Kristina A. Van Winkle, Ph.D. is a 2021 graduate of the PHD Program in Leadership and Change at Antioch University.

Kristina Van Winkle at her Dissertation Defense.

From L-R: Dr. Lize Booysen, Committee Chair, Dr. Emily Schell, Committee Member, Dr. Jon Wergin, Committee Member

Dissertation Committee

  • Lize Booysen, DBL, Committee Chair
  • Jon Wergin, Ph.D., Committee Member
  • Emily Schell, Ed.D., Committee Member


Global competence, teaching, learning, education, globally responsive pedagogy, action research, adaptive challenges, technical challenges, coaching, positive deviance

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Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, and OhioLINK ETD Center,


Kristina A. Van Winkle

ORCID Scholar ID #: #0000-0003-3189-9963

Dr. Kristina Van Winkle earned her doctorate in Leadership and Change from Antioch University in Yellow Springs, OH, in 2021. She holds a Master’s of Arts in Foreign Language and Literatures. Dr. Van Winkle has taught Spanish, English as a Second Language, and Social Sciences to students Pre-kindergarten to Adult for about 20 years. Her thirst for knowledge and desire to explore, immerse herself, and understand diverse cultures and societies began at a young age. For her dissertation research, Dr. Van Winkle lead an action research project that explored the challenges educators faced as they sought to implement and integrate global competence in their educational practice. As a result of this work, she created a pedagogical model titled A Globally Competent and Globally Responsive Pedagogy as tool to help support educators and leaders implement and integrate globally competent practices in their organizations. She is also creating a framework for coaching for global competence. She currently teaches Spanish at the secondary level and will be working as the California Global Education Project Coaching Project Director at the University of San Diego (USD) School of Leadership and Education Sciences in the Jacobs Institute for Innovation in Education.