Core Course 6A: Leadership in Global Inclusion and Social Development
University of Massachusetts Boston
School for Global Inclusion and Social Development
(Class Meeting Time and Location)
Fall 2013
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COURSE DESCRIPTION
This course examines the concept of leadership and the impact of personal values, beliefs, communication
styles, and experiences. It introduces students to different leadership theories and approaches to
leadership development as well as leader roles and responsibilities (including ethical leadership and
socially responsible leadership) in the context of global inclusion and social development. The course
teaches students to assess their own leadership style through self-reflection and strategies and techniques
to continually improve their leadership skills and competencies with applicability to groups, organizations,
communities, and cultures. Through a combination of lectures, guest speakers, assigned readings, and
group discussions, students learn about leadership practices including issues and challenges in the areas of
health, disability, community organizing and development, and policy and systems change. Student
grading will be based on course participation, participation in self-reflection, and as well as group work
(leader interviews and book club). Students in the master’s and doctoral programs in global inclusion and
social development can choose to take this course or the Population Needs and Global Practices course.
COURSE OBJECTIVES
Upon completion of this course students will be able to:
 Assess one’s own leadership style and cultural competency including strengths and weaknesses and
develop an action plan for personal development;
 Describe different leadership theories and approaches to leadership development as well as leader
roles and responsibilities in the context of global inclusion and social development;
 Identify and evaluate ethical challenges that leaders might face and implications for ethical behavior
and decision-making at the individual, group and organizational level;
 Describe leadership practices including issues and challenges in the areas of health, disability,
community organizing and development, as well as policy and systems change; and
 Understand the role that culture and cultural differences / diversity play in leadership and the
importance of becoming a culturally competent leader.
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STUDENT PERFORMANCE EVALUATION
Activity / Assignment
Deadline
Active and prepared participation
Each class
Percent of Final
Grade
20%
Personal reflections journal
Collected during Sessions 5, 9, and 13. Final
presentation of experiences and personal growth
during final session.
30%
Leader interview
Due during designated sessions
30%
Book club
Due during designated sessions; reflection
summary due during Session 14.
20%
DIRECTIONS FOR ASSIGNMENTS
Active and Prepared Participation
Participation is a must during this course. The knowledge you gain from the sessions and assignments is
dependent on your willingness to be actively involved in the sharing of your ideas, reactions, selfexploration and personal learning. I expect that all students will come to class prepared each week ready
to participate − doing so is worth 20% of your final grade.
Personal Reflections Journal
Each student is to keep a journal during the semester. Personal reflections, feelings, and reactions to class
readings, activities, and issues addressed in class are to be recorded at least weekly. A required
component of the journal is to provide your thoughts and reactions to the experiential aspects of the
course, including self-assessments, class discussions, and guest speakers. The journals will be collected
three times during the semester. During the last class (Session 14) every student will give a 5-minute
(informal) final ‘presentation’ on their experiences and personal growth during the course. The journal
and presentation are worth 30% of your final grade.
Leader interviews (group work)
As a group (3−4 students per group) students will interview an individual with a leadership position in a
local, regional, national or international organization. The purpose of this interview is to discuss some of
the critical content of the course with her or him, and gain perspective on how this skill or issue has been
relevant to her or him in a past or current position of leadership. The instructor will facilitate selection of
an appropriate interviewee, as well as the focus area (e.g., ethics, cultural competence, communication
skills, policy development, systems change). Groups will present a summary of the interview during the
relevant session, as well as submitting a written summary including the individual’s background and
analysis of the interview. The interview, presentation, and summary are worth 30% of your final grade.
Book Club (group work)
Students will form groups of 3− 4 people during Session 3. Each group will select a book to read on the
topic of leadership, or the biography/autobiography of a nationally or internationally known leader (e.g.,
Bill Clinton, Nelson Mandela, Gandhi). This book will be approved by the instructor prior to the start of
book club. The group will read the book together throughout the semester, and we will have “Book Club”
during the last 45 minutes of class in sessions 5, 8, 10, and 12. Each person will take a turn leading their
group’s book club discussion once, meaning that they will be responsible for planning at least 2-3
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discussion questions for their group. On Book Club sessions, each group will provide an update to the
class on the book they are reading and relevant aspects of the book to course content. Each student will
individually prepare a reflection summary of the book and relevant discussion during Book Club to be
handed in the last day of class. This reflection summary should be no more than 4-5 pages, and should not
simply be a summary of the book but an integration and analysis of how the material in the book was
relevant to the course and your personal reaction to the readings and discussions held by your Book Club.
Active participation in the Book Club discussions and the reflection summary are worth 20% of your final
grade.
COURSE OUTLINE
Session / Date
Session 1:
Introduction to
leadership
Topic / Activity
Session goals: Introduce students to the
course objectives, review syllabus and
course assignments, and discuss overall
concepts central to the course incl.
leadership, social inclusion, social
development, and globalization


Activity: Leadership self-assessment
and reflections on leadership roles and

experiences, followed by group
discussion about leaders and leadership.
Session 2:
Responsible
leadership: what
does this mean?
Session goals: Introduce students to
different leadership theories and
approaches to leadership development;
discuss leader roles and responsibilities
in the context of global inclusion and
social development.


Readings
Choose 1 of the 8 Nobel peace
price laureate videos and watch it:
http://www.nobelprize.org/nobel_p
rizes/peace/video_interviews.html
Choose 1of the 12 videos about
business leaders and watch it:
http://mitleadership.mit.edu/rlessons.php
Course handout on definitions of
social inclusion, social
development, and globalization.
Storey (Eds.) (2011). Ch. 2:
Changing theories of leadership
and leadership development.
Johnson (2008). Ch. 3: The leader’s
character.
Activity: Group discussion of the
meaning of ‘responsible leadership’
and how this might vary in different
settings incl. culturally diverse settings.
Session 3:
Challenges and
principles of ethical
leadership
Session goals: Discuss different types
of ethical challenges leaders might
face, implications for ethical behavior
and decision-making at the individual,
group and organizational level, as well
as cultural differences and ethical
values.

Activity: Small group analysis of
ethical scenarios provided by the
instructor and large group discussion of
lessons learned in leadership ethics
based on scenarios.



Johnson (2008). Ch. 1: The leader’s
light or shadow, and Ch. 7: Ethical
decision making and behavior.
Mangham (2011). Leadership,
ethics and integrity. In: John Storey
(Eds.)
Dion (2012). Are ethical theories
relevant for ethical leadership?
Course handout on ethical
leadership scenarios.
Select Book Club groups &
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Discussion of books.
Session 4:
Leadership
competencies
related to global
inclusion and social
development
Session goals: Review the various
approaches to leadership development
introduced in Session 2; discuss the 12
leadership competencies related to
GISD and their application to different
areas (health, disability, education,
workforce and community
development, business, etc.)
Activity: Self-assessment in GISD
leadership competencies, followed by
group discussion of student goals and
plans for personal development.
Session 5:
Leadership and
cultural
competency
Session goals: Discuss the impact of
cultural differences / diversity on
leadership practice; introduce the
concept of cultural competency and
discuss strategies for becoming a
culturally competent leader.
Activity: Cultural competency selfassessment, followed by group
discussion of how personal values,
beliefs, communication and previous
experiences influences development of
cultural competency.
Personal reflections journal
collected; Book Club
Session 6:
Leadership styles
Session 7:
Leadership in
community
organizations and
communities








Session goals: Introduce different
leadership styles and discuss research
on how one’s personal style, values
beliefs, and previous experiences
impact leadership style.

Activity: Personality strength selfassessment (Myers-Briggs test).

Session goals: Discuss the role of
leaders in community organizations and
communities, specific issues and
challenges related to this role.



Course handout on 12 GISD
program leadership competencies.
Antonacopoulou & Bento (2011).
Methods of ‘learning leadership”:
taught and experiential. In: John
Storey (Eds.)
Mole (2011). Can leadership be
taught? In John Storey (Eds).
McDermott et al. (2010).
Understanding leader development:
Learning from leaders.
Connerley, M.L., & Pederson, P.
(2005). Ch. 1: making the business
case for increased awareness,
knowledge, and skills, Ch. 2: The
complexity of culture, Ch. 3:
Cultural frameworks and their
importance for leaders, and Ch. 5:
The development of multicultural
competencies.
Johnson (2008). Ch. 10: Meeting
the ethical challenges of diversity.
Jogulu (2010). Culturally linked
leadership styles.
Book Club readings.
Andersen et al. (2011). At the end
of the road? On differences
between men and women in
leadership behaviour.
Campbell & Dardis (2012). Be,
know, do.
Delven & Smith (2012). Levels of
leadership.
Senge et al. (1994). Sections on
‘Systems thinking’ and ‘Frontiers.’
Pigg (1999). Community leadership
and community theory: A practical
synthesis.
Activity: Large group discussion of
required readings.
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Session 8:
Leadership in
health and wellness
Session goals: Discuss the role of
leaders in organizations focused on
health and wellness, with particular
attention to specific issues and
challenges.
Activity: Guest speaker – Mr. JeanMarc Baptiste, Executive Director of
the Haitian American Public Health
Initiatives, Inc. (HAPHI;
http://www.haphi.org/).




Fawcett et al. (1995). Using
empowerment theory in
collaborative partnerships for
community health and
development.
Pisek et al. (2001). Complexity
leadership and management in
healthcare organizations.
Learn about HAPHI; prepare
questions for the guest speaker.
Book Club readings.
Book Club
Session 9:
Leadership in
disability and
rehabilitation
Session goals: Discuss the role of
leaders in organizations focused on
disability and rehabilitation, with
particular attention to specific issues
and challenges.
Activity: Guest speaker – Dr. William
E. Kiernan, Director of the Institute for
Community Inclusion (ICI;
http://www.communityinclusion.org),
University of Massachusetts Boston.




Personal reflections journal collected
Session 10:
Leadership in
community
development
Session 11: Policy
and systems change
Session goals: Discuss the role of
leaders in organizations focused on
community development, with
particular attention to specific issues
and challenges.


Activity: Guest speaker – Mr. John J.
Drew, President/CEO of Action for
Boston Community Development
(http://www.bostonabcd.org/locations.a
spx).

Book Club

Session goals: Discuss the role of
leaders in policy and systems change,
including the role of advocates and
community organizers. We will also
discuss aspects of more formal roles in
policy and systems change.



Powers et al. (2002). Leadership by
persons with disabilities in selfdetermination and systems change.
Brady, Fong, Waninger, &
Eidelman (2009). Perspectives on
leadership inorganizations
providing services to people with
disabilities: An exploratory study.
Scotch (2000). Disability policy:
An eclectic overview.
Learn about the ICI; prepare
questions for the guest speaker.
Nissen et al. (2005). Moving
mountains together: Strategic
community leadership and systems
change.
Patnode, G. (2009). Ch. 1:
Leadership for social change, and
Ch. 8: The role of community
leader.
Learn about the Action for Boston
Community Development
organization; prepare questions for
the guest speaker.
Book Club readings.
Senge, P.M. et al. (1994). Section
on ‘Systems thinking.’
Graetz (2000). Strategic change
leadership.
Patnode, G. (2009). Ch. 1:
Leadership for social change, and
Ch. 4: A systematic planned
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Activity: Guest speaker – Mr. John
Halliday, Senior Policy Analyst at the
ICI/UMass Boston and former director
of the Connecticut Bureau of
Rehabilitation Services (BRS;
http://www.ct.gov/brs/site/default.asp).
Session 12:
Developing and
managing NGOs
Session goals: Discuss the role of
leaders in NGOs at the local, regional,
national and international level, paying
particular attention to specific issues
and challenges.
Activity: Guest speaker (per video
conferencing) – Mr. John Hailey,
Founder of the International NGO
Training and Research Center and
expert in NGO development (INTRAC;
http://www.intrac.org/;
http://www.intrac.org/pages/en/johnhailey.html).





approach to social change.
Learn about the BRS; prepare
questions for the guest speaker.
Alimo-Metcalfe & Alban-Metcalfe
(2011). Leadership in public and
third sector organizations. In: John
Storey (Eds.)
Hailey & James (2004). “Trees die
from the top”: International
perspectives on NGO leadership
development.
Learn about INTRAC; prepare
questions for the guest speaker.
Book Club readings.
Book Club
Session 13:
Socially
responsible
leadership
Session goals: Discuss the concept of
‘socially responsible leadership’ and
what that means, particularly within the
context of globalization, social
development, and inclusion.

Activity: We will watch excerpts from
Black Gold, a documentary about the
coffee industry and the impact on
coffee farmers around the world. Large
group discussion on how decisions
made by leaders impact others, with
particular emphasis on globalization
and developing nations.


Familiarize yourself with the movie
Black Gold:
http://blackgoldmovie.com/
Ahn et al. (2012). Values versus
traits-based leadership: Insights
from an analysis of Aeneid.
Waldman et al. (2008). Defining
the socially responsible leader.
Personal reflections journal collected
Session 14:
Personal reflections
on journaling;
Book Club wrap up
Activity: Students present their
personal reflection journals. Book
Clubs debrief to the class on their
selected books and group reactions.
ACCOMODATIONS
UMass Boston is committed to providing reasonable academic accommodations for all students with
disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel
you will need accommodations in this course, please contact the Ross Center for Disability Services,
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Campus Center, Upper Level, Room 211 at 617-287-7430. After registration with the Ross Center, you
should present and discuss the accommodations with the instructor. Although a student can request
accommodations at any time, it is recommended that students inform the instructor of their need for
accommodations by the end of the Drop / Add period to ensure that accommodations are available for the
entirety of the course.
CODE OF CONDUCT AND ACADEMIC INTEGRITY
It is the expressed policy of UMass Boston that every aspect of academic life − not only formal
coursework situations, but all relationships and interactions connected to the educational process − shall
be conducted in an absolutely and uncompromisingly honest manner. UMass Boston presupposes that any
submission of work for academic credit is the student’s own and is in compliance with University policies,
including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of
Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements
for academic honesty, as delineated in the UMass Boston Graduate Catalogue and relevant program
student handbook(s).
REQUIRED COURSE READINGS AND REFERENCES
Action for Boston Community Development website: http://www.bostonabcd.org/locations.aspx
Ahn , M. J., Ettner, L. W., & Loupin, A. (2012). Values versus traits-based leadership: Insights from an
analysis of Aeneid. Leadership and Organizational Development Journal, 33(2), 112-130.
Alimo-Metcalfe, B. & Alban-Metcalfe, J. (2011). Leadership in public and third sector organizations. In:
John Storey (Eds.) Leadership in organizations: Current issues and key trends. (2nd ed.). New
York, NY: Routledge
Andersen, J. A., & Hansson, P. H. (2011). At the end of the road? On differences between men and
women in leadership behaviour. Leadership and Organizational Development Journal, 32(5),
428-441.
Antonacopoulou, E. P., & Bento, R.F. (2011). Methods of ‘learning leadership”: taught and experiential.
In: John Storey (Eds.) Leadership in organizations: Current issues and key trends. (2nd ed.). New
York, NY: Routledge
Brady, L.T., Fong, L., Waninger, K.N., & Eidelman, S. (2009). Perspectives on leadership in
organizations providing services to people with disabilities: An exploratory study.
Intellectual and Developmental Disabilities, 47(5), 358-372.
Campbell, D. J. & Dardis, G. J. (2012). Be, know, do. Leadership Excellence, 29(2), 11.
Connerley, M.L., & Pederson, P. (2005). Leadership in a diverse and multicultural environment:
Developing awareness, knowledge, and skills. Thousand Oaks, CA: Sage Publications.
Connecticut Bureau of Rehabilitation Services (BRS) website: http://www.ct.gov/brs/site/default.asp
Delven, M. & Smith, M. (2012). Levels of leadership. Leadership Excellence, 29(3), 10-12.
Dion, M. (2012). Are ethical theories relevant for ethical leadership? Leadership & Organizational
Development Journal, 33(1), 4-24.
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Fawcett, S. B. et al. (1995). Using empowerment theory in collaborative partnerships for community
health and development. American Journal of Community Psychology, 23(5), 677-698.
Graetz, F. (2000). Strategic change leadership. Management Decision, 38(8), 550-562.
Haitian American Public Health Initiatives, Inc. (HAPHI) website: http://www.haphi.org/
Hailey, J. & James, R. (2004). “Trees die from the top”: International perspectives on NGO leadership
development. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 15(4),
343-353. Retrieved from: http://www.springerlink.com/content/xr6636p8u2w57748/?MUD=MP
Institute for Community Inclusion (ICI) website: http://www.communityinclusion.org
International NGO Training and Research Center (INTRAC) website: http://www.intrac.org/
Jogulu, U. D. (2010). Culturally linked leadership styles. Leadership & Organizational Development
Journal, 31(8), 705-719.
Johnson (2008). Meeting the ethical challenges of leadership: Casting light or shadow. (4th ed.) Los
Angeles, CA: Sage Publications.
Mangham, I. (2011). Leadership, ethics and integrity. In: John Storey (Eds.) Leadership in organizations:
Current issues and key trends. (2nd ed.). New York, NY: Routledge
McDermott, A., Kidney, R., & Flood, P. (2010). Understanding leader development: Learning from
leaders. Leadership and Organizational Development Journal, 32(4), 358-378.
Massachusetts Institute of Technology (MIT) Leadership Center website: Research – Lessons from
Leaders (leader videos): http://mitleadership.mit.edu/r-lessons.php
Mole, G. (2011). Can leadership be taught? In John Storey (Eds). Leadership in organizations: Current
issues and key trends. (2nd ed.). New York, NY: Routledge
Nissen, L. B., Merrigan, D. M., & Kraft, M. K. (2005). Moving mountains together: Strategic community
leadership and systems change. Child Welfare, 84(2), 123-140.
Nobel peace price laureate videos: http://www.nobelprize.org/nobel_prizes/peace/video_interviews.html
Patnode, G. (2009). Leadership for community action: Implementing the politics of change. Bloomington,
IN: AuthorHouse.
Pigg (1999). Community leadership and community theory: A practical synthesis. Community
Development Society, 30(2), 196-202.
Pisek, P. E. & Wilson, T. (2001). Complexity leadership and management in healthcare organizations.
British Medical Journal, 323: 746-749.
Powers, L. E. et al. (2002). Leadership by persons with disabilities in self-determination and systems
change. Journal of Disability Policy Studies, 13(2), 125-134.
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Scotch, R. K. (2000). Disability policy: An eclectic overview. Journal of Disability Policy Studies, 11(1),
6-11.
Senge, P.M. et al. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning
organization. New York: Doubleday.
Storey, J. (Eds.) (2011). Leadership in organizations: Current issues and key trends. (2nd ed.). New York,
NY: Routledge
Waldman, D. A., & Siegel, D. (2008). Defining the socially responsible leader. The Leadership Quarterly,
19, 117-131.
Course handouts on:
 Definitions of social inclusion, social development, and globalization,
 Ethical leadership scenarios, and
 12 program leadership competencies related to global inclusion and social development.
ADDITIONAL READINGS
Abiodun, S. (2012). The paradigm of ethical development for civilized leadership in Africa.
Leadership, 8(1), 17-27.
Benyamin, N. (2009). The UN Secretary-General and moral authority: Ethics and religion in
international leadership. Politics and Religion, 2(1), 144-146.
Caldwell, J. (2010). Leadership development of individuals with developmental disabilities in
the self-advocacy movement. Journal of Intellectual Disability Research, 54, 1004-1014.
Cary, P. (2008). Empowering primary care workers to improve health services: Results from
Mozambique’s leadership and management development program. Human Resources for
Health, 6(1), 14-16.
Cox, R.W. (1969). The executive head: Essay on leadership in international organization.
International Organization, 23(2), 205-230.
Furman, G. (2012). Social justice leadership as praxis: Developing capacities through
preparation programs. Educational Administration Quarterly, 48(2), 191-229.
Harman, S. (2011). Searching for an executive head? Leadership and UNAIDS. Global
Governance, 17(4), 429-446.
Jones, M.L., Blunt, P., & Sharma, K.C. (1996). Managerial perceptions of leadership and
management in an African public service organization. Public Administration and
Development, 16(5), 455-467.
Kennedy, J.C. (2002). Leadership in Malaysia: Traditional values, international outlook.
Academy of Management Executive, 16(3), 15-26.
Kotze, M., Venter, I. (2011). Differences in emotional intelligence between effective and
ineffective leaders in the public sector: An empirical study. International Review of
Administrative Sciences, 77(2), 397-427.
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Lucas, E. (2001). Social development strategies of a non-governmental grassroots women’s
organization in Nigeria. International Journal of Social Welfare, 10(3), 185-193.
Mansour, M., Mansour, J.B., El Swesy, A. H. (2010). Scaling up proven public health
interventions through a locally owned and sustained leadership development programme
in rural Upper Egypt. Human Resources for Health, 8(1), 1-6.
Moe, J.L., Pappas, G., & Murray, A. (2007). Transformational leadership, transnational culture
and political competence in globalizing health care services: A case study of Jordan’s King
Hussein Cancer Center. Globalization and Health, 3(11).
Oreg, S., & Berson, Y. (2011). Leadership and employees’ reaction to change: The role of
leaders’ personal attributes and transformational leadership style. Personnel Psychology,
64(3), 627-659.
Pops, G.M. (2007). Dynamics of leadership in public service: Theory and practice. Public
Administration Review, 67(2), 361-U11.
Scandura, T., & Dorfman, P. (2004). Leadership research in an international and cross-cultural context.
Leadership Quarterly, 15(2), 277-307.
Schyns, B., Kiefer, T., Kerschreiter, R., & Tymon, A. (2011). Teaching implicit leadership
theories to develop leaders and leadership: How and why it can make a difference.
Academy of Management Learning and Education, 10(3), 397-408.
Searcy, S., Leelawson, C., & Trombino, B. (1995). Mentoring new leadership roles for parents of
children with disabilities. Remedial and Special Education, 16(5), 307-314.
Sluyter, G.V. (1995). Mental-health leadership training: A survey of state directors. Journal of
Mental Health Administration, 22(2), 201-204.
Van Wart, M. (2011). Public sector leadership: International challenges and perspectives. Public
Administration, 89(2), 714-717.
Vargas, C.M. et al. (2012). A community engagement process for families with children with
disabilities: Lessons in leadership and policy. Maternal and Child Health Journal, 16(1),
21-30.
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