Sample Dissertations

The purpose of this study was to explore how African American women leaders in Midwestern community colleges navigate the intersections of race, gender, and leadership on their pathways to leadership roles. A qualitative case study was used to investigate how African American women leaders describe their experiences in overcoming systemic barriers and their strategies for navigating leadership challenges within community colleges. Data was collected from ten African American women in leadership roles, using open-ended questions during one-on-one interviews. Through document review, data was also gathered from supporting documents, including leadership development materials, institutional reports, and relevant literature. Data was transcribed and manually coded to identify codes, patterns, and themes and then triangulated. Intersectionality theory (Crenshaw, 1989) and Authentic leadership theory (George, 2003) guided this study, providing frameworks to understand how these leaders balance personal authenticity and professional demands while navigating their intersecting identities of race and gender. The six emergent themes of this case study were (a) authenticity in leadership, (b) navigating systemic racism and bias, (c) mentorship and community support, (d) gendered expectations in leadership, (e) the pressure to perform and prove worth, and (f) overcoming imposter syndrome. The findings of this study confirm the importance of intersectionality and authenticity frameworks in understanding the experiences of African American women in leadership roles. Implications for higher education leadership and recommendations for fostering more inclusive and supportive environments in community colleges were provided based on the six emergent themes and the integration of theoretical frameworks.

The purpose of this study was to understand the perceptions of enrollment management leaders and allied professionals at higher education institutions in the United States and Costa Rica and how they experience their own levels of job satisfaction and engagement. Additionally, the study explored how culture informs the levels of job satisfaction and employee engagement in higher education within the United States and Costa Rica. This researcher selected to explore enrollment management departments and allied professional departments (admissions, marketing, communications, financial aid) within the United States and Costa Rica specifically for several reasons. First, the researcher has a breadth of experience and background in the field of enrollment management. Additionally, this researcher has conducted a study as part of a master’s program examining job satisfaction in a small liberal arts institution. Second, the researcher had exposure to Costa Rican culture during a global practicum where I came to understand and appreciate the cultural differences of the United States and Costa Rica. According to previous research, (Hofstede et al., 2010; Hofstede Insights, 2023; House et al., 2004) cultural differences influence the construct of job satisfaction, engagement, and perception (Dorfman et al., 2012; Testa, 2009; Westover et al., 2019). The study was based on three theoretical frameworks: leader-member exchange theory, Herzberg’s duality theory of satisfaction, and Kahn’s employee engagement theory. Six themes emerged from the interview data: (1) job satisfaction is about interacting with students, (2) employee engagement is not about one thing, (3) quality leadership in enrollment management, (4) United States cultural perceptions of employment and higher education, (5) Costa Rican culture: people over employment, and (6) it’s all about numbers and technology. Additionally, under the theme of U.S. cultural perceptions all work, no play and is higher education even worth it was mentioned by the participants. Moreover, in theme six it’s all about the numbers and technology, the subthemes that emerged were student-centered approach and failing technology. Recommendations suggest insights for global institutions to provide better opportunities for cross-cultural knowledge sharing in terms of job satisfaction and engagement in higher education.

The transition from doctoral student to scholar is a complex and deeply personal process influenced by social, academic, and professional experiences. This qualitative study explored how PhD students in global leadership programs develop their scholarly identities, focusing on the five categories of Komives’ Leadership Identity Development (LID) theory: developing self, group influences, changing views of self with others, broadening views of leadership, and developmental influences. These categories provide a framework for understanding how doctoral students progress from knowledge consumers to knowledge creators, negotiating self-perception, confidence, and professional roles throughout their journey. Using Moustakas’s transcendental phenomenological approach, this study captures the lived experiences of recent global leadership doctoral graduates, bracketing researcher bias to uncover the essence of their identity formation. Through in-depth interviews, key themes emerge regarding the influence of academic mentorship (group influences and developmental influences), the impact of peer communities (changing views of self with others), and the challenges of integrating scholarly work into broader leadership contexts (broadening views of leadership). Findings suggest that scholarly identity development is not a linear progression, but an iterative process shaped by self-reflection (developing self), institutional structures, and engagement with scholarly practice. This research expands LID theory by applying it to doctoral students, offering new insights into the evolution of leadership scholar identity in academic settings. It highlights the importance of structured mentorship, collaborative learning, and experiential opportunities in fostering leadership development. Future research could explore how cultural and disciplinary contexts shape leadership identity formation. By deepening our understanding of how doctoral students transition to scholars, this study informs strategies to better equip emerging scholars for leadership roles in academia and beyond.

This phenomenological study explores the experiences of global leaders in multinational corporations (MNCs) as they support LGBTQ employee engagement. Despite increasing organizational commitments to diversity, equity, and inclusion (DEI), there remains a significant gap in understanding how leaders perceive and implement LGBTQ-inclusive practices. The study focuses on middle managers within MNCs headquartered in the Midwestern United States, examining their lived experiences through semistructured interviews. Grounded in organizational support theory (OST) and Social exchange theory (SET), the research investigates how leaders navigate the complexities of fostering inclusive environments across diverse cultural, legal, and organizational landscapes. The findings reveal that while many MNCs have formal LGBTQ- inclusive policies, their implementation varies widely. Leaders often face challenges in balancing global corporate mandates with local cultural norms, particularly in regions with restrictive LGBTQ rights. Key themes include the importance of psychological safety, the role of allyship, and the impact of personal and professional exposure to LGBTQ individuals on leadership practices. Participants emphasized the need for tailored leadership training to address unconscious biases and enhance cultural competency. Additionally, the study highlights the critical role of middle managers in translating top-level DEI initiatives into actionable practices, underscoring the importance of perceived organizational support (POS) in fostering LGBTQ employee engagement. The research contributes to the literature on global leadership and employee engagement by shifting the focus from employee experiences to leader perceptions. Ultimately, the study underscores that inclusive leadership is not only a moral imperative but also a strategic advantage for MNCs seeking to create equitable and productive workplaces. Keywords: LGBTQ inclusion, global leadership, multinational corporations, employee engagement, diversity and inclusion, organizational support theory

With multiple generations currently participating in the workforce, understanding how work values differ by generational cohort membership is essential for effective talent management strategies. This quantitative study examined the relationship between generational cohort membership and work values (Cognitive, Instrumental, Social/Altruistic, and Prestige) among full-time employees from four generations (Baby Boomers, Generation X, Millennials, Generation Z) in the United States. As organizations adapt workforce expectations following the COVID-19 pandemic, recognizing these dynamics is important for designing talent management strategies that align with evolving employee expectations. Data were collected using Lyons Work Values Survey Revised (25-item format) and analyzed using descriptive statistics and inferential statistics. Linear regression examined the predictive effects of generational cohort (independent variable), with gender, industry and intent to quit as control variables, on four work value dimensions. Results indicated statistically significant differences across generations in Instrumental, Social/Altruistic, and Prestige work values, while no significant differences were found in Cognitive work values. Gender differences were only significant for Prestige work values. Intent on quitting and industry affiliation did not emerge as significant predictors, suggesting that work values are relatively stable across turnover and employment sectors. These findings underscore the influence of generational cohort membership and gender identity on work value preferences, offering practical implications for talent management and contributing to generational research.

The purpose of this quantitative study is twofold. The first purpose is to see if there is a relationship between corporate social responsibility (CSR) and corporate financial performance (CFP) of global telecommunications (telecoms) companies. The second purpose of the study is to see if there is a relationship between any of the four dimensions of CSR: community, employees, environment, and governance with the CFP of global telecoms. Data for the study was secured from multiple sources. The CSR data was secured from CSRHub which is a popular data aggregator used in corporate and research fields. CFP data was secured from Refinitiv which is a financial data repository consisting of data primarily for corporate and research purposes. Institutional, stakeholder, and legitimacy theories were the guiding theoretical frameworks for this study. This research aims to add to the collective body of literature investigating the relationship between CSR and CFP by addressing gaps in the literature regarding not only the concept of CSR, but also the dimensions of CSR and CFP and specifically these components within the global telecommunications industry.

Asian American women are notably absent from leadership research. Research indicates that these women are underrepresented in organizational leadership and in diversity, equity, and inclusion (DEI) initiatives that organizations implement to resolve the lack of representation. This study explored the challenges that Asian American women experience in achieving representation in leadership and in DEI. Using a qualitative case study approach, the research addresses the following questions: (a) What challenges do Asian American women face in attaining and succeeding in leadership; (b) What challenges do Asian American women face in being represented and included in DEI initiatives, and attaining or succeeding in leadership through those initiatives; and (c) What success strategies do Asian American women employ to overcome challenges in leadership and DEI?

Data was collected through in-depth interviews with five participants. Five themes emerged: a) Family Roots: Shaping Identity and Career; (b) The Power Paradigm: Maleness, Whiteness, Leadership; (c) Breaking the Mold: Maladaptive Success Strategies; (d) Embracing Unique Identities: Resignation and Pride; and (e) DEI in Practice: Beyond the Checkbox. These themes revealed that participants experienced a clash between Asian cultural expectations from their upbringing and Western leadership expectations in the workplace, leading to challenges in career and leadership advancement. Challenges were exacerbated by the strong link between American identity, race, and socioeconomic access, often excluding Asian American women. Participants responded to challenges through a combination of strategies that included conforming to stereotypes and/or adapting prototypical leadership behaviors. Other participants sought to embrace their unique identities as a success strategy. Results also showed that participants felt organizational DEI efforts were insubstantial, failing to target either Asian American women or other historically undervalued groups. Through these insights, the study provides valuable implications for organizational cultures and processes, and DEI practices. By addressing the specific challenges identified by participants, organizations can foster true inclusivity for both Asian American women and other groups. Ultimately, this study contributes to literature on leadership and diversity by offering a critical perspective on the experiences of Asian American women.

This research used Lewin’s planned approach to change theory as a theoretical framework for studying change leadership communication competence and their relationship to resistance to change in the Nigerian banking industry. The paper argues that employees’ resistance to change can determine the success or failure of an organizational change project in the Nigerian banking industry. The paper found that change leaders’ communication competence correlates with resistance to change in the Nigerian banking industry. The study took the form of a correlational quantitative design so the emphasis was on examining how the variables of change leadership communication competence correlate with the variables of change resistance behavior and change acceptance behavior in the Nigerian banking industry. Effort was also made to examine how the various socio-demographic characteristics of the respondents correlate with resistance to change behavior and change leadership communication competence. The data analysis was also extended by examining the cultural dimensions profiles of the respondents and how they correlate with resistance to change and communications competence.

Millennials are taking on leadership roles across various industries, and gaining insights into their leadership preferences and career motivation is valuable to understand, particularly regarding their commitment to non-profit organizations (NPO). This study examines Millennials in leadership positions within the context of North American (United States and Canada) based international NPOs and explores the relationship between organizational culture and prosocial career motivation. Prior research suggests that a fit between a person’s organizational culture and career motivation are predictors of career commitment. This study furthers this research, using a quantitative approach to assess the cultural preferences and prosocial career motivations of this study’s sample (N=195). The findings of this study indicate that the preferred organizational culture among the sample is the market culture typology, as defined by the Organizational Culture Assessment Instrument (OCAI) developed by Cameron & Quinn (2006). The sample was also found to have high prosocial career motivation, as defined by Grant’s (2008) Prosocial and Intrinsic questionnaire. Leaders experiencing a match between their preferred and actual organizational cultures had significantly higher prosocial career motivation compared to those with mismatched cultures. These results underscore the importance of organizational cultural alignment for enhancing prosocial career motivation and advancing leadership commitment for Millennial international NPO leaders. Finally, recommendations are offered for recruitment and retention in this sector, by leveraging this generation’s market culture preferences and their high prosocial career motivation.

The objective of this research was to explore the underlying reasons for the underrepresentation of women in leadership positions in higher education in the province of Khyber Pakhtunkhwa (KP), Pakistan. Women’s leadership is more prevalent in developed countries, while it is significantly lacking in developing countries. The KP province of Pakistan is experiencing a significant lack of female leaders in higher education due to the combination of various reasons. Uncovering the underlying factors and difficulties would not have been feasible without employing qualitative research methods and utilizing a case study methodology. This approach was necessary as each leader has a wealth of information pertaining to their personal experiences, education, job, and so forth. Data was collected from nine participants in the study using a case study design. The selection of these participants was based on factors such as their seniority level, familial support, organizational policies, and urban and rural variations. Interviews were conducted as the main means of data gathering through online platforms. The study employed an intersectional framework to examine how cultural factors impact the lives of women in the KP region. Specifically, it focused on the experiences of women in terms of family support, organizational policies, and the disparities between urban and rural areas. Crenshaw’s (1989) concept of intersectionality provided a unique perspective on the challenges faced by women in KP, Pakistan with regard to their leadership roles in higher education.

The data revealed several significant themes. The main themes included family support, organizational rules and processes, and urban and rural disparities regarding the underrepresentation of women in leadership positions in KP higher education. The study focused on places where people experienced support or oppression based on their intersectional individual level statuses, such as geographical location (rural vs. urban), familial support, and organizational policies and procedures.

This qualitative study aimed to explore Army acquisition civilian logistics leaders’ experiences managing the movement of military equipment globally. The Department of Defense relies upon its logisticians to deliver capability that meets warfighter mission needs. To successfully carry out their mission, Army acquisition civilian logistics leaders must coordinate the transportation of a consolidated support package of equipment and materiel to receiving units as part of a larger fielding plan. Army acquisition civilian logistics leaders must oversee the successful transfer of all required materiel to global partners in a coordinated manner. The concepts that constructed the theoretical framework for the study were the global mindset model and global leadership. Ultimately, this research may inform organizational leadership decisions and human capital efforts related to Army acquisition civilian logistics leaders, contributing to continued acquisition success in support of the warfighter. Army acquisition civilian logistics leaders provided responses to a series of semistructured interview questions designed to explore their experiences with cross-border operations and working with global partners. The responses were qualitatively analyzed, and the resultant themes were presented and discussed. Using the global mindset model to examine how Army acquisition civilian logistics leaders field military equipment overseas contributes to a holistic view of military logistics and global partnerships.

This study expands global leadership research by exploring leader agency and structure on administrative innovations in a multinational nonprofit. This study explored organizational, cultural, economic, political, and social structures and systems that enable or restrict leader agency on administrative innovations in a multinational federated nonprofit organization. Administrative innovations are the changes to internal structures by management that affect strategy or practice to help meet organizational goals. The Young Men’s Christian Association (YMCA) provides the context for this study. The global YMCA has a presence in 120 countries and operates in a federated system bound together by common mission principles and a vision to impact the spiritual, mental, and physical development of youth. This research contributes to a deeper understanding of global leader perceptions at the YMCA through an exploratory case study guided by Giddens’ (1984) structuration theory. This study informs how leaders perceive their agency as restricted or enabled on administrative innovations in a multinational federated nonprofit. Senior-level leaders identified how systems and structures are influencing perceptions of leader agency. These leaders identified organizational, cultural, political, and social factors having a meaningful influence on enabling and restricting their agency.

This dissertation explored the lived leadership experiences of civil service leaders in the British Virgin Islands through the lens of Bolman and Deal’s (2017) four frame theory. Employing a phenomenological study design with semi-structured interviews, participants shared their perceptions of leadership in the wake of Hurricane Irma. The study identified five core themes and 13 subthemes that encapsulated the multifaceted nature of leadership in the context of disaster response and recovery. Through rich narratives and in-depth analysis, the findings shed light on the complex interplay between leadership frameworks and real-world challenges faced by civil service leaders in a post-disaster environment. Furthermore, this research contributed to the development of global leadership literature by offering nuanced insights into the application of leadership theories in nontraditional settings. By examining leadership through multiple frames, this study enhanced understanding of the dynamic nature of leadership and its impact on organizational resilience and community recovery efforts. The findings not only provide practical implications for leaders operating in similar contexts but also contribute theoretical advancements by expanding the discourse on leadership theory and practice in the field of crisis leadership.

Along with the growing popularity of online studies, colleges and universities have seen an increasing number of multicultural students. The intersectionality of these two phenomena, online learning, and multicultural higher education students, was the focus of this study. This study was a descriptive research design using a case study approach. Four theories were used for this research topic: the theory of culturally responsive pedagogy and leadership, student development of theory, student engagement theory, and student involvement theory. The significance of this study was vast as it will affect both students and faculty moving forward; this built on existing literature regarding various online learner populations. Primary data was collected via the virtual meeting software Zoom, and secondary data was collected. The interviewees included six participants from Institution A, and five participants from Institution B. At the end of the iterative coding process, five themes emerged. The themes were (1) being multicultural is unique, (2) students are students, (3) don’t know, don’t care, (4) institutions talk the talk, but do they walk the walk?, and (5) personal commitments. The university’s role is to develop global-ready students, and online multicultural students are largely glossed over and online multicultural learning is significantly ignored. This student population and support strategies need to be brought to the forefront not only by higher education leaders and institutions, but from leading global educational organizations as well.

The purpose of this study was to explore how United States-based (U.S.-based) university leaders select, train and develop expatriate faculty to teach students in different cultural and national contexts at International Branch Campuses (IBCs) in sub-Saharan Africa. A qualitative case study was used to explore how global leaders at U.S.-based IBCs describe how they select, onboard and providing ongoing training and development for expatriate faculty to teach students in sub-Saharan Africa. Data was collected from 11 global leaders at an IBC in sub-Saharan Africa with a leadership role in faculty selection, training and/or development using open-ended questions during Zoom one-on-one virtual interviews. Data was also collected from administrative documents such as training materials, newsletters, and the faculty guide. Data was initially analyzed using the Dedoose software, and then transferred to a codebook to identify codes, patterns and themes through a cyclical approach of initial, axial and thematic coding, followed by triangulation. Transition theory, transformational leadership, and student engagement theories helped to inform this study along with the frameworks of expatriate transition cross-cultural competencies. The five emergent themes of this case study were (1) the larger university, (2) the importance of onboarding, (3) intercultural competence, (4) different education and knowledge levels, and (5) a network of colleagues and peers. The findings of this study have confirmed the intersection of theories and frameworks outlined in this study, as well as implications for global leaders and global organizations. Recommendations were provided based on the five emergent themes, and the intersection of theoretical frameworks, which ultimately have shown to be best practices in the field of expatriate faculty selection, training and development.

In the dynamic realm of AI and ML technologies, characterized by intricate data and interdisciplinary collaboration, this study investigates perceived sensemaking and communication effectiveness. This research addresses emerging challenges in AI/ML integration and the development of AI-driven software systems, aiming to bridge knowledge gaps, offer practical contributions, and serve as a valuable resource for global leaders navigating the complex AI/ML landscape. Focused on software engineers in multinational U.S. companies, the research examines perceived sensemaking and communication effectiveness during AI/ML project requirement gathering. Using a quantitative correlational approach, it uncovers a strong positive correlation between perceived sensemaking and individual communication effectiveness, emphasizing sensemaking’s crucial role. While leveraging prior knowledge enhances sensemaking, challenges emerge in connecting elements, revealing a gap between data and cognitive framing. The study identifies strong positive correlations between sensemaking and high communication effectiveness. Complexity Leadership Theory underpins the research, advocating adaptability and collaboration in AI/ML settings. It suggests further exploration in sensemaking, AI/ML standards, and global leadership, emphasizing leadership development, multidisciplinary training, cultural diversity, and adaptive organizations. These findings stress the importance of Complexity Leadership and effective communication in AI/ML projects for global leaders and organizations.

In the United States, underrepresentation in entrepreneurship while facing barriers to success have limited Latinas as small business owners in the service industry. These impasses pose challenges as Latina leaders strive to grow professionally. Research shows that barriers to their success limit Latinas’ abilities to effectively provide services to their diverse clientele; unless they manage to surmount the obstacles they face, they will continue to be underrepresented as small business owners. Some people question whether the Latina small business owners are also entrepreneurs. In a broad sense, entrepreneurs create new products and services, while small business owners sell existing products and services. Latina leaders in the services industry, beauty salons, are intriguing small business owners. Latina small business beauty salon owners exhibit a distinguished entrepreneurial ability serving customers’ unique needs and must remain innovative and creative to maintain their businesses. The purpose of this grounded theory study was to explore the leadership styles of Latina small business owners in the services industry, specifically beauty salons, in the southeastern region of the United States to identify unique leadership characteristics and to determine the role entrepreneurship plays in their small businesses. Grounded Theory design was selected to drive the investigation. Latino critical theory and intersectionality was used as the theoretical framework, and Ascher’s model of female entrepreneurship was used as the conceptual framework for the proposed study. This study’s significance and benefit to Latina women and women in general was reviewed followed by a discussion of the study’s proposed design, methodology, researcher’s role, and ethical considerations.

Early Childhood Education and Care (ECEC) is an enterprise which impacts the social and economic standing of communities globally. ECEC quality, accessibility, innovation and sustainability have been considered in a wide body of research. However, there was a gap in research when considering non-traditional (specifically, nature immersion) ECEC, and the respective leaders of such schools. The study explored the lived experiences of ECEC global leaders of nature immersion programs, who were working in South Korea, Finland, Canada, Sweden and the United States of America, or as many of these countries as possible. This study discovered how such organizational leaders reflected on their preparation, examined their leadership competencies, analyzed their leadership beliefs, and explored how ecopsychological wellness was influenced through nature immersion education, impacting ECEC innovation and sustainability in a global education market. This study utilized a qualitative research method, with a qualitative transcendental phenomenological research design. The primary instrument used in this study was a semi-structured interview, utilizing a Framework Matrix for Interview Questions (Appendix B). Two theoretical frameworks were applied, Authentic Leadership Theory and the Ecopsychological Theory, which allowed the ECEC leaders to examine their leadership competencies and explore their ecopsychological wellness of working in nature immersion environments. I began with purposeful sampling, contacting a known Forest School leader. This first contact then generated snowball sampling, which generated ten participants for this study, residing in Canada and in the United States. Research participants qualified for this study if they meet the following criteria: (1) had worked or were currently working as a director, or an organizational leader of a nature immersion ECEC program, and (2) were fluent (speak and read) in English. This exploration highlighted the lived experiences of non-traditional (nature immersion) ECEC global leaders, it hopefully added new insights to the global sustainability of ECEC programs, prepares future ECEC leaders in assuming director positions globally, and most importantly, it inspired high-quality care and development of children on a global platform.

This study explored how 10 non-elected U.S. government administrative leaders with extremely complex global leadership roles describe their experiences with red tape at work. Many people intuitively understand red tape as a metaphor associated with hassle in their interactions with government. Red tape also comes with a scholarly theory that centers on arcane, costly, and burdensome processes and rules that consume an organization’s resources but serve no necessary purpose. Thirty years of research connects red tape and its related concepts of burden, regulation, and sludge to inefficiency and negative human experiences. Quantitative evidence shows red tape persists. Therefore, one might presume administrative leaders wish to tackle red tape. After all, government administrative leaders are supposed to work in customer-minded, serviceoriented ways. However, red tape can also serve a protective purpose and administrative leaders must also protect taxpayer interests. A leadership challenge emerges when one considers leader success is based on program uptake, but red tape can keep eligible people from participating in government. Scholars continually discuss whether political or elected leaders are mainly responsible for red tape. One voice that has been missing in scholarship is that of administrative leaders themselves and how they experience red tape in their jobs. This study aimed to fill that gap. Four themes surfaced: boundary-spanning, pragmatism in leading, risk-based leadership choices, and most-cited red tape origination points. Ultimately, this research may inform leadership development decisions and customer and employee experience policies in government administration, thereby contributing to more efficient government services for all.

The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores culture and society, in relation to power, law, and race (Dixson, & Rousseau Anderson, 2018; Price, 2010). CRT is based on “an assumption that racism is not a series of isolated acts, but an epidemic in American life, deeply ingrained legally, culturally, and even psychologically” and offers a “a challenge to traditional claims of neutrality, objectivity, colorblindness, and meritocracy as camouflages for the self-interest of dominant groups in American society” (Job, 2009, p. 83).

The inquiry into this research phenomenon is based on the existence of fear and frustration with African American/Black male full-time faculty members at these institutions of higher education. The results of this study may be beneficial as a future guide to institutions of higher education that seek to implement practices that will help them become more viable global entities.

The global aerospace industry performs countless risk decisions every day. These decisions are generally mundane and their correctness trusted upon by stakeholders. As in any human endeavor, there have been several aerospace tragedies. As the industry expands globally, the risk potential for poor decision outcomes expands. Applied global leadership research may provide insights for risk reduction. This applied research study, utilizing Patricia Werhane’s (2008) business ethics theory of moral imagination, synergizes her moral managerial decision-making theory with contextual intelligence model (Kutz, 2017), triune ethics meta-theory (Narvaez, 2016), and responsible leadership theory (Miska & Mendenhall, 2018). Additionally, an understanding of moral virtues was derived from Pine (2022) as a guide for deconstructing moral content from the participants; lived experiences. This multidisciplinary approach holistically combined the theories to reach a deeper understanding of aerospace risk decision-making. The theoretical framework may serve as a basis for other research into moral imagination. A phenomenological research methodology (Creswell & Poth, 2018), informed by the descriptive phenomenological design in psychology (Giorgi, 2009), evaluated moral imagination from a global leadership research perspective. Eight participants provided lived experiences. Eight themes emerged from the analysis. The themes for aerospace leaders from this research were a) safety first, b) issues need identified and addressed in their earliest stages, c) compliance needs achieved while operations need kept moving, d) organizations need viewed as a work in progress, e) discordant moral and ethical behaviors often emerge during problem solving, f) use facts and data when developing solutions and courses of planned action, g) aerospace leaders embody a personal conviction for others safety, and h) aerospace leaders must establish and consistently practice their moral codes. It is intended that the outcomes of this study are useful for applied research in moral imagination and informing recommendations for global aerospace policies on risk decision making. 

International student recruitment has become a major priority for universities, especially in the United States. With an uptick in international student enrollment expected, higher education institutions are having to compete for international students on a global scale. The current study explores the influence of education agents on Indian students pursuing their master’s degrees from universities in the United States. This study is guided by a theoretical framework comprised of the push-pull theory, model of student choice, and the college choice process model. Through a case study design, the analysis of semi-structured interviews revealed how participants perceived the influence of education agents during the search phase, while on campus, and when it came to further understanding the U.S. culture. This led to the development of two core themes that revealed Indian students perceived education agents as integral resources and were beneficial but with some shortcomings. Universities could use the findings of the current study to help advance the effectiveness of their international student recruitment efforts by communicating additional support for education agents and international students. The study’s findings help advance global leadership by expanding knowledge of the influence that education agents have on international students’ understanding of U.S. culture and capturing universities’ ability to support international recruitment objectives.