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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.

We review academic journal articles, scholarly book chapters, and dissertations in global leadership published in the last five years to map trends in the field in terms of multiple authorship, nature of overall methodologies used, linkage of global leadership to other constructs, and the degree to which theories outside of the field are used to study global leadership. We conclude with a discussion of potentially fruitful ways in which the field can move forward more rapidly and more productively through the integration of efforts by scholars from various camps within the wider management domain.

Global leadership research published in the form of journal articles, scholarly book chapters, and theses and dissertations from 2015 to 2020 are tabulated to ascertain patterns in the field regarding the quantity of publication in the field, type of research being conducted, authorship patterns, type of theory that is utilized, and linkages of research to related phenomena. We compare our findings to previous research and discuss implications for the future evolution of the global leadership field.

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.

This paper summarizes the findings of the empirical papers in this volume and outlines future research directions for global leadership in general. We summarize the state of global leadership development in universities and recommend design criteria for these efforts. Given the popularity of study abroad as an integral component in many global leadership programs, we highlight common challenges for study abroad programs and the importance of taking an organization development approach. We conclude with future directions for global leadership development research in university settings, most of which emerged from the featured papers on this topic in this volume of Advances in Global Leadership. It is our hope that this chapter serves as a primer for both university program directors and researchers.

Globalization is a powerful force that will shape the future world in which our children will live. To prepare our students for the world, we need to prepare their teachers. To be effective in the new global environment, teachers need broader sets of knowledge and skills than have previously been required. We designed this action research study to examine our teacher candidates’ use of global education content to support our ability to develop their knowledge, skills, and attitudes toward its use. The following research questions focus the study: How do elementary education teacher candidates utilize global content within integrated unit plans? How can the elementary social studies methods course prepare teacher candidates to use global content? The findings reveal teacher candidates’ integration of global content was strongest in the areas of foundational-knowledge-level dimensions with few examples of higher-level application, cross-cultural experiences, or action-oriented learning tasks. Secondly, global education content requiring a critical perspective was minimal or nonexistent in the teacher candidates’ planning. We discuss these two concerns and present action steps to build teacher candidates’ capacity for developing higher levels of global content into their instructional unit planning.

The purpose of this paper is to use content analysis to review the extensive supply chain literature to summarize its past and current trends, and uncover existing gaps and opportunities for future global supply chain research.

Since the study uses content analysis, several dimensions of the literature were analyzed: research purpose, year of publication, journal name, methodology, theory building or verification, country of study, sample industry, global or non-global issues, and article classification.

From a methodological point, the literature mostly consists of empirical and descriptive studies with few exploratory articles. The review shows that global supply chains area relatively “immature” or “new phenomenon” research topic that is gaining interest from practitioners and academics.

It is hoped that by critically examining the extant literature, the authors can clearly identify the challenges and state of global supply chain research to provide supply chain researchers with a precise summary of the literature and directions for future studies.

This study also allows managers to recognize the methodologies and tools that can be used to enhance their supply chains. It is believed that various strategies could be adopted to create a robust global supply chain. In this respect, different industry sectors may require different global strategies and different global practices.

The findings show that there is a shortage of empirical studies on global supply chain strategies and outcomes, and most research focusses on supply chain practices and customer or supplier relationships.

Globalization enables a better understanding of the modern world and inspires responsible actions that will change our future for the better. Even though the term globalization was introduced more than twenty years ago, little research has been directed towards the preparation of teachers for introducing this controversial, present-day phenomenon at the secondary school level. This paper is based on a qualitative study developed by the researchers to examine pre-service Social Studies teachers’ perceptions of the main benefits and challenges of teaching globalization and related global issues. The findings provide valuable insights into the importance of teaching controversial topics as well as what it means to teach globalization and global issues in the rapidly changing world.

The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter‐“cultural” understanding. It aims to show that scientific disciplines can be understood as “cultures of cognition” producing own views of realities.

Based on a decade of previous experiences, the communication and assessment functions of e‐learning platforms and e‐journals are used to facilitate stepwise approximations among the various “cultures of understanding”.

Despite severe financial limitations, peer‐oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl‐Franzens‐University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly “m:n type” interdisciplinary and intercultural design which assumes various stakeholder‐dependent perspectives of multi‐faceted realities.

The wealth of interdisciplinary and intercultural thought and practice can be best “proceduralised” through dialogue‐oriented educational technologies.

In practical terms, hundreds of students may follow these web‐enhanced curricula that are based on the materialised results of their founders' ethical systems.

This is the first paper that outlines the Global Studies curriculum at Graz University.

Despite its central role in the influence process, power has largely been overlooked by scholars seeking to understand global leaders' influence over their constituents. As a consequence, we currently have limited understanding of the varieties of power that global leaders hold, how power is exercised in global contexts, and what impact exercising power has in global organizations. The intended purpose of this chapter is to mobilize research on this important topic through systematic review. The review is organized around the following guiding questions: (i) how is power defined in global leadership research? (ii) what power bases do global leaders possess? (iii) how do global leaders exercise power? (iv) what factors influence global leaders' exercise of power? and (v) what are the outcomes of global leaders' exercise of power? Based on a synthesis of extant insights, this chapter develops a foundation for future research on power in global leadership by mapping critical knowledge gaps and outlining paths for further inquiry.