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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.

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.

The purpose of this paper is to explore conceptualizations of mindset across disciplines with particular attention to scholars’ care in defining and operationalizing the construct of mindset. Theories of mindset have witnessed increased attention through a variety of disciplines for their applicability as processes with the potential to influence individual and/or organizational outcomes. Exploration of mindset conceptualizations and characterizations reveal substantial divergences.

This conceptual paper generally examines the utilization of mindset constructs via a multidisciplinary review of literature and specifically details three mindset theories (implemental and deliberative, global and growth and fixed mindsets) to illuminate such disparities.

This paper categorizes the significant variations of the mindset construct and research via three distinct streams. Each stream highlights knowledge as instrumental in the mindset construct; however, the ways in which varying aspects of knowledge, knowledge mechanisms or knowledge as a component of an individuals and/or organization’s identity correspond to the inherent presuppositions of varying articulations of mindset theory and praxis.

Effectively influencing an individual and/or organization’s mindset necessitates an accurate assessment of the mindset construct. Further, evaluating the applicability of mindset research and/or feedback from a consultant warrants attention to the assumptions undergirding the mindset construct.

Generally, mindset studies and theories have scantly attended to both the historical development of mindset research as well as divergences in the research record within and across disciplines. This paper attempts to address this deficiency. Further, this paper appears to be the first attempt to compare and identify varying conceptualizations and characterizations of mindset theory and, therefore, identifies previously unidentified assumptions.

This issue is a selected bibliography covering the subject of leadership.

The purpose of this paper is to demonstrate heroism as an embodied system of leadership and well-being. Heroic leadership is presented as a baseline for sustainable futures and global health.

This paper presents an embodied reading of heroic leadership and its sustainable development across five stages. It outlines its core functions, its grounding in self-leadership through physical and mental trauma and its holistic benefits, resulting in the development of the Heroic Leadership Embodiment and Sustainable Development (HLESD) model. The efficacy of HLESD is demonstrated in an empirical case study of heroism promotion and education: the Hero Construction Company and the Heroic Imagination Project.

Heroic leadership is revealed as an emergent, dynamic and distributed form of sustainable development.

This paper demonstrates the critical connections between heroism, sustainability, embodied leadership and well-being and how they stand to benefit from each other, individuals and communities at large.

The implementation of HLESD in educational, counselling and broader contexts in consultation with a wide range of professionals stands to offer significant benefits to pedagogies, clinical practice, holistic therapies and twenty-first-century societies, at both the community and policy level.

The emerging field of heroism science and the use of heroic leadership as an interdisciplinary tool is a novel approach to well-being, which holds immense potential for the imagining and fostering of sustainable personal and collective futures.

The purpose of this paper was to study how psychiatric doctors practise leadership in multidisciplinary healthcare teams. The paper seeks to answer the question: How do psychiatric doctors lead multidisciplinary teams during treatment conferences?

Six psychiatric teams were studied at a university hospital. Each team was observed over a period of 18 months, and data were collected during four years (2008-2011). Data were collected through interviews with doctors (n = 19) and observations (n = 30) of doctors’ work in multidisciplinary psychiatric teams.

Doctors in a multidisciplinary team use either self-imposed or involuntary leadership style. Oscillating between these two extremes was a strategy for handling the internal tensions of the team.

The study was a case study, performed during treatment conferences at psychiatric wards in a university hospital. This limitation means that there is cause for some caution in generalising the results.

The results are useful for understanding leadership in multidisciplinary medical teams. By understanding the reversible logic of leadership, cooperation and knowledge sharing can be gained, which means that a situation of mere peaceful coexistence can be avoided. Understanding the importance of the informal contract makes it possible to switch leadership among team members. A reversible leadership with an informal contract makes the team less vulnerable. The team’s professionals can thus easily handle difficult situations and internal tensions, facilitating leadership and management of multidisciplinary teams.

Doctors in multidisciplinary psychiatric teams use reversible leadership logic.

This article examines the use of a book discussion as an instructional tool for developing leadership competency skills in female university students. A book discussion centered on Sheryl Sandberg’s book Lean In was held as a means to conceptualize discourse regarding leadership issues in the arena of women and leadership in a multidisciplinary campus wide symposium. In an effort to assess the effectiveness of such a program to learn about leadership issues, student commentary was collected during the discussion via an audio recording device.

A qualitative exploration of the resulting commentary focused on this initiative as an effort to provide insight into the efficacy of book discussions as a best practice for facilitating the engagement of students in the exploration of leadership issues. As leadership educators seek to develop pedagogical tools that catalyze transformative learning, research regarding tools and methods by which faculty equip students to explore leadership becomes increasingly critical.

This paper seeks to explore and explain the dramatic organizational changes that took place over a relatively short time period in the five largest global professional networks, or GPNs – a group of organizations that were originally global accounting firms and traditionally accustomed to relatively gradual change.

Begins by describing the background of divestiture and diversification in GPNs. The data were collected from the firms' web sites, interviews with GPN managers, e‐mail requests for information via Big Five web sites, and from reports in the newspapers and business press over the two‐year period to June 2001. Uses neo‐institutional theory to study the context, precipitating dynamics, and enabling dynamics of large‐scale organizational change, including the part played by governmental and regulatory forces.

Explains the extent to which changes have occurred in a sample of countries in which these organizations operate, noting that the firm effects seem to be stronger than the country effects in the consulting area, while country effects are more pronounced in the law area.

This paper is an original study of mainly secondary data – including those collected from firms' internet sites – analyzing change in an institutionalized environment. It is one of the first studies to make use of the GPN concept. Researchers and practitioners interested in professional service firms in general will find a unique combination of data, analyses, and conclusions.

Environmental changes require higher levels of corporate authenticity when communicating with stakeholders. This is achieved by a congruence of stakeholder and brand identities. Focusing on employee identity, the purpose of this paper is to explain relationships of factors predicting brand‐building behavior.

The study pursues a triangulation approach, applying case study and survey as research methods and telephone interviews and questionnaires as research techniques in the respective exploratory and explanatory research stages.

Confirmed by exploratory and explanatory research, the antecedent factors of behavioral branding have been elicited. Interestingly, marketing control reflected differentiated results compared to previous research. It showed the highest level of contribution to explain R square followed by role identity salience and value congruence. This factor also had the highest correlation value.

Additional qualitative and quantitative research with increased sample size is suggested to validate the findings in diverse cross‐cultural research settings.

The findings enable global marketing managers to more effectively relate to stakeholders by a holistic, empathetic and authentic corporate branding strategy execution.

The interdisciplinary study validates and further develops recent pioneering research by using different measurements, scales and sample scopes. This multidisciplinary research delineates innovative and integrated conceptualizations on corporate branding, identity and leadership and supports the call to upgrade the branding concept within the marketing discipline.

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership courses focused on intercultural competence and global mindset. Two specific courses are highlighted, and the authors provide their reflections and implications for leadership education.