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While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

The purpose of this paper is to contribute to the understanding of the workplace experiences and access to career-enhancing opportunities of transgender employees and to apprise organization leaders of opportunities to create an all-inclusive workplace environment.

This phenomenological study used semi-structured interviews with transgender and gender non-conforming individuals in the US. Study participants (n = 12) varied slightly in racial and ethnic identities, the highest level of formal education completed and the industry sector they were employed at the time of interviews.

The data reveals a lingering presence of dominant narrative (cissexism) in US organizations and its adverse impact on workplace experience and access to career-enhancing opportunities of transgender and gender non-conforming individuals. The participants’ narratives reveal recommendations for effective organizational practices for a transgender-inclusive workplace.

The challenge of recruiting qualified participants from the marginalized group along with the selection criteria of English proficiency and legally adult age resulted in a relatively limited sample (n = 12) nevertheless adequate for the study.

Results of this study point at the urgent need to increase visibility and acceptance of the represented population and expand workplace diversity policies to create inclusive, just and equitable organizations for all individuals that will translate into job satisfaction and improved productivity.

This study contributes to developing a culture of inclusion and prevention of discrimination in the workplace thus ensuring respect, safety and agency for gender minority employees.

This study contributes to a better understanding of workplace experiences, access to career-enhancing opportunities of transgender and gender non-conforming individuals and best practices for a transgender-inclusive workplace.

This paper aims to challenge the cisnormative and binary assumptions that underpin the management and gender scholarship. Introducing and contextualising the contributions that comprise this special issue, this paper critically reflects on some of the principal developments in management research on trans* and intersex people in the workplace and anticipates what future scholarship in this area might entail.

A critical approach is adopted to interrogate the prevailing cisnormative and binary approach adopted by management and gender scholars.

The key finding is the persistence of cisnormativity and normative gender and sex binarism in academic knowledge production and in society more widely, which appear to have hindered how management and gender scholars have routinely failed to conceptualise and foreground the array of diverse genders and sexes.

This paper foregrounds the workplace experiences of trans* and intersex people, which have been neglected by management researchers. By positioning intersexuality as an important topic of management research, this paper breaks the silence that has enwrapped intersex issues in gender and management scholarship. There are still unanswered questions and issues that demand future research from academics who are interested in addressing cisnormativity in the workplace and problematising the sex and gender binaries that sustain it.