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There are many studies regarding the value of gaining cultural awareness, but limited empirical evidence has been shared on programs that use integrated learning and capacity building interventions to specifically build cultural competence in aspiring undergraduate leaders. This qualitative case study examined the effects of interventions designed to build intercultural competence in first-year honors students participating in a leadership development program using co-curricular activities, undergraduate research, and a short-term education abroad. Data collected from two cohorts who completed the first year of the program revealed students’ perceptions of their short-term education abroad experience’s impact on their intercultural competence and leadership development. The study demonstrates the value of integrated leadership and intercultural competence development among undergraduate students.

The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education.

The study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience.

The analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted.

Academic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses.

The findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences.

There have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.

This study aims to focus on an innovative undergraduate teaching intervention designed to guide students in exploring and narrating the potential futures of climate change. The intervention aimed to reduce the psychological distance associated with climate change by systematically investigating futures in real-world contexts. The study had two objectives: to examine students’ learning outcomes by analysing their visions of a carbon-neutral future towards the end of the intervention and to measure the intervention’s impact on students’ understanding of climate change and their perceived ability to contribute effectively.

The intervention was implemented over two consecutive semesters. Data for analysis included student narratives from the final assignment (N = 140), where they envisioned life in a carbon-neutral city, and pre-/post-instruction surveys (N = 37) assessing content knowledge and action competence.

Content analysis of student narratives revealed 12 distinct themes, encompassing infrastructural and technological advancements, lifestyle adaptations and shifts in societal attitudes towards sustainability. Statistical analysis of the survey data demonstrated significant improvements in both variables. These findings suggest that the teaching intervention effectively enhanced students’ scientific understanding of climate change, increased their self-perceived ability to take action and fostered a realistic sense of life in a sustainable future.

This research introduces a novel teaching intervention exploring and narrating climate change futures. Analysing personal narratives provides fresh insights into how young individuals envision sustainable living within the context of climate change, thereby contributing a unique perspective to climate change education and future studies.

The purpose of this study is to investigate the impact of tourists’ objective and subjective knowledge on their decision to use environmental best practices in tourism. This study targets the alignment between objective and subjective knowledge to identify under-confidence and over-confidence in climate knowledge and their impact on tourism decision-making.

A survey of early climate adopters (n = 752) from a US-based travel network and European-based carbon capture provider assessed tourists’ climate change knowledge, attitudes, previous travel behavior and future intentions to engage in environmentally conscious best practices in travel. Using structural equation modeling, a model was developed to explore the impact of objective and subjective knowledge calibration on climate attitudes, past pro-environmental behaviors during travel and future intentions to include best climate practices in travel decisions.

The results of this study revealed that overconfidence diminished tourists’ climate-related attitudes. Attitudes were positively linked to past actions and future intentions for climate-friendly travel planning. Overconfidence undermined knowledge translation into action by diminishing climate attitudes. The findings of this study suggested that cognitive biases might be significant in shaping climate-conscious tourism behaviors.

While objective and subjective knowledge have been extensively examined in the consumer behavior literature, more attention should be paid to these concepts in the tourism literature. This research addresses this gap in the literature and suggests that objective and subjective knowledge should be addressed separately in future research.

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

The need for individuals capable of leading change has become pronounced based on the changes occurring within the higher education system. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of change leadership. The longitudinal analysis included comparisons across members of three classes in the LEAD21 program, as well as the aggregated data from all three years. Results indicated overall level of change leadership rose by an average of 28.8%. Additionally, the study established benchmarks for pre-program and post-program levels of change leadership. Leadership educators can use the results to inform future leadership education initiatives. Furthermore, the study presents a Leading Change Scale that may be appropriate for future leadership program evaluations. Ongoing evaluations of leadership programs are encouraged.

Crisis services personnel are frequently deployed around the globe under highly demanding conditions. This raises the need to better understand the deployment process and more especially, sustainable reintegration after deployment. Despite recent research efforts, the study of the post-deployment stage, more specifically the reintegration process, remains fragmented and limited. To address these limitations, this review aims at (1) describing how reintegration is conceptualised and measured in the existing literature, (2) identifying what dimensions are associated with the reintegration process and (3) identifying what we know about the process of reintegration in terms of timing and phases.

Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocol, the authors identified 5,859 documents across several scientific databases published between 1995 and 2021. Based on predefined eligibility criteria, 104 documents were yielded.

Research has primarily focused on descriptive studies of negative individual and interpersonal outcomes after deployment. However, this review indicates that reintegration is dynamic, multi-sector, multidimensional and dual. Each of its phases and dimensions is associated with distinct challenges.

To the authors’ knowledge, this is the first research that investigates reintegration among different crisis services and provides an integrative social-ecological framework that identifies the different dimensions and challenges of this process.