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Two major trends have shaped the international business field over the past decade: globalization and the quest for responsible leadership. Yet, what are the qualities that predispose business leaders to act responsibly in an increasingly complex, interlinked world, and thus to meet new social, environmental, and political responsibilities? How can organizations develop these qualities in their current and future leaders? In this chapter, we provide tentative answers to both questions by fleshing out some of the qualities global leaders need to succeed in a connected world and by comparing three innovative executive development programs that use international service learning assignments as a way to instill these qualities in their executives. These programs are PricewaterhouseCoopers’ Ulysses Program, Pfizer’s Global Health Fellows Program, and IBM’s Corporate Service Corps.

Businesses are rapidly automating workplaces with new technologies (e.g., driverless cargo trucks, artificially intelligent mortgage approvals, machine-learning-based paralegals, algorithmic managers). Such technological advancement raises a host of questions for business and society. As Thomas Donaldson recently remarked, “It’s instance of a problem that more sophisticated engineering cannot solve, and that requires a more sophisticated approach to values” (Ufberg, 2017). In this chapter, we explore the value questions as follows: What is the purpose of business in the machine age? What model for business will best serve society in coming decades: profit maximization, stakeholder theory, or another conception entirely? Is it time for a new social contract between business and society? Do firms have a natural duty to offer employment? Are existing concepts of responsibility/liability adequate for an age in which companies use autonomous robots as scapegoats? How can we protect our humanity and dignity in an algorithm-based society? Do we need to teach ethics to robots?

This chapter focuses on how retailers can do the right thing and be successful at the same time, particularly in the light of technological innovation. Service dominant logic (SDL), with the notion of operant and operand resources as a means to connect the retailer to the customer, provides a framework for the chapter. Normative decision making is presented as a necessary ethical and practical mindset to solve problems, and we illustrate the relationship between normative decision making and value. Value becomes the ultimate outcome to the customer that will allow for sustainable retailing into the future. Utilitarian value and hedonic value are presented and elaborated upon to show how companies and consumers come together to transform resources into value through service. Sections are included showing how value delivery will evolve into the future and what mix of value will be necessary so that retailing can see continued success.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.

How can we explain the development – or equally the non-development – of professional ethics norms in a particular case? And how can we enhance compliance with existing professional ethical norms? In this chapter, I develop a supply/demand theory of professional ethics. That is, I consider the demand-forces and pull-factors that call for the construction, reform or continuance of a professional ethos. These demands may come from various stakeholders, including individual service-providers, the professional community, actual and prospective clients and the general public collectively as interested third parties. The supply-side, on the other hand, constitutes the ethical materiel out of which norms emerge: these are the felt-motivations of individual professionals at the coalface of action that drive them to recognize, acknowledge and act upon a professional norm. This material includes traditions and stories, the conscious application of common-sense ethics, explicit endorsement of public moral codes, internal excellences within the activity, a discrete community capable of cultivating attractive role-identities and so on. As well as considering such ethical-materiel, I canvas the institutional and cultural supports that facilitate the production of these motives.

Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students’ intercultural competence. The MA in global leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus and instead focuses on developing competencies of global mindedness and strategic relationships. In this chapter, we present an analysis of how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this chapter delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network-building process from the perspective of cultural context, building trust and influence, and responding to social development needs of host communities.