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The purpose of this paper is to focus on Confucius Institutes and assess the applicability of theories of leadership and knowledge sharing to multinational organizations and worldwide networks. Growth of multinational trade and decrease in international tension have facilitated the globalization of both profit‐seeking and non‐profit organizations. Changes in economic and political environment have also blurred the divide in management practices between these organizations.

The research applies recent theoretical developments to analyze leadership and knowledge sharing of the highly successful Confucius Institutes. Operational similarities and differences between this global learning organization and multinational businesses are evaluated.

Many similarities exist between the operations of the Confucius Institutes and multinational businesses. For both, strategic goals are achieved through the promotion of global expansion and the management practices of distributed leadership and knowledge sharing. The study makes clear the successful application of distributed leadership to a worldwide network. The Confucius Institutes reflect the cultural and social changes in China, combined with influences of global cultures. Findings suggest that distributed leadership is a suitable management style for coping with variant cultural and socio‐political conditions globally. This leadership style, combined with a knowledge‐sharing network, is also suitable for the situational variables encountered in making thousands of decisions across hundreds of global locations by both learning institutions and business organizations.

The paper explores a relatively new area of the similarities and differences between global non‐profit and business networks as learning organizations. The study is of value to both those managing and those studying such organizations.

This paper aims to explore the leadership values and practices of Confucius in the light of transformational leadership theory.

This paper is literature based.

The paper discusses four key dimensions of transformational leadership theory: idealized influence, inspirational motivation, intellectual stimulation and individualized consideration and uses these as a framework for exploring the values of and teaching approach used by Confucius. The key message of the paper is that educational leaders have much to learn from a Confucian leadership style that is fundamentally transformational in nature and encompasses moral/ethical, socially critical, and democratic dimensions.

The paper presents a case study of an English as a second language (ESL) school and identifies several practical suggestions for ESL leaders to consider if they are to follow the tenets of Confucius's teachings.

The paper is original as it links the values and practices of Confucius to transformational leadership theory and considers how this theory might look in practice for leaders within a contemporary ESL school context.

This chapter examines the similarities and differences between the concepts of transformational leadership as developed within North America and the Confucian idea of transformation. It argues that Confucian tradition encompasses the essential elements embedded in the concept of transformational leadership. The former differentiates from the latter in its deeper degree of transformation, emphasis on morality and culture, and its focus on transformation from the inside outwards. The two greatest educators in Chinese history, Confucius and Cai Yuanpei, are evaluated in terms of their transformational leadership qualities in the Western sense. By looking at Confucius and Cai Yuanpei as successful transformational leaders, the chapter identifies four important factors from Chinese cases that may contribute to the success of this type of leadership. Implications of this comparison are discussed as they may inform the knowledge, research and practices of transformational leadership.

For over 2,000 years Confucian philosophy dominated Chinese social thought, thus leaving an enormous body of Confucian literature addressing social problems. Yet very little of that which is Confucian social thought appears to possess economic content. Joseph J. Spengler concluded that “the Confucian school did not emphasize economic questions. Confucius's real concern was with social organization, together with ethics, politics, and societal harmony…”. Not unexpectedly, therefore, there is very little secondary literature which attempts to capture the essence of Confucian economics.

Parallel with increasing awareness of importance in learning during the last few decades, numerous theorists from various disciplines have tried to shape ideas concerning learning seen from their perspectives. One negative consequence of these efforts has been observed as increased confusion and disputes among the theorists as well as practitioners due to “lacking of common ground” in their search on learning. Hence, the aim of this paper is to explore some critical aspects of learning, among others, root thinking, meaning of learning, nature, processes and outcomes of learning in order to identify possible common ground(s) in between various schools of thought.

Through a literature survey the characteristics of learning in terms of the processes, the nature and the outcomes of learning are investigated. Besides the chosen contemporary literature on learning, ideas and philosophies of John Dewey (1859‐1952) and Confucius (551‐479, BC) have been explored in order to identify possible root thinking in the West and in the East.

It is found that not much new knowledge has been accumulated since Confucius and despite multiple schools of thought in current research, the majority of western theorists base their ideas on Dewey's thinking. The meta learning wheel has been suggested to be a common ground for learning.

The originalities of this paper are: both contemporary as well as classic literatures in learning are investigated; both Western and Eastern literatures are investigated.

The purpose of this paper is to apply the theory of cultural diplomacy to explore and explain the role and function of the Confucius Institution project and its implications for understanding of China's soft power projection.

This paper first presents the theories of soft power and cultural diplomacy as an analytic framework. It then delineates an interpretative illustration of the CI project as a platform for China's cultural diplomacy. The paper concludes with a discussion of the CI project's implications for understanding of China's soft power projection.

The paper argues that the Confucius Institute project can be understood as a form of cultural diplomacy that is state‐sponsored and university‐piloted, a joint effort to gain China a more sympathetic global reception. As such, the Confucius Institution project involves a complex of soft power techniques. However, it is not entirely representative of soft power capability, because the problems embedded in the project and in the wider society run counter to the Chinese government's efforts to increase the Confucius Institutions’ attractiveness and popularity.

This article sheds light on Chinese universities in the role of “unofficial cultural diplomats.” On this topic, further research may need to explore more fundamental issues that bear far‐reaching significance and impact, i.e. the mechanics of Chinese university involvement in Confucius Institutes. Interesting questions arising from this study may help open up a wider spectrum of research topics for understanding the university‐state relationship, cross‐border higher education, as well as the possibilities and limits of educational globalization. At this stage, this article serves as a start to move scholarship in that direction.

This chapter reflects on our recent research into China’s soft power in international education, using Confucius Institutes as a case study. It first reveals how we have framed our research in the related field and the methodological issues concerned. It will then analyze the theories and concepts that have been taken as the lenses through which China’s soft power ideas and strategies were compared and contrasted with the theories and/or practices prevalent in the West, while highlighting their implication for the fear of the “China threat.” Finally, we will conclude with the potential areas of further research in the related area of study in the years to come. It is hoped that this chapter will contribute to the development of research in international and comparative education that helps readers to explore in-depth the causality, implication and complication of the “China threat” in the global arena.

This study seeks to understand how accountant stereotypes have been constructed and reconstructed at the macro-national and the structural level in Chinese society.

This qualitative investigation into China's social construction of accountant stereotypes employs Becker's (1963) labelling theory. Viewing stereotyping as a socially constructed practice, this study draws on a post-positivistic, reflexive epistemology in conducting 28 semi-structured interviews with accountants and related actors.

Chinese accountant stereotypes are constructed and reconstructed according to the rules created and enforced in different cultural-political periods. The accountant stereotypes constructed during the ancient Confucian period (500 BC – 1948) were replaced during 1949 and 2012 when the political focus shifted towards propagating socialism and later promoting economic growth. They also show how Confucian stereotypes of accountants resurfaced in 2013 but were reconstructed by the central government's cultural confidence policy of propagating Confucianism.

Empirically, prior literature has focused on what the accountant stereotype is and how accountants respond to such stereotypes, but it has neglected the ways in which these accountant stereotypes are politically and culturally constructed, diffused and legitimated. This paper fills in the gap by understanding the social practice of accountant stereotyping in a previously unexplored political-cultural context, namely Chinese society. In theoretical terms, by offering the first use of Becker's (1963) labelling theory in the accounting literature, it furthermore enhances our understanding of how accountants' identities and social standing are shaped by social rules.