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Global mindset is an important theme in the international business strategy and organizational behavior literatures. However, these different paradigms define and operationalize global mindset in disparate ways, which creates problems for conducting empirical research as the disparity hampers the development of testable models. This article seeks to unify the different paradigms by introducing a third perspective from cognitive psychology that clarifies the process of mindset activation. We apply a process model of mindset activation to global mindset to build a theory of mindset switching relevant for global leaders. We operationalize global mindset as a dynamic process of mindset switching and suggest that the most appropriate mindset for a situation can be primed to activate. We also propose cosmopolitanism and cognitive complexity as antecedents to appropriate mindset activation and mindset switching. Finally, we suggest that mindset/situation congruence results in global leader creativity and boundary spanning. By applying the cognitive psychology literature to global mindset research, we clarify the process of global mindset and why it is important for leaders to understand how different primes might activate the most appropriate mindset. Our model provides a means for managers to become more cognitively aware of how they problem solve in a highly complex and multilayered world. This paper proposes a unique, dynamic model that captures dualities of global leadership. The model provides a new perspective of global mindset that is testable with existing measures and procedures.

This study aims to present a high-end lesson study (HELS) model to develop students' subject competency. Data were collected from a Beijing suburban key senior high school in China. How the subject competency framework (SCF) supports HELS and develops students' subject competency in practice are discussed in this study.

This study provides a four-dimensional SCF developed by the chemistry education research team at Beijing Normal University. Basic procedures of the HELS model involve the project plan, students' pre-test, lesson design workshop, first-round teaching implementation and improvement, second-round teaching implementation and evaluation, students' post-test, and results discussion. Data were collected from each of the procedures, and analysis of the data is conducted in both qualitative and quantitative approaches.

The results show that the SCF supports HELS implementation by (1) identifying key teaching objectives based on curriculum standard requirements and students' subject competency performance; (2) organizing teaching content based on the core knowledge to develop cognitive mode; (3) designing tasks and activities regarding understanding–applying–transferring and innovating categories and sub-categories of SCF; (4) establishing students' cognitive perspectives and reasoning paths to promote their subject competency by teacher–student interaction.

The HELS model provides theory-based pedagogical guidance for conducting lesson studies. It presents the SCF and orientation. The SCF is used throughout the entire process of HELS, including the identification of teaching objectives, the selection and organization of teaching content, and the design and implementation of teaching activities. It reflects a systematic instructional design–implementation–discussion–improvement–evaluation process. The SCF-based HELS can be applied to different topics and disciplines.

In this section, we offer a careful and systematic review of the theoretical and empirical studies relating to global mindset that have been published in books and peer-reviewed journals. This review includes studies that use differing terms to refer to the idea of global mindset but consider the same general concept. At the same time, we exclude studies that do not specifically pertain to global mindset but concentrate on such areas as global leadership, expatriates, and expatriation, even though they may focus on similar underlying themes found in the global mindset literature. We then identify two fundamental themes in the global mindset literature – cosmopolitanism and cognitive complexity – and use these concepts to develop a new integrative approach to global mindset.

Having a shared vision is crucial for innovation. The purpose of this paper is to investigate the effect of individual propensity to collaborate and innovate on the development of a shared vision.

The authors build a network in which each node represents the vision of one individual and link the network structure to individual propensity of collaboration and innovativeness. During organizational workshops in four multinational organizations, the authors collected individual visions in the form of images as well as text describing the approach to innovation from 85 employees.

The study maps individual visions for innovation as a cognitive network. The authors find that individual propensity to innovate or collaborate is related to different network centrality. Innovators, individuals who see innovation as an opportunity to change and grow, are located at the center of the cognitive network. Collaborators, who see innovation as an opportunity to collaborate, have a higher closeness centrality inside a cluster.

This paper analyses visions as a network linking recent research in psychology with the managerial longing for a more thorough investigation of group cognition. The study contributes to literature on shared vision creation, suggesting the role which innovators and collaborators can occupy in the process.

This paper proposes how an approach based on a cognitive network can inform innovation management. The findings suggest that visions of innovators summarize the visions of a group, helping the development of an overall shared vision. Collaborators on the other hand are representative of specific clusters and can help developing radical visions.

The paper describes six major approaches within strategic groups research: the industrial organization perspective (the IO-view), the strategic choice perspective, the strategy types perspective, the cognitive perspective, the customer perspective, and the business definition perspective. The two most promising perspectives to make real advances in the strategic management discipline seem to be the cognitive view and the business definition perspective. The purpose of a grouping based on business definitions is to provide an insight, as objective as possible, of the industry’s substructure which also corroborates with the cognitive maps of the industry which the CEOs have in mind. From a practical point of view, the classification of firms in groups based on commonality in business definition (buyer scope, product scope, geographical scope and degree of vertical integration), allows managers to compare their own firms with comparable firms (the firms within the same group). The research concerning strategic groups in the Belgian beer brewing sector and the Belgian electrical wholesale sector is presented. The major problems within the strategic groups research are discussed.

Grounded in upper echelons theory (UET) and conflict theory, the purpose of this study is to analyzes the innovative behavior of family firms from the perspective of the cognitive differences between successors and senior managers.

This research employed a sample listed family firms in China. The obtained results were subjected to hierarchical regression analysis, complemented by rigorous model robustness testing through propensity score matching and regression with substitution variables.

Successors engender task conflicts with family members in the top management team (TMT) due to cognitive differences, thereby stimulating corporate innovation. Conversely, successors engender relationship conflicts with non-family members in the TMT, impeding innovation. Furthermore, the performance expectations and the gender of the successor CEO also influence the relationship between cognitive differences and innovation between the successor and the TMT.

This study's originality and value lie in its innovative application of UET and conflict perspectives to dissect the intricate layers of intergenerational cognitive differences and their impact on the innovative behavior of family firms. It augments our comprehension of how the internal dynamics within family firms shape strategic innovation decisions.

The effect of task conflict on innovative work behavior has yielded inconsistent results pointing to the need to examine the conditions under which task conflict is helpful for employees’ innovative work behavior. This study aims to develop a comprehensive model linking task conflict and innovative work behavior through constructive conflict, positive conflict value, cognitive flexibility and psychological safety.

Data were collected from 316 supervisor–subordinate dyads working in software development and high-technology companies located in Saudi Arabia. The research model was tested using partial least squares approach.

Results show that constructive conflict mediates the relationship between task conflict and innovative work behavior. Moreover, positive conflict value and cognitive flexibility mediate the effect of constructive conflict on innovative work behavior. Finally, psychological safety positively moderates the effect of positive conflict value and cognitive flexibility on innovative work behavior.

This study suggests that constructive conflict, cognitive flexibility, positive conflict value and psychological safety are important mechanisms that explain the link between task conflict and innovative work behavior.

Research has highlighted the cognitive nature of the business model intended as a cognitive representation describing a business’ value creation and value capture activities. Although the content of the business model has been extensively investigated from this perspective, less attention has been paid to the business model’s causal structure – that is the pattern of cause-effect relations that, in top managers’ or entrepreneurs’ understandings, link value creation and value capture activities. Building on the strategic cognition literature, this paper argues that conceptualizing and analysing business models as cognitive maps can shed light on four important properties of a business model’s causal structure: the levels of complexity, focus and clustering that characterize the causal structure and the mechanisms underlying the causal links featured in that structure. I use examples of business models drawn from the literature as illustrations to describe these four properties. Finally, I discuss the value of a cognitive mapping approach for augmenting extant theories and practices of business model design.

The purpose of this paper is to focus on the risk decision making of entrepreneurial team, deconstruct the intermediate process mechanism of cognitive adaptability in promoting risk decision making and reveal the role of opportunity identification and entrepreneurial efficacy in the decision-making process, which clarifies how cognitive adaptability affects decision-making speed and effect.

This study establishes a relationship model among entrepreneurial team’s cognitive adaptability, opportunity identification, entrepreneurial efficacy and risk decision making, and selects 316 entrepreneurial teams to empirically study the relationship among core variables using Bootstrap analysis and Johnson–Neyman technology.

Cognitive adaptability though has no direct impact on risk decision-making speed, whereas it directly affects risk decision-making effect; opportunity identification has a full mediating effect between cognitive adaptability and decision-making speed, and a partial mediating effect between cognitive adaptability and decision-making effect; entrepreneurial efficacy plays a moderating role between opportunity identification and decision-making speed, and a same role between opportunity identification and decision-making effect.

First, in setting the research model, the study does not take other moderators into consideration, which might be improved. Second, the study ignores the origin and formation of entrepreneurial team’s cognitive adaptability, the predisposing factors of which might be discussed in the future research.

The practical implication of this paper is to guide the entrepreneurial team to turn their focus on the impact of highly implicit cognitive adaptability on decision making, which might be divided into two aspects: the first is to enhance the cognitive adaptability of the entrepreneurial team, cultivate team members’ self-examination awareness and self-monitoring habits. The second is to strengthen team’s psychological capital and value the cultivation of entrepreneurial efficacy.

This paper breaks through the team process and structure perspectives, explores the driving mechanism of entrepreneurial team risk decision making from team cognition perspective, and deconstructs the logical framework of cognitive adaptability’s influence on risk decision making. This paper applies Johnson–Neyman technology to quantify the mediating effect entrepreneurial efficacy exerts on cognitive adaptability and decision-making speed, as well as on cognitive adaptability and decision-making effect.