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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.

Makes the case that companies intending to become globally competitive must recruit and develop the most talented people, men and women. Describes the experience of one company in developing women for global leadership positions. Shows how this initiative integrated organizational development, team and network building and individual leadership development.

This article provides some reflections on developing a global leadership course at a public, regional, US university. Considerations for developing such a course are provided. Specifically, issues such as level and format of the class, course philosophy, and assignments and exercises are discussed—along with suggestions, recommendations, and lessons learned. This article may be helpful for individuals who are considering developing a course or module on global leadership.

Betina Szkudlarek, a highly valued member of the editor team of Advances in Global Leadership (volumes 12–14) is resigning, to our regret, to dedicate more time to her work with refugees. Based on her keynote speech at the 2021 ION meeting, the interview demonstrates how scholars can make a tangible contribution to today's highly complex problems that go beyond our research findings. Betina explains the impact of COVID-19 on migrants and refugees and provides examples by various stakeholders. She also describes how her research expanded into partnerships with multiple governments, corporations, and service organizations. Betina is a wonderful example of a scholar-practitioner who is willing to research grand challenges and also make extensive practical contributions to resolving them.

Betina is an Associate Professor of Management at the University of Sydney Business School. She publishes on the topics of cross-cultural competence, intercultural communication, and international transitions. She is a Strategic, Sustainability and Growth Consultant with the United Nations Alliance of Civilizations, where she works with the recipients of the UNAOC's and BMW Group's Intercultural Innovation Awards.

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.

Future global leaders need to develop global leadership competencies (GLCs) to tackle the complexities of globalisation, not just to learn about them. While most programmes in university settings focus on study-abroad or out-of-classroom experiences to develop these competencies, it is argued that well-designed on-campus learning methods can develop GLCs successfully. This chapter reports on a course design that effectively develops these competencies in the classroom using team-based learning (TBL) (Michaelsen & Sweet, 2008). The course aims to help students practise three competencies deemed essential for global leaders: (1) the ability to demonstrate self-awareness; (2) the ability to communicate effectively when working in multicultural teams and (3) the ability to think critically. The chapter argues that using TBL to develop GLC is particularly effective, as the instruction method offers a fixed, clearly defined set of practice, i.e. weekly individual and group test, team collaboration and peer feedback that works as a semester-long experiential learning teamwork activity where the students practise, reflect and develop their GLC. The chapter provides an account of the course design, activities and assignments implemented and discusses its effectiveness. It aims to be useful for instructors who want to implement an innovative, student-centred course on global leadership.

Knowledge transfer is an important global leader (GL) competency, given their role as knowledge brokers and capacity builders. However, knowledge transfer skills and the transfer process itself have received scant attention from both global mobility and leadership scholars. Similarly, multinationals have seldom systematically collected and utilized repatriate knowledge, despite the competitive advantage it represents in a global knowledge economy. To fill this gap, an exploratory qualitative study employing critical incidents and interviews with a multi-country sample of 47 German, Japanese, and US repatriates identified variables that facilitate knowledge transfer attempts to the work unit. Our findings corroborate the proposed variables in a conceptual model of the transfer process and articulate the transfer skills that help explain their ability to transfer. Most importantly, our findings introduce an interactive transfer model that explicates the microprocess of transfer in the repatriate–work unit relationship. We conclude with implications for global leadership research and HRM practice.