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This chapter examines the complexity of global leaders themselves. As global leadership research has begun to move beyond a limiting overemphasis on skills and competencies, we merge one focus on the deep structure of leader cognition with a focus on cultural identity that has matured largely independently. In so doing, we seek to push the field toward answering the broader question of what makes a global leader sufficiently complex to handle the vast complexities of the role. We place the construct of self-concept complexity as central to the performance of global leaders in ways ranging from organizational performance to social and community responsibility. By advancing our understanding of the role of self-concept complexity in driving global leadership outcomes, this research seeks to spur further theoretical development and practical application toward a deeper comprehension of the complexity of truly global leaders.

Blockchain is a disruptive technology that has matured to deliver robust, global, IT systems, yet adoption lags predictions. The authors explore barriers to adoption in the context of a global challenge with multiple stakeholders: integration of carbon markets. Going beyond the dominant economic-rationalistic paradigm of information system (IS) innovation adoption, the authors reduce pro-innovation bias and broaden inter-organizational scope by using technological frames theory to capture the cognitive framing of the challenges perceived within the world’s largest carbon emitter: China.

Semi-structured interviews with 15 key experts representing three communities in China’s carbon markets: IT experts in carbon markets; carbon market experts with conceptual knowledge of blockchain and carbon market experts with practical blockchain experience.

Perceived technical challenges were found to be the least significant in explaining adoption. Significant challenges in five areas: social, political legal and policy (PLP), data, organizational and managerial (OM) and economic, with PLP and OM given most weight. Mapping to frames developed to encompass these challenges: nature of technology, strategic use of technology and technology readiness resolved frame incongruence that, in the case explored, did not lead to rejection of blockchain, but a decision to defer investment, increase the scope of analysis and delay the adoption decision.

Increases scope and resolution of IS adoption research. Technological frames theory moves from predominant economic-rational models to a social cognitive perspective. Broadens understanding of blockchain adoption in a context combining the world’s most carbon emissions with ownership of most blockchain patents, detailing socio-technical challenges and delivering practical guidance for policymakers and practitioners.

This paper aims to introduce a crowd-based method for theorizing. The purpose is not to achieve a scientific theory. On the contrary, the purpose is to achieve a model that may challenge current scientific theories or lead research in new phenomena.

This paper describes a case study of theorizing by using a crowd-based method. The first section of the paper introduces what do the authors know about crowdsourcing, crowd science and the aggregation of non-expert views. The second section details the case study. The third section analyses the aggregation. Finally, the fourth section elaborates the conclusions, limitations and future research.

This document answers to what extent the crowd-based method produces similar results to theories tested and published by experts.

From a theoretical perspective, this study provides evidence to support the research agenda associated with crowd science. The main limitation of this study is that the crowded research models and the expert research models are compared in terms of the graph. Nevertheless, some academics may argue that theory building is about an academic heritage.

This paper exemplifies how to obtain an expert-level research model by aggregating the views of non-experts.

This study is particularly important for institutions with limited access to costly databases, labs and researchers.

Previous research suggested that a collective of individuals may help to conduct all the stages of a research endeavour. Nevertheless, a formal method for theorizing based on the aggregation of non-expert views does not exist. This paper provides the method and evidence of its practical implications.

This study constructs a three-stage evaluation model for interdisciplinary organizations to solve their ranking problems effectively.

A three-stage interdisciplinary organization evaluation model abounds the key problems of “who will evaluate the projects?” and “how to evaluate the projects?”. In the first stage, the authors build a consensus maximization model to identify the selected experts based on the interval grey number because of the uncertainty in assessment. In the second stage, considering the reliability of the experts, the authors calculate the reliability of the experts based on historical data. Meanwhile, considering the gradual changes of the experts, the dynamic weighting method is obtained based on the clustering method. In the third stage, considering decision-makers regret psychological behavior, the authors construct a cross-organizational performance evaluation model based on consensus expectations.

First, for selecting the experts responsible for assessing interdisciplinary organizations, the consensus-reaching method can effectively avoid cognitive bias. Second, during the assessment, the authors obtained more reasonable results by considering the psychological changes of experts based on regret theory. Third, based on the results, the cross-organization of colleges focused on the achievements of talent training, cross effects, and system construction.

Our study could help organizations establish a suitable assessment mechanism and promote interdisciplinary development.

First, considering the importance of selecting the experts, the authors use the consensus-reaching process for expert selection. This method could guarantee most experts' preferences. Then, the authors propose a two-stage dynamic weighting method, including a pre-determined and adjusted process. The dynamic method can better perform the preferences of experts. Third, the authors studied the assessment in interdiscipline. In addition, based on the framework and considering the features of the interdiscipline, the authors use the grey number to perform the uncertain preferences of the experts using regret theory.

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.

U.S. aviation authorities are particularly curious about how the Gulf Air pilots handled the A320's complex computer-operated control and navigation systems. The planes' software is designed to prevent even the most incompetent pilot from accidentally launching the plane into a fatal stall or dive. But records indicate that some Airbus crashes occurred when pilots misjudged the planes' limitations or made errors entering data into the A320's computer system. And because the system is so complicated, U.S. experts say, if something goes wrong only a mathematical genius could figure out the problem (Mark Hosenball, Newsweek, September 4, 2000).

The concept of risk is often approached as if it is self-defining. Yet placing an event or activity in the category of “risk” is a categorization with consequences. Framing normatively complex problems like immigration, terrorism, or monetary crisis as risks that require regulating suggests that certain cognitive tools are best suited for analyzing them. It suggests that the problems are measurable or quantifiable, that they lend themselves to utilitarian calculus, and that they have ascertainably correct solutions that require no value judgments. This article employs emotion theory to illustrate the difficulties with approaching normatively complex areas of governmental policy through the framework of risk regulation. It argues that interdisciplinary inquiry into the role of emotion in human behavior sheds light on how risks are assessed, prioritized, and ameliorated, on how the category of risk is constructed, and on how that categorization affects the cognitive tools and approaches we bring to normatively complex problems. The article begins with a brief discussion of behavioral law and economics, which styles itself a corrective to law and economics, but which replicates its fatal flaw: its unrealistic view of human behavior. Next it turns to two more specific problems with the standard notion of risk formulation. First, the standard notion reads out the essential role of emotion in deliberation about risk regulation and overvalues top-down expert knowledge. Second, it reads out the heuristics that erase patterns and maintain the status quo. Finally, the article will focus on two illustrative case studies, the Chicago heat wave of 1995, and Hurricane Katrina.

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.

This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.