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Globalization introduces new challenges related to increased levels of diversity and complexity that organizations cannot meet without capable global leaders. Such leaders are currently lacking, so a theory-based approach to global leader development is needed. A critical intermediary outcome that enables competent global leadership performance is global leader self-complexity, defined by the number of unique leader identities contained within a leader's self-concept (self-differentiation) and the extent to which the identities are integrated with the leader's sense of self (self-integration). This research aims to generate and test a theory of the development of global leader self-complexity through identity construction during international experiences. In Study 1, I gathered qualitative data through retrospectively interviewing 27 global leaders about identity-related changes following their international experiences. Using a grounded theory approach, I developed a theoretical model of global leader identity construction during international experiences, which I empirically tested using quantitative data in Study 2. Specifically, I tested the hypothesized relationships through structural equation modeling with cross-sectional survey data from a sample of 610 global leaders. Findings from both studies indicate global leader identity construction during international experiences primarily occurs through interacting with locals and local culture over a sustained period, motivated by appreciation of cultural differences and resulting in increased global leader self-complexity. These results advance understanding of the global leader self-complexity construct (i.e., what develops) and global leader development processes (i.e., how it develops). Additionally, the findings have practical implications for global leader development initiatives.

The paper is to propose a tool for holistic impact assessment of commercially reused immovable cultural heritage resources on local, sustainable development along with the possibility to ensure the cultural sustainability of these assets themselves. The paper contains a case study using the proposed tool. The case study concerns a historic object in the form of a Polish manor house located in rural areas in Poland adapted for commercial purposes – restaurant, painting gallery and renovation of antique furniture.

The author proposes a holistic approach based on aspects, to impact assessment of given heritage resources on the economic, social, cultural and environmental pillars of sustainable development and the sustainable use of heritage assets themselves. Above that, the approach proposes to use the assumptions of EMAS or ISO 14001 systems for assessment of environmental aspects in case of reused cultural heritage assets.

The test study showed that the proposed tool allows determining whether, how and to what extent the contemporary commercial function of a given element of immovable cultural heritage contributes to local sustainable development and whether and to what extent the cultural sustainability of a given cultural heritage is ensured.

In the proposed approach, very detailed quantitative data cannot be included because of the need to simplify the research.

The proposed tool can be used by owners of reused historic buildings, local authorities, services responsible for the protection of cultural heritage and financing institutions to determine whether a given contemporary commercial function of cultural heritage resources contributes to local sustainable development in holistic approach and whether this function ensures the preservation of its cultural sustainability.

The use of the proposed tool will give the opportunity to take appropriate actions to increase the impact of historic objects on local sustainable development including social aspects. Moreover, it will be possible to increase the cultural sustainability of these objects.

There are not many studies and tools that provide a possibility to assess a holistic impact of reused cultural heritage on local sustainable development. Research usually concerns one or two pillars: social and economic. Above that, the study of the cultural appreciation in two different groups: direct users and the local community is a novelty in the perception of contribution to cultural development. It may contribute to the different way of measurement of appreciation of cultural heritage and its contribution to social and cultural development. In addition, to study the environmental pillar, the author proposes an approach used in environmental management (ISO 1400 and EMAS), i.e. the application of activities related to eliminating the potentially harmful impact of a new function of the historic resource on the natural environment.

College students who are interested in experiencing and learning about other cultures could be potential agents to ongoing social and policy initiatives in promoting societal changes. As universities intensify their efforts toward embracing cultural diversity, it is imperative to gauge how these diversity initiatives resonate with students' developmental stage and pursuits in diverse campus climates. However, what kinds of educational experiences/contexts students choose for enhancing cultural competence, and how seeking diversity experiences might benefit college students in emotional wellbeing and cognitive skills, are under-investigated.

This study explores the relationships among college students' diversity-seeking behaviors, cultural competence, perspective-taking, and flourishing. A total of 359 college students from a STEM-focused university participated in this study. Students were recruited from classes over four semesters, from 2021 to 2023.

Students exhibited moderate to high levels of interest in seeking diversity in their learning experiences. Results from the structural equation modeling showed that higher levels of diversity-seeking in learning were associated with higher levels of perceived cultural competence, as well as higher levels of perspective-taking and flourishing.

This research delves into experiential and extracurricular dimensions of learning diversity, bridging a significant gap in academic literature. This study also elucidates the links between aspects of diversity engagement, cultural competence, and positive outcomes for college students, which underscores the significance of diversity-focused educational opportunities in higher education. Such opportunities are instrumental in enhancing cultural proficiency and further implications on cognitive growth and emotional well-being.

This chapter is a qualitative exploration of consumer experiences into rural tourism initiatives in Japan. Rural tourism initiatives have been on the rise in Japan in recent times due to the need to rejuvenate the local economies, arts and cultural heritage. These initiatives aim to mobilise tourist attention to the countryside and create a bridge between urban tourists and rural tourism. Using theories of cultural encounters and cultural consumption, the research investigates rural tourism initiatives in two regions – Tateyama and Hirakawa. The narrative data provide insights into the motivations of the respondents to be part of the initiative and their experiences. It indicates how the process of cultural consumption leads to cultural appreciation. The study also serves as an example of how rural tourism can be implemented by other countries where rural economic mobilisation and empowerment is critical.

The purpose is to show the results of research on sociocultural impact – as one of the pillars of sustainable local development which can be stimulated among others by immovable cultural heritage. The research concerned two groups of respondents: the local community, which does not directly use heritage re-adopted to commercial functions and the community using the heritage in a direct way.

Surveys and in-depth interviews were used for the study. Two groups of respondents were surveyed: direct users of immovable re-adopted heritage who have the possibility to use it directly by buying services offered in the studied heritage and the local community representatives for which access to the re-adopted heritage is limited.

In the case of heritage re-adopted to commercial functions, there are differences in sociocultural impact. The very presence of heritage and only awareness of its existence in a given area is not enough for creating a sociocultural function by it in some aspects. Such heritage does not use its potential fully.

Results of the study may be taken into account by some stakeholders in the case of giving heritage resources contemporary functions especially commercial ones (owners of re-used cultural heritage resources, representatives of local authorities as well as entities responsible for the protection, appropriate use of cultural heritage resources and decision-making processes) to eliminate negative or insufficient effects in creating the sociocultural function of heritage in sustainable local development.

Suggested actions undertaken on the basis of this research can increase the impact of immovable cultural heritage adapted for commercial purposes on a larger range of beneficiaries especially the local community. Hence, the extent of such heritage's impact on the sociocultural pillar of sustainable development would increase.

So far, studies on the differences in the sociocultural impact of immovable cultural heritage adapted to commercial, contemporary functions on direct users and no-direct users have not been conducted. Results obtained by this study supplement a certain gap regarding the sociocultural impact of heritage resources on this two groups of stakeholders: groups that have direct access to the heritage resource and groups that have no access to them or this access is limited.

This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.

A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.

This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.

The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation.

The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes.

Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.

This paper aims to investigate how and when visual referents in brand visual aesthetics (i.e. colours, shapes, patterns and materials) serve as design applications that enable consumer diasporic identity.

This paper uses an innovative methodology that triangulates 58 in-depth interviews with diasporic consumers, 9 interviews with brand managers and designers and a visual analysis of brands (food retailer, spices and nuts, skincare, hair and cosmetics, ice cream and wine) to provide a view of the phenomenon from multiple perspectives.

This study illustrates how and when particular applications and compositions of product and design referents support diasporic identity for Middle Eastern consumers living outside the Middle East. Specifically, it illustrates how the design applications of harmonising (applying separate ancestral homeland and culture of living product and design referents simultaneously), homaging (departing from the culture of living product and design referents with a subtle tribute to ancestral homeland culture) and heritaging (departing from the ancestral homeland culture product and design referents with slight updates to a culture of living style) can enable diasporic identity in particular social situations.

Although applied to the Middle Eastern diaspora, this research opens up interesting avenues for future research that assesses diasporic consumers’ responses to brands seeking to use visual design to engage with this market. Moreover, future research should explore these design applications in relation to issues of cultural appreciation and appropriation.

The hybrid design compositions identified in this study can provide brand managers with practical tools for navigating the design process when targeting a diasporic segment. The design applications and their consequences are discussed while visually demonstrating how they can be crafted.

While previous research mainly focused on how consumption from the ancestral homeland occurred, to the best of the authors’ knowledge, this study is the first to examine how hybrid design compositions that combine a diaspora’s ancestral homeland culture and their culture of living simultaneously and to varying degrees resonate with diasporic consumers.

By celebrating tourism destinations through cruise collections, luxury brands open to new influences. They may develop deeper connections with certain geographical areas, but may also challenge the quintessentially national dimension of luxury brand culture. The best example of synergies between a luxury fashion brand and tourism destinations are the Christian Dior cruise collections with Maria Grazia Chiuri at the helm. This chapter is to understand how cruise collections may enhance luxury fashion houses' brand culture through the connections they develop with tourism destinations. Further, the chapter assesses the extent to which destinations can benefit from the exposure provided by luxury fashion brands' cruise collections.

In response to the somewhat paradoxical combination of increasing diversity in the global workforce and the resurgence of nationalism in an era of global mobility, this chapter aims to uncover how employees on international assignments respond to exposure to new cultures. Specifically, the study aims to explicate the underlying psychological mechanisms linking expatriates' monocultural, multicultural, global, and cosmopolitan identity negotiation strategies with their responses toward the host culture by drawing upon exclusionary and integrative reactions theory in cross-cultural psychology. This conceptual chapter draws on the perspective of exclusionary versus integrative reactions toward foreign cultures – a perspective rooted in cross-cultural psychology research – to categorize expatriates' responses toward the host culture. More specifically, the study elaborates how two primary activators of expatriates' responses toward the host culture – the salience of home-culture identity and a cultural learning mindset – explain the relationship between cultural identity negotiation strategies and expatriates' exclusionary and integrative responses. The following metaphors for these different types of cultural identity negotiation strategies are introduced: “ostrich” (monocultural strategy), “frog” (multicultural strategy), “bird” (global strategy), and “lizard” (cosmopolitan strategy). The proposed dynamic framework of cultural identity negotiation strategies illustrates the sophisticated nature of expatriates' responses to new cultures. This chapter also emphasizes that cross-cultural training tempering expatriates' exclusionary reactions and encouraging integrative reactions is crucial for more effective expatriation in a multicultural work environment.