Global Leadership Competency Development in a Global Virtual Classroom: A Transformational Learning Theory Approach
Joerg Hruby
Universidad Anáhuac México, Business and Economics School, Campus Norte, Estado de México
Luis Felipe Llanos Reynoso
Universidad Anáhuac México, Business and Economics School, Campus Norte, and Instituto de Políticas
Públicas del Estado de México y sus Municipios, Estado de México
Fernando Granados Ruíz and Alfonso Brown del Rivero
Universidad Anáhuac México, Business and Economics School, Campus Norte, Estado de México
Volume 20: 2025, pp. 000-000; ABSTRACT
This study explored the enhancement of Global Leadership Competencies through a
Global Virtual Classroom using Transformational Learning Theory within a Global Leadership
Development program for 80 university students. Our approach, which employs a mixed-method
design involving qualitative analysis based on Mezirow’s (1991) Transformational Learning Theory
and grounded theory, was a pilot study. In vivo, codes were extracted to fit each of the ten steps, and
the quantitative analysis involved expert classification of interview sentences into Transformational
Learning Theory phases, followed by frequency table preparation. Our findings indicate that the
Transformational Learning Theory effectively enhances the development of Global Leadership
Competencies in a Global Virtual Classroom. This pilot study provides valuable insights and a new
perspective to improve the quality of Global Leadership Competency Development.
Keywords: Global Leadership Development (GLD), Global Leadership Competency (GLC)
Development, Global Virtual Classroom (GVC), Transformational Learning Theory (TLT).
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