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The literature on identity and identification can enrich our understanding of intergenerational behavior in organizations and society. In this chapter, I outline factors that lead the present generation to categorize future generations as part of their in-group, and circumstances under which people feel that it is consistent with their identity or self-concept to act on the behalf of future generations. Intergenerational identification is defined as the perception of “oneness” among generations such that multiple (two or more) generations consider themselves as part of a single group. I posit that intergenerational cooperation is more likely to occur when intergenerational identification is high. Finally, I elucidate the relationships among intergenerational identification, organizational identification, and intergenerational cooperation.

A growing number of individuals identify as cosmopolitans, that is, citizens of the world. They voluntarily move from country to country in pursuit of self-fulfilment in both life and work, and construct a cosmopolitan identity in the process. With the help of three entrepreneurial narratives the authors investigated how cosmopolitan disposition affects entrepreneurial behaviour. The authors found that cosmopolitan entrepreneurs share many common entrepreneurial characteristics, such as openness to opportunities, a need for achievement and the locus of control. However, they also challenge the understanding of entrepreneurship by downplaying the role of environment and interpreting success in an unconventional way. The study demonstrates that this growing group of entrepreneurs deserves more attention from entrepreneurship scholars.

This chapter explores collective imageries of the distant future and unpacks how fuzzy frames that anticipate things-to-come lead to variations in “technological solutions” envisioned for the distant future. It suggests that these frames are characterized by the struggle over the construction of different future plots and the proselytization of divergent pathways to the future. Such frames are a product of collective anticipation, which refers to a set of ideas, imageries and beliefs about the future that can be located in the form of structures of knowledge, such as cultural artifacts, scientific products and political frames that shape the thinking of the collective. This chapter posits that the “fuzziness” of our frames anticipating the distant future could be reduced through a selective process where alternatives of the future are winnowed out by processes of selection and exclusion based on faith, values and evidence.

The internationally well known Minamata disease caused by methyl mercury poisoning, which has been described as a great tragedy of the modern Japanese state in the 20th century, in terms of a particular history of the “soul” narratives and practices is discussed. These narratives and practices are sometimes excluded from the authentic narratives in the state. I am exploring a historical vision connecting to the future of the Minamata disease victims as the “souls” of the Minamata disease after the “Final Settlement” in 1996. The paper's goal to suggest the “souls” of the Minamata disease is becoming out of place and it was articulated to some local people who experienced tragedies in the colonial or post-colonial situations.

Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural skills through international assignments, it is unclear how leaders translate these international experiences into knowledge and skills that enhance their effectiveness. Based on experiential learning theory (ELT), we propose that cultural intelligence (CQ) is an essential learning capability that leaders can use to translate their international experiences into effective experiential learning in culturally diverse contexts.

The future of unions hangs in the balance. Labor unions face enormous challenges to overcome decades of decline and diminishing power. The authors examine the current status of unions with an eye toward identifying pathways to rejuvenation. Our analysis focuses on what the authors know about the decline of unions, how its compares historically, and what avenues are available to unions to change. Pathways to growth with undoubtedly require breaking old molds, which have proven ineffective. Unions need to explore new models of representation to take advantage of a changing workforce with new employment relationships typified by the “gig economy.” The authors present an agenda for fruitful research and discuss the implications of a weakened labor movement on the well-being of society.

The future of education as we know it is rapidly transforming, aided and abetted by the accelerating technological changes as well as economic and social changes occurring worldwide. To ensure sustainability, higher education institutions are compelled to prepare graduates for jobs, and work with technologies, that are yet to be created. Specialists and experts are calling on universities to be agile and respond to serve the needs of changing societies and the evolving world around us. According to the Ernst & Young (EY) (2018) report, “Can the universities of today lead learning for tomorrow?,” Australia is reported to be a world leader in higher education contributing about $30 billion annually to the GDP of the nation, although learning demands are shifting to primarily new exemplars (Cawood, 2018). The EY report affirms that a university prototype embedded in a teaching and research model with “a large asset base and cumbersome back office- would prove to be unviable in the future” (Cawood, 2018, p. 4).

This chapter will highlight how institutions are forging new partnerships and creating new models of delivery in different locations to meet learner needs in context and remain sustainable in the future. It will discuss the embedding of sustainability models in the curriculum, elaborate on the approaches taken to deliver active learning experiences that foster collaboration, and expand on integrating technology in learning for interactive engagements.

This chapter interrogates notions of the child and her brain as configured in the laboratory of pediatric neuroscientists, and by parents (overwhelmingly: mothers) of children classified for special education services on the basis of their varied learning capacities and incapacities. Data are drawn from my current New York-based study in a laboratory conducting fMRI research on resting-state differences amongst controls and children variously diagnosed with attention deficit hyper-activity disorder (ADHD), learning disabilities, autism and Tourette syndrome. Parents of children with those same diagnoses struggle with the strengths as well as the school-based weaknesses of their children, and in interviews they picture their children's brains quite differently than do the scientists. Young adult activists who grew up with the diagnoses of ADHD and learning disabilities appropriate lab-based descriptions of neurological difference to their own purposes, claiming a positive identity for themselves. At stake in the space between these diverse perspectives on childhood difference is the future of human developmental variability as it comes under biomedical research and regulation.

Future global leaders need to develop global leadership competencies (GLCs) to tackle the complexities of globalisation, not just to learn about them. While most programmes in university settings focus on study-abroad or out-of-classroom experiences to develop these competencies, it is argued that well-designed on-campus learning methods can develop GLCs successfully. This chapter reports on a course design that effectively develops these competencies in the classroom using team-based learning (TBL) (Michaelsen & Sweet, 2008). The course aims to help students practise three competencies deemed essential for global leaders: (1) the ability to demonstrate self-awareness; (2) the ability to communicate effectively when working in multicultural teams and (3) the ability to think critically. The chapter argues that using TBL to develop GLC is particularly effective, as the instruction method offers a fixed, clearly defined set of practice, i.e. weekly individual and group test, team collaboration and peer feedback that works as a semester-long experiential learning teamwork activity where the students practise, reflect and develop their GLC. The chapter provides an account of the course design, activities and assignments implemented and discusses its effectiveness. It aims to be useful for instructors who want to implement an innovative, student-centred course on global leadership.

Mehra and Prescott (1985) point out that it is difficult to reconcile certain empirical facts about equity and debt returns and the process of consumption growth with reasonable assumptions about the relative rate of risk aversion and the pure rate of time preference, in a conventional infinite-horizon model with an additively separable, constant relative rate of risk aversion (CRRA) utility function. The present note adds the further puzzle that if the mean rate of growth of consumption is not known with perfect certainty in such a model, both stocks and real perpetuities have an infinite price in terms of consumption goods. When maturity-specific claims on real output are introduced, the equity premium is seen to increase without bound at the most distant horizons. These in turn dominate asset pricing, so that the equity premium on claims on all future output is indeed infinite.