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International students develop perceptions about leadership based on cultural practices in their home country. What is the leadership experience of international students in the United States? This study sought to describe the lived leadership experiences of international graduate students. A total of 17 participants, from 11 different countries were recruited for face-to-face in- depth interviews. The participants were enrolled in a large public university and served in a formal leadership position on campus. Four themes emerged concerning graduate students’ leadership experience with leadership and were categorized as: (1) contextually challenging; (2) essential; (3) task and people oriented, and; (4) rewarding. Recommendations are made for campus personnel and leadership educators who support international students.

The ability to develop and employ competent leaders with a global understanding has and continues to be a major challenge facing today’s universities and professional workforce. To effectively lead within today’s globalized society, it is imperative that leadership skills and knowledge relevant to international contexts be included within the leadership development and educational process. Through conceptual discussion and specific examples, the authors will argue that utilizing learner-centered instruction techniques such as cultural experiences, learner-centered assignments, and international leadership immersion experiences are all important ways to disseminate important leadership skills and knowledge. Keywords: Global Leadership, International Immersion, International Leadership Experience, Leadership Development, Learner-Centered Instruction.

This micro-level study unpacks the recruitment and retention of international professionals to small and medium-sized enterprises (SMEs). The study highlights the influence of the founders' international experience when applying organisational-level (meso) policies and practices. With their insider experience as skilled migrants, we share how the founders in each of the SMEs mobilised career capital into human resource management (HRM) strategies.

Combining literature on SMEs and skilled migrants' careers, we draw upon intelligent career theory to illuminate the recruitment and retention of self-initiated expatriates and skilled migrants in SMEs. With three SME case studies as samples–one micro, one small and one medium-sized organisation in Ireland–we consider the influence of the founders' international experience in the design and application of formal and informal HRM strategies (at the organisational level) that are operationalised to recruit and retain international talent to/in these organisations.

The HRM practices in the three SME cases in this paper, each run by migrant founders, vary from formalised (for our medium-sized organisation), semi-formalised (for our small-sized organisation) to ad hoc and tailor-made (for our micro-sized organisation). These particular SMEs were often more receptive to hiring other migrants. The important role of the three SME case studies' skilled migrant founders and their own international career experiences was apparent in the particular HRM approaches they adopted. The relevance of intelligent career theory when applying micro-level findings at the meso-organisational level is shown.

The paper presents how the international experience of founder–managers, in turn, impacts on the HRM practices and policies that are implemented to recruit and retain international employees. The study highlights how both organisation size and founder-manager international experience influence the degree of customisation of HRM practices and policies in SMEs, specifically pertaining to the recruitment and retention of self-initiated expatriates and skilled migrant employees. The heterogeneity within the sub-categories encompassed under the umbrella label of SME is emphasised; validating our case study approach, where nuance and detail of the specific organisation can be shared.

International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween international and domestic students and focuses on their growth in capacity associated with participation in co-curricular leadership programs. Similarly-sized gains emerged after participation, suggesting that these leadership programs create equal growth effects across both groups. However, the factors that predicted international students’ increases in leadership skill were different than their domestic peers, suggesting that developing effective leaders among college students across national background is a non-uniform, complexprocess. Recommendations include the suggestion for partnerships between international student scholar units and leadership educators, specialized workshops for international students, and creating nuanced curricula based on the various pathways that students take to becoming an effective leader.

The purpose of this qualitative study is to examine the effects of expatriation on the development of career capital among the partners of expatriates.

The study draws on in-depth interviews with 30 Finnish partners of expatriates.

The results reflect the various learning experiences reported by partners of expatriates that developed their career capital during expatriation. The learning experiences related to the experience of living abroad itself and to the specific activities undertaken when abroad. The extent to which partners developed knowing-why, knowing-how and knowing-whom career capital was found to partly reflect their situation abroad as stay-at-home partners or as employees in less-demanding or more-demanding jobs. Though the experiences were developmental for all partners as have been reported among expatriates, the authors also identified several aspects in which partners' experiences differed from the typical developmental experiences of expatriates.

The results also highlight the influence of initiative, an active role and career self-management skills in partners' career capital development.

This paper advances the understanding of how expatriation affects expatriate partners' career capital, a topic that has not previously been studied in-depth.

Managerial discourses tend to portray work-related mobility practices in a positive light, presenting mobility assignments as a place of stimulus and differentiation. A conception of mobility as an opportunity, may contrast, in specific economies and business settings, with lived personal experiences. This article reports the results of a three-year study, aimed to question how multinational companies (MNCs) located in a small and developing European economy (Portugal) are building talent pools for expatriate assignments. Interaction effects, as proposed by the job demands-resources (JD-R) theory, are considered as lens to understand the interplay of company expatriate policies, willingness profiles and psychological contracts of expatriates. By using a Portuguese sample, the study examines whether prior findings in mature economies and consolidated MNCs can be generalized to less developed international business settings.

A three-year study, encompassing 24 expatriate cases observed in five multinational firms born or located in Portugal. Two techniques of empirical data collection were used: statistical sources and documental analysis and in-depth interviews. A total of 37 interviews were conducted, both in-person and remotely, of which 13 were with company managers and representatives, and 24 with expatriates (as defined and referred like this by the companies under study).

Heterogeneous company policies, ranging from juvenile, functionalist to more dynamic and flow-based approaches, are presented as qualifying resources of willingness levels and psychological contracts of expatriates. Observed interaction effects between policies, willingness and psychological contracts, empirically mirrored in three profiles (conformist, protean and disrupted expatriates) suggest that incentive effects (emanating from company policies) and job demand-resource balance, factored as terms of social and economic trade, are non-linear and asymmetric, influencing firm propensity to succeed while using international work to support company expansion goals. As job resources, expatriate policies are presented as operating as pull or push factors: functionalist HR approaches seem to act as push factors generating more conformist or compelled willingness profiles.

Generalization of study's outcomes has limitations. Future studies are encouraged to use comparative and longitudinal research designs. Furthermore, future research should include business expatriates with entry-level positions, and increase the number of interviewees, as results can also be considered as limited by sample size.

It is suggested that further strategic work is needed to present expatriation development value, formally screen and consider willingness level as selection criteria, and enlarge the pool (from internal to external) of candidates, in peripheral economic settings such as Portugal. A shift to more dynamic and job resource-dense policies are suggested as beneficial, as pathway to optimize social and economic value from expatriation assignments and work experiences.

By putting the interplay between macro and micro-level processes into perspective, the study provides empirical evidence on how company expatriate policies have come to promote unforeseen differentiation of employee willingness and psychological contracts at the heart of MNCs. This is particularly relevant in developing economies such as Portugal, challenging the need to build talent pools for international work assignments. Empirical data illustrating company policies interactive effects with different willingness profiles and psychological contracts of expatriates is provided.

This paper aims to investigate the influence of a corporate global mindset and international experience on the internationalization process of Brazilian franchisors. The purpose is to study the role played by global mindset in the internationalization process of franchisors from an emerging country by answering the question: What is the impact of a global mindset on the level of internationalization?

A survey of 104 companies was conducted with franchise managers to compare Brazilian (domestic-only and internationalized) franchisors to foreign franchisors with operations in Brazil. The collected data were analyzed through descriptive statistics, ANOVA and regression analysis.

Results showed that the firm’s experience in international markets (measured as the number of years in foreign countries) has a positive relation to corporate global mindset. Developing a corporate global mindset should help Brazilian franchises to grow internationally. The findings indicate that Brazilian franchisors fall behind their foreign counterparts in international experience, which affect the skills, knowledge, disposition and organizational structure needed to be successful outside their home market.

Franchisors who decide to internationalize should carefully consider the need for developing a global mindset, especially in terms of investing in communication technologies, adequate human resources and an organizational structure to support international operations.

This research contributes to the international franchising literature by exploring the role of a global mindset in the context of franchises from an emerging market. Using a multidimensional concept of corporate global mindset, comprised of global orientation, global knowledge and global skills, this study adds an aspect of international franchising beyond institutional and economic explanations.

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit.

The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.

The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support.

The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly.

This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.