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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.

San Jose State University’s (SJSU’s) Global Leadership Advancement Center (GLAC) was established in 2007 in response to a reported scarcity of global leaders in all sectors. Its mission is to advance, foster, and disseminate knowledge on global leadership and its development. The center created various programs in three focal areas: Knowledge Creation and Dissemination, Development and Training, and the Social Innovation Initiative. We briefly explain the assessment center, the GLLab (Global Leadership Laboratory), used to varying degrees in all development programs and courses. This chapter describes in detail three of GLAC’s innovative global leadership efforts and their theoretical foundations – an undergraduate global leadership course, the GLLab Exchange Program, and the Global Leadership Passport Program. All GLAC programs are based on research and best practices, which are referenced.

We review academic journal articles, chapters in scholarly books, and dissertations that were published in the global leadership domain in 2018 and compare our findings with those of Mendenhall, Li, and Osland’s (2016) earlier review of the 2010–2014 period. Specifically, we trace and discuss relevant changes over time in the number of authors, nature of employed methodologies, linkages of global leadership to related phenomena, and the prevalence of drawing on other conceptual approaches compared to those previously used to study global leadership. We conclude by discussing implications for advancing (1) an integrated body of global leadership theory, (2) novel forms of empirical research, and (3) collaborative global leadership research.

Over the past 2 decades CEO surveys have consistently identified a shortage of global leadership capability as a limiting factor in global expansion. At the same time, business schools have also come to recognize the need to develop global leadership in their graduates. The Global Leadership Expertise Development (GLED) model proposes a framework and process for developing global leadership competencies in a corporate setting. We describe how we applied this model in a higher education context, in the process transforming a more common approach to international business (IB) education into an experientially-intensive global leadership development program. Adopting elements of Kolb’ experiential learning theory (ELT) as well as concepts of instructional scaffolding and “red threads,” the program emphasizes personal development. Early analysis of the program’s impact points to substantial progress in developing global leader competencies in undergraduate business students.

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.

This paper examines the conditions under which ancient peoples might have developed a concept of “sustainability,” and concludes that long-term resource management practices would not have been articulated prior to the development of the first cities starting c. 6,000 years ago.

Using biological concepts of population density and niche-construction theory, cities are identified as the first places where pressures on resources might have triggered concerns for sustainability. Nonetheless, urban centers also provided ample opportunities for individuals and households to continue the same ad hoc foraging strategies that had facilitated human survival in prior eras.

The implementation of a sustainability concept requires two things: individual and institutional motivations to mitigate collective risk over the long term, and accurate measurement devices that can discern subtle changes over time. Neither condition was applicable to the ancient world. Premodern cities provided the first expression of large population sizes in which there were niches of economic and social mutualism, yet individuals and households persisted in age-old approaches to provisioning by opportunistically using urban networks rather than focusing on a collective future.

Archaeological and historical analysis indicates that a focus on “sustainability” is not an innate human behavioral capacity but must be specifically articulated and taught.

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.

Despite the extensive research on the determinants and consequences of firm growth, research focusing on how the actual process unfolds is still evolving. An important part of firm growth process research is entrepreneurial cognition. The purpose of this chapter is to explore the relationship between entrepreneurial cognition and firm growth intentions. Specifically, we propose a theoretical model of entrepreneurial cognitive interpretation and categorization of market information as it relates to firm growth intentions. Drawing from the strategic cognition literature in general and strategic issue interpretation literature in particular, we propose that entrepreneurs’ interpretation of market information as opportunity or threat, gain or loss, and controllable or uncontrollable influences their firm growth intentions. Furthermore, our theoretical model discusses the condition under which favorable interpretation of market information leads to higher growth intentions by incorporating insights from the Entrepreneurial Orientation (EO) construct. This chapter extends our understanding of firm growth processes by highlighting the important role cognitive interpretation and categorization play in facilitating or hindering entrepreneurial firm growth.

In 2001, the rape of “baby Tshepang” triggered a media frenzy in the small community of Louisvale, located in the Northern Cape of South Africa. The purpose of this chapter is to explore how gender discrimination and colonial discourse framed the way the rape of Tshepang was reported in print media.

From the newspaper archives of the Cape Town National Library, the University of Cape Town Library as well as newspaper articles found online, this chapter offers a reading of articles printed between 2001 and 2004. Patterns of troping were identified from the articles examined, and a number of themes were selected to be further examined using a gender perspective. Work already done by African feminist scholars on the grammar of rape was applied to deconstruct the ways in which the media presented this specific case. This chapter works with Sara Ahmed’s (2004) thoughts on shame, Linda Alcoff’s (1991) writing on Othering, Helen Moffett (2003a, 2003b, 2003c, 2006) and Jane Bennett’s (1997) work on gender and rape, as well as Achille Mbembe’s (2001) notion of facticity within colonial discourse.

This chapter argues that the ways in which the media understood this event were through well-worn stereotypes of Africa and women. An overarching theme of shame dominated how journalists represented the event. The label “A Town of Shame” stuck onto Louisvale through the mobilization of colonial and gender discourse. Quickly the town was known for its “barbaric” and “savage” existence; a town with no future and a disgrace to the country. Essentialist thinking about women was used to condemn and blame the mother of Tshepang, concretizing the myth that rape is always the fault of women.

Through relying on palatable stereotypes that create a self and Other, we move further away from engaging in the difficult questions of understanding rape. When rape becomes a spectacle, detached from the greater global socioeconomic realities, we deny our responsibilities of difficult and multilayered engagement.