“…Certainly, the approach of the NHSLA appears considerably closer to the culture and values end of the spectrum than that of 'fixing' a knowledge deficit; further, it can be inferred (but, we would argue, naturally follows) that the NHSLA approach is that knowledge of differences and cultures is not enough in itself to drive change, or at least not at a sufficient level or pace [13]. In other words, and put simply, 'teaching', including training, is not enough-there is a recognition and acknowledgement that there is a psycho-social, as well as pedagogic, dynamic at play and that this "is a lifelong process that is not accomplished through one workshop or crosscultural training" [11] (p. 43) [41]. So, the NHSLA does not, in its suite of the leadership programmes examined here, seek to teach or train 'cultural competence', but instead aims to diffuse the concepts through various-or possibly all, if a wide interpretation is applied to the concept of the leadership principles-aspects of its curriculum.…”