This exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab classroom. Yet empirical research in the Arab world around best practices and learning preferences of executives has been scarce. In this study, I raise five key research questions: (a) What are the most effective Arab leadership development practices (i.e. learning activities, leadership competencies, motivation enablers, barriers to participation, instructor’s characteristics and learning environment) as identified by business and international management experts? (b) What are the similarities and differences between experts’ and Arab learners’ views of best leadership development practices? (c) How do regional differences relate to learning preferences of Arab executives? (d) How do cultural dimensions relate to Arab executives’ learning preferences? and, (e) How do executives’ characteristics (i.e. gender, sector, age and education background) relate to Arab preferences for leadership development? These research questions are addressed through the analysis of three sets of existing data. First, the Delphi process was utilized to survey 24 experts in the field of executive education to determine the factors that they deem significant in influencing the effectiveness of the design and delivery of leadership professional development programs. This survey was followed by eight face-to-face interviews to elucidate issues (e.g., gender and cultural sensitivity), which arose from the Delphi process. The third phase of data collection used a forced-choice method questionnaire administered to more than 1,500 business leaders from 17 different countries, carried out by internet exchange, telephone and written correspondence. This large-scale survey identified Arab leaders’ cultural background and gauged their responses to the methods that the experts interviewed in the first two phases identified as best practices. This study analyzes the responses, limitations notwithstanding, to identify best practices related to central aspects of classroom-based professional development programs and examines the relationship between culture and Arab leaders’ learning preferences. Findings encourage the appreciation of local tradition and openness to new approaches to leadership and learning.
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