Inclusive Leadership in Global Health

  • European Master in Health Economics and Management
Course unit code
  • IHSM-EU-HEM-E3.4
Level of course unit
  • Master
Semester when the course unit is delivered
  • 3
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • Salborn Etienne, MA
  • Dr. Told Michaela
Learning outcomes of the course unit
  • By the end of the course the students should be able to:

    - understand the importance and the different dimensions of inclusive leadership and are able to reflect upon their own journey as inclusive leader

    - analyze organizations and identify their potential to contribute towards positive transformation within organizations.

    - understand the evolution of different organizational models, the importance of values, purpose, and culture, and the power of inclusive feedback.

    - gain awareness of their own biases, vulnerabilities, perceptions, and privileges, and how it affects one own's leadership.

    - understand the leadership challenges in general and in the health sector in particular and are able to apply techniques to create more inclusive teams.

    - become aware of interconnected areas of our life and find leverage points to make changes that will boost overall wellbeing and inclusive leadership capabilities

    - understand different dimensions of multisectoral collaboration in health and the challenges of inclusive leadership in global health organizations

    - enhance inclusive leadership skills through practical challenges, activities, and reflections.
Mode of delivery
  • -
Prerequisites and co-requisites
  • none
Course contents
  • Inclusive Leadership Culture & Framework
    Inclusive Leadership & Organizational Outcomes
    Inclusive Communication
    Conflict Management
    360-degree Feedback
Recommended or required reading
  • Part I:
    1. Bourke, J. and Titus, A. (2020) The Key to Inclusive Leadership. Harvard Business Review. Online.

    2. Korkmaz A.V., van Engen M.L., Knappert L., Schalk R. (2022) About and beyond leading uniqueness and belongingness: A systematic review of inclusive leadership research. Human Resource Management Review. 100894. Online.

    3. Ackaradejruangsri P., Mumi A., Rattanapituk S., Pakhunwanich P. (2022) Exploring the Determinants of Young Inclusive Leadership in Thailand: Research Taxonomy and Theoretical Framework. Journal of the Knowledge Economy. Online.

    4. Paiuc, Dan (2021). Cultural intelligence as a core competence of inclusive leadership. Management dynamics in the knowledge economy. Online.

    5. Bradley EH. Diversity, Inclusive Leadership, and Health Outcomes. Int J Health Policy Manag. 2020 Jul 1;9(7):266-268.

    6. Fu, Q., Cherian, J., Ahmad, N., Scholz, M., Samad, S., Comite, U. (2022) An Inclusive Leadership Framework to Foster Employee Creativity in the Healthcare Sector: The Role of Psychological Safety and Polychronicity. Int. J. Environ. Res. Public Health. Online.

    7. Egitim S. (2022) Challenges in adapting to organizational culture: Internationalization through inclusive leadership and mutuality. Social Sciences and Humanities Open. Online.

    8. Anthony, K. I. (2017). Igwebuike as an Igbo-African philosophy of inclusive leadership. Igwebuike: An African Journal of Arts and Humanities, 3(7), 165-183.

    Part II:
    9. Laloux, F., & Wilber, K. (2014). Reinventing organizations: A guide to creating organizations inspired by the next stage of human consciousness (Vol. 1). Brussels: Nelson Parker. 11 - 43. Available for download (Pay What Feels Right) at

    10. Logan, D., King, J., Fischer-Wright, H. (2011).Tribal Leadership: Leveraging Natural Groups to Build a Thriving Organization. New York: Harper Business.

    Part III
    11. Corley T. (2020) Creating Accountability for Inclusive, Responsive Leadership. People and Strategy 43(1): 28-32.

    12. Ibarra H., Hansen M.T. (2011) Are you a Collaborative Leader? How great CEOS keep their teams connected. Spotlight on Collaboration. Harvard Business Review. 66 - 74. Online.

    13. Hermanin C. (2021) Inclusive Leadership, COVID and Sustainability. EUI ideas. Online.

    14. Global Health 50/50 (2022) Boards for All? A review f power, policy and people on the boards of organizations active in global health. Global Health 50/50: Cambridge.

    15. Zelevansky N. (2019) The Big Business of Unconscious Bias: How Companies want to avoid racism, sexism and misgendering. Consultants are Standing by. New York Times. Online.

    16. Litano, M. L., & Major, D. A. (2016). Facilitating a whole-life approach to career development: The role of organizational leadership. Journal of Career Development, 43(1), 52-65.
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures, discussions, role plays, individual and group work, and other participatory action methods.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English