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Designing Transformative Leadership Study Abroad Experiences in Zimbabwe.

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This study explores a leadership study abroad program in Zimbabwe, emphasizing cultural humility and decolonial practices. It reframes leadership as relational, fostering empathy and cross-cultural awareness through immersive experiences.

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Area of Science:

  • Global Education
  • Leadership Studies
  • Experiential Learning

Background:

  • Study abroad programs offer unique learning opportunities.
  • Developing ethical leadership requires cross-cultural understanding.
  • Decolonial practices are crucial in international education.

Purpose of the Study:

  • To present a descriptive case study of a leadership study abroad course in rural Zimbabwe.
  • To highlight the integration of cultural humility, ethical leadership, and decolonial practice.
  • To offer pragmatic strategies for designing impactful leadership education in the Global South.

Main Methods:

  • Descriptive case study approach.
  • Utilized student journals, faculty field notes, and program documents.
  • Incorporated pre-departure preparation, in-country immersion, and post-travel reflection.

Main Results:

  • Anchor moments and local leadership voices fostered transformative learning.
  • Student narratives demonstrated a reframing of leadership as relational, not positional.
  • Empathy, relational leadership, and cross-cultural awareness were emphasized.

Conclusions:

  • The course successfully promoted ethical leadership and decolonial practice.
  • Relational leadership and cross-cultural awareness are key outcomes.
  • Provides recommendations for designing effective, ethically grounded leadership study abroad programs.