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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.

This study examines the variety of cooperative strategies used to organize the international co-production of motion pictures. Motion picture production is a high-goal singularity, project-based industry in which the structure of relationships between companies involved in cooperative strategies is highly visible. Working from existing theories of co-production and drawing on the strategic joint ventures literature, I examine archival data, first for evidence of the strategies predicted by theory, and then for project participation strategies that theory does not account for. I identify four strategies on the basis of the ways that firms participate in international co-productions. A large number of relatively short-lived firms enact strategies of supplying resources and skills to the persistent firms dominate the industry. Two types of persistent firms cooperate with both direct competitors and complementors but pursue different markets, whereas a third type avoids cooperation with peers. The observed strategies constitute a hierarchy of strategic roles, and thus demonstrate the complexity of strategic behavior involved in project-based production.

The leading frameworks of internationalization have contributed significantly to our knowledge of how firms internationalize, but do not fully explain how firms actually create and capture value from customers when internationalizing their activities. Understanding the value creation and capture activities defining their business model(s) is critical for firms moving into less familiar markets, and is particularly relevant for service firms where variability is an inherent feature of the firm/client experience. To address this gap, we take a business model perspective to analyze 144 internationalization events of 10 professional service firms. We find that the case firms adopted four different business models when internationalizing, and that single firms may utilize portfolios of business models. Our findings contribute to both the services internationalization and business model literatures by showing how variability in the internationalization process substantiates the need for business model portfolios.

The corporate food regime is presented here as a vector of the project of global development. As such, it expresses not only the social and ecological contradictions of capitalism, but also the world-historical conjuncture in which the deployment of price and credit relations are key mechanisms of ‘accumulation through dispossession.’ The global displacement of peasant cultures of provision by dumping, the supermarket revolution, and conversion of land for agro-exports, incubate ‘food sovereignty’ movements expressing alternative relationships to the land, farming and food.

This chapter describes a partnership model in which a university in the United States facilitated cultural exchanges between elementary students in US schools with students in international schools in Central and South America. Through the partnerships, faculty members at the university were able to facilitate opportunities for elementary students to communicate and share experiences through the use of virtual field trips (VFTs) and gardening projects. These exchanges were achieved through the use of multiple Web 2.0 tools that allowed interaction between students. They led to the engagement of students both locally and globally by providing them with a dynamic environment, in which they could explore, discover, experiment, and learn. Descriptions of the challenges faced, lessons learned, and recommendations for educators are also included.

The Bandung Conference played a constructive role in mobilizing a movement against the bipolar hegemony of the post World War II period. This period, from Yalta (1945) to Malta (1989), can be characterized as an international neo-colonial regime in a post-colonial world. Despite political, economical and cultural differences, the Third World states represented at Bandung called for a counter hegemonic alliance based on the principles of peaceful coexistence (The Pancha Sila).¹ These principles enabled cooperation among the states and peoples of Asia and Africa. The Latin American states later joined this non-aligned movement. The principles of peaceful coexistence, which were first proclaimed by India and China, represented an imaginative reformulation of the modern Western framework of international systems established initially by the Peace of Westphalia in 1648. This new framework, which based cooperation among the recently independent states on the Western principles of national sovereignty, stressed mutual respect and benefit in place of the Westphalia premise of international anarchy.

Higher education has become a more active sector in most of countries recently. Facing a more globalized society and a more competitive scenario, institutions all over the world are transforming and improving diverse strategies of internationalization to provide innovative experiences to students and professors. Therefore, the main objective of this chapter is to describe the strategies of internationalization at Universidad de Monterrey (UDEM) Mexico such as mobility of students and professor, institutional culture, curriculum, strategic alliances but the most important, international collaboration at classrooms. UDEM is a private higher institution with more international experiences in student mobility in Mexico, and the first with more collaborative online international learning (COIL) projects in Latin America. Using a qualitative research method, this chapter demonstrates that UDEM’s strategies of internationalization both, abroad and at home, transformed actions, functions, and processes at UDEM impacting the quality and experience of education. These strategies have impacted students positively. Besides, these strategies of internationalization have the potential to be replicated in other higher education institutions (HEIs).

As an interruption to existing nationalistic and neoliberal frames, teachers are beginning to embrace cosmopolitanism to ground literacy instruction. The purpose of this chapter is to explore the possibilities and tensions of using a cosmopolitan approach to literacy instruction. This chapter presents a qualitative study of interviews with 24 educators from the United States, Belize, and China to examine curricular and instructional choices educators report using to promote students' global meaning-making and cosmopolitan worldviews. Findings include three themes: situated relevance, glocal connections, and intercultural collaboration. Participants reported that creating a welcoming environment and promoting equality in the local classroom is foundational to teaching students at the local or global level. Teaching global literacies included teaching about similarities and differences locally and internationally and making local–global connections on issues of importance to the students. Also, participants reported that for students to engage in global meaning-making, they needed to dialogue and collaborate with people from different countries. While the findings present possibilities, the discussion approaches the data through the lens of potential challenges. Some participants reported first helping students move beyond ethnocentric thinking and stereotypes through reflexive exercises so that students could constructively interact with peers cross-culturally. However, not all participants taught reflexivity or with a critical lens. This study may bring awareness to educators as to curricular choices and instructional processes that hold promise for promoting students' global meaning-making.