Dissertations / Theses on the topic 'Compétences de leadership international'

Bien que le facteur humain soit au cœur de l’avantage compétitif de l’organisation (Gond et Mignonac, 2002) et contrairement à la psychologie du travail, le domaine de la Gestion des Ressources Humaines a peu exploité la question des émotions au travail. En effet, les émotions restent un sujet relativement nouveau dans le corpus théorique de la GRH (Allouche, 2012). En même temps, de nombreux chercheurs, soulignent que le leadership constitue l’un des facteurs les plus importants de la performance, concerné par la gestion des émotions au travail. C’est la raison pour laquelle les organisations exigent, désormais, de leurs leaders, non seulement, des compétences techniques et cognitives (George et Brief, 1996) mais aussi des compétences émotionnelles (Mikolajczak et al., 2014 ; Kotsou, 2016). En ce sens, notre thèse de doctorat mobilise une diversité de cadres théoriques, afin d’explorer et de comprendre dans quelle mesure et de quelle manière les compétences émotionnelles des leaders influencent le leadership. Nos travaux se sont concrétisés par une étude empirique comprenant la réalisation de 60 entretiens semi-directifs auprès de dirigeants en « position de leadership », appartenant à des secteurs d’activités et à des niveaux hiérarchiques diversifiés. Concernant l’analyse des données, nous avons opté pour une analyse thématique automatisée à l’aide du logiciel NVivo 12 et avons également fait le choix de mobiliser la théorisation ancrée (Paillé, 1996). Nos entretiens nous ont permis de mettre en lumière la perception et les pratiques des leaders vis-à-vis de la mobilisation des compétences émotionnelles dans l’exercice de leur leadership. Les principaux apports de notre thèse résident, d’une part, en la mise en exergue, à travers nos résultats, d’une grille empirique structurant le processus d’influence des compétences émotionnelles sur les dimensions de l’efficacité du leadership. Et d’autre part, en la proposition d’une modélisation du leadership émotionnel, intégrant les compétences du leader émotionnel, ses principales caractéristiques, les déterminants du style émotionnel, les dimensions de son efficacité et enfin, les conditions de la mobilisation de ce style de leadership
Although the human factor is at the heart of the organization's competitive advantage (Gond and Mignonac, 2002) and unlike industrial psychology, the field of Human Resources Management has made little use of the issue of emotions at work. Indeed, emotions remain a relatively new subject in the theoretical corpus of HRM (Allouche, 2012). At the same time, many researchers point out that leadership is one of the most important factors in performance, which is concerned with the management of emotions at work. This is why organizations now require leaders not only technical and cognitive skills (George and Brief, 1996) but also emotional competencies (Mikolajczak et al., 2014; Kotsou, 2016). In this sense, our doctoral research mobilizes a diversity of theoretical frameworks to explore and understand the extent and manner in which leaders' emotional competencies influence leadership. Our research took the form of an empirical study involving 60 semi-directive interviews with executives in "leadership positions", belonging to diversified sectors of activity and hierarchical levels. Regarding data analysis, we opted for an automated thematic analysis using NVivo 12 software and also chose to mobilize anchored theorization (Paillé, 1996). Our interviews allowed us to highlight leaders' perceptions and practices regarding the mobilization of emotional competencies in the exercise of their leadership. Our research's main contributions are, on the one hand, the highlighting, through our results, of an empirical grid structuring the influence process of emotional competencies on dimensions of leadership effectiveness. On the other hand, in the proposal of a modeling of emotional leadership, integrating an emotional leader's competencies, his main characteristics, the determinants of emotional style, his effectiveness dimensions and finally, the conditions for mobilizing this leadership style

Le choix de compétences dans le contrat de travail international, permet une véritable valorisation du rôle de la volonté des parties dans l'insertion des clauses contractuelles désignant la compétence d'une loi ou d'un juge, étatique ou privé. Des conditions de fond et de forme sont exigées pour l'admissibilité de cette dérogation volontaire à la compétence naturelle des règles applicables. Mais, le déséquilibre qui caractérise la relation de travail, exige un encadrement stricte de ce choix par des mécanismes protecteurs de la partie faible. L'intervention des règles impératives du lieu de l'exécution habituelle du travail permet d'atteindre cet objectif par l'application, soit d'un critère de faveur qui consiste à appliquer la loi la plus favorable pour le salarié, soit à mettre en œuvre un critère de proximité qui permet d'appliquer la loi qui entretient les liens les plus étroits avec la situation litigieuse
In international contracts of employment, the parties’ will is significantly enhanced by the choice of competences through the insertion of clauses referring to the competent law or competent judge (private or public). But the eligibility for this voluntary exemption to applicable natural competences requires formal and substantial conditions. Indeed, the disequilibrium that inherently characterizes the employment relationship calls for a strict scrutiny. Assuring the choice made by the weaker thus necessitates protective mechanisms. The intervention of mandatory rules of the place where the employee habitually carries out his work allows the achievement of the aforementioned objective. This is done so by the application of two alternative criteria, in either the law that is the most favourable law to his interests or the law that is most closely connected to the particular situation

This study is a comparative investigation of organizational leadership internationally in Australia, Singapore and Malaysia. The thesis developed is largely based on the "PM" (Performance/Maintenance) model of leadership developed by Misumi over the last three or four decades in Japan.The Misumi model sets a precedent interesting for its Eastern juxtaposition with Hofstede and for the tension it recognizes between behaviours general to all situations of organizational leadership and those which are context-specific. In addition to the focus on this theory in particular, the study examines the relationship of national and personal values to perceptions and interpretation of organizational leadership behaviour. The underlying purpose is to increase understanding of cross-cultural variables in the field of organizational leadership.For its premise, the research undertaken makes the suggestion that leadership behaviours are influenced by national cultural variables and therefore national similarities or differences are, at least to some extent, culturally determined. It is the scope of this cultural imperative which becomes the focus for the thesis. Hypotheses developed, and the data gathered to test them, centre on the perceptions of consistency between organizational leadership in Australia, Singapore and Malaysia.

Quelles sont les juridictions nationales et internationales compétentes pour réprimer les crimes de guerre ? La présente thèse entend apporter une réponse à cette simple question. La répression des crimes de guerre nécessite tout d'abord une définition précise de l'infraction, qui satisfasse aux exigences du droit interne et international (titre préliminaire). Une fois l'infraction définie, la thèse étudie selon une approche comparative les principes régissant la compétence des juridictions nationales relativement à ces crimes (première partie) : compétence territoriale, personnelle - active et passive - réelle et universelle. Après une présentation générale, l'apport de chacun de ces différents titres de compétence à la répression des crimes de guerre est étudié d'un point de vue critique. La contribution des juridictions internationales - tribunaux militaires de Nuremberg et Tokyo, tribunaux pour l'ex-Yougoslavie et le Rwanda, future Cour pénale internationale - à la répression des crimes de guerre est ensuite étudiée (deuxième partie), en soulignant ses limites. Au total, la compétence principale des juridictions nationales pour réprimer les crimes de guerre est établie, le rôle des juridictions internationales demeurant marginal.

Diplomová práce se zabývá analýzou mezinárodního úspěchu společnosti Starbucks. Příčiny tohoto bezprecedentního úspěchu jsou nejprve detekovány ve vnějších faktorech a v odvětví samotném. Následuje pozorování strategických kroků společnosti od založení až po mezinárodní expanzi a podrobná deskripce interních praktik společnosti. V analytické části je pak vymezen a aplikován model, který byl vyvinut na Bocconské univerzitě v Miláně. Jednotlivé předpoklady modelu jsou porovnávány s postupem společnosti Starbucks. Vyhodnocením shodností a odlišností reality a modelu se pak dochází k závěrům, které vysvětlují příčiny extrémně pozitivních výsledků společnosti Starbucks a její schopnosti přeměnit stagnující neatraktivní odvětví na lukrativní obor s vysokými maržemi.

The thesis focuses on the role of leadership communication within a multinational business organization. It aims to confirm the critical importance of communication provided by leaders to their team members. The literature review will focus on the existing communication flows within organizations and the current research results and insights in the field of leadership communication, which is a new, emerging domain of study. Thanks to recent quantitative research (Men, 2014b), it has been already confirmed that leadership communication has a direct effect on employee-organization relationships and overall internal communication. However, qualitative research has been suggested for validation of how the discovered model works in concrete environments (Men, 2014b). Thus, the research section will reveal the findings of in-depth semi-structured interview analysis within a global internal IT services provider which is part of a Group enterprise operating in the logistics industry world-wide. The thesis will culminate in defining logical reasoning for adding communication skills to the company's core competencies for organizational managers and leaders.

Today’s youth are tomorrow’s leaders’, and for that reason, it is considered important by researchers and practitioners alike to understand how to develop effective leadership skills and characteristics. The purpose of this research was to explore concepts of leadership including leadership development (LD) within an international development through sport context. The Commonwealth Games Association of Canada’s (CGC) International Development through Sport (IDS) administration team created a program called the Capacity Support Program (CSP). The CSP is an internship program offered to recent university graduates to assist in various initiatives intended on building sporting capacity within partnering Commonwealth countries. Participants also known as Capacity Support Officer’s (CSO’s) were immersed within an international environment with a host sport organization (e.g., Barbados National Olympic Committee) for approximately fourteen-months. In this study, interviews were conducted with IDS administrators to clarify and provide further detailed information about the program. In addition, archival material (e.g., pre-departure training manual, website articles, DVDs), interviews with CSO’s, and a debrief focus group session with the CSO’s which discussed their experiences and the various concepts of leadership and LD within an international development through sport context was conducted. Data was recorded and transcribed verbatim. A grounded theory approach, specifically the inductive coding technique was utilized throughout the content analysis procedure. Findings showed that concepts of leadership and LD were 1) a fundamental component of the program and 2) linked to various existing literature on leadership theories (e.g., authentic leadership). Further, findings demonstrated the program design and training were significant components of LD and that the cross-cultural context accelerated LD. These findings and others will culminate in a discussion regarding future studies of leadership and LD.

Thesis (M. Arch.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Change is critical in most organizations. International schools attempting to redefine 21st century education for their students are innovating pedagogies and schools’ structures. However, the leader of an organization or school may be the most influential advocate for or barrier to change. International schools’ leaders continue to play a role in the diffusion of distance education. This study identified the knowledge and experience of international school leaders and identified themes that are related to the likelihood distance education would or would not be adopted by the schools they lead. This applied dissertation describes international school leaders’ knowledge and use of innovation diffusion theory in adopting distance education into kindergarten-Grade 12 East Asia Regional Council of Schools (EARCOS). International schools are a unique niche in the global educational environment. Triangulating data from EARCOS school leaders collected through individual innovativeness surveys and coding open-ended interview transcripts provided insight to school leaders’ knowledge and use of innovation diffusion theory when applied to adopting or rejecting the use of distance education within their schools. Data collected in this study indicated that EARCOS school leaders’ use of formalized planning when diffusing innovations, including distance education, within their schools varied depending on the scale of the innovation and the stakeholders involved. EARCOS school leaders rated themselves higher on average in individual innovativeness when compared to other innovativeness survey normative groups. Several other key themes emerged from the data including the following: Opinion leadership and change agents play a vital role in diffusing innovations in EARCOS schools. School leaders need to be adaptable and recognize opinion leadership within their schools to diffuse innovations efficiently. EARCOS school leaders rated themselves as highly innovative but were reluctant to explore innovative ways of delivering instruction, including distance education. Distance education was not seen as relevant in EARCOS schools, even though school leaders recognized their students would be exposed to online learning upon matriculation. Barriers to the diffusion of distance education exist in EARCOS schools including cost to develop distance education programs and courses, existing school structures, and the perceived absence of need.

The International Baccalaureate (IB) program is an ambitious and challenging academic high school program. However, the IB program is not without its difficulties and shortcomings. Many IB students appear to sense various levels of social dissonance from the general student population. The purpose of this qualitative study was to investigate why nonacademic socialization is a significant problem between high school IB students and AP/traditional students. IB student/graduates and former/retired IB faculty members were used exclusively for this qualitative study. The focus of this qualitative study required analyzing the IB student nonacademic socialization lived experience. This qualitative study used a grounded theoretical methodology that included open-ended interviews. All interviews conducted were face-to-face, phone, or with the use of Skype technology. The coding analysis resulted in the emergence of four themes and sixteen subthemes. The four emergent themes generated a theoretical model that supported the central research question and two secondary research questions.

This research emerges from a deep personal interest in the leadership of Hong Kong international secondary schools. It seeks to understand the perspectives of school Principals. Some of the challenges they face are the same the world over; others are contextual and reflect a distinctive educational sector. What are the strategies that are used to meet these challenges and do they reflect expectations from the theoretical literature about school leadership? The dissertation adopts a qualitative, interpretivist epistemology and develops an "alongsider" research methodology which includes semi structured interviews with 22 participant Principals and their subsequent involvement in developing meaning from the interview data through two participants workshop conferences. This approach is intended to make the research authoritative, relevant and accessible to school leaders and policy makers to influence their practice. Two themes run through the research. The first theme reveals how Principals distribute their leadership in practice to build the capability of their schools. Many of their actions are seen as cultural as well as structural as they attempt to build a unifying vision and negotiate an appropriate pace of change in their complex cultural contexts. The research shows how the chosen theoretical lenses of distributed leadership; human, social and organisational capital investment; and leverage strategies can be used to represent the actions of participant Principals. The analysis concludes with the presentation of a generic model to describe how key processes are mutually supportive in a school's strategic journey towards building capability. The second theme focuses on the peculiar cultural context of the Hong Kong international secondary school sector. Five features of international schools are identified and evaluated leading to a conclusion that discusses how this particular context is distinctive. The tension between homogenising globalisation forces and the need to develop local strategies is discussed. Although cultural diversity is sometimes perceived as a challenge it is also identified as an opportunity for leaders to develop situational hybrid responses. A particular issue that emerges from the narratives is governance. The relationship between a Principal and the wider community through the mechanism of governance is a contextual challenge as it reflects two interfaces. The first is contextual, as often the Principal and the governing community in these schools emerge from different cultural backgrounds; the second reflects a generic challenge for all Principals to manage the internal professional world of their school within the wider political world. The research conclusions emerge from the discussions with participant Principals. They reflect a shared understanding as well as my own interpretation of the narrative themes. This wider ownership is used to generate reflection and debate within the educational sector with the aim of contributing to the development of school leadership practice.

International education is an area of education that, over the last forty years, has grown in size and significance. International schools are one of many vehicles for the delivery of international education and are growing in number and variety. In addition, the value placed by society on an international education and those curricular programs that promote international education continue to develop. International schools are, therefore, becoming an important and growing area of education. In general terms the amount of research on such schools is limited when compared to national education systems and national schools. The growth in the number of international schools has been accompanied by a growth in the variety of such schools and the diversity of foundations, governance models and missions that support them. This diversity and my experience in international school leadership, allied to my interest in school improvement and school effectiveness as it pertains to the field of international schools, led to an interest in how models of governance impact on international school leadership and – through the leadership – on school improvement and development. This research enquiry is a case study, based on evidence produced through three different research methods; individual school studies, a questionnaire and expert interviews. The use of three methods of data gathering allowed for a complex area to be examined and the results to be triangulated. The results of the case study serve to illuminate the area and to suggest future avenues of research. One area of particular interest that was identified through the study was the interaction within the leadership structures of the schools and the relationships between the head of school, governors and model of governance. It would appear from the results of the study that those models of governance that relied on high numbers of elected parents of students currently attending the school produced a much higher turnover of heads and chairs of boards than did others. The interaction between head, chair of the school board and overall board members also appeared to affect the length of time people served in these posts. Following discussion of such issues, the implications of governance model and rate of turnover for the leadership, development and improvement of international schools are further examined and discussed. The process of conducting this enquiry, while time consuming and demanding, has been of huge benefit to me both personally and professionally. I have enjoyed the challenge and particularly gained from the greater professional insight developed during the study.

This thesis offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand, however, international schools suffer from an endemic culture of change and reinterpretation. The International Baccalaureate Learner Profile (IBLP) offers scope for consistency and an overarching ethos, and previous research suggests that ‘buy-in’ to the IBLP, and modelling of it in all aspects of school life, are essential in achieving this. The IB itself promotes the IBLP as a valuable tool for leadership. It emerges that buy-in to the IBLP in directors is split between the personal and the operational. This interpretive study investigates international school leadership in the Western European context through six IB directors. It is noteworthy in its multi-phase research over two years, employing an aspect of critical phenomenology. It explores directors’ relationship to, and operationalisation of, the IB Learner Profile (IBLP) and Global Citizenship Education (GCE). All but one director show strong personal connection to the IBLP, however, only one of the six directors uses the IBLP in leadership. Generally, directors attribute the IBLP limited status; of use in teaching at junior and middle school, and helpful for new IB teachers. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values, over the secular IBLP, places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership. Societal values emerge as a key commodity in the character of leadership, steering leaders’ organisational values. IB directors’ uptake of IB organisational values is not given, whilst directors’ own ‘English’ Christian, values are significant, with one exception - Collegial views of leadership are the normative outlook for most participants. However, descriptive leadership is characterised by change and analysis finds this driven by participants’ societal values. Change is endemic and a commodity in itself. This manifests in a transformational model of leadership, usually accompanied by episodes of transactional leadership. In the main, IB international school senior leadership is characterised by permanent transformation linked with transactional episodes.

The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.

This thesis examines middle leadership in four international secondary schools in Malaysia. It focuses on five main areas; roles, responsibilities, role relationships, instructional engagement and leadership involvement. Data were collected through observations, documentary analysis and 52 semi-structured interviews with four principals, 12 heads of department and 36 teachers. The empirical data indicate that the middle leaders’ roles suffer from lack of clarity, with managerial tasks dominating their job scope. Different role interpretations have led to the development of misunderstanding and uneasy relationships between and among the participants. Despite this, and in contrast to the literature, there is more coordination between the middle leaders and the senior leaders, mainly due to the nature of accountability in private international settings. The empirical findings show teaching and learning to be the most powerful feature of the four case-study schools. Among all the themes identified, lesson observations are conducted and taken seriously in all the schools. Criticisms about monitoring persist but the general trend is positive. Time constraints, as suggested by international literature, continue to hamper the work of the participating middle leaders. This thesis holds that autonomy to take and implement decisions is an essential component of distributed leadership. Broadly speaking, the empirical evidence suggests that opportunities for middle leaders and teachers to participate and influence key decisions in their schools are limited. While they claim great autonomy in the domain of the classroom, they report limited satisfactory experience outside it. The observational findings indicate four departmental models; ‘island’ & ‘shopping mall’, in which isolation prevails; ‘solar system’, with its asymmetrical balance of attention; ‘magnet’, where a few are attracted and the rest repelled, and ‘bicycle wheel’, with a hub to which all ‘roads’ lead. The main significance of this thesis is inter-sectionality, which occurs at the interface between autonomy and expertise. This model suggests that the transition from middle management to middle leadership is contingent upon the proportional provision of these two constructs. A lack of equilibrium between autonomy and expertise can influence the extent to which middle-level practitioners can be described as leaders.

Business leaders require the appropriate strategies and knowledge to successfully grow their companies through international expansion. Multinational enterprises (MNEs) in the West Bank in Palestine often encounter complex barriers as the executives of the firms explore business opportunities in foreign countries. The objective of this single case study was to explore, in depth, the perspectives of business leaders from a population of executives of an MNE in the West Bank. The conceptual framework used in the study was cultural intelligence. The selected multinational business leaders participated in semistructured, face-to-face interviews followed by member checking. The 2 executives of the MNE shared their experiences and knowledge concerning the internationalization processes of their company. The data analysis process followed Yin's 5-phase analysis cycle; it entailed an analysis of interview responses followed by member checking and a review of administrative documents of the MNE under study. Three themes emerged from the data analysis: international knowledge and adaption of local conditions, strategic partnerships, and diversification and specialization. The findings from the study could contribute to positive social change by encouraging executives to explore business opportunities in the West Bank, resulting in an increase in employment rate and better living standards for the residents.

El liderazgo y el emprendimiento son reconocidos cada vez más por desempeñar un papel esencial en el desarrollo social y económico. En consecuencia, académicos, gestores de políticas públicas, directivos y emprendedores, han mostrado un interés particular en la comprensión de este fenómeno. La investigación en torno al liderazgo y el emprendimiento ha abarcado factores como la personalidad, los atributos, conocimientos, habilidades y comportamientos. Dichos elementos son básicamente determinados por el entorno sociocultural. A pesar de que se ha avanzado en la identificación de estos factores, menor atención se ha mostrado en el análisis y la integración de estudios empíricos destinados a incrementar la capacidad y el desarrollo del liderazgo y el emprendimiento en el ámbito mundial. El objetivo de esta investigación es analizar la relación entre el liderazgo y el emprendimiento desde una perspectiva sociocultural. Así, los objetivos específicos son: 1) explorar el contenido y evolución de la investigación sobre los factores socioculturales (instituciones informales) que influyen en el liderazgo y el emprendimiento; 2) analizar las instituciones informales que influyen en el liderazgo emprendedor; 3) estudiar las instituciones informales que afectan el liderazgo (considerando tanto el contexto internacional como el contexto de países en desarrollo); y 4) analizar las dimensiones del liderazgo que influyen en el emprendimiento. Este estudio se basa en dos marcos teóricos. La teoría económica institucional (North, 1990) se utilizará para sustentar el estudio sobre emprendimiento y la teoría de la organización social y económica (Weber, 1947), para el estudio del liderazgo. Los principales hallazgos de la investigación revelan que las instituciones informales, tales como las creencias, los valores y actitudes de una sociedad (independencia, toma de riesgos, religión, tolerancia, creatividad, poder, responsabilidad, resiliencia, red social y capital social) determinan el comportamiento de los miembros de la sociedad y en consecuencia, la decisión de convertirse en líderes. Además, la presente investigación señala que el liderazgo tiene un fuerte efecto sobre el emprendimiento, especialmente el liderazgo carismático y transformacional. La metodología desarrollada es cuantitativa y se basa fundamentalmente en datos internacionales obtenidos de la encuesta mundial sobre valores (World Values Survey), el proyecto GLOBE (Global Leadership and Organizational Behavior Effectiveness) y el proyecto GEM (Global Entrepreneurship Monitor), así como información a nivel nacional del Instituto Nacional de Estadística y Geografía (INEGI) en México. Otras fuentes como el Fondo Monetario Internacional (FMI), el Banco Mundial (BM) y los indicadores de gobernabilidad en el mundo (The Worldwide Governance Indicators) complementan las fuentes de información. Asimismo, esta tesis combina varias técnicas estadísticas: análisis de correspondencias, análisis factorial, modelos de regresión y análisis de datos de panel. Por último, el presente estudio sugiere tanto implicaciones académicas como prácticas. Por un lado, la investigación posiciona la economía institucional como un marco conceptual adecuado para integrar el análisis de los factores socioculturales que contribuyen a la promoción del liderazgo y del emprendimiento. Por otro lado, desde el punto de vista práctico, este estudio puede ayudar a los responsables educativos a generar programas de capacitación que promuevan y desarrollen liderazgo y emprendimiento para la creación de una mejor sociedad. Asimismo, los resultados podrían ser útiles para desarrollar una política gubernamental destinada a cimentar iniciativas emprendedoras. En definitiva, la investigación sobre liderazgo y emprendimiento tiene el potencial para descubrir nuevas formas que mejoren la práctica empresarial, la educación y las políticas públicas en el siglo XXI.
It is increasingly recognized that leadership and entrepreneurship play an essential role in economic and social development. Consequently, researchers, educators, policy makers, and practitioners have shown particular interest in understanding these phenomena. Leadership and entrepreneurship research has encompassed factors such as personality, traits, knowledge, skills, and behaviors. These elements are shaped by the sociocultural environment. While both disciplines leadership and entrepreneurship, have shown progress in identifying these factors, there has been far less focus on proposing their joint analysis and on integrating empirical research to increase the capacity and performance of leaders and entrepreneurs all over the world. The main objective of this investigation is to analyze the relationship between leadership and entrepreneurial activity from a sociocultural perspective. Thus, the specific objectives are: 1) to explore the content and evolution of the research on the sociocultural factors (informal institutions) that influence entrepreneurship and leadership; 2) to analyze the informal institutions that influence entrepreneurial leadership; 3) to study the informal institutions that affect leadership behavior (considering the international context and also focusing on developing countries); and 4) to analyze the leadership dimensions that influence entrepreneurship. This research is grounded in two theoretical frameworks. Institutional economics (North, 1990) will be used as the theoretical framework for the study of entrepreneurship. The theory of social and economic organization (Weber, 1947) will be introduced as the theoretical framework for the study of leadership. The main findings of the research reveal that the informal institutions, such as the beliefs, values, and attitudes of a society (independence, risk taking, religion, tolerance, creativity, power, responsibility, resilience, networking, and social capital) determine the behavior of that society’s members, thereby affecting the decision to become a leader. It also shows that leadership has a strong effect on entrepreneurship, especially charismatic/transformational leadership behaviors. The methodology used is quantitative and is fundamentally based on international data from the World Values Survey (WVS), Global Leadership and Organizational Behavior Effectiveness (GLOBE), and Global Entrepreneurship Monitor (GEM), along with national data from the National Institute of Statistic and Geography (INEGI), Mexico. This data is complemented by other data sources of information such as the International Monetary Fund (IMF), the World Bank, and The Worldwide Governance Indicators (WGI) project. This thesis combines several research techniques: correspondence analysis, factor analysis, regression models, and data panel analysis. Finally, this investigation suggests a series of implications at the academic level, as it positions institutional economics as an appropriate conceptual framework for integrating the analysis of the sociocultural factors that contribute to the promotion of leadership and entrepreneurship. From the practical perspective, this study may help managers and educators to generate training programs that promote and develop leadership and entrepreneurship that contribute to a better society. Equally, the results could be helpful to government policy that is meant to support entrepreneurial initiatives. Research on leadership and entrepreneurship has the potential to reveal many new ways to improve business practice, education, and public policy in the twenty-first century.

Today’s pressure of change, innovation and shorter life-cycles have created a projectification in nearly every industry. Especially international projects are more frequently used to meet the global competition. However, it is common that project managers despite impressive track record, fail when posted internationally due to inability to adapt to foreign cultures. Only half of all international projects reach expected results and many of them are not completed at all, which indicates that the complexity of international projects is underestimated. This study aims to explore how cultural differences increase the project complexity and challenge the leadership of the project manager. Furthermore, the project manager’s leadership ability is studied in terms of qualities required to lead international projects and achieving project objectives. Leadership is a well explored area of research but existing theories are foremost based on functional leadership and few on project leadership, fewer still in an international context. General management leadership theories are not applicable on leadership within project management because of the different circumstances since a project is defined as a unique task based on a flexible organization and limited time frame. Additionally, the knowledge of how national culture influences project management is limited and therefore underestimated. Today, global corporations invest billions of dollars in international projects and by gaining understanding of the qualities required to succeed leading international projects, corporations could better utilize resources, decrease costs and improve project outcome. Therefore this study explores both the cultural challenges that arise in international project, what qualities the project manager should possess and whether the human resource department recruits project managers with necessary qualities. This has been done through qualitative dialogues together with a theoretical framework. With this study, I hope to enlighten the reader of the meaning of international projects and how culture must be acknowledged as an influencing factor on project leadership. Furthermore, I hope to trigger reflection of the selection processes of project managers and who is suitable for the role.

Le leadership est un processus d’influence sociale à travers lequel un acteur qui préconise une position sur un enjeu international entraîne d’autres acteurs à converger vers cette même position. Cette conception du leadership comme un processus de coopération a été négligée dans l’étude de la politique internationale. De plus en plus de faits empiriques révèlent que les États-Unis ne sont pas le seul État qui puisse produire des leaders internationaux, et que les décideurs d’autres États peuvent aussi s’ériger en meneurs. Pourquoi est-ce qu’une personne est motivée à devenir leader? Pourquoi est-ce que les autres acceptent de suivre ce leader, et non quelqu’un d’autre, ou encore choisissent de refuser la position du meneur? Pour expliquer comment le processus de leadership fonctionne, je développe une théorie cognitive-affective du leadership international. Mon argument est que les meneurs ont la volonté de prendre les devants à cause de leurs fortes convictions, et cherchent à persuader les autres acteurs que leur position est représentative de la communauté dont ils font partie. Ceux et celles qui suivent le meneur se rallient à sa position lorsque leurs croyances émotionnelles sont alignées avec celles du leader, lorsque la position et le comportement du leader sont représentatifs de la communauté, et lorsque des mécanismes de persuasion et de résonance émotionnelle les amènent plus près de la position du meneur. Pour vérifier cette théorie, je me concentre sur le processus de leadership entre les puissances transatlantiques : les États-Unis, l’Allemagne, la France, et le Royaume-Uni. J’étudie la coopération entre les décideurs transatlantiques sur des enjeux cruciaux lors de quatre cas de conflits intraétatiques internationalisés: la reconnaissance de la Slovénie, la Croatie et la Bosnie comme États souverains, la médiation pour la paix lors de la guerre entre la Russie et la Géorgie, les sanctions économiques contre la Russie pendant le conflit en Ukraine, et la construction d’une coalition pour réaliser des frappes aériennes contre l’État islamique en Irak et en Syrie.
Leadership is a process of social inflence through which an actor advocating for a position on an international issue induces followers to converge on the same position. Leadership in this sense, as a process of cooperation, has been neglected in the study of international politics. An accumulating body of evidence reveals that the United States is not the only state that can produce international leaders, and that policymakers from other states can also take the lead. Why is someone willing to take the lead? Why are other actors willing to follow this leader and not someone else, or just refuse to agree with the leader’s stance? To explain how the leadership process works, I develop a Cognitive-Affective Theory of international leadership. My argument is that leaders are willing to take the lead because of their strong convictions, and seek to persuade their followers that their position is representative of the wider community of which they are part. Followers rally behind the leader when their emotional beliefs align with the leader, when the leader’s position and behavior are representative of the community, and when mechanisms of persuasion and emotional resonance bring them closer to the leader’s position. In order to test this theory, I concentrate on the leadership process among transatlantic powers: the United States, Germany, France, and the United Kingdom. I study the cooperation between transatlantic policymakers on crucial issues that emerged during four cases of internationalized intrastate conflicts: recognition of Slovenia, Croatia and Bosnia as new sovereign states, peace mediation in the war between Russia and Georgia, economic sanctions against Russia during the Ukraine conflict, and construction of a broader coalition conducting air strikes against the Islamic State in Iraq and Syria.

Cette thèse analyse l’introduction d’un modèle de leadership fondé sur les compétences au sein du groupe Lafarge. Il ressort de nos investigations que l’acquisition de deux entreprises anglo-saxonnes par Lafarge est à l’origine de l’introduction du modèle. Ce modèle apparaît comme le vecteur d’adoption par l’entreprise d’une approche géocentrique de la gestion internationale des ressources humaines. Pour expliquer l’introduction du modèle, nous nous appuyons sur la théorie de l’agence et sur la théorie néo-institutionnelle des organisations. D’une part, le modèle étudié réduit l’asymétrie d’information entre les dirigeants du siège et les managers des filiales et dès lors apparaît comme un mécanisme de contrôle culturel. D’autre part, son introduction confère à Lafarge une légitimité organisationnelle tant interne qu’externe. Par ailleurs, nous mettons en évidence un processus d ’ « anglo–saxonization » de Lafarge en tant qu’entreprise multinationale, processus qui toutefois émerge selon des modalités propres à la culture française
Evidence from the Lafarge Group, which introduced a competency-based leadership model, is studied in the present dissertation. It is argued that Lafarge, as a consequence of the acquisition of two Anglo-Saxon multinational enterprises, introduced a competency-based leadership model as a means of adopting a geocentric approach to international human resources management. Agency theory and neoinstitutional theory are used to explain the rationale behind the introduction of the competency-based leadership model at Lafarge. The model makes it possible to reduce information asymmetry between the managers of headquarters and the subsidiaries and thereby appears as a means of cultural control. At the same time, the introduction of the competency-based leadership model allows Lafarge to gain both internal and external organizational legitimacy. In addition, the analysis of the results reveals the process of “Anglo-Saxonization” within Lafarge; this occurs, however, in a particularly French manner

From the middle of the 1970s, an increasing amount of scholarly analysis centred around the concept of leadership in international relations at a time when US post-Second World War leadership began to decline. As a major beneficiary of this decline, Japan assumed the mantle of a replacement in the burgeoning field devoted to the study of changes in the international political economy. A major problem became the way in which the study of leadership in international relations became hostage to the singular example of the United States. The conflation between leadership on the one hand, with US interests and responsibilities on the other, rendered much of the analysis flawed. The growing disparities between the supply of international public goods and narrowly conceived US foreign policy interests undermined the overall study of international leadership. Japan, as the country during the 1980s perceived most likely to supplant the US as the largest and most influential capitalist economy, became the centre of interest in this field. This thesis seeks to more comprehensively measure and analyse Japanese leadership in a more contextual and thorough means through the comparative use of case studies between 1960 and 2000. Through noting the differences in country and regional reactions to Japanese foreign policy, this study demonstrates that leadership perceptions are more often than not driven by national self interest rather than an ideal type of responsible leadership.

This quantitative study took place at a private international school in East Asia. The purpose of the study was to investigate United States college admission trends comparing International Baccalaureate Diploma Program candidates and International Baccalaureate non-Diploma Program candidates from the same school. Descriptive data was collected for the Classes of 2007-2012 and the two groups were compared based on the number of college acceptances for each group by year and as a whole, and the eventual collegiate success of the two groups once they matriculated to college, as measured by college persistence and graduation rates. The results of this study show there was a statistically significant difference between the mean number of college applications and the mean number of college acceptances per group, but there was not a statistically significant difference between the college acceptance rates for the two groups of students. There was a statistically significant difference between the matriculation rate of diploma and certificate students, but there was not a statistically significant difference between the graduation rates for the two groups of students. The information analyzed provides school stakeholders valuable data to explore the final educational outcomes for its graduates and determine if there is a significant difference in the college success of the two groups.

La dissociation des compétences juridictionnelle et législative est traditionnellement considérée comme le fondement du droit international privé moderne. Elle est revêtue d’une solide assise doctrinale et est parfois érigée par la jurisprudence comme un principe général du droit international privé. La dissociation des compétences est le résultat tant de l’indépendance des règles de compétence que de la distinction finale du forum et du jus. Or, cette architecture classique de la matière subit aujourd’hui d’importantes mutations en droit international privé européen. L'examen croisé des deux règles de compétence donne lieu à de nouvelles perspectives : une véritable tendance à la concordance des compétences juridictionnelle et législative voit effectivement le jour à l’intensité variable et aux formes diverses selon les fins poursuivies. Ce phénomène influence ensuite l'analyse faite de la discipline et particulièrement les rapports entre les règles de compétence. Par le prisme de la concordance des compétences, l'étude des liens entre forum et jus met ainsi à l’épreuve la valeur qualitative et quantitative du principe de dissociation des compétences. La présente recherche envisage alors de démontrer dans un premier temps l’existence d’un phénomène de concordance des compétences, d’en cerner les particularités et l'étendue. Une fois ce travail effectué, elle entreprend, ensuite, de cerner l’essence du phénomène de concordance, interrogeant les postulats classiques et majoritaires de la discipline
The separation of judicial jurisdiction and applicable law is traditionally considered to be the foundation of modern private international law. It has a solid doctrinal basis and is sometimes established by case law as a general principle of private international law. The dissociation of jurisdiction is the result both of the independence of the rules of jurisdiction and of the final distinction between forum and jus. However, this classical architecture of the subject matter is today undergoing major changes in European private international law. The cross-examination of the two rules of jurisdiction gives rise to new perspectives: a real trend towards the concordance of judicial and legislative jurisdictions is indeed emerging, with varying intensity and various forms depending on the ends pursued. This phenomenon then influences the analysis made of the discipline and particularly the relationship between choice of law and judicial jurisdiction. Through the prism of the concordance of judicial jurisdiction and applicable law, the study of the links between forum and jus thus puts to the test the qualitative and quantitative value of the principle of dissociation. The present research will first demonstrate the existence of a phenomenon of concordance of jurisdictions and identify its particularities and scope. Once this work has been completed, it then begins to identify the essence of the phenomenon of concordance, questioning the classical and majority postulates of the discipline

By the 20th Century, tax codes made a distinction between for-profit and not-for-profit organisations. The distinction was that not-for- profits were to supply a service to society like hospitals, churches and museums. The distinctions are no longer clear. There is a demand for 'new breed' or hybrid directors in an environment favoring economic capital and searching for people who can be champions for social capital. This international cross-disciplinary research explores the leadership challenge through personal interviews and survey feedback with 72 museum directors or associate directors across Australia, the United States, England and Canada. Organisation psychology and management theory is brought to the field of art history. Art history is the traditional breeding ground for museum directors. In concluding, the thesis argues for a range of propositions to address the current leadership crisis in art museums based on a new understanding of leadership and leadership development
Doctor of Philosophy (PhD)

Cette recherche porte sur les caractéristiques personnelles et professionnelles menant au développement du leadership des directions d'établissements scolaires. Elle s'inscrit dans le courant de pensée voulant que le leadership du directeur d'école constitue la pierre angulaire pour toute école à succès (Barth, 1991). D'une part, lors de son cheminement professionnel, le leader cherche conseil et soutien auprès des collègues experts afin de réaliser cette mission. Cette forme de recours, nommée mentorat, joue un rôle important " dans le développement de l'auto-efficacité entrepreneuriale " (St Jean & Mathieu, 2011, p.13). Il est postulé que cette forme de recours est aussi présente en éducation. La direction est responsable du développement du personnel au sein de l'organisation et de leurs capacités (Senge 1990) tout en s'assurant que leur contribution individuelle et collective soient mises au service de la mission éducative. Cette approche se fonde sur l'interaction, la communication et l'écoute partagée. Dans ce cas, " Le leader doit connaître son équipe en matière d'expérience et de potentialités, autant il doit être connu par son équipe " (St-Germain, 2002, p.146). Des études récentes indiquent que des caractéristiques personnelles, telle que les compétences émotionnelles (CE) pourraient constituer un des éléments le plus important du leadership (Goleman, Boyatzis & Mckee, 2004). Selon Anderson (2004), les CE sont considérées comme " la force la plus puissante pour améliorer l'efficacité de l'école et atteindre l'excellence dans l'éducation " (p.84). Peu d'études en éducation se sont intéressées à examiner les liens (directs/indirects) existant entre ces trois concepts : mentorat, CE et leadership. À notre connaissance, aucune étude dans le domaine de la gestion scolaire ne s'y est intéressée. Afin de vérifier ces liens (directs / indirects), dans un premier temps, une revue systématique de littérature, portant sur les liens (directs / indirects) entre le mentorat, les CE et le leadership chez les directions d'établissements scolaires a été effectuée. Dans un deuxième temps, le processus d'élaboration d'un questionnaire portant sur le développement des CE lors du mentorat a été suivi. Dans un troisième temps, une analyse acheminatoire a été appliquée pour explorer le liens (directs / indirects) entre les trois concepts à l'étude. Les résultats démontrent que le mentorat est un outil de formation primordial, permettant le développement des CE qui à leur tour avec le mentorat influencent et que le leadership transformationnel qui est le style recommandé pour une école efficace.
This research focuses on the personal and professional characteristics leading to leadership development of school principals. It is consistent with the view that the principal's leadership is the cornerstone of any successful school (Barth, 1991). The principal is responsible for developing staff within the organization and their abilities (Senge 1990) while ensuring that their individual and collective contributions are put to work in the service of the educational mission. This approach is based on interaction, communication and shared listening. In this case, "The leader must know his team in terms of experience and potential as much as he must be known by his team" (St-Germain,2002, p.146). On the one hand, during his or her professional development, the school principal seeks advice and support from expert colleagues in order to carry out this mission. This form of support, known as mentoring, plays an important role "in the development of entrepreneurial self-efficacy"(St Jean & Mathieu, 2011, p.13). It is postulated that this form of support is also present in education. On the other hand, recent studies indicate that personal characteristics such as emotional competencies may be one of the most important elements of leadership (Goleman, Boyatzis & Mckee,2004). According to Anderson (2004), emotional competencies are considered "the most powerful force for improving school effectiveness and achieving excellence in education" (p.84). Few studies in education have examined the links between these three concepts: mentoring, emotional competencies and leadership. To our knowledge, no studies in the field of school management have examined the relationship between mentoring, emotional competencies and leadership style. In order to verify this relationship, a research review based on a systematic review of the literature on the links between mentoring, emotional competencies and leadership among school principals was first conducted. Second, the process of developing a questionnaire on the development of emotional competencies during mentoring was validated. Third, a path analysis was applied to explore the link between the three concepts under study. The results show that mentoring is an essential training instrument for the development of emotional competencies and that transformational leadership is the recommended style for an effective school.

A new organization often encounters the “liability of newness” that increases its chance of failing as a start-up enterprise (Freeman et al, 1983). New organizations located in a foreign country also face the “liability of foreignness” (Zaheer & Mosakowski, 1997). By gaining legitimacy, organizations can obtain the resources they need to become sustainable. The liabilities of newness and foreignness aptly describe the international branch campuses that have been set up in China.

Scott’s (1995) institutional legitimacy pillars and Suchman’s (1995) legitimacy theory are combined to form a new conceptual legitimacy framework to understand legitimacy issues in China. This qualitative study selects seven cases to answer this research question: What strategies do the international branch campuses use to gain social support from different constituencies? The institutions studied are: The University of Nottingham Ningbo China, Xi’an Jiaotong Liverpool University, New York University Shanghai, United International College Shenzhen, Dongbei University of Economy and Finance Surrey International Institute, Southeast University-Monash University Joint Graduate School (Suzhou), and The Johns Hopkins University-Nanjing University Center for Chinese and American Studies.

Fifty-two interviews were conducted with senior institutional leaders, faculty, staff, students, parents, scholars, and employers. The research found that these international institutions did face the twin liabilities of newness and foreignness. However, being new and foreign could actually give these institutions legitimacy as well. The international institutions used all four strategies identified in the literature to gain the four pillars of legitimacy. An important caveat of the study is that the environment is significant in institutions gaining legitimacy, but the primary factor in acquiring legitimacy is the quality of their product.

This study has several limitations, including one missing case, fewer foreign interviewees, the uneven amount of information available at each institution, translation difficulties between two very different languages and cultures, and data provided by the institutions might be self-serving. The results indicate four avenues for further research. They are legitimacy thresholds; legitimacy from the perspective of the home institutions; the failed international branch campuses; education quality at these IBCs; and the evolving political dynamics in China.

Cette thèse porte sur les déterminants de la migration des compétences au Liban, dont l'objet principal est l'identification des facteurs et des risques associés à la migration chez les individus hautement qualifiés. La problématique se résume par la question suivante : À formation universitaire égale, quel diplômé devient-il migrant ? Afin de combler le manque de données sur le sujet, nous avons réalisé une enquête (en ligne) auprès des diplômés de la Lebanese American University et de l'Université Saint-Esprit de Kaslik, au Liban. Ces diplômés forment une pluralité et une mixité culturelle, linguistique et socio-économique représentatives des étudiants du Liban. L'objectif de l'enquête était de comparer les similarités et de contraster les différences entre des diplômés migrants et non-migrants, afin de comprendre les logiques différenciées de leurs comportements migratoires. Au début, nous avons effectué une segmentation des diplômés pour les répartir en sous-groupes en fonction de leur statut migratoire, ce qui nous a permis d'identifier et de comprendre les logiques différenciées de leurs comportements migratoires. L'analyse descriptive des résultats de l'enquête révèle des différences en termes de caractéristiques démographiques, économiques et familiales entre diplômés migrants et non-migrants, mais un peu moins de divergences en ce qui concerne leurs parcours universitaires et le domaine des études. À partir de la modélisation, nous avons démontré comment le risque de migrer à l'étranger peut être déterminé par certains facteurs individuels et familiaux, mais surtout en fonction du temps, c'est-à-dire en fonction de la durée depuis l'obtention du diplôme universitaire le plus élevé. Nous démontrons ainsi que, même à formation universitaire égale, le capital humain et le capital social peuvent engendrer des migrations internationales parmi des diplômés ayant effectué un même parcours universitaire et ayant vécu les mêmes conditions socio-économiques au Liban. Nous examinons également des obstacles qui freinent la migration des compétences, pour finalement analyser brièvement les facteurs qui déterminent la migration de retour au Liban. Sur la base de ces conclusions, nous confirmons que nous avons vérifié nos hypothèses par les faits qui se basent sur les résultats de notre enquête. Malgré la difficulté relative à l'étude des migrations internationales en générale et à l'utilisation de la technique de l'enquête en ligne, nous avons réussi à obtenir des résultats très intéressants, que nous avons comparés à des données disponibles sur la migration des compétences au Liban et à l'échelle globale
This thesis focuses on the determinants of the highly skilled migration in Lebanon whose main purpose is to identify factors and risks associated with migration among highly skilled graduates. The research problem is summarized in the following main question: Given equal level of education, which graduate becomes a migrant? To address the lack of data on this particular topic, we conducted a (online) survey on graduates from the Lebanese American University and the Holy Spirit University of Kaslik in Lebanon. Graduates from both universities form diverse cultural, linguistic and socioeconomic characteristics that are representative of Lebanese graduates in general. The aim of the survey was to compare similarities and contrast differences between migrant and non-migrant graduates in order to understand their diverse behavior with regard to migration. Based on survey results, we carried out a segmentation of graduates and divided them into sub-groups based on their migration status allowing us to understand their behavior with regard to migration. The descriptive analysis of the survey results reveals differences in demographic, economic and family characteristics between migrant and non-migrant graduates, but little divergence were found regarding their university studies and the field of education. We also modeled a number of risks associated with migration and we demonstrated that the risk of migrating could be determined by a number of individual and family factors, but mainly over time, i.e. the time since graduation with the highest university degree. We also demonstrate that even at equal level of education, human capital and social capital can determine international migration among graduates who have obtained the same level of education and experienced the same socio-economic conditions in Lebanon. We have also explored barriers that hinder migration among skilled graduates and briefly analyzed the main factors determining their return migration to Lebanon. Based on these findings we confirm that we have validated our assumptions by facts based on survey results. Despite the relative difficulty in the study of international migration in general and the implementation of online surveys, we managed to obtain very interesting results which we also compared to available data on skilled migration in Lebanon and at the global level

Le patrimoine culturel est d’une grande diversité, et se caractérise par sa contextualisation humaine. Le droit international l’appréhende essentiellement par le biais des États, dont il définit les compétences en tenant compte du décalage qui existe entre leurs dimensions territoriale et humaine et le rattachement de fait des éléments du patrimoine culturel. Certes, le système de répartition des compétences qu’il institue est principalement territorial, ce qui est classique ; mais l’État de situation est, en raison de la nature singulière du patrimoine culturel, titulaire de nombreuses obligations de protéger. Un principe général de protection existe et se compose d’un faisceau d’obligations. Des contraintes complémentaires trouvent leur source dans les droits de l’homme. D’autres titres de compétence, non territoriaux, ajoutent a la répartition des compétences des dimensions verticale et horizontale supplémentaires. Tous les États ont ainsi, en leur qualité de représentants de la communauté internationale, une responsabilité de protéger en la matière. Certains États, enfin, peuvent détenir des compétences a l’égard d’éléments du patrimoine culturel détermines qui se trouvent en dehors de leur territoire. Ainsi, des règles obligent les États a protéger le patrimoine culturel situe sur un territoire dont ils ont la maîtrise. D’autres surtout étendent leur juridiction, ou leur confèrent des obligations de protection a l’égard de certains éléments du patrimoine culturel situes en dehors de leurs frontières. D’autres encore leur permettent de revendiquer des biens culturels déterminés en raison de leur ancrage originel dans un groupe humain ou dans un espace particulier
Cultural heritage is a complex and miscellaneous phenomenon that international law has to fit together with the characteristics of states so as to organise its protection. Cultural heritage challenges to some extent the traditional definition of state jurisdiction. It is thus necessary to determine which state(s) has(have) jurisdiction over a particular element of cultural heritage, and to define its(their) rights and duties over it. In this respect, this specificities of cultural heritage, including the human and spatial origin of each one of its elements are partly taken into account by international law. Although the competent entity is traditionally the territorial state, it is subject to many international law obligations due to the special nature of cultural heritage. A general principle of international law may therefore be inferred from the existence of a large number of protective duties. Furthermore, human rights are an extra source of obligations in respect of cultural heritage. Non territorial states also have competences. Every state is being recognised, as a representative of the international community, a general duty to protect cultural heritage as a whole. Some states may also have duties regarding cultural elements located outside their own territory. Some might also be considered as states of origin with respect to cultural properties related to their nationals or their territory, which may entitle them to claim them back if they are no longer located within their boundaries

Toastmasters International (TI) is a well-known worldwide association focused on communication skills and leadership development. TI clubs are designed to build confidence in public speaking. Despite the benefits that members gain from joining Toastmasters clubs, the organization is concerned with the factors that affect members' retention in TI.

This mixed-methods study of TI clubs in Southern California included member surveys completed at club meetings, interviews with club leaders, and the researcher's extensive field notes. A stratified purposeful sampling method was used to ensure that the sample size included each club category and quota of the target population of TI club members and leaders. One hundred twelve members completed the members' survey, representing a 56% response rate of the paid members in the clubs surveyed. Twelve club leaders participated in long semi-structured interviews.

The findings revealed that members join TI for self-improvement and development in speaking: the purpose of the TI curriculum. The surveys revealed that 45% of the members join TI to improve communication skills and advance their career. Fifty-six percent indicated that constant participation and attendance at TI meetings helped them to overcome their fear of public speaking. Fifty-seven percent of the members stated that they continue their membership with TI to alleviate their fear of public speaking, improve their communication, and participate in speech contests.

The survey indicated that 64% of the members enjoyed activities that allowed them to speak during the club meetings. Thirty-nine percent of the members surveyed were able to achieve their competent communicator (CC) and competent leader (CL) awards. Another 39% of the members were also in progress of completing these awards.

The convenience and location of the club was important for members in terms of their attendance. Members attended meetings when there were enough parking spaces, the club was centrally located and accessible to public transportation, and the club was comfortable as well as conducive for club meetings. It is recommended that TI develop facilities requirements to meet the needs of members and encourage them to remain in the club.

L'émergence d'une justice pénale internationale à vocation permanente prétend remettre en cause les fondements de l'ordre juridique international. En même temps, la justice pénale internationale est une œuvre en gestation encore largement non-accomplie. Sa réussite dépendra en particulier de sa capacité à trancher ses grands dilemmes fondateurs dans le respect du droit international et de sa continuité. Or nulle question ne paraît en même temps plus centrale et plus ambiguë à l'existence des tribunaux pénaux internationaux que celle de leur rapport aux juridictions nationales. Cette question ne fait en effet que reposer la problématique de la création des tribunaux pénaux internationaux et de leur identité. C'est en restituant cette problématique de l'articulation dans son évolution d'ensemble et notamment en mettant au cœur de notre réflexion la question de savoir ce qu'est une juridiction nationale «dysfonctionnelle» au sens du droit international, que l'on pourra dynamiquement dépasser cette ambiguïté. On s'interrogera cependant en conclusion sur la possibilité pour la justice pénale internationale de s'affranchir entièrement du politique.

International expatriate schools require educational leaders to guide culturally diverse stakeholders as they prepare students to address world problems. In the United States, effective educational leadership has been demonstrated as necessary to implement research-based practices. However, researchers have not yet established the leadership needed from expatriate kindergarten through Grade 12 school leaders seeking to develop global citizens. This gap leads to the question of how international expatriate educational leaders demonstrate empathetic, emotionally self-managed, or interculturally sensitive skills when meeting a school’s global-minded strategic plan. The purpose of this case study was to describe expatriate school leaders’ perceptions of how they and their peers demonstrate these skills. The conceptual framework included distributed leadership, emotional intelligence, and intercultural sensitivity in the context of global citizenship. Data from an expatriate middle school in China included interviews with school leaders, documents, and researcher notes. The results indicated that expatriate leaders demonstrated empathy through social responsibility, emotional self-management through personal and professional competence, and intercultural sensitivity through active civic engagement. International expatriate schools may benefit if educational leaders demonstrate support and concern and provide examples of the global-mindedness expected of students. These results can guide faculty members’ professional competencies toward implementing instructional programs that target the development of global citizens. Social change could result from international expatriate schools applying described models of distributed leadership toward a unified and socially just purpose.

International expatriate schools require educational leaders to guide culturally diverse stakeholders as they prepare students to address world problems. In the United States, effective educational leadership has been demonstrated as necessary to implement research-based practices. However, researchers have not yet established the leadership needed from expatriate kindergarten through Grade 12 school leaders seeking to develop global citizens. This gap leads to the question of how international expatriate educational leaders demonstrate empathetic, emotionally self-managed, or interculturally sensitive skills when meeting a school's global-minded strategic plan. The purpose of this case study was to describe expatriate school leaders' perceptions of how they and their peers demonstrate these skills. The conceptual framework included distributed leadership, emotional intelligence, and intercultural sensitivity in the context of global citizenship. Data from an expatriate middle school in China included interviews with school leaders, documents, and researcher notes. The results indicated that expatriate leaders demonstrated empathy through social responsibility, emotional self-management through personal and professional competence, and intercultural sensitivity through active civic engagement. International expatriate schools may benefit if educational leaders demonstrate support and concern and provide examples of the global-mindedness expected of students. These results can guide faculty members' professional competencies toward implementing instructional programs that target the development of global citizens. Social change could result from international expatriate schools applying described models of distributed leadership toward a unified and socially just purpose.

Under the background of the competitive and dynamic international market, many enterprises started or intended to develop international entrepreneurial orientation (IEO) as a strategic posture. For achieving this kind of orientation, leadership behaviours are necessary and shared leadership is put forward to support enterprises to adapt to the fast-changing global market. Moreover, small and medium-sized enterprises (SMEs) are an essential type of business enterprises, especially in China. Therefore, the purpose of the research is to study how shared leadership contributes to the development of IEO in a Chinese SME. As a qualitative research, data were collected by interviews and processed by content analysis. The findings of this research are: (1) shared leadership contributes on the establishment of common IEO thinking at the phase of building the IEO awareness; (2) shared leadership plays a role as explicit support and implicit support on implementing IEO; (3) these contributions of shared leadership are mutually reinforcing and complementary, which result in the reinforcement and complementation between the awareness and the implementation of IEO. These findings contribute to the research in the combination of shared leadership and IEO through studying the effects of shared leadership and the process of IEO development. Moreover, this research enriches the study on the field of SMEs and provides guidance for SME leaders who intend to develop IEO.

Institutions of higher education are increasingly faced with global forces. Consequently, colleges and universities must internationalize in order to stay relevant when faced with global forces. One means by which post-secondary institutions are internationalizing is by offering students international service-learning experiences. During these experiences, students acquire intercultural competencies and a more in-depth understanding of the educational content delivered throughout their educational career. This qualitative phenomenological study explored the acquisition of intercultural competencies by twelve participants attending the University of Montana and Montana State University. Participants were interviewed, utilizing questions about the understanding of intercultural competencies, the acquisition of said competencies, institutional preparation for and follow-up of international service-learning experiences, and the impact of international service-learning experiences on subsequent coursework. The results of this study show that participants’ home institutions offered very little preparatory and follow-up intervention. Despite the lack of institutional intervention, participants acquired six intercultural competencies associated with this study and utilized self-guided reflection exercises to make sense of their shared experience after having returned to their home institution, which resulted in a more robust post-experience education. Additionally, participants re-evaluated professional and academic ambitions based on their exposure to social inequities and drastically different gender norms from those of their native cultures. The results of this study have implications for colleges and universities wishing to facilitate international service-learning opportunities for undergraduate students. Despite a lack of institutional interventions, participants were greatly impacted by their international service-learning experience, suggesting that the impacts might be more profound with additional institutional intervention.

As the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.

Recent years have seen large-scale growth in the international school sector, with schools reporting increasing competition to recruit and retain expatriate teachers, particularly in hardship locations. Using a gap analysis framework (Clark & Estes, 2008), this study seeks to identify the knowledge, motivational, and organizational factors necessary for principals to be successful in their efforts to retain expatriate teachers in international schools in the sub-Saharan region of East Africa. Assumed causes were generated from a review of the research literature in this area and validated with data collected through interviews with principals, teacher surveys and principal surveys. This study suggests that, although principals possess understanding of the knowledge and motivation factors that contribute to teacher retention, they lack understanding of the relative importance of these factors. Furthermore, though principals are motivated to invest time and effort in the retention of teachers, this study suggests that organizational policy gaps exist in how the principals approach teacher retention in a strategic manner. The study concludes with a range of proposed solutions and a detailed implementation plan designed to assist schools in addressing the challenges that they face in seeking to leverage the work of principals in retaining expatriate teachers.

Les dispositions internationales intéressant la matière pénale ne consacrent a priori pas de développement spécifique aux étrangers. En effet, les principes de territorialité et de nationalité, tous deux rendus systématiquement obligatoires dans les instruments internationaux en matière pénale ne font pas état de la qualité d’étranger, soit qu’ils l’incluent dans leur champ d’application (principe de territorialité), soit qu’ils l’excluent complètement (principe de personnalité). Toutefois, le droit international ne se montre pas indifférent à la prise en compte des faits commis par les étrangers à l’étranger, que ce soit pour protéger des intérêts nationaux ou internationaux, dans un objectif de bonne administration de la justice ou encore pour lutter contre l’impunité. Il admet en outre que certaines interactions puissent exister entre le statut spécifique de certains étrangers et le traitement de leur implication dans des procédures pénales. Surtout, les dispositions internationales en matière pénale obligent de plus en plus les États à veiller à ce qu’il y ait une égalité effective des étrangers et des nationaux impliqués dans des procédures pénales. Cette égalité passe par la prévision d’obligations positives mises à la charge des États sur le territoire duquel se trouvent les personnes concernées, auteurs comme victimes. Si des instruments internationaux ont ainsi été adoptés visant spécifiquement les étrangers afin qu’ils puissent, en pratique, bénéficier des mêmes droits que les nationaux, l’égalité entre les personnes mises en cause dans des procédures pénales résulte aussi de la jurisprudence des organes des droits de l’Homme. Cette disparition, sous l’influence du droit international, de la distinction entre étrangers et nationaux dans la mise en œuvre des obligations procédurales tend également à se retrouver en matière d’exécution des peines. En effet, le critère de nationalité, classiquement retenu afin de déterminer l’État le mieux à même de faire exécuter une peine, cède le pas à celui de résidence. Reposant sur l’analyse du rattachement concret des individus à un État, ce critère est indépendant de la nationalité des personnes mises en cause
At first glance, international preparations regarding criminal matter don’t seem to establish predictions specific to foreign nationals. In fact, the principles of territoriality and nationality, both rendered systematically mandatory in international agreements in criminal matter, don’t make any mention of the status of foreigner, either in including it their scope of application (territoriality principle), or in leaving it out completely (passive personality principle). However, international law doesn’t show indifference towards accountability of offenses by foreign nationals committed abroad, whether it is for protecting national or international interests, with the goal of fair application of justice, or to fight against impunity. Furthermore, it admits that certain interactions may exist between the specific status of some foreign nationals and the processing of their implication in criminal procedure. Above all, international dispositions in criminal matter compel states increasingly to ensure actual equality between foreign nationals and nationals tried in criminal procedures. This equality comes through forecasting of positive duties at the responsibility of states on which persons are found, culprits and victims alike. If international instruments have been adopted specifically to foreign nationals so they can, in practice, enjoy the same rights as nationals, equality between persons tried in criminal procedures also results of jurisprudence from human rights bodies. The disappearance, under the influence of international law, of the distinction between foreign nationals and nationals in the implementation of procedural duties, also tends to end up in sentence enforcement. As a matter of fact, the nationality criterion, traditionally chosen in order to determine which state is best able to enforce a penalty, yields to the residence criterion. Based on the analysis of links of individuals to a state, this criterion is independent of the nationality of the persons involved

The research on the topic of leadership has long been the area of interest for scholars for many decades. Despite the extensive amount of literature available there is still a gap when it comes to research about the role of student organization in the leadership development of an individual. This thesis project, therefore, is designed in order to gain deeper understanding of the potential effect of a student organization on the leadership development of a student who took leadership position within student organization.  This ambition was accomplished through qualitative research with semi-structured interviews conducted in a case study of Erasmus Student Network. The results of the research have revealed certain link between the leadership development and person’s participation in the activities of student organization. Additionally, cultural aspect has been identified as the important factor of the organization. As the result of our findings, we may conclude that there is a positive correlation between student organizations providing a good opportunity for students to test their leadership abilities in a safe environment, while it was not possible to identify the extent of that impact on the leadership development of an individual.  We believe that our research may add value to the theoretical knowledge on the leadership topic in the context of student life while giving an opportunity for the reader to use the findings of this study as a practical information and guidelines for potential of student organization to have an impact on the future of an individual.

The European Union has gained a reputation in recent years as a ʻgreenʼ leader, especially within the UNFCCC. That reputation perhaps amplified the perceived failure that occurred at the 15th Conference of Parties in December 2009 in Copenhagen. Why was Copenhagen such a disappointment? The post-modern character of the European Union—as a polity somewhere between a federal state and a international organization —has often made it difficult for the organization to take on a leadership role, nay operate, within the traditional international relations structure. The reasons for the EUʼs recent difficulty within the climate change regime may reside with two factors. First, an undeveloped sense of ʻactornessʼ on the part of the EU and, second, systemic problems within the regime itself. Here we analyze what happened at the Conference by looking at the development of the EUʼs role and polices within the climate change regime

This study offers an understanding of the emotional challenges encountered by AGIS (Association of German International Schools) head teachers in the course of their role; the consequences and impacts these challenges have on their personal and professional lives and the strategies they use to cope. This mixed methods study employs a questionnaire survey of 34 AGIS leaders, plus semi-structured interviews with eight of them, to explore their lived experiences in relation to the emotional demands they face. The findings show that, in addition to the challenges experienced by heads in wider contexts, AGIS leaders face demands specific to the multi-cultural context and transitional nature of international schools. They also highlight how school leaders may contribute to the challenges they encounter through their poor understanding of the cultural contexts that they operate in. The demands that heads face, may lead to a range of negative consequences and impacts for many. The coping strategies upon which they draw, reflect the context in which heads operate and their individual resilience capabilities. The study suggests a range of strategies by which leadership-training providers, school boards and regional and local networks may better support international school leaders. It is also suggested that international school leaders take greater initiative for both their own cultural literacy and the development of personal resilience capabilities. Such steps should reduce the demands placed on heads and enable them to better withstand the challenges they face.

Nos travaux de recherche se proposent d’apporter de nouveaux éléments conceptuels dans la littérature du « leadership » des CdP. L’existence, la position et le rôle de « leader » seront mis en perspective par rapport aux théories existantes sur le « leadership » dans d’autres domaines (science de l’éducation notamment) et le concept de communautés de pratique. Nous proposons donc le concept de “leadership distribué” et évaluons différentes approches, notamment les routines organisationnelles susceptibles de répondre à notre question de recherche. Enfin nous discutons des implications du “leadership distribué” au travers d’une étude empirique. En conclusion, l’application du modèle de leadership distribué que nous avons proposé (et en considérant ses multiples facteurs), a mis en lumière l’importante influence des routines dans la pratique quotidienne des apprentissages en tant que levier principal dans la distribution du leadership
This research claims that the current, literature of “Communities of Practice” is deficient concerning its key feature: leadership. We seek to expand the focus by underlining the key elements that influence the leadership practice in CoPs, and recommending a promising path for further investigation, which involves the “distributed leadership” theory. Drawing from an extended literature review on the subject of leadership in CoPs, the study proposes that predominant descriptive and conceptual perceptions of the topic should be supplemented by more field observation studies – evidence-based research - to support and validate the theoretical literature. During past three decades, several scholars have extensively studied this concept (CoPs) in a variety of disciplines. However, there have been very few studies of the influence of routines in these communities. The aim of this study is to analyze the notion of routines in CoPs, in light of the literature on distributed leadership theory. We focused on one particular feature of distributed form of leadership – the routines – and applied this element on the knowledge-based learning environment: the CoPs