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The field of global leadership has flourished and advanced in the preceding decade. However, in contrast to the term global leadership, which enjoys conceptual clarity enabling accumulative progress, the construct of global leadership effectiveness is comparatively undertheorized, with instances of definitional ambiguity and disjointed methodological operationalizations across studies. The purpose of this chapter is, thus, to provide a systematic review of the global leadership effectiveness literature. In doing so, our contributions are fourfold. First, we offer an inclusive, comprehensive definition of global leadership effectiveness. Second, we map its construct domain. Third, we review research findings at the individual, group, and organizational levels. Finally, we integrate extant insights and offer suggestions for future research, organized within the typology of the content domain along the identified dimensions of global leadership effectiveness. Together, our goal is to build a foundation for future research examining the roles of leadership and the global context as antecedents of global leadership effectiveness.

In this concluding chapter, the editors reflect on the value-added contributions of the papers in this volume toward a better understanding of global leadership effectiveness. After highlighting some of those contributions, the editors then discuss relevant directions for future research in global leadership effectiveness and organize their discussion around (1) antecedents, (2) conditions, and (3) dimensions of global leadership effectiveness. They conclude by listing some of the paramount research questions they believe should be addressed for the field to move forward in mapping the dimensions and dynamics of global leadership effectiveness.

The purpose of this study is to unite research in cultural intelligence (CQ), core confidence and multitasking to examine how these characteristics interplay in the perceptions of global leadership effectiveness.

The sample comprised 149 employees, mostly managers from 21 countries with 18 native languages spoken who had global leadership experience while working fulltime for international organizations. Relationships were examined using the hierarchical linear regression of survey data.

Support is found for core confidence moderating the relationship between CQ and other-rated and self-rated perceptions of global leadership effectiveness such that the relationship is stronger when leader core confidence is high. Moreover, support is found for CQ and core confidence having positive relationships with self-rated perceptions of global leadership effectiveness, and the study found a positive relationship between CQ and multitasking.

The relationships studied provide practitioners with information to supplement the employee selection process for global leaders. The ability to assess current or future employees and hedge organizational risk in assignment to global leadership positions could have a significant impact.

This study contributes to the literature by investigating individual characteristics contributing to the perceptions of global leadership effectiveness. Because perceptions are often acted on as if reality and globalization in our personal and work lives is expansive, understanding these relationships is important.

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.

Paula Caligiuri set the stage and, with Ibraiz Tarique, pioneered the first direct studies on global leadership effectiveness and the boundary conditions that influence it. Paula is a D'Amore-McKim School of Business Distinguished Professor of International Business and Strategy at Northeastern University and business consultant. Researching in the areas of expatriate management, global leadership development, and cultural agility, Paula has authored or coauthored several articles and books – including Cultural Agility: Building a Pipeline of Successful Global Professionals and Build Your Cultural Agility. She has been a frequent expert guest on CNN and CNN International and is an instructor for a LinkedIn Learning course entitled Managing Globally. In 2021, Paula was named a semifinalist for the Forbes “50 over 50” for cofounding a public benefit corporation, Skiilify, to help foster cultural understanding more broadly. Based on her significant research contributions, she is a Fellow in both the Society for Industrial and Organizational Psychology and the Academy of International Business and has been a Senior Editor for the Journal of World Business and an Area Editor for the Journal of International Business Studies.

In this essay, we seek to understand how international business schools contribute to the development of effective global leaders. To do so, we start by examining the practical needs and challenges faced by multicultural teams operating in diverse global environments. Next, we compare and contrast three models of global leadership skills development used at three international institutions in Poland, Mexico, and Canada. We analyze each approach using Brake’s (1997) global leadership triad and Oddou and Mendenhall’s (2018) transformational axes model. We then discuss the future of global leadership education and the role business schools should play in the development of appropriate skills.

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

In this chapter, we describe a model that we use to design and deliver leadership development programs around the world. This model, called the competing values model (Quinn, 1988; Quinn & Rohrbaugh, 1983; Cameron & Quinn, 1999), is a culturally neutral, non-normative framework that helps individual leaders understand the value of different leadership behaviors and when they might be applied. First we present the model. Then we describe two global leadership development programs using the CVM.

Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.