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Graduates of cross-cultural management (CCM) courses should be capable of both tackling international and cross-cultural situations and creating positive value from the diversity inherent in these situations. Such value creation is challenging because these situations are typically complex due to differences in cultural values, traditions, social practices, and institutions, such as legal rules, coupled with variation in, for example, wealth and civil rights among stakeholders. The paper aims to discuss these issues.

The authors argue that a scientific mindfulness approach to teaching CCM can help students identify and leverage positive aspects of differences and thereby contribute to positive change in cross-cultural situations.

Scientific mindfulness combines mindfulness and scientific thinking with the explicit goal to drive positive change in the world.

The authors explain how the action principles of scientific mindfulness enable learners to build positive value from cultural diversity. The authors then describe how to enact these principles in the context of CCM education.

The purpose of this paper is to assess the cultural influences on knowledge sharing behavior in project teams.

In this paper a simulation setting is used to assess the cultural influences on knowledge sharing. All intercultural simulations were part of an educational program, in intercultural management (MBA level) and of executive development programs respectively.

The findings in the paper show that different cultural backgrounds of team members due to different ethnicities, gender, national culture or functions create a context of cultural complexity, which might affect knowledge sharing in a negative way. The results of the simulations show that the different identities of team members have an important influence as they might trigger sentiments of negative stereotyping. The findings also reveal that knowledge sharing is only likely to occur if new project members are welcomed emotionally as valuable contributors to a common task.

Given the exploratory nature of this paper, it suggests using the results as a starting ground for future empirical research. The propositions that were developed on the basis of the research may be tested in subsequent studies applying a different research methodology.

Based on the paper's findings, recommendations for project management in situations of cultural complexity are developed.

The paper extends existing knowledge on cultural influences in knowledge sharing especially in the context of project teams.

The purpose of this study is to investigate the dynamics involved in knowledge sharing in knowledge intensive heterogeneous teams of the German Federal Armed Forces with a specific focus on new organizational entities.

The paper is based on qualitative research. The data were gathered through interviews with members of so‐called concept development and experimentation (CD&E) projects. These projects constitute a novelty for the whole organization and a cultural challenge for effective knowledge sharing, through its cross‐disciplinary, cross‐functional and cross‐hierarchical design. Hence, these projects are a good venue to study cultural dynamics in new organizational entities.

The analysis reveals that despite the structural separation of the new organizational entity, cultural imprint and cultural re‐import from the existing organization affected knowledge sharing. More specifically, four major influencing factors are identified in regard to knowledge sharing within the CD&E project team and between the team and the line organization; hierarchy, organizational context, micro‐politics and suspicion. The data suggest that these factors are precipitated by cultural imprint of the line organization.

The qualitative research design is one limitation rendering only descriptions and propositions that need further testing in other settings. Another one is the research venue which allows only limited access for data collection.

The paper shows that the dynamics in CD&E projects require culturally sensitive project management, starting in the planning phase of the project.

The study investigates knowledge sharing in new organizational entities in knowledge intensive teams of a military organization. Both aspects, new organizational entities and non‐private organizations, have been neglected in research on knowledge sharing.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

The study's objective is to estimate the association of specific perceived employer-provided benefits on employees' intention to leave in different age cohorts during coronavirus disease 2019 (COVID-19). Informed by the psychological theories of ageing, the authors propose three age-cohort-specific hypotheses in three motivational domains: security and health benefits, flexible work arrangement and education-related benefits.

The authors use a large survey of employees in Estonia (n = 7,209) conducted in 2020 and test the association of specific benefits and their interactions with age on employees' intention to leave.

The results show that older cohorts are generally less prone to leave their jobs. Benefits that employers could use during the COVID-19 crisis generally had negative associations with the intention to leave, but age-specific differences were negligible; only the perceived provision of flexible work arrangements reduced the younger cohort's intention to leave relatively more.

This study is one of the few that allows us to make inferences regarding the benefits preferences amongst the working population during an unprecedented health crisis.

This study aims to answer two research questions: first, to what extent can workplace bullying be explained by ageism? And second, does the likelihood of workplace bullying increase when age interacts with gender and ethnic minority?

The authors report results from a survey carried out in 11 organizations in Estonia (N = 1,614) using the Negative Acts Questionnaire-Revised (Einarsen et al., 2009).

The results show that ageism does not explain bullying in Estonia. As in some earlier studies, older age correlates negatively with negative acts, and women report less work-related bullying than men. These findings were unexpected because Estonia's post-socialist background and the highest gender wage gap in Europe suggested otherwise. However, there is gendered ageism in work-related bullying such that older women report more negative acts in their workplace. Respondents from ethnic minority groups do not experience more bullying in general, nor in combination with age. Surprisingly, managers reported both person- and work-related bullying more than employees with no subordinates.

The study contributes to intersectionality literature with a view to workplace bullying in post-socialist study context.

In this concluding chapter, the editors reflect on the value-added contributions of the papers in this volume toward a better understanding of global leadership effectiveness. After highlighting some of those contributions, the editors then discuss relevant directions for future research in global leadership effectiveness and organize their discussion around (1) antecedents, (2) conditions, and (3) dimensions of global leadership effectiveness. They conclude by listing some of the paramount research questions they believe should be addressed for the field to move forward in mapping the dimensions and dynamics of global leadership effectiveness.

We examine dominant identity requirements of cross-cultural management (CCM) in complex organizational settings. In particular, we highlight how the norm of “being mobile” as an expression of “being committed” advantages male and single individuals, the holders of a “favourable” passport, and those expressing “individualist” cultural orientations. Out of this follows the need for a power-sensitive CCM.