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Global collaboration, or the ability to collaborate with people different from ourselves or even across species, becomes increasingly important in our interconnected world to engage constructively with and across difference. As we face more complex challenges, both locally and globally, the need for the creativity and innovation made possible by diverse perspectives is only amplified. Through five stories from our work as consultants and practitioners helping organizations to collaborate, we explore the role of global leadership in collaboration during times of crisis in various sectors. We began by asking ourselves a series of questions about global collaboration that could also serve as future research directions for scholars. We argue that new forms of leadership are required in the global context where both tasks and relationship domains are characterized by high complexity. We conclude by providing insights and recommendations for global leaders to address those complexities through collaboration and help their organizations learn from their experiences in crises and beyond.

The rapidly evolving competitive global marketplace with its culturally diverse customers has increased demand for multinational corporations (MNCs) to accelerate global innovation. Leaders increasingly face the challenge of facilitating global and local team knowledge in order to improve strategic planning and execution for new products and services worldwide. An unresolved question in this regard is how global leaders can facilitate multicultural team collaboration aimed at improving performance of global innovation initiatives? Addressing this research question, a qualitative study was conducted focusing on the role of global leadership in facilitating multicultural collaboration and global innovation performance. The study included interviews with 105 global project leaders at 36 MNCs with headquarters based in Europe, Asia, and North America. These exploratory findings demonstrate how global leadership behaviors can facilitate cross-cultural collaboration for international project performance.

While earlier research discussed networking and alliance strategies of born globals on a strategic level, this paper investigates and analyses the specific organizational skills that enable the firms to successfully initiate, manage and finish their R&D alliances with Multinational Enterprises (MNEs). It is discussed how the specific aspects of the alliance capability can help born globals to counteract the challenges and risks of collaborating with MNEs. A longitudinal process study of a Danish technology born global with three embedded cases of its R&D and marketing alliances with Asian MNEs is discussed. The organizational skills comprising the alliance capability are defined to be internal and external assessment skills, need detection and coupling skills, asset protection skills, project management skills, termination skills and the learning processes to build the alliance capability further. A set of propositions is developed to tie these organizational skills to alliance performance.

As industries are increasingly globalized, our students’ future workplaces require facility with cross-cultural collaboration, yet curricula often remain situated within the home culture. This chapter presents a qualitative case study on a collaborative project between students in London, Hong Kong, and Singapore. An overview of the process is given drawing on the experiences of the teachers and students involved, informing a discussion around the issues inherent in the internationalization of the curriculum. Tutors created a shared private Facebook group to connect London College of Fashion students with students at City University Hong Kong and LASALLE College of the Arts Singapore. Students worked on separate but aligned briefs that mirror contemporary working patterns and allowed co-creation of educational experiences beyond the geographic and time constraints of working internationally, specifically addressing issues around global and local communications. The Facebook platform was used separately and collaboratively to support students’ learning and the digitally mediated collaboration allowed for flexibility in when and how education took place, providing a third space for co-creation of learning: a global classroom.

The authors of this volume present a wide range of perspectives, case studies, and theories on partnerships for international development. The authors discuss the leadership approaches, principles, frameworks, and elements needed to develop effective university partnerships for international development. In the age of globalization, these types of international partnerships are an essential element to drive political reform, social development, and economic growth, and as such, they have become an essential element in today’s global system of higher education. Within the context of a rapidly changing higher education system, international collaborations encourage diverse and inclusive learning environments. Readers of this volume will also understand the principles for making international joint activities structurally sound and socially oriented.

This paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.

The teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.

The collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).

This work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

VIBu – Virtual Teams in International Business – is the name of a training concept, which is aimed at familiarizing participants with collaborating in a virtual environment. Based on the online business simulation RealGame™, participants are assigned to multicultural virtual teams that represent different companies. These companies are either competing with or depending on each other in typical business processes of an internationally operating manufacturing company. Interaction and negotiation are required throughout the whole simulation. All communication takes place via information and communication technology, mainly Skype and Skype chat. The main challenge in the environment is that participants are located in different countries and time zones all over the world. The book chapter first outlines some of the challenges of global teamwork that organizations face. We argue that students need to learn how to navigate in global teams before they leave university as they are bound to become involved in organizational global teamwork sooner rather than later. We draw on frameworks for experiential learning (e.g., Kolb's learning model, Kolb, 1984) and the constructivist learning paradigm (Lainema, 2009) to outline the learning experiences that students need to gather in order to become effective global team members. In addition, we highlight the potential for learner engagement that this approach offers. The chapter concludes by highlighting the key learning and teaching outcomes from incorporating this cutting-edge simulation technology. Furthermore, we direct the reader's attention to ways in which the simulation can be used for research purposes, international inter-university collaborations, and multidisciplinary research on teaching practices and engaged learning.

The purpose of this paper is to reveal the structure and patterns of cross-national collaborations in Big Data research through application of various social network analysis and geographical visualization methods.

The sample includes articles containing Big Data research, covering all years, in the Web of Science Core Collection as of December 2015. First, co-occurrence data representing collaborations among nations were extracted from author affiliations. Second, the descriptive statistics, network indicators of collaborations, and research communities were calculated. Third, topological network maps, geographical maps integrated with topological network projections, and proportional maps were produced for visualization.

The results show that the scope of international collaborations in Big Data research is broad, but the distribution among nations is unbalanced and fragmented. The USA, China, and the UK were identified as the major contributors to this research area. Five research communities are identified, led by the USA, China, Italy, South Korea, and Brazil. Collaborations within each community vary, reflecting different levels of research development. The visualizations show that nations advance in Big Data research are centralized in North America, Europe, and Asia-Pacific.

This study applied various informetric methods and tools to reveal the collaboration structure and patterns among nations in Big Data research. Visualized maps help shed new light on global research efforts.

With multiple-related organizations, worldwide infections, deep economic recession and public disorder, and large consumption amount of anti-epidemic resources, the coronavirus disease 2019 (COVID-19) has been defined as a public health emergency of international concern (PHEIC). Nowadays, Wuhan has recovered from the pandemic disaster and reentered normalization. The purposes of this study are to (1) summarize organization collaboration patterns, successful experience and latent defects under across-stage evolution of Wuhan's cooperation governance mode against the pandemic, and on the basis, (2) reveal how the COVID-19 development trends and organizations' collaborative behaviors affected each other.

Detailed content analysis of online news reports covering COVID-19 prevention and control measures on the website of Wuhan Municipal Government was adopted to identify organizations and their mutual collaborative interrelationships. Four complex network (CN) models of organization collaboration representing the outbreak, preliminary control, recession and normalization stages, respectively, were established then. Time-span-based dynamic parameter analyses of the proposed networks, comprising network cohesiveness analysis and node centrality analysis, were undertaken to indicate changes of global and local characteristics in networks.

First, the definite collaborative status of Wuhan Headquarters for Pandemic Prevention and Control (WHPPC) has persisted throughout the period. Medical institutions and some other administrations were the most crucial participants collaborating with the WHPPC. Construction-industry organizations altered pandemic development trends twice to make the situation controllable. Media, large-scale enterprises, etc. set about underscoring themselves contributions since the third stage. Grassroots cadres and healthcare force, small and medium-sized enterprises (SMEs), financial institutions, etc. were essential collaborated objects. Second, four evolution mechanisms of organization collaboration responding to the COVID-19 in Wuhan has been proposed.

First, universality of Wuhan-style governance experience may be affected. Second, the stage-dividing process may not be the most appropriate. Then, data source was single and link characteristics were not considered when modeling.

This study may offer beneficial action guidelines to governmental agencies, the society force, media, construction-industry organizations and the market in other countries or regions suffering from COVID-19. Other organizations involved could also learn from the concluded organizations' contributions and four evolution mechanisms to find improvement directions.

This study adds to the current theoretical knowledge body by verifying the feasibility and effectiveness of investigating cooperation governance in public emergencies from the perspectives of analyzing the across-stage organization collaboration CNs.