This study examines how higher education leaders in different socio-cultural contexts are involved in the practice of distributed leadership in international partnerships. This study employs socio-cultural theorising to help explain the 22
New Zealand, Singaporean, Chinese and Taiwanese higher education leaders' multiple experiences, perceptions and practices in international partnerships. In this study, socio-cultural theorising entails a view of constructivist epistemology and the ontology of constructive realism. Grounded theory methodology and
Wallner's strangifications were employed to acquire, analyse, interpret and compare qualitative data across different contexts in this study. Semi-structured interviewing and document collection were the methods used for data generation. The findings suggest that distributed leadership in international higher
education partnerships should move beyond simply arranging formal leadership roles, responsibilities, and resources. Distributed leadership in such cross-cultural contexts should be conceived as an inclusive approach to multiple leadership practices. Five interrelated key elements of distributed leadership emerged. They are formal arrangements, enhanced leadership opportunities, understanding the context, sustainability and learning. All the key elements entailed certain levels and aspects of learning. Learning and distributed leadership practices are closely intertwined and informing each other. A conceptual framework for the learning and practice of distributed leadership in international partnership is proposed to theorise the relationship between three sources of learning of distributed leadership, and multiple distributed leadership practices. The three sources of learning identified in this study are understandings of the context (in actuality), prior knowledge (in lifeworlds), and knowledge of leadership capital, issues and factors (in
microworlds). This study provides wider implications for education practitioners in other contexts to explore in international partnerships how social, cultural and economic forms leadership capital can be successfully distributed, exchanged and sustained, and how higher education leaders at all levels can actively participate and learn in international partnerships. Recommendations for researchers to
conduct cross-cultural studies are provided.
