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Global leadership research published in the form of journal articles, scholarly book chapters, and theses and dissertations from 2015 to 2020 are tabulated to ascertain patterns in the field regarding the quantity of publication in the field, type of research being conducted, authorship patterns, type of theory that is utilized, and linkages of research to related phenomena. We compare our findings to previous research and discuss implications for the future evolution of the global leadership field.

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

For the past several decades, the field of global leadership has made noteworthy theoretical and empirical progress. The role of a global follower, however, has not been addressed to date. This chapter focuses on global followers and global followership as vital elements of a global leadership process supporting a traditional followership view that “leadership can only occur if there is followership” (Uhl-Bien, Riggio, Lowe, & Carsten, 2014, p. 83). Two assumptions ground the arguments: global leaders and global followers are engaged in a partnering process of global leadership, and followers and global followers have distinctive characteristics influenced by their specific environments. To explore those assumptions, we start by introducing the followership theory and relevant followership characteristics. Subsequently, we address the role of context in global leader–follower dynamics, extrapolate global followership characteristics from relevant multidisciplinary literature, and offer an example of a global leader–follower partnership. Next, we examine mentions of global followers and global followership in academic and nonacademic literature, and define a global followership construct. The conceptual framework, global followership model, research agenda, and practical implications conclude the manuscript.

This study provides a meta-review of global virtual team (GVT)–related reviews, creating a resource that highlights dominant themes, research trends and shifts in topics over time culminating in a summary of opportunities for future research. By analyzing and grouping the evidence presented in previous research, this meta-review provides key insights toward future research and managerial implications.

This meta-review identifies 35 existing GVT-related reviews across 32 publication outlets, providing a longitudinal and cross-disciplinary view of GVT research to date.

Results of the analysis reveal over time that there has been a largely adopted reconceptualization of the GVT paradigm toward a continuum of virtuality. There has been a shift in the view of the cross-cultural and global components of GVTs toward a recognition that a greater variance of dimensionality exists. Additionally, popular themes across the literature emerge, notably, virtuality, concepts of culture, trust, leadership and communication technology.

As a multidisciplinary GVT-focused meta-review, this study complements previous efforts by taking a tour across this wide topic and is dedicated to those who are researching, teaching, working and managing GVT-related strategies. The reviews selected represent work published across multiple literature streams, providing a comprehensive and forward thinking perspective.

While the competencies required for global leaders' boundary-spanning have been significantly explored in literature, less attention has been paid to the processes involved in this work. This chapter examines global leaders' boundary-spanning actions, highlighting the need for leadership practices that enhance team cohesion and reinforce an organization's identity to global members. We introduce the organizational-theory concept of identity custodianship and demonstrate its use for understanding the social processes involved in global leaders' boundary-spanning.

The purpose of this article is to provide a pragmatic example of multi‐stage leadership education model. Leadership education that is multidisciplinary, global, and ethics oriented is a remedy for many of the leadership challenges we are currently facing in the business world.

This article discusses whether we can teach leadership, and if so, what essential skills should be taught in business schools. It also examines the shortcomings of current leadership education curriculum and recommends some major changes that need to be made. This article provides a descriptive overview and historical examination of these issues and techniques.

A major finding can be drawn from this paper is that the present leadership education curriculum in business schools is not adequate in many regards and more work needs to be done.

Business schools need to focus on revitalizing the leadership education curriculum to come up with a program that prepares students with practical and dynamic skills that enables them to be the future business leaders. A long‐term approach to leadership education rather than a short‐term effort is suggested.

By incorporating multidisciplinary, global‐oriented and ethical leadership education, we believe that this article on leadership education can effectively address the major challenges of the new millennium.