Leadership development in the Asia-Pacific region. Building capacity in the Indonesia defence environment

Abstract

Purpose – The purpose of this paper is to provide further discussion on the role of educational support adding value by sustaining the function of capacity building in emerging countries and states in transition and development. The Asia-Pacific region is noted for being in a continuous and rapid state of change dramatically affecting both private and public institutions. One such institution involves the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions, in the wider Indonesian society. This exploratory research paper highlights one bi-lateral educational initiative that has acted as a catalyst for change which was developed in partnership between the Indonesian and British governments and Cranfield University in the UK. The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision in particular of leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Key factors including capacity building, knowledge management, the learning process and the influence of culture were identified as fundamental and integral for a more appropriate design of leadership development programmes in defence and security, within the Asia Pacific region. Design/methodology/approach – Using a case study approach, it utilises one educational institution involved in the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions. Findings – The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision of education and leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Practical implications – It is a potential guide in helping practitioners in identifying, designing and implementing leadership development courses to manage the complexity of the processes of change in an international context. Originality/value – Given the dearth of research on defence and security the study was prescient. This paper contributes much needed further discussion about the role leadership development interventions play in supporting capacity building in states in transition and development.