Chapter 9: A Master’s Degree in Global Leadership: A Story of Development

Women are increasingly an active force in the global context, working to bring improved dignity, well-being, living conditions, education, and economic prosperity to marginalized peoples in nations across the globe (Adler, 1997, 2007; Kellerman & Rhode, 2007). Many women have achieved prominence and are truly remarkable in terms of who they are and what they have achieved (Bengtsson, 2012; Paludi & Coates, 2011; Rehn & Sirleaf, 2002). They exhibit leadership skills and capacities of high intelligence, systems thinking, strategic analysis, relational perspectives, and intercultural capabilities while often maintaining compassion, sensitivity, and collaborative spirit. Many biographies and studies have documented how women have emerged as leaders, as well as their approach to leadership (Bengtsson, 2012; Fiorina, 2006; Ngunjiri, 2010; Sandberg, 2013; Sirleaf, 2010). These stories describe journeys of tremendous struggle to access educational opportunity. Some women describe challenges learning in a formal education system that is heavily weighted to male preference, patriarchal philosophies, and pedagogical models that reinforce hierarchical perspectives and management practices (Rhode & Kellerman, 2007; Smith, 1997).