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Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

Through life stories and the unique lens of military combat service, this study analyzes how Israeli Jewish women construct their relationship to the Jewish nation-state.

This qualitative study establishes a theoretical relationship between gender and the nation, including concepts such as the nation-state, the public/private divide, Jewish womanhood, and militarization in Israel. It utilizes in-depth semi-structured life story interviews with 17 Israeli Jewish women, who served in combat roles in the Israeli military.

These women demonstrate ambivalent and gendered narratives of sacrifice and success and of loyalty and resistance as they transgress and comply with the idea of the national Jewish home. They reveal a strong desire for national belonging that can be seen as an attempt to challenge the gendered public/private divide and secure their status as qualified citizens.

Women’s integration in the military is a political issue in Israel where liberal and radical feminists, religious, bureaucratic, and other civil groups are pushing for contrasting demands. I engage in this debate by emphasizing the voices of women soldiers.

Instead of focusing on subjugation and marginalization owing to the unsolvable conundrum of partial military inclusion leading to (partial) political and societal exclusion, I offer an analysis of military combat service as a meaning-making practice providing a new understanding of Israeli women’s relationship to the Jewish nation-state.

As the world struggled to come to grips with the Covid-19 pandemic, over twenty scholars, practitioners, and global leaders wrote brief essays for this curated chapter on the role of global leadership in this extreme example of a global crisis. Their thoughts span helpful theoretical breakthroughs to essential, pragmatic adaptations by companies.

In this section, we offer a careful and systematic review of the theoretical and empirical studies relating to global mindset that have been published in books and peer-reviewed journals. This review includes studies that use differing terms to refer to the idea of global mindset but consider the same general concept. At the same time, we exclude studies that do not specifically pertain to global mindset but concentrate on such areas as global leadership, expatriates, and expatriation, even though they may focus on similar underlying themes found in the global mindset literature. We then identify two fundamental themes in the global mindset literature – cosmopolitanism and cognitive complexity – and use these concepts to develop a new integrative approach to global mindset.

This chapter focused on challenges and tensions that characterize leadership in the military context. It aims to identify and analyze key paradoxes that are reflected in this unique setting, while exploring the challenges, opportunities, and advantages posed by these core paradoxes for leadership. It addresses different types of paradoxes, among them: (a) shared leadership versus hierarchical leadership, (b) flexibility and creativity versus conformity and discipline, (c) complexity and chaos versus simplicity and linearity, (d) hegemonic and prototypical leadership versus leadership of multiple identities, and last (e) distant leadership and exchange relationship versus intimate leadership and communal relationship. For each focal paradox, we uncover the dynamics, processes, management tensions, and possible subsequent outcomes. We suggest that leadership that is able to effectively attend to competing expectations and paradoxical tensions is essential in the current hybrid and complex organizational structure and unique context of the military. The chapter draws on interviews and prior research of leadership in the Israeli military, as well as other global military contexts, to gain a more nuanced understanding of the challenges of modern military leadership.

The construct of global mindset is one that has gained greater attention recently. This chapter focuses on contextual factors that impact the development of a global mindset. Specifically, the focus is on the cultural context of Canada and the factors in the Canadian context that bridge the gap between the theoretical and the practical, and provide both opportunities and challenges related to developing a global mindset in this context. Developing a global mindset on the part of leaders takes place in particular contexts. In this chapter, the distinguishing aspects of the Canadian cultural context are reviewed. Specifically, the Canadian values of (1) individualism/collectivism balance; (2) egalitarianism; (3) caution, diffidence, dependence and non-violence; (4) consensus building; (5) regionalism; (6) multiculturalism; (7) particularism and tolerance; and (8) deference to authority are shown to be important in this cultural context to the development of a global mindset on the part of leaders. While these factors provide many benefits to supporting such development, they also represent unique cultural challenges for leaders.

Similar to community colleges in the United States, the Israeli tertiary system includes two-year technological colleges, which provide students with a labor-market relevant qualification. Nonetheless, unlike the community colleges, the technological colleges are not considered to be part of the higher education system and their transfer function is irregular and confined. In order to understand these differences, the chapter has two complementary objectives: (a) to describe the emergence and development of technological colleges and (b) to evaluate the implications for social inequality in access to higher education in Israel. We use a mixed-methods research design, including analyzing primary and secondary sources describing the official policy and public discourse around these colleges (qualitative/historical research) and comparing students attending academic institutions to students attending technological colleges and students across different fields of study offered by these colleges (quantitative research). Drawing on Phillip's (2004) model for policy attraction in education, we find that technological colleges in Israel were based on the Dutch HTS model, while the founding of these colleges was initiated by local impulse. The implementation of the technological colleges in the Israeli context was shaped by a cultural logic for higher education that emphasizes research and knowledge production, creating a binary tertiary system. Drawing on sociological literature on diversification and stratification in tertiary education, we find that technological colleges attract more students from disadvantaged groups and more students with relatively low academic ability than academic institutions. In addition, within technological colleges, students from advantaged background and higher academic ability are more likely to study in more prestigious fields of study. These findings suggest that if policy makers in Israel aspire to increase access to higher education, they should rethink policy instruments and cultivate the transfer function of technological colleges. This is among the first studies to examine technological colleges in Israel and we conclude with different directions for further research.

August 9, 1966 Harrogate, Yorkshire Assessment to levy‐reduction in scope of trade of appellants ‐number of employees reduced — calculation of levy — whether fact that appellants will not benefit from scheme valid ground for resisting assessment — Industrial Training Levy (Wool) Order 1965.

October 5, 1973 Industrial Training — Industrial training levy — Road transport industry — Company providing haulage mainly outside Great Britain — Liability for levy — Company disputing liability — Whether company engaging “mainly in activities not being road transport activities' — Industrial Training Act, 1964 (c.16), s.12(2) — Industrial Training (Road Transport Board) Order, 1969 (S.I. 1969, No. 879), Sch. para. 1(b), 2(a)(i) — Industrial Training Levy (Road Transport) Order, 1971 (S.I.1971, No. 1049), art. 2(1)(o), 3(1).