In 2018 the Transcultural Leadership Summit focused on transcultural leadership and cooperation in and with Brazil. The keynotes, workshops and discussions at the Summit gave rise to ideas on how to take the presented thoughts further within the context of transcultural research.<\/p>\n\n\n\n

The theory of Relational Leadership interprets leadership not in terms of an individual\u2019s position, personal traits or charisma but as the result of a social exchange process between the leader and the follower within an organisational and institutional context. Relational Leadership puts cooperation, particularly the motivational and structural determinants and success factors of cooperation, at the center of its analysis. Within this perspective, individual and organisational resources that shape the dynamic and continuous processes of social interaction and learning are prerequisite and result of cooperation at the same time. <\/p>\n\n\n\n

Our thanks go to all our sponsors and supporters, particularly to Rolls-Royce Power Systems, to the Ministry of Science, Research and the Arts of the State of Baden-W\u00fcrttemberg, to the Gips-Sch\u00fcle Foundation, and to Senator h.c. Udo J. Vetter.<\/strong> Thank you!<\/strong><\/p>\n\n\n\n

Case Study 1:<\/em><\/p>\n\n\n\n

THE RELATIONS BETWEEN FUTURE LEADERS AND TRADITIONAL COMMUNITIES: LEARNINGS FROM THE CENTER FOR SUSTAINABILITY STUDIES\u2019 PROGRAMME <\/h5>\n\n\n\n

HOW CAN THE RELATION BETWEEN THE URBAN ELITE AND THE TRADITIONAL COMMUNITIES BE DESCRIBED? DO THEY TRANSFORM?<\/p>\n\n\n\n

How to educate tomorrow\u2019s leaders? The students at FGV in Brazil are supposed to be future leaders and represent the country\u2019s elite. With the purpose to sensitize them for a holistic and integrative perspective when taking decisions, the Center for Sustainability Studies has developed innovative educational formats.One of the pillars of this programme is to confront the students with the realities in traditional communities, which means to confront them not only with the history of the country, but also with the growing dependency of the metropolian areas from the \u201crural\u201d regions of the country: in terms of topical questions of energy and water supply, as well as of agricultural productivity and innovation, it seems more than overdue to share experiences and learn from each other at eye level.<\/p>\n\n\n\n

Overall research questions:<\/p>\n\n\n\n

• How can the relation between the urban elite and the traditional communities be described, and how is it transforming?<\/li>
• What is the role of academia?<\/li>
• Which factors shape the individual willingness and ability to cooperate of the involved actors, particularly in terms of transcultural competence, integrity and social responsibility?<\/li>
• Which individual and organizational learning processes can be described?<\/li>
• Field research: S\u00e3o Paulo + Amazon (17.- 30.07.2019)<\/li><\/ul>\n\n\n\n

  Supervisor: Dr Julika Baumann Montecinos<\/p>\n\n\n\n

  Partner: Funda\u00e7\u00e3o Get\u00falio Vargas EAESP<\/p>\n\n\n\n

  Case Study 2:<\/em><\/p>\n\n\n\n

  THE RELATIONS BETWEEN SOCIAL START-UPS AND THEIR STAKEHOLDERS: LEARNINGS FROM INSOLAR<\/strong><\/h5>\n\n\n\n

  ANALYSIS OF COMPLEX STAKEHOLDER RELATIONS<\/h6>\n\n\n\n

  The success story of Insolar, a social business dedicated to the promotion and democratization of access to solar energy in Brazil, may serve as a case for analyzing the complex stakeholder relations and the corresponding challenges and opportunities that start-ups face in the BRICS states.<\/p>\n\n\n\n

  Overall research questions:<\/p>\n\n\n\n

  • Application of the Stakeholder Model?<\/li>
  • Analysis of intersectoral governance mechanisms?<\/li>
  • Which factors shape the organizational willingness and ability to co- operate of the involved actors, particularly in terms of corporate social responsibility and intersectoral governance?<\/li>
  • Which individual and organizational learning processes can be described?<\/li><\/ul>\n\n\n\n

    Field research: Rio de Janeiro, week 35\/36<\/p>\n\n\n\n

    Supervisor: Dr Julika Baumann Montecinos<\/p>\n\n\n\n

    Group Lead: Thilo von Gilsa, Zeppelin University Graduate (Sociology, Politics & Economics, B.A.)<\/p>\n\n\n\n

    Partner: Insolar<\/p>\n\n\n\n

    Case Study 3:<\/em><\/p>\n\n\n\n

    A DIVERSE NETWORK OF RELATIONS AS DRIVER OF INNOVATION: LEARNINGS FROM SAP<\/h5>\n\n\n\n

    With its approach of bundling responsibilities and competencies into a global laboratory network, SAP has created a decentralized organizational structure based on evolving notions of transculturality. With this strategy, SAP fosters a culture of corporate innovation.<\/p>\n\n\n\n

    Overall research questions:<\/p>\n\n\n\n

    • Application of the Transcultural Values Management System?<\/li>
    • Which relational governance structures can be described within the SAP Labs and within their intersectoral network of stakeholders?<\/li>
    • Which factors shape the organizational willingness and ability to cooperate of SAP, particularly in terms of sharing routines, transcultural competence and corporate social responsibility?<\/li>
    • Which individual and organizational learning processes can be described?<\/li><\/ul>\n\n\n\n

      Field research: Porto Alegre, week 36\/37<\/p>\n\n\n\n

      Supervisor: Dr Julika Baumann Montecinos<\/p>\n\n\n\n

      Group Lead: Dr Lennart Brand<\/p>\n\n\n\n

      Partner: SAP<\/p>\n\n\n\n

      Case Study 4:<\/em><\/p>\n\n\n\n

      THE RELATIONS BETWEEN POLITICS AND CIVIL SOCIETY: LEARNINGS FROM THE OPERATION CAR WASH<\/h5>\n\n\n\n

      EXPLORING THE INTERPLAY OF POLITICS AND CIVIL SOCIETY<\/h6>\n\n\n\n

      At the TLS, Bruno Brand\u00e3o, Executive Director of Transparency Internatio- nal Brazil, described the \u201cCar Wash\u201d scandal as a scheme of corruption that was mainly centred in the political system, attributing a key role to political parties. However, the judicial prosecution, including the imprison- ment of dozens of top-ranking politicians, as well as the protests of the Brazilian people can be considered a \u201csuccess story\u201d that came out of the scandal.<\/p>\n\n\n\n

      Overall research questions:<\/p>\n\n\n\n

      • What differs this scandal from \u201ctraditional\u201d corruption cases, especially concerning the role of politics?<\/li>
      • What is the role of civil society?<\/li>
      • Which lessons on transculturality can be learned in terms of the rise of emerging markets?<\/li>
      • Which factors shape the organizational willingness and ability to co- operate of the involved actors, particularly in terms of integrity and compliance management?<\/li>
      • Which individual and organizational learning processes can be de- scribed? Which changes in the labour market can be observed?<\/li><\/ul>\n\n\n\n

        Field research: TI Office in S\u00e3o Paulo, week 36\/37<\/p>\n\n\n\n

        Supervisor: Dr Julika Baumann Montecinos<\/p>\n\n\n\n

        Group Lead: Isabel Jandeisek<\/p>\n\n\n\n

        Partner: Transparency International<\/p>\n\n\n\n

        <\/p>\n","protected":false},"excerpt":{"rendered":"

        In 2018 the Transcultural Leadership Summit focused on transcultural leadership and cooperation in and with Brazil. The keynotes, workshops and discussions at the Summit gave rise to ideas on how to take the presented thoughts further within the context of transcultural research.<\/p>\n

        The theory of Relational Leadership interprets leadership not in terms of an individual\u2019s position, personal traits or charisma but as the result of a social exchange process between the leader and the follower within an organisational and institutional context. Relational Leadership puts cooperation, particularly the motivational and structural determinants and success factors of cooperation, at the center of its analysis. Within this perspective, individual and organisational resources that shape the dynamic and continuous processes of social interaction and learning are prerequisite and result of cooperation at the same time.<\/p>\n","protected":false},"author":2,"featured_media":338,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-315","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-transcultural-student-research-groups"],"_links":{"self":[{"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/posts\/315","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/comments?post=315"}],"version-history":[{"count":11,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/posts\/315\/revisions"}],"predecessor-version":[{"id":550,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/posts\/315\/revisions\/550"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/media\/338"}],"wp:attachment":[{"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/media?parent=315"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/categories?post=315"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/transcultural-caravan.org\/wp-json\/wp\/v2\/tags?post=315"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}