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In the managerial and organizational cognition (MOC) literature, cognition is often studied by considering the observable characteristics of decision-makers. However, these studies have largely neglected cognitive differences stemming from the cultural, national, ethnical, and geographical (CNEG) characteristics of decision-makers – ones that are commonly studied in the field of international business (IB) research. Despite the contributions of IB research within the domain, the advancements have not found their way to the broader literature on MOC. In order to remedy this deficiency, this chapter seeks to introduce the work conducted within the IB field on the cognitive differences and the resultant cognitive distance stemming from decision-makers’ CNEG characteristics. This work has generated original insights on: (1) cognitive distances; (2) cognitive structures; (3) the legacy of the home country; and (4) tolerance to cognitive differences. As a result, this chapter strengthens the foundations for cumulative knowledge building by providing an integrative understanding of cognitive research based on the characteristics of managers.

The purpose of this paper is to explore the process of development of cultural knowledge and cosmopolitan identities among international management students in multicultural learning environments and to investigate how international business students develop global mindset during their studies.

A comparative analysis was conducted within four undergraduate management and business administration programs in international higher educational institutions, based on constructivist grounded theory methodology. The empirical study is grounded in data that were collected from triangulated multiple sources: qualitative semi-structured interviews with students, faculty and student services professional (n = 95) from 23 countries, participant observation in four programs and document reviews, and were analyzed using the dimensional analysis.

The study presents a global mindset development process model, which takes into the account social capital of the learners, as well as the existing and emergent social ties.

The paper provides tentative recommendations for the steps that management educational programs and multinational companies can take to promote an environment conductive for cultural knowledge exchange.

The paper presents the development of global mindset as a social learning process; in particular, it addresses the role social capital plays in knowledge generation and sharing in multicultural learning environment. It contributes to the understanding of cultural knowledge development in social networks. Additionally, the paper examines the feasibility of development of global mindset in international higher educational.

This paper aims to replicate and expand an earlier study that constructed a measurement of international managers’ mindset.

The paper used a test-retest statistical analysis to determine the reliability of the index of the managerial mindset developed by Fatehi and Ghadar (2014).

The study showed that the index is a sound measurement. It has good content validity. Its reliability is excellent. Both overall measure and item by item test of reliability were sound at a 5% significant level.

The application of Cronbach alpha by Fatehi and Ghadar (2014) indicated that the index was reliable. However, recently some scholars have expressed their concerns about this test to determine psychological indexes’ reliability. Therefore, this replication study applied an alternative reliability test (test-rest). The test-retest application indicated the index’s soundness.

In recent years, international management research has focused on the cognitive development of managers as increasingly important in a complex and dynamic business environment. As part of what might be called a cognitive revolution in international management research, several individual difference constructs have been introduced that promise to improve upon our ability to link culture to action beyond the study of dimensions of cultural variability and inventories of cultural competence. In this paper, I review three of these ideas: multicultural personality, global mindset, and cultural intelligence. I examine their conceptual similarities and level of development, and identify five criteria that need to be satisfied for these new ideas to have utility in international management research.

We review academic journal articles, chapters in scholarly books, and dissertations that were published in the global leadership domain in 2018 and compare our findings with those of Mendenhall, Li, and Osland’s (2016) earlier review of the 2010–2014 period. Specifically, we trace and discuss relevant changes over time in the number of authors, nature of employed methodologies, linkages of global leadership to related phenomena, and the prevalence of drawing on other conceptual approaches compared to those previously used to study global leadership. We conclude by discussing implications for advancing (1) an integrated body of global leadership theory, (2) novel forms of empirical research, and (3) collaborative global leadership research.

This essay reflects on over two decades of developing global leaders while simultaneously studying global leadership phenomena. Global leadership is leading across contexts. Because the contexts of global business continuously evolve, so too must our understanding of global leadership and our research about it. When research and practice inform each other in constant iteration, we can develop knowledge that is robust and relevant, and identify emerging ideas that shape future knowledge and practice. The essay suggests that exceptional, high-impact global leaders demonstrate two characteristics in addition to the competences and qualities identified in most research. Self-acceptance is an internal orientation, an acknowledgement of one’s own strengths, weaknesses, and reasons for leading. It underlies the ability to manage the impact of one’s self on others, and creates a leadership space for empowerment of others. Community transcendence is an external orientation, an acknowledgement of the primacy of local for creating meaning in business and work. It enables a leader to take on a local identity and create a leadership space for the community to succeed through the global organization. The essay concludes with speculation on the future importance of these two qualities.

As the internationalization process dictates the existence of cross-country networks it is essential to explore avenues that allow emerging market multinationals (EMNCs) to share and receive knowledge that can benefit them locally and globally. The purpose of this paper is to explore this conundrum by addressing the significance of creating a global mindset in individuals and across the multinational corporation. In the paper the authors articulate the mechanisms that influence global managers’ abilities to engage effectively with other global managers across borders.

This is a conceptual and theoretical piece.

The authors argued that global managers engage in reciprocal learning processes to obtain new, innovative knowledge about other countries’ environments and business practices. The authors furthermore suggest that the effectiveness of new knowledge creation is dependent upon the appropriate input, throughput, and output competencies of those involved in the reciprocal learning process.

Proper people management plays a crucial role in fostering an environment where employees’ commitment will lead to organizational innovation. Propositions foreshadowing in the new, innovative knowledge creation process across cultural and personal levels are articulated.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

True or false? Effective global leadership requires having lived in more than one country; having traveled to other countries; speaking more than one language fluently; managing a globally diverse team; having experienced an international assignment; and having been schooled abroad. Most people would say “true”. After all, how does one become globally effective without these types of global experiences?

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

Provides strategic insights and practical thinking that can have a broader social impact.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.