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The development of upcoming inclusive leaders requires not just knowledge of inclusion competencies but also knowledge of how to develop them and when to use them. This chapter examines the effectiveness of combining a psychometric assessment tool – the Inclusion Competencies Inventory (ICI) – and an improvement approach that places developmental responsibility in the hands of the student, not the instructor. The increased need for inclusivity in organizations requires business school graduates, who will soon be taking on the role of organizational leaders, to develop inclusion competencies. We seek to enhance inclusion competencies through a model based on reflective development and cognitive behavioral therapy (CBT). There are several implications for academicians and practitioners who may choose to adopt this unique, participant-driven approach to developing inclusion leadership competencies.

This study aims to examine the relationship between Achievement Motivation (AM), Smart Work (SW), and human resources (HR) performance. It questions how moral global leadership (MGL) could moderate the relationship between AM, SW, and HR performance. A theoretical model was developed and tested on sample data representing 219 employees, educators, and educational staff of Islamic Higher education (IHE). The data were collected through surveys and applied to structural equation modeling using SEM-PLS. This study found that AM and SW significantly affect HR performance. While MGL substantially moderates the relationship between AM, SW, and HR performance. This study contributes to the literature on MGL, AM, and SW in creating HR performance that has yet to be studied so far. This study offers the concept of MGL, which plays a central role in moderating the relationship between AM, SW, and HR performance.

With the historic rise in globalisation, there is more contact between countries and businesses than ever. Not only due to globalisation, technological change, and shorter product life cycles lead entrepreneurs to adopt internationalisation strategies. Internationalisation is a creative activity conducted by global entrepreneurs who seek to operate part of their businesses in international markets. Entrepreneurs, economists, policymakers, and researchers have long observed that international business success depends upon global entrepreneurial activity.

Over the past 30 years, diversity in the global market has been among the most researched topics in international business literature. However, since the entrepreneurship system consists of interwoven elements, such as an entrepreneur, management system, culture, market, region, customers and workers, diversification in one piece directly or indirectly affects the other components within the system. Therefore, diversity in global entrepreneurship should be examined by considering the dynamics of every element within the system.

In this chapter, the author reviewed and commented upon the development of the literature on diversity, global entrepreneurship, internationalisation, and multinational organisations. In an overview of previous studies, this study aims to analyse the nexus between diversity and global entrepreneurship, the importance of this connection in the international business domain and how this connection can evolve in the future.

This chapter first describes the essential aspects of a currently changing world, which is characterised by digitalisation, globalisation and politically unstable situations. Based on this transformation context, key concepts such as leadership, innovation, innovation leadership and leadership competences are introduced, along with a new definition and framework for innovation leadership. The chapter discusses the distinction between innovation leadership and innovation management, and the connecting lines between these two concepts. The innovation leadership framework is described and related to the individual contributions of the authors in the book. The chapter frames these contributions along the dimensions of self-leadership, team leadership, organisational leadership and ecosystem leadership.

This chapter employs the shared leadership model in exploring how leaders of higher education institutions (HEIs) can partner with Public Policy Groups (PPGs) within the Global South, a region characterized by complex challenges such as underdeveloped economies, corrupt leadership, limited financial and human resources, and political instability in some cases. The driving forces for collaboration include interconnected national policies, shared goals, responsibility, and accountability for resources. The Zambian Higher Education Policy (HE policy) draws on national, regional, and global aspirations for education and skills development, making it a suitable tool for advancing a common agenda for social, economic, and environmental sustainability. HEIs can use their collective leadership competencies to understand the multidimensional context in which they must exercise their varied roles. HEIs require relational and dynamic processes, practices, and narratives to negotiate the ups and downs of the complex terrain for sustainable development and drive a more transformative and complementary agenda for change.

In a world that represents a diverse genre of individuals ranging from age to sexual orientation and beyond, organizations struggle to create a culture of belonging. A culture where an individual feels comfortable and empowered to bring her authentic self to the workplace. We argue that a culture of belonging happens when leaders practice cultural humility and inclusion competencies and work together with their diverse populations to transform the existing culture. Creating a culture of belonging requires all leaders of the organization to assess their inclusion competencies, understand power dynamics that exist within the organization, and be constantly aware that belonging is a continual process. We found that when leaders of an organization engage in cultural humility training, inclusion competencies assessments, and personal development plans (PDPs), the outcome resulted in a greater awareness of self and others along with a recognition of the existing power dynamics that can result in employees feeling they are a part of the organization. We opined that cultures of belonging exist when organizational leaders ensure each members’ psychological well-being and safety. We conclude that transparency in today’s organization consists of leaders finding practical ways to connect diverse groups of members. Transparency is also about having open doors where people of all ethnic, racial, sexual, and religious statuses are welcome to enter. Our study supports the findings of Katz and Miller (2016) that a culture of belonging is where trust is built, the thoughts and ideas of others are respected, and safety exists for all members.

This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a synopsis of the digital transformation considering digital technologies, connecting digital transformation to future work and reflections on the new digital age to sustainability issues. In detail, this chapter comprehensively reviews digital technologies transformation skills, including digital skills and integrated skills for the digital economy linked to integrated skills. This chapter takes into consideration the possible effects from a competency point of view from the domains on issues like: global independence, trust, a shift in skills and ways of work, commitment to justice, improving the know-how, financial inclusion, data and data privacy that are critical imperatives for sustainability. Developing a digital economy requires integrated sustainable development competencies; this chapter considers combined skills for digital transformation in triple connecting points of human skills, business skills and digital building blocks skills to argue for sustainability. Because attaining Sustainable Development Goals (SDGs) requires input from different quotas globally, sustainable competencies are needed to ensure individuals work cohesively through new-age digital technologies. This chapter further highlights emerging competencies such as critical thinking, appreciative equity, open communication and acting on collective well-being as imperatives transforming digital disruptions. The final section of this chapter puts into perspective the implication of required digital technologies for the future of work and its significance on the need to reskill and retool. It concludes by reflecting on opportunities and challenges for crucial consideration towards creating a sustainable digital age.

This chapter reviews the key findings and innovation leadership insights from this book, as well as pointing out directions for future research. We find a series of learning insights for people engaged in innovation leadership, at the distinct levels of self-leadership, team leadership, organisational leadership, and ecosystem leadership. We also find commonalities across these levels, as well as differences that reflect the complexity of these different leadership arenas. Leadership practice that orchestrates contributions from diverse viewpoints, seeing itself as with the group, rather than above it, is most likely to help turn ideas into value in repeatable ways. We also find evidence that mindset, skills, and behaviours are all important in the make-up of competencies. We point to the requirement for further research at all four levels, to bring further insights in what is still an emerging field; as well as a need for more research into competency development for innovation leadership; and we advocate a research approach that emphasises relational leadership, acknowledging that most leadership practice is shared across people.

This chapter presents results from initial studies on personal certifications of innovation management professionals, drawing from a Swedish context. The results capture motivations for, as well as effects from, the certification process. They are discussed from the perspective of how this is relevant for developing and enhancing innovation leadership competencies. Increased knowledge, enhanced professional communication, and strengthened self-confidence related to innovation management were identified as outcomes for individuals pursuing the certifications. Further, this laid the ground for increased visibility, expanded network, and thus more opportunities to influence innovation work. An overarching theme appearing in the study is how a certification can contribute to strengthening the legitimacy of working with innovation management, and thus serve as an enabler for innovation management practice and subsequently innovation leadership. Effects from the certification that may be beneficial for successful innovation leadership include the opportunity for practitioners to articulate their own experiences and competencies, in addition to improving the impact of their efforts utilising innovation terminology. For organisations, knowledge of personal certification can be used both for recruitment and for development of existing personnel and their innovation leadership. Through a longer perspective, it can also contribute to decreasing the dependence on a few specific individuals and instead strengthen the long-term organisational innovation capabilities.