Zeppelin University | Leadership Log#7

Leadership Log #7 Notes from the Le adership E xcellence Institute Zeppelin

Liberal Arts Issue

Date: July, 2019.

Grammatica

Astronomia

Rethorica

Geometria

Dialetica

Arithmetica

The cover image represents a graphically reduced version, an iconic depiction and interpretation of the artes liberales in the style of Herrad of Landsberg (12th century ). The prominent circle symbolises unity, closeness and completeness ; concentric circles represent a hierarchy of the mind ; as a whole it comprises infinite wisdom.

Musica

“A M U LT I T U D E O F W O R D S I S N O P R O O F O F A P R U D E N T M I N D.” T H A L E S

P R O F H C D I P L- I N G K A R L S C H L E C H T

“Real leadership success becomes genuine when built on trust, on good decision-making and on loving what you do. This requires an active and productive character orientation – based on humanistic education.”

Prof h c Dipl-Ing Karl Schlecht, Chairman of the Karl Schlecht Foundation KSG Initiator and founder of the Leadership Excellence Institute Zeppelin | LEIZ

DIREC TOR’S EDI TORI A L

Exponential technologies are not just disruptive innovations in

change unless we find an answer to the question what kind of

the field of economic value creation. They also have profound

future we want.

consequences for the organisation of society and for people’s understanding of themselves, their cooperation with other peo-

First of all, everyone should realise that the question of a de-

ple and machines. As to higher education, the obvious answer

sirable future is a normative question of what constitutes a

to the consequent challenges is to think, organise and practice

good life. Furthermore, it implies that we really have a choice.

education, research and teaching as a whole. It is not just about

This perspective is fundamentally different from those gloomy

mastering the current process of change, but also about de-

scenarios where people become slaves to the machine, or at

signing a desirable future. Is a European Liberal Arts education

least are inferior to machines’ calculative abilities. Almost all

one of the keys to this ?

common AI ethics basically rest upon this notion of calculating intelligence. The liberal arts are in a different tradition.

It might be important to understand that the history of Liberal Arts has produced three distinct approaches to education

We also need to discuss what we actually mean by ‘future’. I

programmes. In the Greek and Roman tradition, characterised

would argue that the future is not a discrete time-space. Rath-

by Plato, Aristotle, Varro and Seneca, the Liberal Arts were a

er, the future is always embedded in the past and an emergent

superior form of knowledge that preceded the inferior techne

event of the present. It is characterised by path-dependence

and artes mechanica. Liberal Arts were ’free‘, because they

and contingency, it is the relation of continuity and break, from

were practised by free men and that meant, above all, free from

which new development dynamics and processes emerge. To-

the duty of physical labour. As a superior form of knowledge

day, we stand at such a juncture : we can neither act as we wish,

and the privilege of free people, liberal arts were not primarily

nor are we devoid of choices. What does this mean for a con-

about education, but part of what made a good life for human

temporary interpretation of the educational mandate for univer-

beings. Alexander von Humboldt further developed this idea

sities that are primarily concerned with educating leaders ?

positing that everyone should have access to this form of higher, interdisciplinary education, integrating research and teach-

In terms of contingency, a positive and productive attitude to-

ing. Many US colleges have today embraced liberal arts by

wards uncertainty seems paramount to me. Attitudes such as

way of a generalist education that should precede a specialist

curiosity and serenity are crucial in this regard. These should

education. The Liberal Arts, thus, have always served both

be complemented, however, by professional skills and trans-

an individual and social purpose : the education and training

cultural competence aimed at creating normative commonali-

of people who can lead responsible lives vis a vis themselves

ties and communities of good practice. With path dependency,

and others. This is always accompanied by a profoundly

the willingness and ability to co-operate and create adaptive

normative idea of what a successful and good human life is

governance structures is required. The integration of both as-

plus it includes an idea of a desirable future. We can hardly

pects depends on the individual and collective ability to think

survive the individual and societal challenges of disruptive

in relations, to establish connections between events that have

4

not yet been established in this way and yet have always been potentially present.

AI does not ask questions about good life and has no answers.

Algorithms are lonely, do not cooperate and do not form a society, normative questions are alien to them. If they were capable of all of the above, they would immediately be confronted with the consequent problems that humans have solved in the course of their evolution or have at least tried to solve. It is therefore a category error when, in discussions about the digital society, the computing capacity of machines is compared to that of the human brain. At best, this comparison tells us whether it is AI or a human who can solve a given task more efficiently. These are the questions addressed by techne and artes mechanicae. These are indubitably important ; however, what the Liberal Arts are committed to is fostering the kind of individuality that enables people to approach any task in a way they deem appropriate.

It is the Liberal Arts that expose students to uncertainties and endow them with the ability to accept and cope with risk as opportunities. Hence, we should train students in decision-making in uncertain environments, address professionalism and transcultural competence and create scenarios for possible futures. That demands thinking in terms of relations, and, following Aristotles, being in relations with other people is, in itself, the highest good, resulting in happiness. Could all this be one purpose of education and leadership ?

Prof Dr habil Josef Wieland, Director PROF DR JOSEF WIEL AND

“ K N O W L E D G E I S T H E F O O D O F T H E S O U L” P L AT O

Liberal Arts with a purpose

By Lennart Brand There is probably nothing that represents the Western idea of

the disciplinary structure of Western academia. Second, while

higher education better than the concept of the Liberal Arts.

the traditional academic disciplines provide their foundation,

Rooted in the Greek philosophical tradition and shaped by Ro-

the Liberal Arts then transcend them. Instead of several bodies

man thinking, the artes liberales were first ‘canonised’ in late

of knowledge that are taught independently from one another,

antiquity before becoming the bedrock of education in the

the Liberal Arts convey one unified body of knowledge, and the

Middle Ages. Despite the European origins of the term ( and

academic disciplines provide the means to access that body of

despite the fact that the concept remains deeply engrained in

knowledge from various perspectives : from the historical angle,

European higher education ideals such as ‘humanistische Bil-

the mathematical angle, the philosophical angle, and so forth.

dung ’ ), its actual use survived mainly in the United States. The quintessential liberal arts college is not merely a bucolic cam-

Specialists vs. generalists

pus in a leafy American upmarket suburb ; more to the point, it embodies the trans-disciplinary tradition in which leadership

First and foremost, this approach constitutes a comprehensive

education in the US has been steeped since the 19th century

take on human and societal reality. It refuses to split this reality

and which has not changed much since then. While there is no

into the fragments reflected by the academic disciplines, for

established canon, the definition given in the Encyclopaedia

indeed reality does not exist in a partitioned state but only as

Britannica appears to be quite accurate :

a whole. And this entirety of reality is not first historical, then mathematical, then philosophical etc. – rather, it is all of the

‘In modern colleges and universities the liberal arts include the

above at the same time.

study of literature, languages, philosophy, history, mathematics, and science as the basis of a general, or liberal, education.

Aside from this epistemological point, the other, more practical,

Sometimes the liberal arts curriculum is described as com-

point of a Liberal Arts education is that students are trained to

prehending study of three main branches of knowledge : the

be generalists. While ( picking an example at random ) Philoso-

humanities ( literature, language, philosophy, the fine arts, and

phy graduates at a traditional European university may know

history ), the physical and biological sciences and mathemat-

all about philosophy, they are probably ignorant of mathemat-

ics, and the social sciences.’

ics and history. They are one-track specialists prone to interpret the world from just one angle, the philosophical one. By

There are two important conclusions to be drawn from this.

doing so, they not only miss the other dimensions of reality but

First, the Liberal Arts are neither an arbitrary mix of random

also how they fit together. Their understanding of reality – and

sections of knowledge. Indeed, they are very much rooted in

ability to cope with it – remains fragmented.

7

The Liberal Arts graduate, on the other hand, is ( ideally ) an all-

reality – not in the way the traditional academic disciplines look

rounder whose knowledge encompasses much of what con-

at their subject areas, but in that uniquely comprehensive, mul-

stitutes reality as an interconnected system. They are ( again,

ti-dimensional, all-encompassing fashion that only the Liberal

ideally ) capable of understanding the interdependencies and

Arts can achieve. Denison University’s Masters programme in

dynamics between different aspects of reality much more fully,

Global Commerce ( see pp. 11 ) is an excellent example for this.

and can translate this understanding into actual judgements and decisions.

In short, the Liberal Arts have the potential to provide us with a set of tools to make sense of important areas of our existence.

Where does the ‘purpose’ come in?

They can help us assess where we – as a society and as individuals – want to go and which decisions need to be taken in order

There is, however, more to the Liberal Arts than educating gen-

for us to get there.

eralists. US institutions are waking up to this fact – because they have to. For years, liberal arts colleges have been losing potential applicants to more vocationally-oriented study programmes. This has triggered a widespread debate on the merits of the Liberal Arts within US academia. There are those claiming that anything with an applied angle is an abomination, and that colleges ought to stick to education for education’s sake. And then there are those arguing in favour of ‘Liberal Arts with a purpose’. And the latter group seems to be winning the argument.

What do they say ? They say that, on the one hand, the Liberal Arts need to retain their focus on reality as a whole, on a unified body of knowledge that is examined from a transdisciplinary angle. In that regard, they don’t deviate from the tradition as it stands. However, on the other hand, they also claim that this very tradition has a greater potential : a potential to additionally serve as a way of looking at specific aspects of 8



lennart.brand@zu.de

A Humanism for the Digital Age?

By Jan Söffner Can a machine possibly think ? In order to answer this, we first

Human thinking versus machine thinking

need to know what thinking is. Although we do think with sufficient self-awareness, it does not necessarily lead to a clear

It is only a fine line between affirmation and double negation

definition of what exactly happens in the process of thinking.

that distinguishes humanism and renders us humans fit for the

Where does it take place ? In the head, in the body or in the

digital age. This line, however, is still impermeable. So where

world ? Is it present or a mere fact of imagination, or could it

does it reside ? How can we name it ? Being German, I would

also be described as a flow-like existential experience ? Do

like to call it ‘Sinn’. The German word ‘Sinn’ has six possible

emotions, moods or feelings have an impact on our thinking

connotations in English :

and, if so, to what extent ? Do we have a chance to actively not think, as some Buddhist meditation practices promise, or is thinking an inevitable mechanism ad infinitum ? Once we start thinking about thinking, the only thing that seems indisputable is that thinking is a somehow conscious activity. And this is exactly what Artificial Intelligence (AI) , at least so far, is not capable of.

| Sense – something between meaning and sentience, between making sense and sensing, e.g., the sixth sense | Skills or attitudes and the feel for these skills, e.g. sense of humour | Mind, i.e., the place, where consciousness and desire can be positioned, e.g., having in mind and the rather Cartesian notion of everything pertaining to consciousness

Thinking AI brains

| Place of desire, e.g., “Mir steht der Sinn nach einem Kaffee” means : “My mind desires a coffee” or “I’d like to have a coffee”.

Thus, it seems wrong to state that AI can think, recognise,

| Directedness or direction. The old high German ‘sinnan’

decide, learn and so on – as long as all of this is taking place

meant travelling or wandering, and still today ‘sinnen’ signifies

without consciousness. On the other hand, it would be equal-

a kind of mind-wandering.

ly mistaken to say that data processing devices do not think,

| A kind of intention, it is about purposes or rather purposefulness :

know, recognise and so on – and that they are not intelligent,

“Das zu tun, hat keinen Sinn” can be translated into “there is no

if they outmatch humans in nearly every discipline, and if they

purpose in doing this.”

no longer need human programming but, via re-inforcement

Thus, the notion of ‘Sinn’ avoids the Cartesian misunderstand-

learning, can develop a kind of intelligence that humans cannot

ing that the cogito ( “I think therefore I am” ) was a pre-condi-

understand. Perhaps one can best address this limbo between

tion for ‘Sinn’ as in meaning ; it rather implies that meaning is

thinking and not thinking through double negations, talking

a precondition of consciousness, or that consciousness is an

about not not understanding, not not knowing and so on.

aggregate state or articulation of meaning.

9

Sinn labels everything that AI lacks to think and not just not not

Advantages of a human being

think. To mark the difference, there is a simple comparison . A self-driving car with AI won’t change its style of driving accord-

Computers do not need to replace anything of the human

ing to the music played. It is a self-contained entity that does

world, because they were never part of it in the first place. Their

not not understand any subtle changes in a given situation.

above-mentioned not-not thinking underlines, however, Heidegger’s observation. Both science and computers challenge

Though computers can analyse and reproduce the effects of

the limitations of ‘Sinn’ as in meaning by replacing it with

meaning they cannot experience it, simply because the not-

knowledge. However rudimentary this attempt might be in the

not -recognition of sentience is not sentience itself – just as you

case of human scientists, AI promises to beat us and might

cannot eat the recognition of an apple or ride in the recognition

even reach singularity without ‘Sinn’ and thus fullfill and dis-

of a car. Computers might outsmart us in recognising any of

close the intrinsic telos of the sciences, namely to replace the

the not-not patterns and are strong in reinforced learning but

world and thereby replace the human animal, too.

they still lack conscious experience.

Professor Dr Jan Söffner teaches Cultural Theory and Analysis at

Although the humanistic not-not thinking shares its limitations

Zeppelin University. He is Vice-President Teaching and Didactics.

with nearly every method in sciences, the subtle line between



thinking and not not thinking remains. Most scientific methods explicitly eliminate meaning by replacing it with content.

For humans this requires concentration and the ability to think impartially. Humans have to make an effort to think impartially. “Sciences don’t think”, Martin Heidegger once concluded, marking an anti-enlightenment statement. Science does not think because it replaces human self-disclosure with information, the world with an artificial substitute and thinking with logical methods.

10

jan.soeffner@zu.de

Global Commerce and the Relevancy of the Liberal Arts

By Adam S. Weinberg How do we keep the liberal arts vibrant, relevant and focused

The combination of classes and experiences is designed to en-

on preparing our students for a rapidly changing world ? Den-

sure that Global Commerce students develop skills and knowl-

ison University’s Global Commerce major is focused on pre-

edge crucial to effective global leadership :

paring students to be effective leaders at all levels of global companies, local businesses, start-ups, and non-profit organi-

Global economic thinking. The ability to see connections

zations, whether in domestic or international settings.

and to think across regions and cultures in order to understand the economic policies, needs and opportunities that shape

The program blends a rigorous classroom experience with a

commerce-related decisions and actions.

co-curricular set of experiences.

Cultural fluency. Capacity and confidence in learning the forThe curriculum is divided into : (1 ) a commerce core of 5 cours-

eign language skills needed to make inroads in professional

es that provide a sound understanding of the elements of com-

settings, appreciate the nuances of communication in any giv-

merce and business ; ( 2 ) a global focus where students con-

en context, and understand how language and culture shape

centrate on one of five geographical areas, and take a series of

any form of exchange in a region.

courses in the humanities, arts and social sciences to attain a deep understanding of how economic activity is shaped by the

Facility with the language of business. The financial acu-

cultures and societies of a region ; ( 3 ) language proficiency al-

men necessary to interpret financial reports and balance

lows students to deepen their understanding of the region ; ( 4 )

sheets, evaluate organizational performance, identify prob-

off-campus study provides hands-on experience in a region ;

lems and opportunities, and plan new initiatives.

and ( 5 ) a capstone senior seminar gives students opportunities to explore components of global commerce either through

Well-honed analytical skills. A broad set of classic liberal

an extensive research project or an internship in nearby Colum-

arts analytical tools that allows students to solve problems

bus, Ohio.

constructively and creatively.

The co-curriculum focuses on a set of internship experiences,

Dr Adam Weinberg has been president of Denison University, USA,

site visits, campus workshops, and discussions with visiting

since 2013.  weinberg@denison.edu

experts and industry leaders. Examples include : excursions to London, internships domestically and abroad, and regular campus visits by leaders in a wide range of fields.

11

“ I T I S T H E M A R K O F A N E D U C AT E D M I N D T O B E A B L E T O E N T E R TA I N A T H O U G H T W I T H O U T A C C E P T I N G I T.” A R I S T O T L E

The social value of Liberal Arts in times of a techno-deterministic paradigm

By Samuel Martín-Barbero It seems obvious that liberal arts and sciences studies as we

The problems arising from this are multiplied by the fact that

know them today should be readapted, and we might even

those who try to enact or promote structural changes and

think of applied humanities : this might be achieved by chang-

reforms in liberal arts education have hardly witnessed first-

ing some learning methods and syllabi orientation as well as

hand what is already being developed in high schools and

hiring more ( and better ) adjunct faculty. A hands-on, off-cam-

universities in many parts of the world. If they were to listen

pus experiential approach, as well as a renewed format and

more closely to students’ worries throughout the admissions

career- and academic-advisory roles would be instrumental,

process and before graduation, if they were to learn of their

perhaps by focusing more on a strong core curriculum and

personal aspirations and beliefs, if they were to listen to this

career counselling. Nevertheless, we should no longer accept

young generation´s aspirations, a very clear message would

the repetitive claim that almost all current professions, well-es-

emerge : these new university students do not necessarily feel

tablished human abilities and social skills are fading away or

inclined to work for a large, traditional, hierarchical company,

declining due to the onset of ‘machinery and robotics’ (‘the fu-

nor are they seduced by holding an ‘exclusive, fixed, job for life’

ture of work’).

attached to a permanent contract in a given location, at the same desk.

Should a society substitute college know-how by economic success?

Dr Samuel Martín-Barbero is Rector of University Camilo José Cela (UCJC) in Madrid.  samuel.martinbarbero@ucjc.edu

It is hard to agree with the position that the entire liberal arts tradition, with its wide variety of attached disciplines and college know-how, should be shaped exclusively by a voice stemming from an industrial mindset looking for outcomes geared almost exclusively towards earnings and the discourse of occupational advancement, instead of one seeking to drink from ideas born of what society needs and public spirit implies ( universal values, emotions, opinions and convictions strongly attached to any human life ). I still believe – and defend – that the founding principles of universities are not those of companies in the automotive, insurance, telecoms, real estate or banking sectors.

13

Who is corrupt? Opening the black box of individual-level factors of corruption

By Matthias Sohn Corruption is a widespread phenomenon in both developed

expect the tendency of greed to increase the likelihood of be-

and developing countries as suggested by various indicators.

coming involved in corruption.

In 2018, the global cost of corruption is estimated to be roughly USD 2.6 trillion ( or 5% of the world’s GNP ) according to a recent

At what point is integrity perceived as a protected value?

UN study. Research on corruption has traditionally followed a

macro-level orientation. Extant studies typically examine the

The research team ran an experiment to study how personal

causes and consequences of corruption at country level, such

values affect one’s likelihood to engage in bribery. Data collec-

as the level and growth of real income per capita, the inflation

tion took place at a major metropolitan business school in au-

rate, the economic freedom index or culture. Other work fo-

tumn 2018. We found that the willingness to accept bribes de-

cusses on the culture of a firm or organisation ; however, re-

clined the more participants held integrity as a protected value

search at an individual level is scarce. To better understand the

and the higher their level of honesty and humility. Accepting

role of individual factors is, however, very relevant for research

a bribe increased the higher the participants’ level of disposi-

and for fighting corruption in practice. Consequently, more

tional greed. Our results have important implications for liter-

research enhancing our understanding of the individual level

ature and ongoing efforts to construct theories as well as for

and, notably, the role of stable psychological traits and values

business practice. Since the individual characteristics that we

influencing people’s involvement in corrupt acts is needed.

studied can be assessed during the recruitment or promotion

In a joint research project together with Prof Stefan Linder

about what characteristics to look for in applicants or when

from ESSEC Business School in Paris, we narrow this gap and

promoting individuals to reduce the likelihood of a candidate

complement previous experimental research on corruption by

engaging in corrupt behaviour.

processes, our findings can thus also inform business practice

offering theoretical reasoning and empirical evidence from a two-stage experiment with students. We propose that, in ad-



matthias.sohn@zu.de

dition to monetary incentives to bribe or accept bribes, stable



carmen.tanner@zu.de

individual traits and personal values affect the likelihood of someone becoming involved in corruption. More specifically, we expect that individuals will refrain from corruption and thus forego the individual monetary incentives associated with corruption, the more they hold integrity as a protected value and the higher their level of honesty and humility. Finally, we 14

A measurement tool for ethical culture

By Diana Stimmler, Carmen Tanner, Nicole Witt In order to prevent business scandals in the future, business

Ten building blocks have been included in the measure. (1 ) Con-

leaders are increasingly turning towards leveraging corporate

trolling and ( 2 ) Sanctioning reflect essential governance pro-

culture as a tool. They recognise the advantage of culture in

cedures of compliance-based ethics programmes to prevent

the fact that it does not only address ‘bad apples’ ( isolated in-

misconduct through control, monitoring, and punishment. The

cidents of misconduct ) but targets the organisational context

( in )effectiveness of such programmes is assessed by the per-

as a whole ( the ‘rotten barrel’ ) and can thereby help to pro-

ceived ( 3 ) Clarity, ( 4 ) Defectiveness, and ( 5 ) Viability of their

mote ethical conduct on a larger scale. The challenge these

rules. Integrity-based approaches focus on encouraging eth-

leaders are facing is that we are still lacking a solid measure

ical behaviour through self-governance, responsibility and

that assesses the strategies and factors influencing ( un )ethical

intrinsic motivation. Here, ( 6 ) Accountability and ( 7 ) Leaders’

behaviour at work. This is why our team of LEIZ researchers

Role Modelling are assessed as essential governance strate-

has taken on the challenge to propose a German measure – the

gies. The ( in )effectiveness of such programmes is measured

German Ethical Culture Scale (GECS) – that evaluates the fea-

by the perceived ( 8 ) Pressure to Compromise, expectance of

tures of a corporate ethical culture.

( 9 ) Obedience, and setting of (10 ) Ill-conceived Goals.

Compliance also depends on how effective strategies are

To test the proposed measure, several studies with more than 2000 participants have been conducted. It is shown that com-

A distinct feature of our proposed construct is the distinction be-

pliance and integrity programmes in fact relate to different

tween compliance- and integrity-oriented ethics programmes.

forms of work motivation and both predict deviant workplace

While both governance concepts aim to create a behavioural

behaviour beyond the formal factors of ethics programmes.

framework in accordance with rules and values, they employ

The continued efforts of our research team working on the

different strategies concerning how to steer the organisation.

GECS will include further exploration of the procedures and

Thus, the first aim of the GECS is to assess people’s beliefs

factors of compliance and integrity programmes in an effort to

about the extent to which an organisation relies on compliance

support practitioners looking to meet the challenge of prevent-

and / or integrity procedures. It is, however, not only important

ing future business scandals via the power of corporate culture

how a company’s policies and activities are perceived, but also

by providing them with a robust assessment tool.

that we have insights into how effective these strategies are.

The second aim of the GECS is therefore to assess people’s per-



diana.stimmler@zu.de

ception of the unwritten but practised norms.



carmen.tanner@zu.de



nicole.witt@zu.de

15

Why Digital Leadership profits from the Liberal Arts

By Lukas Törner & Sabine Wiesmüller The impact of digitalisation on everyday life and the conse-

isation into the overall business strategy ; and continuing ed-

quent transformation of the economy per se, of companies

ucation on digital matters for staff. A second group of results

and their business models, leads to a redefinition of leadership

showed a more long-term orientated perspective on manag-

qualities. Leaders not only need to understand the technolog-

ing digital transformation : an agile corporate culture as well as

ical changes that are imminent, they also need a strong sense

the use of new technologies and a focus on markets for new

of how to help colleagues adapt to these times of change. Fur-

business models were also mentioned. When it came to com-

thermore, they position and strategically navigate their compa-

petence, interview partners stated that they aimed to work on

nies through a rapidly changing environment. Hence, demands

holistic schemes.

on leaders are twofold : Firstly, they must be able to address short-term challenges such as the internal digitalisation of their

Digital Leadership and Liberal Arts – a symbiosis?

organisation. Secondly, long term strategic planning requires them to lead the organisation on the basis of a strong belief

Regarding the demands of long-term planning in digital trans-

system, with the ability to stay on top of complex issues such

formation, the key values of a Liberal Arts education are impor-

as the societal and individual consequences of digital transfor-

tant for digital leadership. Based on the teachings of Wilhelm

mation. The second skill set is especially important as it is not

von Humboldt, the aim is to educate well-rounded individuals,

possible to foresee all situations where leaders will find them-

with a broad knowledge of diverse topics and an emphasis on

selves in the future and might have to take decisions in a field,

mastering a range of transferable and interdisciplinary skills.

yet to be regulated.

By being able to think freely and critically, by being familiar with various topics and being able to transfer knowledge and

The results of the Bodensee Innovation Cluster survey on the

insights from one field to another, a Liberal Arts education

state of digital transformation in the Lake-Constance region

complements the skill set of digital leaders. Building strong

in 2018 bear out the demands stated above. Many of the sur-

personalities based on humanistic values can serve as a com-

veyed companies around Lake Constance, interviewed for

petitive advantage in this era of structural change, as they help

their innovative nature, mentioned skills related to short-term

to shape corporate culture, steer interest in new technologies

challenges in digital transformation processes within their

and intuitively explore systematic business-model thinking.

companies. Among the goals perceived to be success factors in the digitalisation process were ranked optimising the use of



sabine.wiesmueller@zu.de

existing internal IT expertise within the firm ; integrating digital-



lukas.toerner@zu.de

16

“ T H E LO N G E S T PA R T O F T H E J O U R N E Y I S S A I D T O B E T H E PA S S I N G O F T H E G AT E .” M A R C U S T E R E N T I U S VA R R O

New LEIZ research group: transcultural competence

By Julika Baumann Montecinos In times of globalisation, the creation of economic and social

An ambitious research agenda for theory and practice

value literally crosses borders. In terms of the determinants of successful global cooperation, particularly concerning the

Various contributions and formats have been identified to pur-

cultural challenges involved, many different questions arise :

sue the research group’s goals : fundamental research on the

Which characteristics distinguish a transculturally competent

nature and the building blocks of transcultural competence as

person ? What does it mean for an organisation to integrate

a conceptual concretion of relational economics, exchange

a transcultural approach into its global strategy ? And what

with other researchers, an expert conference to be held at Zep-

learning processes facilitate and strengthen transculturality ?

pelin University in 2020, as well as case studies with globally

These are just some of the focus points of the newly launched

active cooperation partners from business and civil society, to

LEIZ research group.

name but a few of the envisaged activities. This is meant to

Transcultural competence in a network of global relations

that nurtures the process of establishing a substantiated un-

Comprising LEIZ director Josef Wieland, LEIZ researcher J­ ulika

a transcultural approach.

create a platform for academic and cross-sectoral dialogue derstanding of what it means to shape global cooperation with Baumann Montecinos and three doctoral candidates, Jessica Geraldo Schwengber, Tobias Grünfelder and Antonin Sal-

Transcultural competence and liberal arts

ice-Stephan, the group analyses the constitutive elements of and preconditions for successful global cooperation. Seen

The described research agenda forms a part of, and builds on,

through the lens of the theory of relational economics, this

the Global Studies Project at LEIZ and its established formats,

entails not only questions about the willingness and ability to

such as the Transcultural Caravan, the Transcultural Leader-

cooperate in a complex network of cross-cultural relations, but

ship Summit, and Transcultural Student Research Groups. In

also about organisational governance structures that antici-

line with Zeppelin University’s Liberal Arts agenda, these pro-

pate the ongoing dynamics of a network of this nature. When

jects aim to prepare students to act in global contexts via a

analysing transcultural competence in this manner, the de-

comprehensive and interdisciplinary educational strategy.

scription of learning processes on both the individual and the

The question of how to strengthen transcultural competence

organisational level addresses two sides of the same coin and

is therefore not only one for research, but also for innovative

underlines the ambition to elaborate on a comprehensive con-

teaching concepts in university education in the 21st century.

cept of transcultural leadership and its implications for theory and practice.

18



julika.montecinos@zu.de

Miscellaneous projects LEIZ commences joint research project

“Networks, cooperation and leadership

with the University of Pretoria

– learning about the engine rooms of Europe” at the Transcultural Leadership Summit 2019

By Dominik Fischer

By Julika Baumann Montecinos

In late 2018, researchers from LEIZ and the Albert Luthuli Centre for Responsible Leadership at the University of Pretoria be-

Visionary ideals, realpolitik and regulatory overkill, common

gan planning a joint research project addressing leadership in

culture and identity, and finally ‘Brexit’ – it is in these terms

the context of international cooperation and sustainability. The

that Europe is commonly perceived and discussed. Most de-

research partners have now commenced a comprehensive lit-

bates are all about what is ideally and ideologically desirable,

erature review for the project, which is entitled “Collaborative

about what is politically and administratively feasible, and

Leadership for the SDG s : Implications for a Developed and a

about what Europe is in cultural and historical terms. Impor-

Developing Economy.” Goal 17 of the Sustainable Develop-

tant though all of this may be, these debates tend to disregard

ment Goals (SDG s) seeks to strengthen inter-sectoral partner-

Europe’s inner workings that make it actually move. Economic

ships as a fundamental prerequisite for the fulfillment of all oth-

activity not only secures Europe’s relative wealth as well as its

er SDG goals. As such, Goal 17 focuses on how organisations

political and societal stability, it also constitutes the core that

from the public, private or civic sector, both within and across

holds Europe together. While visions and cultural memories

national boundaries, might collaborate in efforts to address

may sometimes fade, while political cohesion and institutions

climate change, end poverty, fight inequalities and protect

may crumble, it is economic activity – and the structures and

the planet. Given the significant role of partnerships, the im-

processes that have grown out of the cooperation of economic

portance of understanding the role of leadership amidst the

players – that facilitated the ideas and politics of European uni-

strategies, practices, and challenges of collaborative efforts

ty in the first place. Against this backdrop, the fourth Transcul-

become apparent. The literature review covers theories in the

tural Leadership Summit aims to provide a platform for a new,

area of intersectoral collaboration, collaborative and relational

different and transcultural perspective on Europe and on the

leadership, as well as partnerships for the SDG s. It is intended

manifold opportunities that transcultural leadership holds for

to provide the basis for further empirical studies, which will fol-

Europe to become an outstanding hub of value creation and

low in the near future. The team plans to present the initial re-

economic, social and cultural cooperation.

sults at an international conference towards the end of the year. 

yolande.steenkamp@up.ac.za



dominik.fischer@zu.de



transcultural-leadershipsummit.com



julika.montecinos@zu.de

19

“... B U T A S I T I S , T H E M O B I S R E A DY T O F I G H T A G A I N S T R E A S O N I N D E F E N C E O F I T S O W N M I S TA K E .” S E N E C A

PUBLIC AT IONS

Notable bachelor’s and master’s theses

Publications currently in press

Recently submitted MAREN FOKUHL ( 2 018 )

CHRISTEN M., SCHMOCKER D., TANNER C., K ATSAROV J.,

Digitale soziale Innovationen zur Stärkung von Frauen in der

MAUERHOFER R. ( 2 019, IN PRESS )

Arbeitswelt. Zukunftsmusik, Irrsinn oder vielversprechende

Training moral sensitivity through video games : a review of

Möglichkeit ? Über die Chancen und Herausforderungen zur

suitable game mechanisms. In : Games and Culture, Vol. 14, ( 4 ),

Nutzung von digitalen, sozialen Innovationen zur Erreichung

p. 344–366, July 2019. www.zora.uzh.ch/143918

einer geschlechtergerechten Berufswelt. Ein Plädoyer zur aktiven Zukunfts-( mit )gestaltung

WIEL AND, J. ( 2 019, IN PRESS )

Relational Economics : Economic Theory and the Governance TOBIAS GRÜNFELDER ( 2 018 )

of Relational Transactions. Cham : Springer International Pub-

Global Competence Assessment by the Programme for Interna-

lishing.

tional Student Assessment (PISA) Derived findings for the conceptualisation and assessment of transcultural competence

WIEL AND, J. & BAUMANN MONTECINOS, J. ( 2 019, IN PRESS ) ( E DS. )

NIKL AS NAGEL ( 2 018 )

Transcultural Leadership and Transcultural Competence, Mar-

Machine Learning and its Implications for Stakeholder Man-

burg : Metropolis.

agement – A Systematic Literature Review WIEL AND, J., & FISCHER, D. ( 2 019, IN PRESS )

New publications

Transaction Cost Theory and Business Legitimacy. In J. D. Rendtorff ( Ed. ), Handbook of Business Legitimacy : Responsi-

BAUMANN MONTECINOS, J. ( 2 019 )

bility, Ethics, and Society. Cham : Springer International Pub-

Moralkapital und wirtschaftliche Performance. Informelle Insti-

lishing. ( Online First ) https://link.springer.com/referencework-

tutionen, Kooperation, Transkulturalität, Wiesbaden : Springer

entry/10.1007%2F978-3-319-68845-9_14-1

Gabler.

WIEL AND, J. ( 2 019 )

Gemeinwohl und Shared Value Creation. Die Zivilgesellschaft als ökonomischer Akteur. ( Common good and shared value creation. Civil Society as economic stakeholder. ) In : Kordesch, R.M., Wieland, J., Ebertz, M.N. ( Hrsg. ) Die Arbeit der Zivilgesellschaft. ( The work of civil society. ) Weilerswist : Velbrück 21

PEOPLE

Management Committee Prof Dr Josef Wieland – Holder

Prof Dr Carmen Tanner – Hold-

of the Chair for Institutional Eco-

er of the Chair for Economic Psy-

nomics, Organisational Govern-

chology and Leadership Ethics,

ance, Integrity Management &

Vice-Director of LEIZ : Carmen

Transcultural Leadership, Director

Tanner, who also holds a pro-

of LEIZ: An expert in the field of

fessorship at the Department of

compliance and business ethics

Banking and Finance, University

of more than 20 years standing,

of Zurich and the directorship of

he initiated the Forum Compli­

the “Center for Responsibility in

ance & Integrity (FCI). He is a

Finance”, taught and worked at

member of, inter alia, the national CSR Forum, the jury for

several universities ( Bern, Fribourg, Zurich, Northwestern Uni-

the German government’s CSR Award, and the Advisory

versity in the US , and the Max Planck Institut Jena ). Member of

Council for Sustainability of the government of the federal

the Scientific Board of the DICO Deutsches Institut für Compli-

state of Baden-Württemberg. In the context of the German

ance. Main research topics: behavioural business ethics and

G20 presidency in 2016/2017, Prof Wieland co-chaired the

moral intelligence.

working group “Sustainability in Global Value Chains” with-



carmen.tanner@zu.de

in the Think20 process. Since 2017, Josef Wieland has been Dr Lennart Brand – ­Managing

Vice-President ( Research ) of Zeppelin University ( ZU ) . 

Director of LEIZ . ­Lennart Brand

josef.wieland@zu.de

pursued a career in the aviation industry before ­taking his D. Phil. at the ­University of Oxford ( St. John’s College ). He joined ZU in 2012 and was appointed Managing Director of LEIZ in 2015. Lennart Brand serves on the Oxford University Alumni Board and the Academic Board (DACH) of SAP SE . A literary historian by trade, his research interests focus on German literature of the ­early 20th century, in particular Ernst Jünger and Karl Kraus. 

22

lennart.brand@zu.de

Senior Researchers Prof Dr Derick de Jongh –

Dr Angelica Marte – Visiting

Visiting Researcher : He is the

Researcher & Senior Lecturer :

Founding Director of The Albert

Angelica Marte pursued a career

Luthuli Centre for Responsible

in the consumer industry before

Leadership (ALCRL) at the Uni-

becoming a Research ­Assistant.

versity of Pretoria. Previously he

Following her Doctorate at the

pursued a career in the private

Private University Witten/Herde-

sector with positions in Human

cke, she worked as a Research

Resources and Strategy. He sub-

Affiliate at the MIT Center for Col-

sequently founded the Centre for

lective Intelligence. At ZU, she

Corporate Citizenship at the University of South Africa (UNISA)

has held several research and teaching posts. Her main re-

in 2002. Derick holds numerous visiting research positions at

search interests are female / mixed leadership, leadership de-

prestigious institutions all over the world. He is an internation-

velopment & diversity. Her research has been supplemented

ally recognised expert on topics like responsible leadership,

by film making in different societies. She founded “mim_more

corporate social responsibility and corporate citizenship.

is more”, a company focusing on pioneering inclusive organi-



sations with an inclusive leadership approach.

derick.dejongh@up.ac.za



a.marte@letsmim.com

Dr Ramona Maria Kordesch – Senior Research Fellow : Ramona M. Kordesch studied Catholic Theology and Religious Studies at Graz and Tübingen and was head of the research unit “Innovation systems of charitable organisations” at ZU until 2016.

Her research interests include non-profit and civil-society research. Outside her academic responsibilities, Dr Kordesch runs “Societas Futura” in Austria – a think-tank for “multi-dimensional entrepreneurship to shape tomorrow’s world.” 

ramona.kordesch@zu.de

23

PEOPLE

Administration

Research Assistants Andrea Früh – Personal Assis­

Dr Matthias Sohn – Post-doc-

tant to Prof Carmen Tanner, Chair

toral Researcher at the Chair of

of Economic Psychology and

Economic Psychology and Lead-

Leadership Ethics. After working

ership Ethics: Matthias Sohn

in event marketing for several

received his MS c at the Univer-

years, Andrea Früh – a graduate

sity of Basel and the Nestlé Re-

in sports science and business

search Center in Lausanne. Hav-

administration – joined ZU in

ing obtained his PhD from the

2011. After a series of posts in

Bundes­wehr University, Munich,

various departments, she began

where he was affiliated with the Chair of Management Accounting, he has been with LEIZ since

working at LEIZ in 2015. 

2015. His current research focus is behavioural business ethics,

andrea.frueh@zu.de

behavioural accounting, and behavioural finance. 

matthias.sohn@zu.de

Silke Rinkenburger – Personal

Jessica Geraldo Schwengber –

Assistant to Prof Josef Wieland,

Research Assistant and PhD

Chair of Institutional Economics.

student at the Chair of Institution-

After working in the banking sec-­

al Economics : Jessica Geraldo

tor for twelve years & taking six

Schwengber graduated in Eco-

years out to raise a family, Silke

nomics and Management from

Rinkenburger, a qualified bank

the University of Rome Tor Ver-

clerk, has worked at Zeppelin

gata. Her research focuses on

University in various capacities

transcultural competences in

since 2011. She has held her post at LEIZ since 2015. 

silke.rinkenburger@zu.de

24

organisations and on the corresponding organisational learning processes. 

jessica.schwengber@zu.de

“ T H E M O S T T H O U G H T- P R O V O K I N G T H I N G I N O U R T H O U G H T- P R O V O K I N G T I M E I S T H AT W E A R E S T I L L N O T T H I N K I N G .” H E I D E G G E R

PEOPLE

Dr Julika Baumann Monte-

Dominik Fischer – Research

cinos – Head of Research Group

Assistant and PhD student at the

“Transcultural Competence” at

Chair of Institutional Econom-

LEIZ : She graduated in Internatio­

ics: Dominik Fischer studied at

nal Cultural and Business Studies

ZU, the University of Sydney, the

from the University of Passau,

London School of Economics

including various stays in China,

and Political Science, and the

India, the Dominican Republic

Indian Institute of Management.

and Brazil. She pursued a career

His main research interests are

in the automotive industry be-

leadership, network governance,

fore joining LEIZ in 2014. Under the direction of Prof Wieland

and transcultural management as a response to the institution-

she conducted a research project on CSR evaluation for the

al environment. In addition, he focuses on CSR and shared val-

German Federal Ministry of Labour and Social Affairs. Her main

ue as a strategic tool.

research topics are informal institutions, transcultural manage-



dominik.fischer@zu.de

ment, and corporate responsibility in a transcultural context.

Evelyn

julika.montecinos@zu.de



Countess

Pachta –

Manager External Relations and Isabel Jandeisek – Research

Communication. With a degree

Assistant and PhD student at the

in languages and BA Evelyn is an

Chair of Institutional Economics:

International PR, Communication

Isabel Jandeisek studied Polit-

and Marketing specialist with

ical and Economic Sciences at

a Corporate Finance and M&A

ZU, the University of Bielefeld,

background ( Munich, London ).

and St Petersburg University.

She also gained profound ex-

During the German G20 pres-

perience in the Private Banking

idency in 2017, she took part in

industry. Having worked as a journalist, PR Manager, Head of

the working group “Sustaina-

Marketing, she has a strong affinity to editing work and copy-

bility in GVC s” within the Think20 process. In 2016, she was

writing in English and German. She can not only draw on expe-

invited to be a visiting research scholar at FDU, New Jersey.

rience in various industries but due to career steps in London,

Her research focuses on governance economics, corporate re-

France and Zurich also on excellent knowledge of the differ-

sponsibility, shared value creation, and the role of innovations

ence between cultures.

for the global UN Agenda 2030 for Sustainable Development.





isabel.jandeisek@zu.de

26

evelyn.pachta@zu.de

Diana Stimmler – Research As-

Sabine Wiesmüller – Head

sistant and PhD student at the

of the Lake Constance Innova-

Chair of Economic Psychology

tion Cluster and PhD candidate

and Leadership Ethics : Diana

at the Wittenberg Center for

Stimmler studied Sociology, Pol-

Global Ethics and the Chair of

itics and Economics at ZU and

Institutional Economics : Sabine

at Hallym University in South

Wiesmüller studied International

Korea. She went on to graduate

Management at Passau Univer-

with an MS c in Psychology of

sity, Universidad de Granada,

Economic Life from the London

Spain and Universidad de Gua-

School of Economics and Political Science in 2017 before re-

dalajara, Mexico. In her Master’s degree, she focused on com-

turning to LEIZ . Her research primarily focuses on corporate

pliance management and business ethics and went on to pur-

ethical culture and behavioural business ethics. 

sue her PhD in the same field. In her work and research, she primarily focuses on the implications of new technologies on

diana.stimmler@zu.de

corporate responsibility and society.

Lukas Törner – Deputy Head



sabine.wiesmueller@zu.de

of the Innovation Lab within the Lake Constance Innovation

Nicole Witt – Research Assis-

Cluster Digital Transformation

tant and PhD student at the Chair

and PhD student at the Chair of

of Economic Psychology and

Institutional Economics : Lukas

Leadership Ethics: Nicole Witt

Törner studied at ZU, the Insti-

received her degree in psychol-

tute of Social Ecology Vienna,

ogy with a minor in mathematics

and Leuphana University Lüne-

from Heinrich-Heine University

burg. Since graduating in Envi-

in Düsseldorf in 2010 and

ronmental Sciences, he focuses on ERP systems to manage

worked as a market-research

and report sustainability. In this context, his first publication

consultant after graduation. Her

addressed paradigms of environmental damage. His PhD dis-

research focuses on moral behaviour at work, especially on

sertation, too, deals with “Sustainability Software.”

the development of instruments measuring moral courage and



lukas.toerner@zu.de

moral resoluteness. 

nicole.witt@zu.de

27

“ WHERE ARE WE WHEN WE THINK?” HANNAH ARENDT

MEDI A SOURCES LEIZ

In addition to detailed information on all facets of its research and teaching activities, the Institute’s website offers topical news and various other resources.

Z U. D E / L E I Z

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T R A N S C U LT U R A L- C A R AVA N .O R G

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Z U. D E / E E

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The Friedrichshafen Institute for Family Entrepreneurship (FIF) engages with the central opportunities and challenges of family businesses with respect to their long-term viability.

Z U. D E / F I F

ZU’s online magazine – bite-sized research delicacies on topical issues Z U - D A I LY. D E

Imprint Zeppelin Universität gemeinnützige GmbH Am Seemooser Horn 20 88045 Friedrichshafen, Germany Editor in Chief: Dr Lennart Brand Editor: Evelyn Countess Pachta Art Direction: Philipp N. Hertel Finedrawing: Petra Mohr

‌ the undeniable loss of tr adition in the world does not at all entail a loss of the past, for tr adition and past are not the same, as the belie vers in tr adition on one side and the belie vers in progress on the other would have us belie ve ‌

Hannah Arendt, Be t ween Past and Future, p. 93