers should be more conscious of adult development theory when choosing programming objectives and activities. Social implications - Leadership development initatives in more authoritative systems can be effective developmental experiences for participants who are motivated to improve their organizations and communities. Originality/value - To the authors' knowledge, this is the first effort to analyze a citizen leadership program in Myanmar. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes. Design/methodology/approach – By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design? Findings – Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane. Research limitations/implications – The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities. Practical implications – Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education. Originality/value – The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to discuss how management education in India can benefit from applying a Vedic Learning style. It argues that transformational learning, a key to transforming mindset, also increases the importance of ethical behavior in management education. Design/methodology/approach -- The paper is based on a literature review of Vedic education principles and transformational learning. It focusses on how to apply it in the management education. Findings -- It presents an analysis of Vedic Learning, the Indian mindset and the role of transformational learning in Indian management education. While there is a decline in practicing Vedic Learning in India, in fact, it carries a huge potential for all-round development which would transform management education. The paper proposes ingredients for management education following Vedic Learning in terms of philosophy, designing programs, teacher's role, teaching environment and by integrating different types of skills for management. Practical implications -- It implies that management education can be designed in a Vedic Learning style for revitalizing practical wisdom for facing the challenges of modern society, both in India and other parts of the world. Originality/value -- It strengthens the relevance of the concept of Vedic Learning and shows its similarities with transformational learning. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify the antecedents of the transformational learning process associated with early international experiences. Secondarily, this research aimed to explain how the antecedent “transformational triggers” may contribute to developing intercultural competencies. Design/methodology/approach – A qualitative study was conducted using open-ended survey response data regarding the transformational triggers that occurred during a study abroad program. The data were collected from a sample of 82 participants from a Midwestern university in the USA. Findings – Four categories of transformational triggers were identified: immersing with local customs and people, experiencing the novelty of “normality,” communicating in a new language, and finding time for self-reflection. Research limitations/implications – For a qualitative study, the sample size was sufficient for exploring the types of transformational triggers associated with early international experiences. One limitation of this study is that the sample studied were undergraduate students, or young sojourners, experiencing early, and for some even their first, international experience. Future research can replicate the findings to confirm the same typology of transformational triggers exists for older managers during their early or first international assignment. Practical implications – The transformational triggers identified from this study provide managers with an understanding of the type of experiences that are important to developing intercultural competencies. With these triggers, they can design global leader development programs or expatriate assignments to include time and tools to reflect and provide support specific to each type of transformational trigger. Originality/value – This study offers the first field study of the transformational triggers associated with developing intercultural competencies from early international experiences. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to offer an approach to global business education that offers a transformative experience for students and results in greater confidence and expertise. Design/methodology/approach – A model of global business competence is described, as well as an approach to global business education involving a short-term study abroad experience. Transformational learning practices were embedded in the course design. Surveys were collected at two different times in the short-term study abroad course to demonstrate changes in students' confidence and expertise. The first survey was conducted after completing reading assignments and classroom-based instruction (Time 1) and the second was collected upon returning from the study abroad experience (Time 2). Findings – Results indicated a significant change in students' perceptions of their global business competence from Time 1 to Time 2, indicating the benefits of the short-term study abroad experience beyond classroom instruction and readings. Research limitations/implications – Further clarification regarding the specific short-term study abroad experiences that had the most impact on student outcomes would further our knowledge of how to design and structure these experiences to maximally enhance global business expertise and effectiveness for business students. In addition, future research may explore longer-term student outcomes as a result of the short-term study abroad experience. Practical implications – Business school faculty and administrators may identify practices described in this study that they could incorporate to enhance their global business education courses or study abroad experiences. Originality/value – This paper builds on transformational learning and global business literature to provide a practical approach to graduate business education. A framework for defining global business competence and pedagogical design principles that promote transformational learning is offered and may be of interest to business school faculty and administrators. [ABSTRACT FROM AUTHOR]