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One of the main concerns in human resource management around the world is how education is encouraging the understanding of global issues, cultures, technological changes and social trends to make appropriate decisions in firm management. This chapter will aim to illustrate the main issues in international business (IB) theory and practice that need to be considered in configurating a global-minded curriculum that is able to produce global-minded human resources. Hence, to determine what inputs must be considered in building an exceptional curriculum and successful educational strategies, the author observe the assertions from three perspectives: first, the contributors to the IB and the multinational enterprise theory; second, the author explores the stakeholders’ perspective, who see the benefits and assume the consequences of education in the field; and third, the author reviews the researchers who in recent years have studied the problems and trends of the discipline.

Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students’ intercultural competence. The MA in global leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus and instead focuses on developing competencies of global mindedness and strategic relationships. In this chapter, we present an analysis of how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this chapter delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network-building process from the perspective of cultural context, building trust and influence, and responding to social development needs of host communities.

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.

The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X² of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.

This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.

In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

Multinational organizations are often unable to send their first-choice candidates on international assignments because employees are unwilling to relocate internationally. The purpose of this paper is to understand how organizations can effectively increase employees’ willingness to relocate internationally.

The study sample consisted of 229 employees who have not previously worked abroad in a large and global-minded Taiwanese bank.

This study found that when employees perceived international assignment experience to be valuable to their career and valued by their organization, they reported a higher level of willingness to relocate internationally. Moreover, this study also found the perceived organizational support (POS) on career and adjustment as moderators.

The use of one company in Taiwan as the source of the sample may limit the generalizability of the results. The cross-sectional design of this study also makes it impossible to examine the causality among variables.

To enhance employees’ willingness to relocate internationally, organizations should ensure that they communicate clearly that organizations value employees’ international assignment experience before, during, and after the assignment.

This study uses social informational processing theory to examine the effects of international assignment value on employee willingness to relocate internationally, as well as the effects of POS for international assignment on employee willingness to relocate internationally.

The purpose of this paper is to investigate how the globalization (vs localization) of different cues (advertising copy, brand name, spokesperson, brand logo) influences consumers’ perceived brand globalness.

The authors conducted conjoint analyses for two products differing in product category involvement (chocolates vs computer) with 200 consumers from the Netherlands. Additionally, based on cluster analysis, the authors divide respondents into two groups: local vs global consumer culture individuals, and the authors compare the results of the conjoint analysis for these two clusters.

Advertising copy is most important in determining perceived brand globalness. The spokesperson and the brand logo determine perceived brand globalness more strongly for a low-involvement product, whereas the brand name is more important for a high-involvement product. Further, the spokesperson and the brand logo are relatively more important for global consumer culture individuals, while local consumer culture individuals find the brand name and advertising copy relatively more important.

The most important cue to position a brand as global is the advertising copy. Brand managers of a low-involvement product and/or targeting global-minded consumers should concentrate on the spokesperson and the brand logo to position their brand. Managers of a high-involvement product and/or targeting local-minded people should focus on the brand name.

While a number of researchers have emphasized the importance of perceived brand globalness for international consumer behavior, the present study is the first to the authors’ knowledge to investigate the relative importance of different cues in creating perceptions of brand globalness.

This study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.

This study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.

The findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.

The findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.

The findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.

This study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

This qualitative study used a phenomenological approach to investigate the perspectives of 11 leaders in higher education. Specifically, we addressed the following research question: How do millennial leaders approach leadership in higher education? The study framework included adaptive leadership as a guide to understand the perspectives of newer leaders within higher education institutions. Our results support a relationship between adaptive leadership and millennial leaders in higher education. They also highlight the importance of leadership mentoring in developing a person’s capacity to adapt to constantly changing environments.