Leadership Log #7 Notes from the Le adership E xcellence Institute Zeppelin
Liberal Arts Issue
Date: July, 2019.
Grammatica
Astronomia
Rethorica
Geometria
Dialetica
Arithmetica
The cover image represents a graphically reduced version, an iconic depiction and interpretation of the artes liberales in the style of Herrad of Landsberg (12th century ). The prominent circle symbolises unity, closeness and completeness ; concentric circles represent a hierarchy of the mind ; as a whole it comprises infinite wisdom.
Musica
“A M U LT I T U D E O F W O R D S I S N O P R O O F O F A P R U D E N T M I N D.” T H A L E S
P R O F H C D I P L- I N G K A R L S C H L E C H T
“Real leadership success becomes genuine when built on trust, on good decision-making and on loving what you do. This requires an active and productive character orientation – based on humanistic education.” Prof h c Dipl-Ing Karl Schlecht, Chairman of the Karl Schlecht Foundation KSG Initiator and founder of the Leadership Excellence Institute Zeppelin | LEIZ
DIREC TOR’S EDI TORI A L
Exponential technologies are not just disruptive innovations in
change unless we find an answer to the question what kind of
the field of economic value creation. They also have profound
future we want.
consequences for the organisation of society and for people’s understanding of themselves, their cooperation with other peo-
First of all, everyone should realise that the question of a de-
ple and machines. As to higher education, the obvious answer
sirable future is a normative question of what constitutes a
to the consequent challenges is to think, organise and practice
good life. Furthermore, it implies that we really have a choice.
education, research and teaching as a whole. It is not just about
This perspective is fundamentally different from those gloomy
mastering the current process of change, but also about de-
scenarios where people become slaves to the machine, or at
signing a desirable future. Is a European Liberal Arts education
least are inferior to machines’ calculative abilities. Almost all
one of the keys to this ?
common AI ethics basically rest upon this notion of calculating intelligence. The liberal arts are in a different tradition.
It might be important to understand that the history of Liberal Arts has produced three distinct approaches to education
We also need to discuss what we actually mean by ‘future’. I
programmes. In the Greek and Roman tradition, characterised
would argue that the future is not a discrete time-space. Rath-
by Plato, Aristotle, Varro and Seneca, the Liberal Arts were a
er, the future is always embedded in the past and an emergent
superior form of knowledge that preceded the inferior techne
event of the present. It is characterised by path-dependence
and artes mechanica. Liberal Arts were ’free‘, because they
and contingency, it is the relation of continuity and break, from
were practised by free men and that meant, above all, free from
which new development dynamics and processes emerge. To-
the duty of physical labour. As a superior form of knowledge
day, we stand at such a juncture : we can neither act as we wish,
and the privilege of free people, liberal arts were not primarily
nor are we devoid of choices. What does this mean for a con-
about education, but part of what made a good life for human
temporary interpretation of the educational mandate for univer-
beings. Alexander von Humboldt further developed this idea
sities that are primarily concerned with educating leaders ?
positing that everyone should have access to this form of higher, interdisciplinary education, integrating research and teach-
In terms of contingency, a positive and productive attitude to-
ing. Many US colleges have today embraced liberal arts by
wards uncertainty seems paramount to me. Attitudes such as
way of a generalist education that should precede a specialist
curiosity and serenity are crucial in this regard. These should
education. The Liberal Arts, thus, have always served both
be complemented, however, by professional skills and trans-
an individual and social purpose : the education and training
cultural competence aimed at creating normative commonali-
of people who can lead responsible lives vis a vis themselves
ties and communities of good practice. With path dependency,
and others. This is always accompanied by a profoundly
the willingness and ability to co-operate and create adaptive
normative idea of what a successful and good human life is
governance structures is required. The integration of both as-
plus it includes an idea of a desirable future. We can hardly
pects depends on the individual and collective ability to think
survive the individual and societal challenges of disruptive
in relations, to establish connections between events that have
4
not yet been established in this way and yet have always been potentially present. AI does not ask questions about good life and has no answers.
Algorithms are lonely, do not cooperate and do not form a society, normative questions are alien to them. If they were capable of all of the above, they would immediately be confronted with the consequent problems that humans have solved in the course of their evolution or have at least tried to solve. It is therefore a category error when, in discussions about the digital society, the computing capacity of machines is compared to that of the human brain. At best, this comparison tells us whether it is AI or a human who can solve a given task more efficiently. These are the questions addressed by techne and artes mechanicae. These are indubitably important ; however, what the Liberal Arts are committed to is fostering the kind of individuality that enables people to approach any task in a way they deem appropriate. It is the Liberal Arts that expose students to uncertainties and endow them with the ability to accept and cope with risk as opportunities. Hence, we should train students in decision-making in uncertain environments, address professionalism and transcultural competence and create scenarios for possible futures. That demands thinking in terms of relations, and, following Aristotles, being in relations with other people is, in itself, the highest good, resulting in happiness. Could all this be one purpose of education and leadership ?
Prof Dr habil Josef Wieland, Director PROF DR JOSEF WIEL AND
“ K N O W L E D G E I S T H E F O O D O F T H E S O U L” P L AT O
Liberal Arts with a purpose By Lennart Brand There is probably nothing that represents the Western idea of
the disciplinary structure of Western academia. Second, while
higher education better than the concept of the Liberal Arts.
the traditional academic disciplines provide their foundation,
Rooted in the Greek philosophical tradition and shaped by Ro-
the Liberal Arts then transcend them. Instead of several bodies
man thinking, the artes liberales were first ‘canonised’ in late
of knowledge that are taught independently from one another,
antiquity before becoming the bedrock of education in the
the Liberal Arts convey one unified body of knowledge, and the
Middle Ages. Despite the European origins of the term ( and
academic disciplines provide the means to access that body of
despite the fact that the concept remains deeply engrained in
knowledge from various perspectives : from the historical angle,
European higher education ideals such as ‘humanistische Bil-
the mathematical angle, the philosophical angle, and so forth.
dung ’ ), its actual use survived mainly in the United States. The quintessential liberal arts college is not merely a bucolic cam-
Specialists vs. generalists
pus in a leafy American upmarket suburb ; more to the point, it embodies the trans-disciplinary tradition in which leadership
First and foremost, this approach constitutes a comprehensive
education in the US has been steeped since the 19th century
take on human and societal reality. It refuses to split this reality
and which has not changed much since then. While there is no
into the fragments reflected by the academic disciplines, for
established canon, the definition given in the Encyclopaedia
indeed reality does not exist in a partitioned state but only as
Britannica appears to be quite accurate :
a whole. And this entirety of reality is not first historical, then mathematical, then philosophical etc. – rather, it is all of the
‘In modern colleges and universities the liberal arts include the
above at the same time.
study of literature, languages, philosophy, history, mathematics, and science as the basis of a general, or liberal, education.
Aside from this epistemological point, the other, more practical,
Sometimes the liberal arts curriculum is described as com-
point of a Liberal Arts education is that students are trained to
prehending study of three main branches of knowledge : the
be generalists. While ( picking an example at random ) Philoso-
humanities ( literature, language, philosophy, the fine arts, and
phy graduates at a traditional European university may know
history ), the physical and biological sciences and mathemat-
all about philosophy, they are probably ignorant of mathemat-
ics, and the social sciences.’
ics and history. They are one-track specialists prone to interpret the world from just one angle, the philosophical one. By
There are two important conclusions to be drawn from this.
doing so, they not only miss the other dimensions of reality but
First, the Liberal Arts are neither an arbitrary mix of random
also how they fit together. Their understanding of reality – and
sections of knowledge. Indeed, they are very much rooted in
ability to cope with it – remains fragmented. 7
The Liberal Arts graduate, on the other hand, is ( ideally ) an all-
reality – not in the way the traditional academic disciplines look
rounder whose knowledge encompasses much of what con-
at their subject areas, but in that uniquely comprehensive, mul-
stitutes reality as an interconnected system. They are ( again,
ti-dimensional, all-encompassing fashion that only the Liberal
ideally ) capable of understanding the interdependencies and
Arts can achieve. Denison University’s Masters programme in
dynamics between different aspects of reality much more fully,
Global Commerce ( see pp. 11 ) is an excellent example for this.
and can translate this understanding into actual judgements and decisions.
In short, the Liberal Arts have the potential to provide us with a set of tools to make sense of important areas of our existence.
Where does the ‘purpose’ come in?
They can help us assess where we – as a society and as individuals – want to go and which decisions need to be taken in order
There is, however, more to the Liberal Arts than educating gen-
for us to get there.
eralists. US institutions are waking up to this fact – because they have to. For years, liberal arts colleges have been losing potential applicants to more vocationally-oriented study programmes. This has triggered a widespread debate on the merits of the Liberal Arts within US academia. There are those claiming that anything with an applied angle is an abomination, and that colleges ought to stick to education for education’s sake. And then there are those arguing in favour of ‘Liberal Arts with a purpose’. And the latter group seems to be winning the argument. What do they say ? They say that, on the one hand, the Liberal Arts need to retain their focus on reality as a whole, on a unified body of knowledge that is examined from a transdisciplinary angle. In that regard, they don’t deviate from the tradition as it stands. However, on the other hand, they also claim that this very tradition has a greater potential : a potential to additionally serve as a way of looking at specific aspects of 8
lennart.brand@zu.de
A Humanism for the Digital Age? By Jan Söffner Can a machine possibly think ? In order to answer this, we first
Human thinking versus machine thinking
need to know what thinking is. Although we do think with sufficient self-awareness, it does not necessarily lead to a clear
It is only a fine line between affirmation and double negation
definition of what exactly happens in the process of thinking.
that distinguishes humanism and renders us humans fit for the
Where does it take place ? In the head, in the body or in the
digital age. This line, however, is still impermeable. So where
world ? Is it present or a mere fact of imagination, or could it
does it reside ? How can we name it ? Being German, I would
also be described as a flow-like existential experience ? Do
like to call it ‘Sinn’. The German word ‘Sinn’ has six possible
emotions, moods or feelings have an impact on our thinking
connotations in English :
and, if so, to what extent ? Do we have a chance to actively not think, as some Buddhist meditation practices promise, or is thinking an inevitable mechanism ad infinitum ? Once we start thinking about thinking, the only thing that seems indisputable is that thinking is a somehow conscious activity. And this is exactly what Artificial Intelligence (AI) , at least so far, is not capable of.
| Sense – something between meaning and sentience, between making sense and sensing, e.g., the sixth sense | Skills or attitudes and the feel for these skills, e.g. sense of humour | Mind, i.e., the place, where consciousness and desire can be positioned, e.g., having in mind and the rather Cartesian notion of everything pertaining to consciousness
Thinking AI brains
| Place of desire, e.g., “Mir steht der Sinn nach einem Kaffee” means : “My mind desires a coffee” or “I’d like to have a coffee”.
Thus, it seems wrong to state that AI can think, recognise,
| Directedness or direction. The old high German ‘sinnan’
decide, learn and so on – as long as all of this is taking place
meant travelling or wandering, and still today ‘sinnen’ signifies
without consciousness. On the other hand, it would be equal-
a kind of mind-wandering.
ly mistaken to say that data processing devices do not think,
| A kind of intention, it is about purposes or rather purposefulness :
know, recognise and so on – and that they are not intelligent,
“Das zu tun, hat keinen Sinn” can be translated into “there is no
if they outmatch humans in nearly every discipline, and if they
purpose in doing this.”
no longer need human programming but, via re-inforcement
Thus, the notion of ‘Sinn’ avoids the Cartesian misunderstand-
learning, can develop a kind of intelligence that humans cannot
ing that the cogito ( “I think therefore I am” ) was a pre-condi-
understand. Perhaps one can best address this limbo between
tion for ‘Sinn’ as in meaning ; it rather implies that meaning is
thinking and not thinking through double negations, talking
a precondition of consciousness, or that consciousness is an
about not not understanding, not not knowing and so on.
aggregate state or articulation of meaning. 9
Sinn labels everything that AI lacks to think and not just not not
Advantages of a human being
think. To mark the difference, there is a simple comparison . A self-driving car with AI won’t change its style of driving accord-
Computers do not need to replace anything of the human
ing to the music played. It is a self-contained entity that does
world, because they were never part of it in the first place. Their
not not understand any subtle changes in a given situation.
above-mentioned not-not thinking underlines, however, Heidegger’s observation. Both science and computers challenge
Though computers can analyse and reproduce the effects of
the limitations of ‘Sinn’ as in meaning by replacing it with
meaning they cannot experience it, simply because the not-
knowledge. However rudimentary this attempt might be in the
not -recognition of sentience is not sentience itself – just as you
case of human scientists, AI promises to beat us and might
cannot eat the recognition of an apple or ride in the recognition
even reach singularity without ‘Sinn’ and thus fullfill and dis-
of a car. Computers might outsmart us in recognising any of
close the intrinsic telos of the sciences, namely to replace the
the not-not patterns and are strong in reinforced learning but
world and thereby replace the human animal, too.
they still lack conscious experience. Professor Dr Jan Söffner teaches Cultural Theory and Analysis at
Although the humanistic not-not thinking shares its limitations
Zeppelin University. He is Vice-President Teaching and Didactics.
with nearly every method in sciences, the subtle line between
thinking and not not thinking remains. Most scientific methods explicitly eliminate meaning by replacing it with content. For humans this requires concentration and the ability to think impartially. Humans have to make an effort to think impartially. “Sciences don’t think”, Martin Heidegger once concluded, marking an anti-enlightenment statement. Science does not think because it replaces human self-disclosure with information, the world with an artificial substitute and thinking with logical methods.
10
jan.soeffner@zu.de
Global Commerce and the Relevancy of the Liberal Arts By Adam S. Weinberg How do we keep the liberal arts vibrant, relevant and focused
The combination of classes and experiences is designed to en-
on preparing our students for a rapidly changing world ? Den-
sure that Global Commerce students develop skills and knowl-
ison University’s Global Commerce major is focused on pre-
edge crucial to effective global leadership :
paring students to be effective leaders at all levels of global companies, local businesses, start-ups, and non-profit organi-
Global economic thinking. The ability to see connections
zations, whether in domestic or international settings.
and to think across regions and cultures in order to understand the economic policies, needs and opportunities that shape
The program blends a rigorous classroom experience with a
commerce-related decisions and actions.
co-curricular set of experiences. Cultural fluency. Capacity and confidence in learning the forThe curriculum is divided into : (1 ) a commerce core of 5 cours-
eign language skills needed to make inroads in professional
es that provide a sound understanding of the elements of com-
settings, appreciate the nuances of communication in any giv-
merce and business ; ( 2 ) a global focus where students con-
en context, and understand how language and culture shape
centrate on one of five geographical areas, and take a series of
any form of exchange in a region.
courses in the humanities, arts and social sciences to attain a deep understanding of how economic activity is shaped by the
Facility with the language of business. The financial acu-
cultures and societies of a region ; ( 3 ) language proficiency al-
men necessary to interpret financial reports and balance
lows students to deepen their understanding of the region ; ( 4 )
sheets, evaluate organizational performance, identify prob-
off-campus study provides hands-on experience in a region ;
lems and opportunities, and plan new initiatives.
and ( 5 ) a capstone senior seminar gives students opportunities to explore components of global commerce either through
Well-honed analytical skills. A broad set of classic liberal
an extensive research project or an internship in nearby Colum-
arts analytical tools that allows students to solve problems
bus, Ohio.
constructively and creatively.
The co-curriculum focuses on a set of internship experiences,
Dr Adam Weinberg has been president of Denison University, USA,
site visits, campus workshops, and discussions with visiting
since 2013. weinberg@denison.edu
experts and industry leaders. Examples include : excursions to London, internships domestically and abroad, and regular campus visits by leaders in a wide range of fields. 11
“ I T I S T H E M A R K O F A N E D U C AT E D M I N D T O B E A B L E T O E N T E R TA I N A T H O U G H T W I T H O U T A C C E P T I N G I T.” A R I S T O T L E
The social value of Liberal Arts in times of a techno-deterministic paradigm By Samuel Martín-Barbero It seems obvious that liberal arts and sciences studies as we
The problems arising from this are multiplied by the fact that
know them today should be readapted, and we might even
those who try to enact or promote structural changes and
think of applied humanities : this might be achieved by chang-
reforms in liberal arts education have hardly witnessed first-
ing some learning methods and syllabi orientation as well as
hand what is already being developed in high schools and
hiring more ( and better ) adjunct faculty. A hands-on, off-cam-
universities in many parts of the world. If they were to listen
pus experiential approach, as well as a renewed format and
more closely to students’ worries throughout the admissions
career- and academic-advisory roles would be instrumental,
process and before graduation, if they were to learn of their
perhaps by focusing more on a strong core curriculum and
personal aspirations and beliefs, if they were to listen to this
career counselling. Nevertheless, we should no longer accept
young generation´s aspirations, a very clear message would
the repetitive claim that almost all current professions, well-es-
emerge : these new university students do not necessarily feel
tablished human abilities and social skills are fading away or
inclined to work for a large, traditional, hierarchical company,
declining due to the onset of ‘machinery and robotics’ (‘the fu-
nor are they seduced by holding an ‘exclusive, fixed, job for life’
ture of work’).
attached to a permanent contract in a given location, at the same desk.
Should a society substitute college know-how by economic success?
Dr Samuel Martín-Barbero is Rector of University Camilo José Cela (UCJC) in Madrid. samuel.martinbarbero@ucjc.edu
It is hard to agree with the position that the entire liberal arts tradition, with its wide variety of attached disciplines and college know-how, should be shaped exclusively by a voice stemming from an industrial mindset looking for outcomes geared almost exclusively towards earnings and the discourse of occupational advancement, instead of one seeking to drink from ideas born of what society needs and public spirit implies ( universal values, emotions, opinions and convictions strongly attached to any human life ). I still believe – and defend – that the founding principles of universities are not those of companies in the automotive, insurance, telecoms, real estate or banking sectors. 13
Who is corrupt? Opening the black box of individual-level factors of corruption By Matthias Sohn Corruption is a widespread phenomenon in both developed
expect the tendency of greed to increase the likelihood of be-
and developing countries as suggested by various indicators.
coming involved in corruption.
In 2018, the global cost of corruption is estimated to be roughly USD 2.6 trillion ( or 5% of the world’s GNP ) according to a recent
At what point is integrity perceived as a protected value?
UN study. Research on corruption has traditionally followed a
macro-level orientation. Extant studies typically examine the
The research team ran an experiment to study how personal
causes and consequences of corruption at country level, such
values affect one’s likelihood to engage in bribery. Data collec-
as the level and growth of real income per capita, the inflation
tion took place at a major metropolitan business school in au-
rate, the economic freedom index or culture. Other work fo-
tumn 2018. We found that the willingness to accept bribes de-
cusses on the culture of a firm or organisation ; however, re-
clined the more participants held integrity as a protected value
search at an individual level is scarce. To better understand the
and the higher their level of honesty and humility. Accepting
role of individual factors is, however, very relevant for research
a bribe increased the higher the participants’ level of disposi-
and for fighting corruption in practice. Consequently, more
tional greed. Our results have important implications for liter-
research enhancing our understanding of the individual level
ature and ongoing efforts to construct theories as well as for
and, notably, the role of stable psychological traits and values
business practice. Since the individual characteristics that we
influencing people’s involvement in corrupt acts is needed.
studied can be assessed during the recruitment or promotion
In a joint research project together with Prof Stefan Linder
about what characteristics to look for in applicants or when
from ESSEC Business School in Paris, we narrow this gap and
promoting individuals to reduce the likelihood of a candidate
complement previous experimental research on corruption by
engaging in corrupt behaviour.
processes, our findings can thus also inform business practice
offering theoretical reasoning and empirical evidence from a two-stage experiment with students. We propose that, in ad-
matthias.sohn@zu.de
dition to monetary incentives to bribe or accept bribes, stable
carmen.tanner@zu.de
individual traits and personal values affect the likelihood of someone becoming involved in corruption. More specifically, we expect that individuals will refrain from corruption and thus forego the individual monetary incentives associated with corruption, the more they hold integrity as a protected value and the higher their level of honesty and humility. Finally, we 14
A measurement tool for ethical culture By Diana Stimmler, Carmen Tanner, Nicole Witt In order to prevent business scandals in the future, business
Ten building blocks have been included in the measure. (1 ) Con-
leaders are increasingly turning towards leveraging corporate
trolling and ( 2 ) Sanctioning reflect essential governance pro-
culture as a tool. They recognise the advantage of culture in
cedures of compliance-based ethics programmes to prevent
the fact that it does not only address ‘bad apples’ ( isolated in-
misconduct through control, monitoring, and punishment. The
cidents of misconduct ) but targets the organisational context
( in )effectiveness of such programmes is assessed by the per-
as a whole ( the ‘rotten barrel’ ) and can thereby help to pro-
ceived ( 3 ) Clarity, ( 4 ) Defectiveness, and ( 5 ) Viability of their
mote ethical conduct on a larger scale. The challenge these
rules. Integrity-based approaches focus on encouraging eth-
leaders are facing is that we are still lacking a solid measure
ical behaviour through self-governance, responsibility and
that assesses the strategies and factors influencing ( un )ethical
intrinsic motivation. Here, ( 6 ) Accountability and ( 7 ) Leaders’
behaviour at work. This is why our team of LEIZ researchers
Role Modelling are assessed as essential governance strate-
has taken on the challenge to propose a German measure – the
gies. The ( in )effectiveness of such programmes is measured
German Ethical Culture Scale (GECS) – that evaluates the fea-
by the perceived ( 8 ) Pressure to Compromise, expectance of
tures of a corporate ethical culture.
( 9 ) Obedience, and setting of (10 ) Ill-conceived Goals.
Compliance also depends on how effective strategies are
To test the proposed measure, several studies with more than 2000 participants have been conducted. It is shown that com-
A distinct feature of our proposed construct is the distinction be-
pliance and integrity programmes in fact relate to different
tween compliance- and integrity-oriented ethics programmes.
forms of work motivation and both predict deviant workplace
While both governance concepts aim to create a behavioural
behaviour beyond the formal factors of ethics programmes.
framework in accordance with rules and values, they employ
The continued efforts of our research team working on the
different strategies concerning how to steer the organisation.
GECS will include further exploration of the procedures and
Thus, the first aim of the GECS is to assess people’s beliefs
factors of compliance and integrity programmes in an effort to
about the extent to which an organisation relies on compliance
support practitioners looking to meet the challenge of prevent-
and / or integrity procedures. It is, however, not only important
ing future business scandals via the power of corporate culture
how a company’s policies and activities are perceived, but also
by providing them with a robust assessment tool.
that we have insights into how effective these strategies are. The second aim of the GECS is therefore to assess people’s per-
diana.stimmler@zu.de
ception of the unwritten but practised norms.
carmen.tanner@zu.de
nicole.witt@zu.de
15
Why Digital Leadership profits from the Liberal Arts By Lukas Törner & Sabine Wiesmüller The impact of digitalisation on everyday life and the conse-
isation into the overall business strategy ; and continuing ed-
quent transformation of the economy per se, of companies
ucation on digital matters for staff. A second group of results
and their business models, leads to a redefinition of leadership
showed a more long-term orientated perspective on manag-
qualities. Leaders not only need to understand the technolog-
ing digital transformation : an agile corporate culture as well as
ical changes that are imminent, they also need a strong sense
the use of new technologies and a focus on markets for new
of how to help colleagues adapt to these times of change. Fur-
business models were also mentioned. When it came to com-
thermore, they position and strategically navigate their compa-
petence, interview partners stated that they aimed to work on
nies through a rapidly changing environment. Hence, demands
holistic schemes.
on leaders are twofold : Firstly, they must be able to address short-term challenges such as the internal digitalisation of their
Digital Leadership and Liberal Arts – a symbiosis?
organisation. Secondly, long term strategic planning requires them to lead the organisation on the basis of a strong belief
Regarding the demands of long-term planning in digital trans-
system, with the ability to stay on top of complex issues such
formation, the key values of a Liberal Arts education are impor-
as the societal and individual consequences of digital transfor-
tant for digital leadership. Based on the teachings of Wilhelm
mation. The second skill set is especially important as it is not
von Humboldt, the aim is to educate well-rounded individuals,
possible to foresee all situations where leaders will find them-
with a broad knowledge of diverse topics and an emphasis on
selves in the future and might have to take decisions in a field,
mastering a range of transferable and interdisciplinary skills.
yet to be regulated.
By being able to think freely and critically, by being familiar with various topics and being able to transfer knowledge and
The results of the Bodensee Innovation Cluster survey on the
insights from one field to another, a Liberal Arts education
state of digital transformation in the Lake-Constance region
complements the skill set of digital leaders. Building strong
in 2018 bear out the demands stated above. Many of the sur-
personalities based on humanistic values can serve as a com-
veyed companies around Lake Constance, interviewed for
petitive advantage in this era of structural change, as they help
their innovative nature, mentioned skills related to short-term
to shape corporate culture, steer interest in new technologies
challenges in digital transformation processes within their
and intuitively explore systematic business-model thinking.
companies. Among the goals perceived to be success factors in the digitalisation process were ranked optimising the use of
sabine.wiesmueller@zu.de
existing internal IT expertise within the firm ; integrating digital-
lukas.toerner@zu.de
16
“ T H E LO N G E S T PA R T O F T H E J O U R N E Y I S S A I D T O B E T H E PA S S I N G O F T H E G AT E .” M A R C U S T E R E N T I U S VA R R O
New LEIZ research group: transcultural competence By Julika Baumann Montecinos In times of globalisation, the creation of economic and social
An ambitious research agenda for theory and practice
value literally crosses borders. In terms of the determinants of successful global cooperation, particularly concerning the
Various contributions and formats have been identified to pur-
cultural challenges involved, many different questions arise :
sue the research group’s goals : fundamental research on the
Which characteristics distinguish a transculturally competent
nature and the building blocks of transcultural competence as
person ? What does it mean for an organisation to integrate
a conceptual concretion of relational economics, exchange
a transcultural approach into its global strategy ? And what
with other researchers, an expert conference to be held at Zep-
learning processes facilitate and strengthen transculturality ?
pelin University in 2020, as well as case studies with globally
These are just some of the focus points of the newly launched
active cooperation partners from business and civil society, to
LEIZ research group.
name but a few of the envisaged activities. This is meant to
Transcultural competence in a network of global relations
that nurtures the process of establishing a substantiated un-
Comprising LEIZ director Josef Wieland, LEIZ researcher J ulika
a transcultural approach.
create a platform for academic and cross-sectoral dialogue derstanding of what it means to shape global cooperation with Baumann Montecinos and three doctoral candidates, Jessica Geraldo Schwengber, Tobias Grünfelder and Antonin Sal-
Transcultural competence and liberal arts
ice-Stephan, the group analyses the constitutive elements of and preconditions for successful global cooperation. Seen
The described research agenda forms a part of, and builds on,
through the lens of the theory of relational economics, this
the Global Studies Project at LEIZ and its established formats,
entails not only questions about the willingness and ability to
such as the Transcultural Caravan, the Transcultural Leader-
cooperate in a complex network of cross-cultural relations, but
ship Summit, and Transcultural Student Research Groups. In
also about organisational governance structures that antici-
line with Zeppelin University’s Liberal Arts agenda, these pro-
pate the ongoing dynamics of a network of this nature. When
jects aim to prepare students to act in global contexts via a
analysing transcultural competence in this manner, the de-
comprehensive and interdisciplinary educational strategy.
scription of learning processes on both the individual and the
The question of how to strengthen transcultural competence
organisational level addresses two sides of the same coin and
is therefore not only one for research, but also for innovative
underlines the ambition to elaborate on a comprehensive con-
teaching concepts in university education in the 21st century.
cept of transcultural leadership and its implications for theory and practice. 18
julika.montecinos@zu.de
Miscellaneous projects LEIZ commences joint research project
“Networks, cooperation and leadership
with the University of Pretoria
– learning about the engine rooms of Europe” at the Transcultural Leadership Summit 2019
By Dominik Fischer By Julika Baumann Montecinos
In late 2018, researchers from LEIZ and the Albert Luthuli Centre for Responsible Leadership at the University of Pretoria be-
Visionary ideals, realpolitik and regulatory overkill, common
gan planning a joint research project addressing leadership in
culture and identity, and finally ‘Brexit’ – it is in these terms
the context of international cooperation and sustainability. The
that Europe is commonly perceived and discussed. Most de-
research partners have now commenced a comprehensive lit-
bates are all about what is ideally and ideologically desirable,
erature review for the project, which is entitled “Collaborative
about what is politically and administratively feasible, and
Leadership for the SDG s : Implications for a Developed and a
about what Europe is in cultural and historical terms. Impor-
Developing Economy.” Goal 17 of the Sustainable Develop-
tant though all of this may be, these debates tend to disregard
ment Goals (SDG s) seeks to strengthen inter-sectoral partner-
Europe’s inner workings that make it actually move. Economic
ships as a fundamental prerequisite for the fulfillment of all oth-
activity not only secures Europe’s relative wealth as well as its
er SDG goals. As such, Goal 17 focuses on how organisations
political and societal stability, it also constitutes the core that
from the public, private or civic sector, both within and across
holds Europe together. While visions and cultural memories
national boundaries, might collaborate in efforts to address
may sometimes fade, while political cohesion and institutions
climate change, end poverty, fight inequalities and protect
may crumble, it is economic activity – and the structures and
the planet. Given the significant role of partnerships, the im-
processes that have grown out of the cooperation of economic
portance of understanding the role of leadership amidst the
players – that facilitated the ideas and politics of European uni-
strategies, practices, and challenges of collaborative efforts
ty in the first place. Against this backdrop, the fourth Transcul-
become apparent. The literature review covers theories in the
tural Leadership Summit aims to provide a platform for a new,
area of intersectoral collaboration, collaborative and relational
different and transcultural perspective on Europe and on the
leadership, as well as partnerships for the SDG s. It is intended
manifold opportunities that transcultural leadership holds for
to provide the basis for further empirical studies, which will fol-
Europe to become an outstanding hub of value creation and
low in the near future. The team plans to present the initial re-
economic, social and cultural cooperation.
sults at an international conference towards the end of the year.
yolande.steenkamp@up.ac.za
dominik.fischer@zu.de
transcultural-leadershipsummit.com
julika.montecinos@zu.de
19
“... B U T A S I T I S , T H E M O B I S R E A DY T O F I G H T A G A I N S T R E A S O N I N D E F E N C E O F I T S O W N M I S TA K E .” S E N E C A
PUBLIC AT IONS
Notable bachelor’s and master’s theses
Publications currently in press
Recently submitted MAREN FOKUHL ( 2 018 )
CHRISTEN M., SCHMOCKER D., TANNER C., K ATSAROV J.,
Digitale soziale Innovationen zur Stärkung von Frauen in der
MAUERHOFER R. ( 2 019, IN PRESS )
Arbeitswelt. Zukunftsmusik, Irrsinn oder vielversprechende
Training moral sensitivity through video games : a review of
Möglichkeit ? Über die Chancen und Herausforderungen zur
suitable game mechanisms. In : Games and Culture, Vol. 14, ( 4 ),
Nutzung von digitalen, sozialen Innovationen zur Erreichung
p. 344–366, July 2019. www.zora.uzh.ch/143918
einer geschlechtergerechten Berufswelt. Ein Plädoyer zur aktiven Zukunfts-( mit )gestaltung
WIEL AND, J. ( 2 019, IN PRESS )
Relational Economics : Economic Theory and the Governance TOBIAS GRÜNFELDER ( 2 018 )
of Relational Transactions. Cham : Springer International Pub-
Global Competence Assessment by the Programme for Interna-
lishing.
tional Student Assessment (PISA) Derived findings for the conceptualisation and assessment of transcultural competence
WIEL AND, J. & BAUMANN MONTECINOS, J. ( 2 019, IN PRESS ) ( E DS. )
NIKL AS NAGEL ( 2 018 )
Transcultural Leadership and Transcultural Competence, Mar-
Machine Learning and its Implications for Stakeholder Man-
burg : Metropolis.
agement – A Systematic Literature Review WIEL AND, J., & FISCHER, D. ( 2 019, IN PRESS )
New publications
Transaction Cost Theory and Business Legitimacy. In J. D. Rendtorff ( Ed. ), Handbook of Business Legitimacy : Responsi-
BAUMANN MONTECINOS, J. ( 2 019 )
bility, Ethics, and Society. Cham : Springer International Pub-
Moralkapital und wirtschaftliche Performance. Informelle Insti-
lishing. ( Online First ) https://link.springer.com/referencework-
tutionen, Kooperation, Transkulturalität, Wiesbaden : Springer
entry/10.1007%2F978-3-319-68845-9_14-1
Gabler. WIEL AND, J. ( 2 019 )
Gemeinwohl und Shared Value Creation. Die Zivilgesellschaft als ökonomischer Akteur. ( Common good and shared value creation. Civil Society as economic stakeholder. ) In : Kordesch, R.M., Wieland, J., Ebertz, M.N. ( Hrsg. ) Die Arbeit der Zivilgesellschaft. ( The work of civil society. ) Weilerswist : Velbrück 21
PEOPLE
Management Committee Prof Dr Josef Wieland – Holder
Prof Dr Carmen Tanner – Hold-
of the Chair for Institutional Eco-
er of the Chair for Economic Psy-
nomics, Organisational Govern-
chology and Leadership Ethics,
ance, Integrity Management &
Vice-Director of LEIZ : Carmen
Transcultural Leadership, Director
Tanner, who also holds a pro-
of LEIZ: An expert in the field of
fessorship at the Department of
compliance and business ethics
Banking and Finance, University
of more than 20 years standing,
of Zurich and the directorship of
he initiated the Forum Compli
the “Center for Responsibility in
ance & Integrity (FCI). He is a
Finance”, taught and worked at
member of, inter alia, the national CSR Forum, the jury for
several universities ( Bern, Fribourg, Zurich, Northwestern Uni-
the German government’s CSR Award, and the Advisory
versity in the US , and the Max Planck Institut Jena ). Member of
Council for Sustainability of the government of the federal
the Scientific Board of the DICO Deutsches Institut für Compli-
state of Baden-Württemberg. In the context of the German
ance. Main research topics: behavioural business ethics and
G20 presidency in 2016/2017, Prof Wieland co-chaired the
moral intelligence.
working group “Sustainability in Global Value Chains” with-
carmen.tanner@zu.de
in the Think20 process. Since 2017, Josef Wieland has been Dr Lennart Brand – Managing
Vice-President ( Research ) of Zeppelin University ( ZU ) .
Director of LEIZ . Lennart Brand
josef.wieland@zu.de
pursued a career in the aviation industry before taking his D. Phil. at the University of Oxford ( St. John’s College ). He joined ZU in 2012 and was appointed Managing Director of LEIZ in 2015. Lennart Brand serves on the Oxford University Alumni Board and the Academic Board (DACH) of SAP SE . A literary historian by trade, his research interests focus on German literature of the early 20th century, in particular Ernst Jünger and Karl Kraus.
22
lennart.brand@zu.de
Senior Researchers Prof Dr Derick de Jongh –
Dr Angelica Marte – Visiting
Visiting Researcher : He is the
Researcher & Senior Lecturer :
Founding Director of The Albert
Angelica Marte pursued a career
Luthuli Centre for Responsible
in the consumer industry before
Leadership (ALCRL) at the Uni-
becoming a Research Assistant.
versity of Pretoria. Previously he
Following her Doctorate at the
pursued a career in the private
Private University Witten/Herde-
sector with positions in Human
cke, she worked as a Research
Resources and Strategy. He sub-
Affiliate at the MIT Center for Col-
sequently founded the Centre for
lective Intelligence. At ZU, she
Corporate Citizenship at the University of South Africa (UNISA)
has held several research and teaching posts. Her main re-
in 2002. Derick holds numerous visiting research positions at
search interests are female / mixed leadership, leadership de-
prestigious institutions all over the world. He is an internation-
velopment & diversity. Her research has been supplemented
ally recognised expert on topics like responsible leadership,
by film making in different societies. She founded “mim_more
corporate social responsibility and corporate citizenship.
is more”, a company focusing on pioneering inclusive organi-
sations with an inclusive leadership approach.
derick.dejongh@up.ac.za
a.marte@letsmim.com
Dr Ramona Maria Kordesch – Senior Research Fellow : Ramona M. Kordesch studied Catholic Theology and Religious Studies at Graz and Tübingen and was head of the research unit “Innovation systems of charitable organisations” at ZU until 2016. Her research interests include non-profit and civil-society research. Outside her academic responsibilities, Dr Kordesch runs “Societas Futura” in Austria – a think-tank for “multi-dimensional entrepreneurship to shape tomorrow’s world.”
ramona.kordesch@zu.de
23
PEOPLE
Administration
Research Assistants Andrea Früh – Personal Assis
Dr Matthias Sohn – Post-doc-
tant to Prof Carmen Tanner, Chair
toral Researcher at the Chair of
of Economic Psychology and
Economic Psychology and Lead-
Leadership Ethics. After working
ership Ethics: Matthias Sohn
in event marketing for several
received his MS c at the Univer-
years, Andrea Früh – a graduate
sity of Basel and the Nestlé Re-
in sports science and business
search Center in Lausanne. Hav-
administration – joined ZU in
ing obtained his PhD from the
2011. After a series of posts in
Bundeswehr University, Munich,
various departments, she began
where he was affiliated with the Chair of Management Accounting, he has been with LEIZ since
working at LEIZ in 2015.
2015. His current research focus is behavioural business ethics,
andrea.frueh@zu.de
behavioural accounting, and behavioural finance.
matthias.sohn@zu.de
Silke Rinkenburger – Personal
Jessica Geraldo Schwengber –
Assistant to Prof Josef Wieland,
Research Assistant and PhD
Chair of Institutional Economics.
student at the Chair of Institution-
After working in the banking sec-
al Economics : Jessica Geraldo
tor for twelve years & taking six
Schwengber graduated in Eco-
years out to raise a family, Silke
nomics and Management from
Rinkenburger, a qualified bank
the University of Rome Tor Ver-
clerk, has worked at Zeppelin
gata. Her research focuses on
University in various capacities
transcultural competences in
since 2011. She has held her post at LEIZ since 2015.
silke.rinkenburger@zu.de
24
organisations and on the corresponding organisational learning processes.
jessica.schwengber@zu.de
“ T H E M O S T T H O U G H T- P R O V O K I N G T H I N G I N O U R T H O U G H T- P R O V O K I N G T I M E I S T H AT W E A R E S T I L L N O T T H I N K I N G .” H E I D E G G E R
PEOPLE
Dr Julika Baumann Monte-
Dominik Fischer – Research
cinos – Head of Research Group
Assistant and PhD student at the
“Transcultural Competence” at
Chair of Institutional Econom-
LEIZ : She graduated in Internatio
ics: Dominik Fischer studied at
nal Cultural and Business Studies
ZU, the University of Sydney, the
from the University of Passau,
London School of Economics
including various stays in China,
and Political Science, and the
India, the Dominican Republic
Indian Institute of Management.
and Brazil. She pursued a career
His main research interests are
in the automotive industry be-
leadership, network governance,
fore joining LEIZ in 2014. Under the direction of Prof Wieland
and transcultural management as a response to the institution-
she conducted a research project on CSR evaluation for the
al environment. In addition, he focuses on CSR and shared val-
German Federal Ministry of Labour and Social Affairs. Her main
ue as a strategic tool.
research topics are informal institutions, transcultural manage-
dominik.fischer@zu.de
ment, and corporate responsibility in a transcultural context. Evelyn
julika.montecinos@zu.de
Countess
Pachta –
Manager External Relations and Isabel Jandeisek – Research
Communication. With a degree
Assistant and PhD student at the
in languages and BA Evelyn is an
Chair of Institutional Economics:
International PR, Communication
Isabel Jandeisek studied Polit-
and Marketing specialist with
ical and Economic Sciences at
a Corporate Finance and M&A
ZU, the University of Bielefeld,
background ( Munich, London ).
and St Petersburg University.
She also gained profound ex-
During the German G20 pres-
perience in the Private Banking
idency in 2017, she took part in
industry. Having worked as a journalist, PR Manager, Head of
the working group “Sustaina-
Marketing, she has a strong affinity to editing work and copy-
bility in GVC s” within the Think20 process. In 2016, she was
writing in English and German. She can not only draw on expe-
invited to be a visiting research scholar at FDU, New Jersey.
rience in various industries but due to career steps in London,
Her research focuses on governance economics, corporate re-
France and Zurich also on excellent knowledge of the differ-
sponsibility, shared value creation, and the role of innovations
ence between cultures.
for the global UN Agenda 2030 for Sustainable Development.
isabel.jandeisek@zu.de
26
evelyn.pachta@zu.de
Diana Stimmler – Research As-
Sabine Wiesmüller – Head
sistant and PhD student at the
of the Lake Constance Innova-
Chair of Economic Psychology
tion Cluster and PhD candidate
and Leadership Ethics : Diana
at the Wittenberg Center for
Stimmler studied Sociology, Pol-
Global Ethics and the Chair of
itics and Economics at ZU and
Institutional Economics : Sabine
at Hallym University in South
Wiesmüller studied International
Korea. She went on to graduate
Management at Passau Univer-
with an MS c in Psychology of
sity, Universidad de Granada,
Economic Life from the London
Spain and Universidad de Gua-
School of Economics and Political Science in 2017 before re-
dalajara, Mexico. In her Master’s degree, she focused on com-
turning to LEIZ . Her research primarily focuses on corporate
pliance management and business ethics and went on to pur-
ethical culture and behavioural business ethics.
sue her PhD in the same field. In her work and research, she primarily focuses on the implications of new technologies on
diana.stimmler@zu.de
corporate responsibility and society. Lukas Törner – Deputy Head
sabine.wiesmueller@zu.de
of the Innovation Lab within the Lake Constance Innovation
Nicole Witt – Research Assis-
Cluster Digital Transformation
tant and PhD student at the Chair
and PhD student at the Chair of
of Economic Psychology and
Institutional Economics : Lukas
Leadership Ethics: Nicole Witt
Törner studied at ZU, the Insti-
received her degree in psychol-
tute of Social Ecology Vienna,
ogy with a minor in mathematics
and Leuphana University Lüne-
from Heinrich-Heine University
burg. Since graduating in Envi-
in Düsseldorf in 2010 and
ronmental Sciences, he focuses on ERP systems to manage
worked as a market-research
and report sustainability. In this context, his first publication
consultant after graduation. Her
addressed paradigms of environmental damage. His PhD dis-
research focuses on moral behaviour at work, especially on
sertation, too, deals with “Sustainability Software.”
the development of instruments measuring moral courage and
lukas.toerner@zu.de
moral resoluteness.
nicole.witt@zu.de
27
“ WHERE ARE WE WHEN WE THINK?” HANNAH ARENDT
MEDI A SOURCES LEIZ
In addition to detailed information on all facets of its research and teaching activities, the Institute’s website offers topical news and various other resources. Z U. D E / L E I Z
Transcultural Caravan The Transcultural Caravan is a hub of global thinking – about a new type of leadership and the capacity to cooperate as well as to define globally shared interests and values. T R A N S C U LT U R A L- C A R AVA N .O R G
ZU Executive Education
The ZU Executive Education offers part-time Master’s degrees, tailor-made programmes for corporate customers, and intensive focused programmes. Z U. D E / E E
FIF
The Friedrichshafen Institute for Family Entrepreneurship (FIF) engages with the central opportunities and challenges of family businesses with respect to their long-term viability. Z U. D E / F I F
ZU’s online magazine – bite-sized research delicacies on topical issues Z U - D A I LY. D E
Imprint Zeppelin Universität gemeinnützige GmbH Am Seemooser Horn 20 88045 Friedrichshafen, Germany Editor in Chief: Dr Lennart Brand Editor: Evelyn Countess Pachta Art Direction: Philipp N. Hertel Finedrawing: Petra Mohr
‌ the undeniable loss of tr adition in the world does not at all entail a loss of the past, for tr adition and past are not the same, as the belie vers in tr adition on one side and the belie vers in progress on the other would have us belie ve ‌
Hannah Arendt, Be t ween Past and Future, p. 93