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The purpose of this paper is to discuss educational technologies that meet modern requirements for training and retraining managers. The authors demonstrate the potential of interactive learning technologies in the development of independent thinking of graduates as an example of implementation of Graduate School of Management (GSOM), St Petersburg University, educational programs.

The data in this paper are drawn from a survey by the authors in 2010 of students attending the programs for executives in GSOM (n=49).

The survey reported that intellectual competitions contribute to achieving independence of participants thinking. The most popular intellectual competitions methods are panel discussion (first place); simulation games with varying roles (team‐consultant and team‐client) and case studies (second place), and modeling professional situations with limited information in writing and calculations (third place).

It would be valuable to explore similar questions with a larger sample of program participants as well, as it would be valuable to gather longitudinal data to explore how students’ preferences regarding intellectual competitions methods change, and why.

The authors prove the feasibility of intellectual competition as the technology of training, oriented to the development of independent thinking and creativity of executives and describe the experience of using this technology in business education.

The goal of this article is to conduct macro‐level analysis of human capital (HC) development strategies, pursued by four countries commonly referred to as BRICs (Brazil, Russia, India, and China).

This analysis is based on comparisons of macro indices of human capital and innovativeness of the economy and a review of related academic literature and government publications.

The study results suggest that in terms of present human capital capacity Russia and Brazil are ahead of China and India. However, during the last decade the governments of the latter two countries have initiated impressive national programs of HC development, which include significant investment and targeted government regulation in such areas as primary and secondary education, vocational education and training, and higher education, especially in science and technology fields. Russia and Brazil have targeted programs in some of the above areas, but lack comprehensive long‐term strategies, covering all the above areas and coordinating effort of various agencies and constituencies.

It is recommended to expand the scope of analysis to include other fast growing developing economies (e.g. Mexico, Indonesia, and Turkey).

The article provides, for the first time, a comparison of human capital development indices and strategies of the four largest developing economies. The original feature of the article is a combination of the analysis of macro‐level indices with an in‐depth analysis of policy documents and academic literature.

The aim of this paper is to review published conceptual and research papers within the field of international, comparative and cross‐cultural HRD.

The paper's approach is a targeted literature review focusing on papers within the mainstream HRD journals, as well as a small number of non HRD journals.

The literature review revealed that international, comparative and cross‐cultural HRD is an emerging subfield of study. In general the authors were able to categorise the literatures into the three trajectories specified. However, they noted contradictions and confusions within the literature.

The paper is solely theoretical in nature; however, it does identify gaps for further research. The authors highlight specific research questions within each trajectory as well as proposing a global HRD construct.

The paper is particularly valuable to scholars interested in theorising and researching international, comparative and cross‐cultural HRD. It sets the scene for the special issue on the three trajectories, and identifies possible avenues for future theorising and research.