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From the competency point of view, this article aims to review and discuss existing global leadership and other related literature, and to combine findings and suggestions provided in previous literature in a more integrative framework of global leadership competencies.

The paper reviews and discusses the terminology used in the international global leadership literature. This is followed by a review of the main outcomes of previous research. Finally an attempt is made to combine these outcomes into a more integrative framework of global leadership competencies, offering suggestions for further research.

This paper provides information about previous research, integrating earlier findings into a more comprehensive framework of global competencies. It also discusses deficiencies in use of terminology and research methods used in earlier studies giving suggestions for further research.

The references used for this review are not an exhaustive list and majority of them are drawn from American journals publishing within the topic area. Relevant sources of information may also exist in other domains of scientific inquiry.

The framework provided in this paper incorporates main findings of previous research and, as such, it may serve as a starting point for practitioners in planning of different selection, training, and career development activities, and for academics in starting their research.

This paper fulfils an identified information/resource need.

Globalization is driving an increased need for leaders who possess global leadership competencies that enable them to lead effectively. The purpose of this paper is to explore the developmental experiences of global leaders in order to understand the experiences that they report to be developmental, to understand what they learned from their experiences, and to explore how the leaders learned and developed from the experiences.

For this study, the researcher used Moustakas's phenomenological research method.

Conclusions indicate that global leaders: develop through first-hand global leadership experience; learn the importance of cultural sensitivity, relationships and networks, and curiosity or desire to learn; require a unique set of global leadership competencies; are driven by curiosity, openness, and a desire to learn; and develop and learn intuitively.

Utilizing a phenomenological research approach yielded new insight, from the perspective of the global leader, into how global leaders learn and develop the knowledge, skills, attitudes, motives or values, and mindsets that are important to their role, and suggested areas for further research. The findings of the study are useful in identifying implications for improving or adding to the methods, approaches, and tools organizations use to develop global leadership competencies.

Research on expatriation and global leadership has been characterized by wide variations in defining what constitutes intercultural competence. Greater progress can be achieved if a comprehensive definition of the intercultural competence domain can be established, particularly with regard to the specific context of global leadership. This paper aims to focus on the issues.

The authors conduct an extensive review of the global leadership and expatriation literatures, integrating and synthesizing prior theoretical and empirical efforts to develop a comprehensive domain definition for intercultural competence in the context of global leadership.

The domain of intercultural competence in the context of global leadership comprised three dimensions – perception management, relationship management and self management. Each dimension is characterized by facets that further delineate aspects of intercultural competence.

The domain definition of intercultural competence for global leadership appears to be well supported in prior theoretical and empirical work focusing on expatriation and global leadership; however that work was fragmented in nature. A test of the comprehensive model, i.e. all three dimensions and 17 facets, is called for, as well as the validation of an instrument that measures them.

The paper integrates and synthesizes the extensive body of theoretical and empirical work related to intercultural competence and clearly establishes the content domain, thereby enhancing the efficacy of future theoretical and empirical efforts.

Global corporate strategy has moved faster than global leadership development in many companies. This outcome has created some leadership problems: global companies may not have enough leaders in their growth markets or leaders with the required global competencies in their headquarters. The purpose of this paper is to offer some concepts that may help companies tackle those problems.

This paper has a conceptual basis. It draws on previous theoretical knowledge on global leadership development and the experience of some leadership programs in global companies.

The first is that global leadership competencies should be based on the functions that global leaders need to perform and their specific context, not on some theoretical notions isolated from the business context. The second is the need for alignment of global leadership development with the firm's purpose and strategy. The third is that CEOs’ commitment is a key factor in making global leadership initiatives successful.

This is a conceptual paper based on business experience. It needs to be complemented with additional empirical work.

Global leadership development should be based on real global business functions. Global leadership development should be aligned with the firm's purpose and strategy and its success depends on CEOs’ commitment.

The study of global capabilities needs to observe what happens in companies that have global leadership programs. Global leadership development takes place in specific organizations. This paper gets theory closer to the practice of global leadership development.

The globalization of business has challenged companies to rethink their strategies, structures, and necessary competencies of managers. The existing studies indicate that typically companies do not have enough leaders within global competencies and that competition for such resources will be even more intensive in the future. The basic prerequisite for the selection and development of global managers is that the necessary competencies of global managers are understood. On the other hand, it has been argued that this is not yet the case and thus companies do not know what competencies they should focus on. Similarly, it has been argued that the development of international competencies is not a well‐advanced process within companies. The research on these areas is still scarce. In the present paper, the literature on these areas is reviewed and, on the basis of this review, further research needs are identified.

This article investigates which criteria and processes are used to identify global leadership potential (GLP) in multinational corporations.

First, the literature at the intersection between leadership potential and global leadership is reviewed to identify a set of criteria that can be used for assessing GLP. The findings are then validated in a qualitative study against a sample of nine global corporations.

Several traits (integrity and resilience), attitudes (learning orientation, motivation to lead, change orientation, drive for results, customer orientation and a global mindset) and competencies (cognitive complexity and intercultural, interpersonal, leadership, learning, change and business competencies) are associated with GLP. The core steps in the GLP identification process are nomination, assessment and confirmation. These steps can be complemented by a preassessment phase and a subsequent talent dialogue.

The results of this research can inform human resource (HR) management practitioners in their endeavor to successfully identify and assess potential future global leaders.

Prior research has focused either on defining global leadership or on assessing leadership potential in general, without a clear focus on identifying global leaders. In this article, the two concepts of global leadership and leadership potential are combined, thus providing an integrated content and process model that indicates how global corporations select their future global leaders.

The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in undergraduate students to meet this challenge is paramount to the establishment of effective leadership for the future. Within this study, researchers address the challenge by quantitatively examining intercultural competency outcomes students derive from leadership-based study abroad experiences. For five years, researchers utilized a pre-post intercultural competency survey of student participants in a leadership education study abroad program in Zambia, Africa. Using the Intercultural Effectiveness Scale (IES), data was analyzed for seventy-eight students who participated in this five-week study abroad course. The results demonstrate statistically significant growth on students’ intercultural competency across all ten measures of dimensions and sub-scales. Recommendations provide a framework for leadership educators to employ pedagogies that influence intercultural development within study abroad as a means of developing global leadership in their students.

The move of organizations towards corporate global responsibility (CGR) is often a major change process that requires leadership throughout the organization. Despite an array of studies on managerial competencies in this area, previous research on leadership for CGR has not studied the actual leadership practices that are employed in a company's journey to CGR. The paper aims to fill this gap and to show how leadership for CGR is enacted by individuals and organizations that are highly successful CGR leaders.

The paper uses a comparative case‐study approach of five multinational companies that are recognized as industry leaders for CGR. A total of 54 semi‐structured interviews with senior managers were complemented by ten focus groups and an examination of company reports, value charters and mission statements. Interviews as the main source of information were double‐coded in a three‐step process with the goal of knowledge development.

The paper identifies eight interrelated categories of leadership practices for global responsibility: developing CGR vision, strategy, and goals; integrating CGR into business decisions and operations; top management role modeling of CGR; engaging across boundaries; employee development and empowerment; systematic communication about CGR; developing accountability for CGR; and visible integrity in management behavior and decision making.

The findings suggest that focusing on these leadership practices helps organizations build a strong leadership culture that is supportive of CGR.

The examination of actual leadership practices on multiple levels complements the existing knowledge on individual management competencies that are useful for driving CGR in organizations.

The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research.

Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature.

The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories.

Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains.

Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research.

Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership.

The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.

The proliferation of studies on leadership competencies have not yet provided a consistent set to guide the work of researchers and practitioners. This paper aims to generate a clear, literature-based overview of the relevant leadership competencies for the twenty-first century.

The paper is an integrative literature review and identifies four strands of literature on leadership, reaching back to traditional works. It reviews each strand to establish which leadership competencies remain relevant for the twenty-first century.

This paper shows it is essential to clarify and harmonize terminology used in leadership literature. It identifies 18 groups of leadership competencies required for the twenty-first century. The research reveals that leaders of the twenty-first century must be able to combine a strong concern for people, customer experience, digitalization, financialization and the general good.

This paper is based on a non-exhaustive list of literature derived from studies published in Western journals, written in English. Future research should include papers beyond the confines of Western academia and entail fieldwork to test the comprehensive framework derived here.

This paper will help practitioners develop leadership training curricula and transform the leadership culture in their organizations. The competency list can be useful in recruitment and selection processes for leadership positions. Professionals will find it helpful as an index in self-diagnosis and personal development for their career decision choices.

The paper addresses the growing need for clarity on the required leadership competencies for the twenty-first century.