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In this paper, we consider the ways that global leaders can promote global learning in their companies. Global learning occurs when ideas cross organizational boundaries, so that managers in all parts of the company can learn from each other. Through global learning, effective business practices can be identified and spread across the company, insuring that good ideas are adopted, regardless of their origin. These ideas become “global best practices” when they define an idea that can be applied globally, with some local modification if required.

In the first section, we ask four questions to help you determine if your company is prepared for global learning. Answering “yes” means that your company has a global orientation, which provides the foundation for global learning. Second, we present a model of global learning. Third, we suggest ways that you can build the capacity for global learning in your own company.

The purpose of this paper is to define a new methodology for designing corporate learning for a global audience and to provide a case study of that methodology in action. The Global Learning Archetypes approach adapts well-established cultural preference models and combines them with insightful learning models. The result is three primary Global Learning Archetypes and six secondary archetypes that allow training to be designed once and used around the world.

The Global Learning Archetype approach was created by evaluating well-established global cultural preferences models, integrating them with a proprietary learning criteria model, and developing a model for rapidly and cost-effectively creating learning for multiple geographies. Additionally, a case study illustrates both the challenges and successes when implementing this model in a large global corporation.

Most organizations create global learning either by creating content in their “home” location and then adapting it for other locations, or by distributing a single version of content and trusting local facilitators to provide context for it. The first method is expensive and time-consuming; the second method is risky and unreliable. The Global Archetype method provides for creating learning interactions that are appropriate for multiple geographies in a single effort.

Most large organizations are global, and smaller organizations increasingly have a global footprint. According to Fortune Magazine, the Fortune Global 500 are headquartered in 37 different countries and do business in over 150 different countries. An Institute for the Future/Intuit study notes that by 2018, half of all US small businesses will be involved in international trade. CSA Research observes that businesses spend about US$31 billion a year on localization. A method for providing global learning in both an impactful and cost-effective way is clearly necessary.

The Global Learning Archetypes method is comparatively new, but it draws from well-established and well-vetted content on worldwide cultural preferences and on effective learning criteria. As such, it is a valuable synthesis of the proven and the innovative. Far more than a conceptual model, the Global Archetypes have been used by some of the largest organizations in the world; a case study of one such implementation is provided in this paper.

Colleges and universities play a significant role in preparing students to navigate the many issues and challenges that characterize contemporary societies, challenges that are simultaneously local, national, and global in nature. This has led to increased calls within higher education to re-envision educational practices to prioritize global competency. However, ambiguity persists regarding how faculty in transnational higher education contexts, specifically international branch campuses, understand global competency and conceive of their role in shaping students’ sense of self, perspective-taking, and social responsibility. Using a social constructivist lens, this chapter outlines initial case study research, informed by King and Magolda’s (2005) constructive-developmental model of intercultural maturity, Kegan’s (1994) scholarship on self-authorship, as well as Kolb’s (1984) experiential learning theory. This investigative research may be useful in terms of understanding how administrators and educators facilitate the environmental conditions and educational practices that lead to global competency and socially responsible global citizens. The broader implications of such study could potentially inform educational change policy and confirm the important role internationalized institutions, such as branch campus universities play in shaping and transforming societies.

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.

The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X² of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.

This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.

In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

US universities are increasingly addressing issues of equity and social justice through global learning programs with international partners. Growing numbers of universities now prioritize the development and implementation of international programs such as study abroad, and service learning to fulfill components of missions and visions focused on educating global citizens. This chapter discusses how global citizenship goals intersect with social justice education through global learning programs such as study abroad and global service learning. It also describes the conceptual frameworks that inform teaching and learning in this domain and highlights current examples of partnerships and overseas institutions that focus on goals of social justice and developing the global citizen. Finally, this chapter will discuss future challenges for US universities in further developing international partnerships for social justice.

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.

A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural competency growth during study abroad trips and to learn how the experiences influence the development of global leadership competencies. The results led to a modified global leadership development expertise model for understanding the process of global leadership development in student populations. The study revealed a key link between antecedent characteristics of participants and their transformational ability during the study. The study also revealed that there are types of transformational experiences that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies.

The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities.

The authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education.

The overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence‐based curriculum for GLSD.

Universities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability.

Global citizenship, social responsibility and sustainability are constructs increasingly used in business schools. Yet, there is no widely accepted definition or conceptualization of the global citizen, nor is there strong evidence of how the global citizen is effectively translated into university ethos, culture and practice. This paper aims to conceptualize the global citizen in higher education broadly and more specifically in regard to business schools.

International higher education, social science and business literature has been reviewed to present an integrated understanding of the global citizen; contextualized to higher education generally and business schools specifically.

It is argued that the global citizen, viewed through a moral and transformative cosmopolitan lens, provides an alternative to the rhetoric frequently paid to the construct. This paper describes “global citizen learning” underpinned by the social imaginary, relationality and reflexivity. These virtues equip the students' global business mindset for complexity and ambiguity.

The interdisciplinary literature reviewed in this paper brings a focus to moral reasoning, sensitivity and values-based teaching. These aspects create new ways for the global citizen to be more explicitly integrated into business ethos and curricula.

Global citizen learning provides the “conceptual glue”, needed to link social responsibility, sustainability and ethical principles to business curricula. Also, the paper outlines how “global citizen learning” can be utilized in existing curricula from a practical perspective.

This paper discusses values and moral reasoning in business education. It is proposed that the global citizen conceptualized through moral and transformative cosmopolitanism provides a humanistic buffer to the neoliberal growth paradigm.

The purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning.

This study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education.

Through a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose.

Implications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum.

In this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.