ABSTRACT
The final chapter outlines recommendations arising from the case studies for international leadership of and within higher education. The chapter considers whether increased criticality in leadership may contribute to the global public common good by encouraging enhanced research, teaching and public service excellence. It argues that an open, diverse approach to critical thinking plays a profoundly important role in supporting the development of life-affirming values and cultures in particular contexts and communities. This vital role is amongst those public assets that are essential for human survival, given increasing challenges of arguably dysfunctional leadership in response to global issues such as climate change, mass migration, poverty and inequality. If higher education is to continue to contribute proactively to communities around the world, its leadership needs to reconnect with notions of ‘critical being’ that are open to wide, local definition in diverse contexts. Critical perspectives of and on leadership in international higher education explored throughout the book are drawn together in outlining future potentials for research.
