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1 – 10 of over 31000Ming Li, Ying Wang and William H. Mobley
Our passion for global management has remained steadfast. In this volume, questions about global mindset, cross-border mergers and acquisitions (M&As), and leadership for global…
Abstract
Our passion for global management has remained steadfast. In this volume, questions about global mindset, cross-border mergers and acquisitions (M&As), and leadership for global virtual teams at the time of financial crisis have been asked and some answers given.
This chapter reflects on how global value chain resilience can be achieved in the aftermath of recent crises. Drawing on the view that globalization is not linear, and that…
Abstract
This chapter reflects on how global value chain resilience can be achieved in the aftermath of recent crises. Drawing on the view that globalization is not linear, and that contextualization is an important part of the international business discipline, the author argues that global value chain resilience needs to also be viewed from the perspective of emerging market supplier firms. Building resilience from international production restructure to create more flexibility may enhance multinational lead firms’ resilience in the aftermath of recent crises. But they may not be viable options for emerging market supplier firms that are location- and activity-bound. Building resilience from supplier firms’ perspective may have more to do with increasing operational efficiency in their value chain. Contextualizing resilience from the perspective of emerging market firms should contribute to ongoing discussions and debate on future global value chain resilience.
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One of the main research themes reoccurring in our research projects is the globalization process of a company. It is now well documented that a company's globalization occurs…
Abstract
One of the main research themes reoccurring in our research projects is the globalization process of a company. It is now well documented that a company's globalization occurs gradually, as firms gain international experience and expand their operations (Johanson & Vahlne, 1990; Townsend, Yeniyurt, & Talay, 2008; Yeniyurt, Townsend, Cavusgil, & Ghauri, 2008). The globalization process is a long and treacherous path that consists of incremental steps towards global rationalization. Usually firms first engage in exporting activities, then establish foreign subsidiaries and engage in strategic partnerships, developing first a regional international presence, gradually evolving into a multi-regional and finally into a global company. We explored the path towards globalization in the context of international marketing alliances (Yeniyurt et al., 2008), new product development (Townsend, Yeniyurt, Deligonul, & Cavusgil, 2004), product launch (Yeniyurt, Townsend, & Talay, 2007), and global brand architecture (Townsend et al., 2008).
Michael A. Hitt, Mansour Javidan and Richard M. Steers
Because of the importance of a global mindset from both a theoretical and a practical point of view, there is need to examine this construct further to understand its contents…
Abstract
Because of the importance of a global mindset from both a theoretical and a practical point of view, there is need to examine this construct further to understand its contents, how it is developed, when and how it should be applied, and what its consequences are. Thus, we invited a select group of scholars to develop chapters on specific aspects of this topic to help build a volume accomplishing these goals. Our aim here was to invite the foremost thinkers and writers on this topic.
Xavier Gilbert and Peter Lorange
In this paper, we consider the ways that global leaders can promote global learning in their companies. Global learning occurs when ideas cross organizational boundaries, so that…
Abstract
In this paper, we consider the ways that global leaders can promote global learning in their companies. Global learning occurs when ideas cross organizational boundaries, so that managers in all parts of the company can learn from each other. Through global learning, effective business practices can be identified and spread across the company, insuring that good ideas are adopted, regardless of their origin. These ideas become “global best practices” when they define an idea that can be applied globally, with some local modification if required.
In the first section, we ask four questions to help you determine if your company is prepared for global learning. Answering “yes” means that your company has a global orientation, which provides the foundation for global learning. Second, we present a model of global learning. Third, we suggest ways that you can build the capacity for global learning in your own company.
Mansour Javidan, Richard M. Steers and Michael A. Hitt
The authors of the various chapters in this book have approached the concept of global mindset from diverse perspectives and have defined it differently. Levy et al. in this…
Abstract
The authors of the various chapters in this book have approached the concept of global mindset from diverse perspectives and have defined it differently. Levy et al. in this volume define global mindset as a highly complex cognitive structure distinguished by an openness to and expression of multiple cultural and strategic realities on both global and local levels and the cognitive capacity to moderate and assimilate across this diversity. More specifically, global mindset is typified by three corresponding dimensions: (1) an openness and attentiveness to multiple realms of action and meaning, (2) a complex representation and expression of cultural and strategic dynamics, and (3) a moderation and incorporation of ideals and actions oriented toward both global and local levels (Chapter 1 of this volume). At the core of their definition is the awareness of and openness to multiple realities, meanings, and perspectives.
The purpose of this paper is to reconsider the role of Russia in the current world environment, focusing attention on its role in global security. Russia can play a leading role…
Abstract
The purpose of this paper is to reconsider the role of Russia in the current world environment, focusing attention on its role in global security. Russia can play a leading role in contributing to global security or it can play a major role in undermining global security. The next section will present an interpretation of the nature of global security, followed by a discussion of recent changes in the global situation. Next, the current position of Russia in the global system and how that position has changed will be considered. Finally, the global security agenda and the contribution that Russia can make to this agenda will be examined. It will be shown that Russia can play a major role in the achievement of global security.
Higher-education institutions have an increasing responsibility to foster “global citizenship,” enabling students to recognize injustice and pursue equity. As a first step to…
Abstract
Higher-education institutions have an increasing responsibility to foster “global citizenship,” enabling students to recognize injustice and pursue equity. As a first step to creating a larger “hub” for global justice, McMaster University set out to develop an interdisciplinary course on the topic. With high-level institutional support, a cross-campus, interdisciplinary course design team was formed to further investigate effective pedagogy. Inquiry-based learning (IBL) was considered a foundation for other learning strategies within the course because of its evidenced ability to instigate a process of “learning by doing,” requiring students to both self-direct their education and develop their capacities as independent learners. To provide a further evidence base, a student member of the committee also conducted a pan-Ontario study surveying relevant instructors on successful global justice pedagogies. Collectively, these findings were integrated to inform the development of “Global Justice Inquiry,” which is characterized by its small course size, open-inquiry style, and engagement of alumni, community partners, and faculty from across campus. This chapter details the process followed to develop this course, presenting it as a model that might be helpful to others looking to develop interdisciplinary inquiry offerings.