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Eine besondere Nachbarschaft: Die Universitäten in Münster und Nijmegen bieten gemeinsam seit inzwischen mehr als zehn Jahren den binationalen und multidisziplinären Masterstudiengang Niederlande-Deutschland-Studien in Form eines Joint Degree an. Die im vorliegenden Band präsentierten Beiträge, teils in niederländischer, teils in deutscher Sprache verfasst, basieren auf ausgewählten Masterarbeiten, die in den letzten Jahren eingereicht wurden. Der Band bietet somit einen Einblick in die Vielfalt an Themen und Fragestellungen, die im Studium und insgesamt im Kontext der niederländisch-deutschen Beziehungen eine Rolle spielen., Een bijzonder nabuurschap: De universiteiten in Münster en Nijmegen bieden samen sinds inmiddels meer dan tien jaar de binationale een multidisciplinaire masteropleiding Nederland-Duitsland-Studies in de vorm van een joint degree aan. De in deze bundel gepubliceerde opstellen, deels in het Nederlands, deels in het Duits, zijn gebaseerd op masterscripties en vormen een selectie van afstudeerthema’s uit de afgelopen jaren. De bundel geeft daarmee een inkijk in de veelheid aan onderwerpen en vraagstellingen zoals die tijdens de studie en in de Nederlands-Duitse betrekkingen in het algemeen een rol spelen., Einleitung ..... 5 Steffi Basche: Politische TV-Satire in Deutschland und den Niederlanden. Eine komparative Analyse am Beispiel der heute show und Zondag met Lubach ..... 9 René Bogaarts: Schering en inslag, samenwerken aan meer verwevenheid! Een verkennend onderzoek naar de haalbaarheid van een agglomeratie Twente-Münsterland ..... 29 Marie Bongers: Die Grenzstadt als Touristenmagnet ..... 53 Christina Borchert: Oorlogsherdenkingen in de 21e eeuw. Een vergelijkend onderzoek naar de omgang met de schuldvraag en de koppeling aan de actualiteit bij Duitse en Nederlandse gedenkplaatsen ..... 69 Jeroen Brinkman: Strategisch over de grens. Nederlands-Duitse agrofoodsamenwerking in regio FoodValley ..... 85 Marianne Brussee: De herinneringscultuur in Duitsland en Nederland aan de hand van de twee nationaalsocialistische elitescholen Ordensburg Vogelsang en Reichsschule Valkenburg ..... 111 Marisse van der Burg: Het bevorderen van het schoolvak Duits in Nederland ..... 133 Debby Derix: Die Niederlande-Politik von Nordrhein-Westfalen (2005-2020): Der Weg zu einer grenzübergreifenden Großregion im Herzen Europas? ..... 155 Sanne Faber: Het discours over ‘political correctness’ in Thilo Sarrazins Der neue Tugendterror (2014) ..... 179 Sebastian Fobbe: Geld fürs Nichtstun? Die Debatte um das (bedingungslose) Grundeinkommen in Deutschland und den Niederlanden im Vergleich ..... 199 Jan Heemels: Das Kampfgebiet zwischen Maas und Rhein in der Periode September 1944 bis März 1945 ..... 219 Rebecca Henrichs: Gesundheit als Wertschöpfungsfaktor in der Unternehmenskommunikation? Niederländische und deutsche Unternehmen im Vergleich ..... 233 Claire Joskin: Niederländische poldercultuur und deutscher Waldmythos: Der Zusammenhang zwischen Natur und Identität ..... 255 Anne Opmeer: Een kwalitatief onderzoek naar Nederlandse en Duitse trainers. In hoeverre beïnvloedt hun culturele achtergrond de overdracht van interculturele competenties tijdens een interculturele training in de Duits-Nederlandse context? ..... 275 Kai Annabel Pilkahn: In welche Klinik? Entscheidungskriterien niederländischer Notfallsanitäter*innen bei der Wahl der Zielklinik im Falle eines ST-Strecken-Hebungsinfarkts im grenzüberschreitenden Kontext ..... 297 Robine Pollemans: Het Duitslandbeeld en het Nederlandbeeld van scholieren in de grensregio ..... 319 Gijs Spitshuis: Erinnerungskultur im Geschichtsunterricht zum Nationalsozialismus und Holocaust in Deutschland und den Niederlanden. Eine kulturpolitische Analyse der deutschen und niederländischen Bildungspolitik beim Schulfach Geschichte in der gymnasialen Oberstufe ..... 337 Alicia Suiker: Op weg naar toekomstgericht vreemdetalenonderwijs: Analyse van de interculturele communicatieve competentie in Duitse lesmethodes voor het Nederlandse voortgezet onderwijs ..... 359 Laura Vollebregt: Duits-Nederlandse stedenbanden. Een inventarisatie ..... 379 Stèphanie Zonneveld: De Verenigde Staten van Europa: toekomstvisie of verleden tijd? Een kwalitatieve analyse van Duitse verkiezingsprogramma’s voor de Europese verkiezingen in de periode 1994-2019 ..... 403

Cursisten die vastlopen in hun inburgeringsklassen vanwege het te hoge niveau of tempo van de taallessen, zullen vanaf 2021 waarschijnlijk in de Z-route instromen: een leerroute, gericht op functionele zelfredzaamheid. In dit artikel worden onderliggende processen die zelfredzaamheid beïnvloeden, besproken én wordt inzicht geboden in een ontwerp van het leerproces waarin sociaal werk en taalleren gecombineerd worden.

Cursisten die vastlopen in hun inburgeringsklassen vanwege het te hoge niveau of tempo van de taallessen, zullen vanaf 2021 waarschijnlijk in de Z-route instromen: een leerroute, gericht op functionele zelfredzaamheid. In dit artikel worden onderliggende processen die zelfredzaamheid beïnvloeden, besproken én wordt inzicht geboden in een ontwerp van het leerproces waarin sociaal werk en taalleren gecombineerd worden.

The range of studies that has been conducted on the role of gossip in organizations suggests that gossip in the workplace plays a variety of important roles in organisational processes. However, relatively few studies have explored its role in intercultural situations. This is surprising given how organisations are becoming increasingly diverse. This paper addresses this gap in the literature. It reports on an exploratory project that sought to determine how perceptions of organisational gossip vary between members of different cultural groups. Using a sensemaking, interpretative approach, we showed two gossip scenarios to 8 Chinese, 8 German and 8 Dutch first year students, and conducted semi structured interviews, asking them how they perceived the nature of the gossip, the gossiper and the object of gossip (i.e., the person being gossiped about). After analysing the data with ATLAS.ti, we observed certain patterns emerging. For example, while all students condemned a manager’s bad behaviour, the Chinese students seemed to expect it more than did their Dutch or German counterparts. Moreover, we found that the relationship and amount of trust that exists between gossiper, listener and object of gossip greatly influenced how the gossiper and object of gossip were perceived. After reflecting on our research methodology, this study sets the stage for the next phase of our research on the role of gossip in intercultural situations. LinkedIn: https://www.linkedin.com/in/dominiquedarmon/

The range of studies that has been conducted on the role of gossip in organizations suggests that gossip in the workplace plays a variety of important roles in organisational processes. However, relatively few studies have explored its role in intercultural situations. This is surprising given how organisations are becoming increasingly diverse. This paper addresses this gap in the literature. It reports on an exploratory project that sought to determine how perceptions of organisational gossip vary between members of different cultural groups. Using a sensemaking, interpretative approach, we showed two gossip scenarios to 8 Chinese, 8 German and 8 Dutch first year students, and conducted semi structured interviews, asking them how they perceived the nature of the gossip, the gossiper and the object of gossip (i.e., the person being gossiped about). After analysing the data with ATLAS.ti, we observed certain patterns emerging. For example, while all students condemned a manager’s bad behaviour, the Chinese students seemed to expect it more than did their Dutch or German counterparts. Moreover, we found that the relationship and amount of trust that exists between gossiper, listener and object of gossip greatly influenced how the gossiper and object of gossip were perceived. After reflecting on our research methodology, this study sets the stage for the next phase of our research on the role of gossip in intercultural situations. LinkedIn: https://www.linkedin.com/in/dominiquedarmon/

Interculturele dialoog in het (hoger) kunstonderwijs

Niederlande-Deutschland-Studien ist seit dem Studienjahr 2009–2010 ein binationaler, multidisziplinärer Joint Degree Masterstudiengang der Westfälischen Wilhelms-Universität Münster und der Radboud Universiteit in Nijmegen. Die im vorliegenden Band präsentierten Beiträge, teils in niederländischer, teils in deutscher Sprache verfasst, basieren auf ausgewählten Masterarbeiten, die in den letzten Jahren eingereicht wurden. Der Band bietet somit einen Einblick in die Vielfalt an Themen und Fragestellungen, die im Studium und insgesamt im Kontext der niederländisch-deutschen Beziehungen eine Rolle spielen., Nederland-Duitsland-Studies is sinds het studiejaar 2009–2010 een binationale multidisciplinaire joint degree masteropleiding van de Westfälische Wilhelms-Universität Münster en de Radboud Universiteit in Nijmegen. De in deze bundel gepubliceerde opstellen, deels in het Nederlands, deels in het Duits, zijn gebaseerd op masterscripties en vormen een selectie van afstudeerthema’s uit de afgelopen jaren. De bundel geeft daarmee een inkijk in de veelheid aan onderwerpen en vraagstellingen zoals die tijdens de studie en in de Nederlands-Duitse betrekkingen in het algemeen een rol spelen., Einleitung .....5 Theresa Engberding: Het komt aan op het begin! Een vergelijking van de politieke maatregelen op het gebied van taaldiagnostiek en taalbevordering in het kleuteronderwijs in Noordrijn-Westfalen en Nederland in het begin van de 21e eeuw .....9 Peter Gramberg: Langer zelfstandig wonen van ouderen: gebiedsgerichte benaderingen in Duitsland en Nederland .....35 Judith Heesen: De kansen voor Duitse ondernemers op het gebied van energiebesparing in de gebouwde omgeving in Nederland .....51 Simone Hellmuth: Hertogin Hedwigepolder – Der Entpolderungsdiskurs im Spiegel der Vergangenheit, des Wirtschaftswachstums und des Naturschutzes .....73 Jana Hermann Interkulturelle Kompetenz in der deutsch-niederländischen Trainingspraxis. Qualitative Untersuchung der Vermittlung von interkultureller Kompetenz in interkulturellen Trainings .....95 Jorien Hollaar: Reinaert de vos als kameleon. Reinaertbewerkingen in Nederland, Vlaanderen (1940-1945) en Duitsland (1933-1945) .....123 Sandra Huisman: Germanist voor de klas. De belangstelling voor de universitaire lerarenopleiding Duits in Nederland .....141 Kerstin Kontny: Schiefergasförderung im Spannungsfeld zwischen Energie- und Umweltpolitik. Die Diskussion in Deutschland und den Niederlanden im Vergleich .....161 Jenny Nijeboer: ‘Volstrekt een geval sui generisʼ. Handelsbetrekkingen tussen Nederland en de Duitse Democratische Republiek 1973-1989 .....189 Judith Ridder: Tussen vurige duels, naziʼs en loopgraven: Het Duitslandbeeld in De Nederlandse maagd van Marente de Moor .....211 Mareike Röhrig: Der Bologna-Prozess in Deutschland und den Niederlanden – Anspruch, Realität, Perspektiven .....233 Maike Schober: Brückenbauer für ein „Europa der Bürger“? Potenziale und Grenzen europäischer Städtepartnerschaften am Beispiel deutschniederländischer kommunaler Austauschprozesse .....273 Juul Stinges: De SPD en de Jungsozialisten 1969-1978. Tussen integratie en confrontatie .....301 Katrin Uhlenbrock: „Wir wollen mehr Demokratie wagen ...“? Eine Untersuchung zur Haltung von SPD und PvdA zu mehr Bürgerbeteiligung seit ca. 2002 .....325 Jacomijn Visser: Waarom grote Nederlandse steden lid worden van een Duits-Nederlandse .....351 Autorenverzeichnis .....369

Het middelbaar beroepsonderwijs is een belangrijke emancipatiemotor voor jongeren met een migratie achtergrond. Tegelijkertijd zijn er zorgen over de toenemende gevoelens van vervreemding van deze jongeren ten aanzien van de Nederlandse samenleving. En over docenten die worstelen met handelingsverlegenheid wanneer ze hiermee worden geconfronteerd. Dit boek biedt een onthullende inkijk in de complexe dagelijkse leefwereld van een Randstedelijke mbo school voor Helpende Zorg en Welzijn. Op grond van concrete casussen wordt duidelijk dat er soms wel iets te verbeteren valt aan de solidariteit tussen studenten of aan het ‘spelgevoel’ van docenten. Maar een aanzienlijk deel van de problemen op school blijkt te wijten aan de aanhoudende organisatorische onrust ten gevolge van het ‘trilemma’ van kwaliteit, rendement en emancipatie waarvoor veel onderwijsinstellingen in Nederland zich tegenwoordig gesteld zien.

Het middelbaar beroepsonderwijs is een belangrijke emancipatiemotor voor jongeren met een migratie achtergrond. Tegelijkertijd zijn er zorgen over de toenemende gevoelens van vervreemding van deze jongeren ten aanzien van de Nederlandse samenleving. En over docenten die worstelen met handelingsverlegenheid wanneer ze hiermee worden geconfronteerd. Dit boek biedt een onthullende inkijk in de complexe dagelijkse leefwereld van een Randstedelijke mbo school voor Helpende Zorg en Welzijn. Op grond van concrete casussen wordt duidelijk dat er soms wel iets te verbeteren valt aan de solidariteit tussen studenten of aan het ‘spelgevoel’ van docenten. Maar een aanzienlijk deel van de problemen op school blijkt te wijten aan de aanhoudende organisatorische onrust ten gevolge van het ‘trilemma’ van kwaliteit, rendement en emancipatie waarvoor veel onderwijsinstellingen in Nederland zich tegenwoordig gesteld zien.

Over the past fifteen to twenty years we have witnessed Dutch and European higher art education become increasingly more international, a development that is reflecting globalisation in the art world in general. The artists we work with in many of our institutes and (master) programmes come from a diversity of cultural backgrounds, sometimes covering almost all continents. My doctoral research Global Encounters at a Dutch MFA focuses on the manifestation of cultural differences within and the conditions for an intercultural dialogue about art and artistic concepts within higher art education. The question is whether these cultural differences are made explicit within the dialogues conducted in educational settings and if and how students profit from this diversity in the development of their individual practice. In higher art education students and tutors exchange views on art and artistic concepts through regular conversations. Verbalizing what they see, experience and think is therefore an important ingredient of all the encounters happening at MFA programs: a Western master program focused on art always requires room for and installs a culture of conversation. But within this conversation, cultural confusion can arise. A South-Korean student at our institute recently described her experience of how coming from another, non-Western country, being raised in a different art context, confronted her with many underlying concepts in art she did not necessarily share or even could recognize and describe as such: “I was more like an estranged Babylonian that did not understand the exchanged language of ‘ways of seeing’ […] How can I say what I see, what can I see, or more likely what should I see and after all, what do I see? If I cannot say it, don’t I see it?” This experience is not a merely individual one. Hosting a wider range of cultural backgrounds increases the diversity in concepts and constructions that are implicitly underlying the discussions and conversations within the program. As much as we would like to think that every conversation at an art program leaves room for cultural differences to be made explicit, openly discussed and fruitfully addressed, it might be the case that in the daily educational practice many of them still remain rather under the surface.

Presentatie van het PhD-onderzoek Global Encounters at a Dutch MFA aan de Art Department van UCU. Gepresenteerd t.g.v. het uitwisselingsproject Parallel Portraits tussen Academie Minerva en UCU.

While intercultural competence is an emerging topic in international HRM, it is of less importance so far in Asian HRM. Meanwhile, Asian entrepreneurs do seem to act competently in cross-cultural environments. Where Western scholars have claimed that intercultural competence does not come naturally, the current success of Asian businesses non-Asian regions can be partly explained from the interculturally competent behavior of its international professionals. This behavior is related to intrinsic and authentic Asian values aimed at “unity” or “harmony”. The Eastern mind-set is focused on relations prior to the tasks, and once a relationship has been established, the opportunities for collaboration will arise. By adhering to the principles of ancient philosophies, Asian entrepreneurs have pragmatically resolved conflicts of interest. This seems to reverse Allport’s contact hypothesis that a shared goal and intergroup collaboration is required for improvement of the understanding of the other. What we witness is that once the technological and informational hurdles have been taken, adherence to authentic Asian behavioral guidelines forms a good starting point for effective international business.

The experiences with intercultural competence training at the Hanze International Business School Groningen may serve as a blueprint for augmenting professional intercultural behaviour at the SME work floor. The set-up of the training is based on current intercultural communication theory and models, and has as its basic assumption that a change in worldview will make a change in behaviour more likely and feasible. Test results and interviews reveal that the worldviews of 34 participants have changed between the start and the end of the training.

An exploration of the conditions that foster intercultural competence development during a 6 month study abroad episode of 140 business studies students.

It is a well-known fact that a good preparation in the pre-departure stage can maximize the chances of a succesful foreign experience. But what is meant by a good preparation? And what are the expected results of such a preparation? This course focuses in internship and study abroad (pre-departure) preparation. Its aim is to prepare you for the personal, professional and academic challenges of living and working abroad. The course will address awareness and purpose in the acquisition of attitude, knowledge and skills related to international competencies.

Times change and we change with them. Our world is changing rapidly and radically. Education institutions need to prepare and support students in becoming knowledgeable, concerned and internationally competent world citizens. The Hague University of Applied Sciences (THUAS) has made World Citizenship and Internationalization their institutional focal points. The Research Group International Cooperation generates and disseminates knowledge that supports those policies. So this volume gives an overview of some of the work done in the Research Group International Cooperation. More is to be found on our website: www.thehagueuniversity.com/research/overview-research-groups/international-cooperation/ about-the-research-group.

It is a well-known fact that a good preparation in the pre-departure stage can maximize the chances of a succesful foreign experience. But what is meant by a good preparation? And what are the expected results of such a preparation? This course focuses in internship and study abroad (pre-departure) preparation. Its aim is to prepare you for the personal, professional and academic challenges of living and working abroad. The course will address awareness and purpose in the acquisition of attitude, knowledge and skills related to international competencies.

The experiences with intercultural competence training at the Hanze International Business School Groningen may serve as a blueprint for augmenting professional intercultural behaviour at the SME work floor. The set-up of the training is based on current intercultural communication theory and models, and has as its basic assumption that a change in worldview will make a change in behaviour more likely and feasible. Test results and interviews reveal that the worldviews of 34 participants have changed between the start and the end of the training.

The international classroom is presumably a far more effective learning environment for the acquisition of intercultural competence when students receive adequate training to make the most of their intercultural encounters. This paper provides a summary of the intercultural training taught to first-year students of an international programme in The Hague University of Applied Sciences. The purpose of the paper is to investigate how the students respond to this intercultural training as well as what signs of intercultural awareness they show after completing the course. The findings were obtained via qualitative methods such as semi-structured interviews, observations and student homework assignments. Overall, students evaluate the training positively. Furthermore, students show some awareness of the necessary ingredients for effective intercultural communication in the international classroom as well as of the challenging nature of this communication due to cultural diversity. Finally, this paper provides recommendations from the facilitators on stimulating intercultural learning in the international classroom.

The international classroom is presumably a far more effective learning environment for the acquisition of intercultural competence when students receive adequate training to make the most of their intercultural encounters. This paper provides a summary of the intercultural training taught to first-year students of an international programme in The Hague University of Applied Sciences. The purpose of the paper is to investigate how the students respond to this intercultural training as well as what signs of intercultural awareness they show after completing the course. The findings were obtained via qualitative methods such as semi-structured interviews, observations and student homework assignments. Overall, students evaluate the training positively. Furthermore, students show some awareness of the necessary ingredients for effective intercultural communication in the international classroom as well as of the challenging nature of this communication due to cultural diversity. Finally, this paper provides recommendations from the facilitators on stimulating intercultural learning in the international classroom.

Times change and we change with them. Our world is changing rapidly and radically. Education institutions need to prepare and support students in becoming knowledgeable, concerned and internationally competent world citizens. The Hague University of Applied Sciences (THUAS) has made World Citizenship and Internationalization their institutional focal points. The Research Group International Cooperation generates and disseminates knowledge that supports those policies. So this volume gives an overview of some of the work done in the Research Group International Cooperation. More is to be found on our website: www.thehagueuniversity.com/research/overview-research-groups/international-cooperation/ about-the-research-group.

An exploration of the conditions that foster intercultural competence development during a 6 month study abroad episode of 140 business studies students.

In this visual report we present the inter-cultural dialogue between Academy Bezalel in Jerusalem and Academy Minerva in Groningen. From thuesday 16 November 18 o'clock and 17 november 12 o'clock a group of design students of these academy's were connected through all kind of digital tools and devices. They got to know each other, exchanged stereotypes and prejudices and worked together on design assignments through a specially for the occasion developed design tool.

People from all over the world must live and work together in today’s society. Such integration is not always a smooth process, and interactions with people from other cultures may lead to misunderstandings or even outright conflicts. In the last few years, researchers and practitioners have been working on creating digital tools that can be used to mediate these misunderstandings and conflicts. These tools typically involve interactions with so-called intelligent agents, i.e. virtual characters that are able to take decisions autonomously, that behave as if they are from another culture. The aim of these interactions is to make potential trainees experience how misunderstandings can shape interactions with and perceptions of people from other cultures. In this work, we take the first steps in the design of a digital culture-general training tool to help young adults deal with misunderstandings or conflicts due to differences in culture, through interactions with intelligent agents. We have posed the following design research questions and found the following answers: Which concepts are required to describe the design of a digital culture-general training tool involving agents that show culturally varying behaviour? The answer to this question can be found in the glossary, which presents the key concepts that have been used in this work to create agents that show culturally varying behaviour and to create scenarios that incorporate these agents to increase the intercultural competence of trainees. Can we use theories of culture to create scripted scenarios in which virtual characters behave appropriately for a given culture? To answer this question we designed scripted scenarios in which virtual characters show culturally varying behaviour based on a theory of culture. To ensure that the behaviours of these virtual characters were representative of real-life cultural differences, we conducted an evaluation with people from a wide range of cultures. The results show that the dimensions of culture can be used to generate culturally varying behaviour in agents, but that extensive (pre)testing is required to ensure that the underlying intention of the characters’ behaviour aligns with the users’ interpretation of that behaviour. Can we identify requirements for sociocultural agents that can help them to make sense of their social world? To answer this question we focused on describing important concepts of social interactions based on theories from sociology and psychology. These concepts are incorporated into a conceptual model for socio-cultural agents that can be used to describe their social world. The model differentiates between three levels of analysis: the interaction, the group, and the society. These levels range from being more specific, and thus more visible, to more abstract, and thus less visible, and help us to understand how each level affects interpretation and behaviour. Can we create intelligent agents that can vary their behaviour depending on the culture to be simulated? To answer this question we described the creation of intelligent agents that show culturally varying behaviour. We use an existing model to create believable social interactions, in which agents attribute, claim, and confer social importance in their interactions with other agents and users. Social importance is a way to measure the importance of a certain individual in the eyes of others. The strength of attribution, claims, and conferrals was varied using cultural modifiers. The generated behaviour of the agents was then evaluated to ensure that the intelligent agents showed behaviour representative of a given culture. The results suggest that it is possible to create intelligent agents that can act out appropriate culturally varying behaviour for a given culture. Can we create critical incidents, involving intelligent agents that show appropriate behaviour for given cultures, through which potential trainees become more sensitive to and knowledgeable about differences across cultures? To answer this question we focused on applying different methods of intercultural training in the design of a digital culture-general training tool. These methods were incorporated into critical incidents, in which users can interact with intelligent agents. To ensure that the critical incidents led to an attribution of perceived differences in behaviour to specific differences in culture and to (potential) trainees becoming less judgemental of inappropriate behaviours by people from different cultures, the tool was evaluated by two groups of students. The results suggest that it is possible to create agent-based critical incidents to make potential trainees more knowledgeable about differences across cultures. Contributions The findings to our design research questions represent a set of important contributions to the field. First, we have identified and structured important concepts to better understand the design and implementation of socio-cultural agents and the design of critical incidents that involve these agents for intercultural training. Second, we have described and used models that help to define the simulated world of the agents and help them to navigate through that world. Third, we have attempted to systematize the process of creating scenarios involving agents that show culturally varying behaviour through a set of guidelines that need to be met to ensure that the behaviour of socio-cultural characters is properly evaluated. Fourth, besides conceptual elements, we have also created practical implementations that can freely be used and modified by others. In our work, we have only taken the first steps in designing a digital culture-general training tool. Additional work on the generalization and validation of the critical incidents and the behaviours of the agents is still required; however, we believe that our results show our approach to be viable. We believe that future work will have to focus on three fields: understanding how trainees can be emotionally engaged in the scenarios, systematizing the process of using model-driven approaches to generate socio-cultural behaviour, and using the design outputs in different contexts and with different people from different cultures.

Nursing leaders from six countries engaged in a year-long discussion on global leadership development. The purpose of these dialogues was to strengthen individual and collective capacity as nursing leaders in a global society. Field experiences in practice and education were shared. Perspectives on global leadership can strengthen nurses' contributions to practice, workplace and policy issues worldwide. Transformational leadership empowers nurses' increasing confidence. Mentoring is needed to stimulate leadership development but this is lacking in many settings where nurses practice, teach and influence policy. Organizations with global mission provide opportunity for nurses' professional growth in leadership through international dialogues. Dialogues among participants were held monthly by conference calls or videoconferences. Example stories from each participant illustrated nursing leadership in action. From these exemplars, concepts were chosen to create a framework. Emerging perspectives and leadership themes represented all contexts of practice, education, research and policy. The cultural context of each country was reflected in the examples.