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Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

Accumulating evidence suggests that Team-member exchange (TMX) influences employee work attitudes and behaviours separately from the effects of leader-member exchange (LMX). In particular, little is known of the effect of LMX differentiation (in-group versus out-group) as a process of social exchange that can, in turn, affect TMX quality. To explore this phenomenon, this chapter presents a multi-level model of TMX in organizations, which incorporates LMX differentiation, team identification, team member affect at the individual level, and fairness of LMX differentiation and affective climate at the group-level. We conclude with a discussion of the implications of our model for theory, research, and practice.

Curriculum designers have a colossal role to perform. They behold responsibility of viewing futuristic needs not only of society but also of the planet as a whole. They have taken into consideration not only intangible needs of society but also cognitive, affective, and psychomotor needs of individual learners. Curriculum as a whole tends to stress more on the cognitive development of the child more, whereas the, “affective learning …is included infrequently in curriculum” (Sowell, 2005, p.74); thus at times affective and psychomotor domains are overlooked during curriculum transaction. Emotional development is important for the development of humane society. Combs (1982) notes that when we ignore emotional components of any subject we teach, we actually deprive students of meaningfulness. So there is a need to give importance to the development of values among the students. As microcosms of society school curriculum can play an important role in developing a humane society. This purpose can be realized to some extent by modifying the school curriculum in such a manner that values and skills that are expected for imbibing humane culture are integrated along with the content of the regular school curriculum. The process of designing school curriculum so as to integrate the sustainable development goals may include defining learning outcomes, identifying plug points for integration, ascertaining strategies for integration at cognitive, affective and psychomotor domain, devising curriculum transaction plan, implementing integrated curriculum, evaluating, reviewing and monitoring learning outcomes, and implementing process. It is possible to develop a climate of encouraging and safeguarding cultural heritage by developing resources to educate people. Cultural heritage and traditional knowledge can be safeguarded by supporting practitioners and transmission of skills and knowledge. Plugins can be provided in secondary education at various levels of languages, mathematics and sciences to integrate the curriculum. This text provides comprehensive process and strategies to equip curriculum designers and educators as they guide a whole generation to a bright, safe and beautiful future.

Meaning-centered education situates meaning at the center of teaching and learning (Kovbasyuk & Blessinger, 2013). By incorporating learning objectives from additional learning domains – namely the affective domain – meaning-centered learning should enhance students’ personal and professional identities, as they reinforce existing knowledge through the continuous conscious acquisition of knowledge across learning domains. For this study, instructors integrated the human resource development (HRD) constructs of Level 1 and Level 2 evaluations into an online doctoral strategic planning course to achieve three goals: (A) increase student engagement, (B) assess affective domain learning outcomes, and (C) practice innovative teaching to reinforce creative meaning-centered learning. Infusing an online curriculum with affective learning domain outcomes and weekly formative assessment activities allowed instructors to monitor and address affective attributes. Results suggest that the implementation of Level 1 and Level 2 evaluations as weekly formative assessments increased student engagement. Extended analysis promoted a deeper understanding of the roles that emotions and attitudes play in online learning. Affective learning outcomes were attained as these additional weekly exercises promoted meaning-centered collaboration with students while decreasing the power-related distance between learners and instructors.

We take an affect-based approach to theoretically introduce and explore the knowing-doing gap of leadership. We focus on the emotion of fear that managers may experience in the workplace, and how it may influence the transfer of their leadership knowledge into leadership action.

We use Affective Events Theory as our underlying theoretical lens, drawing on emotional, cognitive, and behavioral mechanisms to explain the role of fear in the widening and bridging of the knowing-doing gap of leadership.

We theoretically explore the interplay between leader fear, the leadership contexts, and the knowing-doing gap of leadership. From this, we develop a multidimensional theoretical framework on the influence of leader fear on the knowing-doing gap of leadership.

We highlight how fear and the knowing-doing gap of leadership may be influenced by and potentially impact on individual managers and their leadership contexts.

Our initial theoretical framework provides a starting point for understanding fear and the knowing-doing gap of leadership. It has implications for future research to enhance our understanding of the topic, and contributes toward existing approaches on leadership development as well as emotions and leadership.

This chapter takes the case of contextualizing a solar-powered Information and Communications Technology Center Model to train young women for employment in an informal education setting. One of the sites in which the Model has been actualized is in Mahabubnagar District of Telangana State, India. The Center provides employment-aligned training through computer, communications, business, personal and interpersonal development topics, while supplying steady energy source through solar panels to cover for the needs of sustained computer usage. The learning contents are delivered through a tailored curriculum founded on affective/humanistic education approach, facilitated through a teacher – better described as facilitator – for the personal, interpersonal and skills development of over 450 young women trainees. The objective of this chapter is to add a consideration in the teacher quality literature from the perspective of prioritizing affective education approach, both in the teacher as well as the learner. The chapter illustrates that teachers who can communicate the messaging and delivery of learning contents in a way that allow learners to feel understood and prioritized – with social, emotional, and attitude of learners considered – will be much more effective than an approach where teachers prioritize skills development and academic achievement.

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as global warming, deforestation, poverty and economic instability, calls for a shift from government to governance. This change demands a collaborative type of governance on the quest to implement sustainability. Collaborative governance can be initiated by its workforce, who are the individuals closest to the structures of public administration and can act as agents of change in this mission. Thus, personnel need to be equipped with the required knowledge, attitudes and skills, about and for, sustainable development. This can be addressed through education for sustainable development (ESD), a lifelong tool which requires adaption to national requirements, but most importantly to societal needs.

Aim: This research focusses on a longitudinal case study from the Maltese islands, the smallest state of the European Union. Since enacting the Sustainable Development Act in 2012, through which sustainable development has been mainstreamed in the Maltese public sector, never was the need felt to educate public officers for sustainable development. Hence, this research aims at shedding light on the curriculum design process of an education module called ‘Public Administration and Sustainability’ as part of a Bachelor of Art’s programme at the University of Malta.

Method: Framing an educational module in a tertiary institution requires tact in aligning the syllabus, not only to the pedagogical requirements, but also to the place of work. In this exploratory study, two research questions, each linked with a set of original hypotheses are tackled through a pool of data obtained from a variety of methodological tools employed, by analysing two important variables – the curriculum and the student. The former is reviewed through a content analysis exercise whereas feedback from the latter is scrutinised through a questionnaire.

Findings: Data triangulation demonstrates that the curriculum design of the educational module promotes a holistic learning experience, since it integrates effectively the cognitive, affective and psychomotor domains of the Bloom’s Taxonomy. Furthermore, the different student cohorts share common positive views about this module.

Originality of Study: Previous studies indicate that there is a lacuna in research regarding curriculum design and review, especially regarding sustainable development. This research is significant as it attempts at filling this void by scrutinising closely curriculum design in higher ESD.

Implications: Drawing upon the results, a number of recommendations are provided, among them is ‘The Multiplier Transformation Triad Model’, which portrays the institutional, educational and individual transformations needed to promote sustainability. Moreover, this research might provide more insights about governments’ commitment towards sustainability but should also serve useful to researchers or practitioners in various fields such as public administration, governance, sustainability and even higher education.

Purpose – We build a theoretical lens that draws on an emerging theory of positive work relationships to examine whether constructive emotional expressions in work relationships influence changes in individuals' affective commitment to their organization.

Design/methodology/approach – Using longitudinal data collected from full-time employees, we employed a latent-difference-score (LDS) approach to examine whether changes in emotional carrying capacity could account for changes in organizational commitment.

Findings – The findings support this hypothesis and suggest a new perspective on the ways in which a change in relationship capacity may create changes in people's commitment to an organization.

Research limitations – The main limitation concerns the use of self-report, albeit time-lagged, data.

Practical implications – Developing higher levels of employee affective commitment is a key challenge for many organizations. Our study can help managers in recognizing the importance of building a relational space in which employees are able to express emotions frequently and openly, as well as engaging with other employees in listening to their emotional experiences and responding in a constructive manner.

Originality/value – This study contributes to an emergent body of literature that adopts a positive psychology lens to the study of employee experiences at work, by investigating the capacity to express emotions in general and its influence on people's affective commitment to the organization.

Purpose – This chapter addresses the nature, formalization, and neural bases of (affective) social ties and discusses the relevance of ties for health economics. A social tie is defined as an affective weight attached by an individual to the well-being of another individual (‘utility interdependence’). Ties can be positive or negative, and symmetric or asymmetric between individuals. Characteristic of a social tie, as conceived of here, is that it develops over time under the influence of interaction, in contrast with a trait like altruism. Moreover, a tie is not related to strategic behavior such as reputation formation but seen as generated by affective responses.

Methodology/approach – A formalization is presented together with some supportive evidence from behavioral experiments. This is followed by a discussion of related psychological constructs and the presentation of suggestive existing neural findings. To help prepare the grounds for a model-based neural analysis some speculations on the neural networks involved are provided, together with suggestions for future research.

Findings – Social ties are not only found to be important from an economic viewpoint, it is also shown that they can be modeled and related to neural substrates.

Originality/value of the chapter – By providing an overview of the economic research on social ties and connecting it with the broader behavioral and neuroeconomics literature, the chapter may contribute to the development of a neuroeconomics of social ties.

Studies show that discourses are important in legitimating emerging fields. However, we still lack understanding of how potential participants’ interpretations of discourses shape their involvement in emerging fields – particularly when the field’s definition is ambiguous. Drawing on an in-depth study of the emerging nanotechnology field we show that individuals’ affective responses to discourses play an important role in their decisions to participate. We find that discourse, expectations, affective responses, and participation in emerging fields are mutually constituted, and develop a model that shows these interconnections. Theoretically, our study expands understandings of discourse and field emergence by incorporating affect.