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The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.

Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be achieved if a comprehensive definition of the intercultural competence domain can be established, particularly with regard to the specific context of global leadership. This paper aims to focus on the issues.

The authors conduct an extensive review of the global leadership and expatriation literatures, integrating and synthesizing prior theoretical and empirical efforts to develop a comprehensive domain definition for intercultural competence in the context of global leadership.

The domain of intercultural competence in the context of global leadership comprised three dimensions – perception management, relationship management and self management. Each dimension is characterized by facets that further delineate aspects of intercultural competence.

The domain definition of intercultural competence for global leadership appears to be well supported in prior theoretical and empirical work focusing on expatriation and global leadership; however that work was fragmented in nature. A test of the comprehensive model, i.e. all three dimensions and 17 facets, is called for, as well as the validation of an instrument that measures them.

The paper integrates and synthesizes the extensive body of theoretical and empirical work related to intercultural competence and clearly establishes the content domain, thereby enhancing the efficacy of future theoretical and empirical efforts.

The purpose of this paper is to explore the human capital (HC) expatriates require and develop during an international assignment (IA) to work effectively and live contentedly in a host country.

Qualitative research entailing interviews with 78 expatriates and repatriates across the globe, investigating the competencies they developed and the HC they gained during their IAs.

Five interrelated competence clusters were derived: cultural competence (CC); interpersonal competence; intrapersonal competence; global business competence; global leadership competence, each containing competencies crucial for expatriate success.

This study relied on self-reports by expatriates and repatriates. Future research should also include senior/line managers and chief human resource officers from a range of organizations across the world to gather their assessments on the competencies and HC of expatriates and repatriates.

Line/HR managers can use the designed “Expatriate/Repatriate Human Capital model” to assess an individual's overall readiness and capacity to perform effectively in a foreign country and culture and consecutively identify and select the right candidates to undertake IAs.

This paper contributes to the literature by presenting a HC model called the “Expatriate and Repatriate Human Capital Model; the body of competence”. The model identifies and defines the competencies/knowledge, skills, abilities and other characteristics (KSAOs) required for intercultural effectiveness and expatriate success and serves as a tool for the selection, training, development and performance evaluation of expatriates and repatriates, in order to aid the accomplishment of individual and organizational objectives.

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership courses focused on intercultural competence and global mindset. Two specific courses are highlighted, and the authors provide their reflections and implications for leadership education.

In this chapter, we attempt to establish global leadership broadly and intercultural competence specifically as constructs of leadership that are essential in the global context and accessible and applicable within the Eastern and Central European context. We examine several international studies of global leadership and cultural differences and highlight the patterns of culturally bounded values and behaviours that can be found in Eastern and Central Europe. We also explore the dimension of intercultural competence, its development, and share two case studies where intercultural competence was either enacted or needed in an Eastern or Central European context. Finally, we share different frames that can and/or have been employed to examine glonal leadership in Eastern or Central Europe. By looking at the cultural differences that have been uncovered in the region and the concept of intercultural competence as foundational to success, we can see that leaders aspiring to global leadership work in this region can find the dimensions of global leadership that will support their goals. The development of intercultural competence specifically and global leadership acumen broadly can be a topic for a different chapter in a different volume.

The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in undergraduate students to meet this challenge is paramount to the establishment of effective leadership for the future. Within this study, researchers address the challenge by quantitatively examining intercultural competency outcomes students derive from leadership-based study abroad experiences. For five years, researchers utilized a pre-post intercultural competency survey of student participants in a leadership education study abroad program in Zambia, Africa. Using the Intercultural Effectiveness Scale (IES), data was analyzed for seventy-eight students who participated in this five-week study abroad course. The results demonstrate statistically significant growth on students’ intercultural competency across all ten measures of dimensions and sub-scales. Recommendations provide a framework for leadership educators to employ pedagogies that influence intercultural development within study abroad as a means of developing global leadership in their students.

The purpose of this paper is to offer an approach to global business education that offers a transformative experience for students and results in greater confidence and expertise.

A model of global business competence is described, as well as an approach to global business education involving a short‐term study abroad experience. Transformational learning practices were embedded in the course design. Surveys were collected at two different times in the short‐term study abroad course to demonstrate changes in students' confidence and expertise. The first survey was conducted after completing reading assignments and classroom‐based instruction (Time 1) and the second was collected upon returning from the study abroad experience (Time 2).

Results indicated a significant change in students' perceptions of their global business competence from Time 1 to Time 2, indicating the benefits of the short‐term study abroad experience beyond classroom instruction and readings.

Further clarification regarding the specific short‐term study abroad experiences that had the most impact on student outcomes would further our knowledge of how to design and structure these experiences to maximally enhance global business expertise and effectiveness for business students. In addition, future research may explore longer‐term student outcomes as a result of the short‐term study abroad experience.

Business school faculty and administrators may identify practices described in this study that they could incorporate to enhance their global business education courses or study abroad experiences.

This paper builds on transformational learning and global business literature to provide a practical approach to graduate business education. A framework for defining global business competence and pedagogical design principles that promote transformational learning is offered and may be of interest to business school faculty and administrators.

The purpose of this paper is to discover whether factors responsible for the existence of non‐local competences in emerging multinationals are different from those of traditional multinationals.

Survey of 66 subsidiaries of Brazilian multinationals (BrMNes). This represents 70 percent of the 93 subsidiaries originally sampled.

The factors responsible for the development of non‐local competences in BrMNes are: the relationship between subsidiaries and business networks, the initiatives of subsidiaries and the support of the entrepreneurial orientation of subsidiaries by the headquarters.

Even though emerging multinationals require more resources developed abroad and although some studies revealed that different management models had been adopted during the internationalization process, the factors required to develop non‐local competences in BrMNes are very similar to those required by traditional multinationals.

Subsidiary innovation in partnership with the business network in the foreign country is essential to develop non‐local competences.

The paper supports the results of studies of traditional multinationals and demonstrates that despite the differences of Brazilian multinationals the factors required to develop non‐local competences are very similar. This is an interesting result to consolidate knowledge about global competitive advantages in multinationals: the management model to develop non‐local competences seems to be the same, in order of importance, regardless of multinational origin.

Multinational organizations’ value chains spread around the world and this demands a new competence ‐ global leadership. Describes how Mobil Oil has funded the International Management Development Consortium to design a programme for top management to acquire such skills. The first programme has been delivered and was structured around an interactive project involving a strategic analysis of marketing a telecommunications service across the world. An international faculty designed a unique approach for participants, who were drawn exclusively from multinational organizations. Reports how, as a part of the programme, participants examined the issue of which competences are essential for global leadership.