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Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross‐cultural education are insufficiently adapted to student learning‐style needs. This problem is particularly noticeable in one cross‐cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems.

Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management.

Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship.

There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer.

In this study, the authors adopted a qualitative approach to trialling the use of games in a cross‐cultural context with the view to reducing international cross‐cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.

Intercultural service encounters (ICSEs) often require adaptation to the customer’s culture, thereby risking a reduction in the cultural authenticity of the experience. This study aims to research the optimum level of adaptation of an ICSE needed to achieve desired authenticity perceptions for positive consumer outcomes. The study also identifies the influence of generational cohorts and cultural competencies on developing such positive consumer outcomes.

The study uses two scenario-based experiments depicting low, moderate and high levels of adaptation to an ICSE.

Consumers prefer a cultural experience with a moderate level of adaptation to achieve the highest level of satisfaction and loyalty intentions. Perceived authenticity mediates the effect of adaptation on outcomes, with the generational stage (Study 1) and cultural competencies (Study 2) further influencing the relationship.

ICSEs and consumers’ desire for such cultural experiences are increasingly becoming a part of everyday consumption. Guided by social judgment theory, this study explores how two value-adding, yet conflicting tenants of successful ICSEs, cultural authenticity and adaptation, influence positive consumer outcomes.

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.

Creativity is a strongly context related, collective and collaborative task across multiple boundaries that are of immaterial and material nature. Numerous factors play a role in the emergence of creativity. Leadership styles and diversity have undoubtedly an impact on team creativity. Creative teams face many processes inherent paradoxes which leaders and members need to balance and overcome together. According to the observations and research findings discussed in this chapter, effective management of diversity for creativity requires a ‘humble leadership’ style as well as different communication competencies and strategies. This book chapter provides theoretical and practical insights for those responsible for diversity management in creative teams, based on two empirical studies conducted between 2019 and 2022. Competencies and strategies are presented that may help leaders and teams navigate through highly dynamic, paradoxical interaction processes and, thus, turn their diversity into a creativity asset. In addition, a glimpse of the Team Creativity Navigator (TCN) is offered, which is a new assessment and development tool that supports leaders’ and team members’ learning processes for inclusive, creativity enhancing collaboration. As such, our chapter is an empirically based conceptual contribution with the objective of providing practitioners (and researchers) with insights into appropriate strategies to boost creativity in diverse teams.

A group of tourism and hospitality students from a Danish university were on a study trip to Dubai, United Arab Emirates. During a company site visit, their program was disrupted by an unexpected extra speaker following an unplanned social event. The Danish group leader decided to stay with the original program even if it meant declining the hospitality of their hosts.

Cross‐cultural training is fast becoming a recognizably important component in the world of international business. This paper discusses the effectiveness of cross‐cultural training in facilitating the process of acculturation, and in developing the culture‐specific and culture‐general skills needed to increase the sociocultural and psychological adjustments of sojourners and expatriates when they encounter a foreign culture. A new cross‐cultural training model is created by integrating acculturation and training effectiveness models. This new model suggests that providing two different types of training program prior to cultural contact will help recipients to effectively modify existing culture‐general and culture‐specific skills. As a consequence, they will achieve a higher degree of sociocultural and psychological adjustment. Experiential training should trigger affective and behavioral responses, which are the basis of intercultural effectiveness skills, and thus enhance psychological adjustment. By contrast, cognitive training should trigger cognitive responses, especially cultural awareness and interpersonal skills, and enhance sociocultural adjustment.

This chapter begins with an overview of the concept of intercultural competence and its fundamental role in our global society. Using examples of inquiry-based learning (IBL) methods as a means to provide interdisciplinary pedagogies that foster learners’ intercultural competence development, this chapter examines innovative approaches to respond to this global community need in the academic context. With a review of interdisciplinary IBL methods, the chapter centers on the following three principal areas: (1) role of IBL and service-learning (SL) in the development of intercultural competence within an interdisciplinary framework, (2) practical examples of how the author implements IBL using cooperative learning strategies and SL into humanities courses that consist of students from various disciplines ranging from health to political sciences for intercultural competence development, and (3) challenges and benefits of SL programs as forms of IBL.

Recent research on graduate students’ diversity, equity and inclusion (DEI) socialization found that graduate colleges play a role in supporting graduate students’ DEI professional development (Perez et al., 2020), but more studies are needed about how graduate colleges facilitate DEI socialization. One graduate college at a large, selective, research-intensive, public university in the Midwestern US created a graduate certificate for professional development in DEI to expand graduate students’ capacities to contribute to inclusion and equity in higher education. The purpose of this multi-method program evaluation is to assess whether the certificate program created significant learning about DEI and developed intercultural competence among graduate students.

The authors rely on multiple methods to evaluate the impact of the professional development DEI certificate. First, the authors used the Intercultural Development Inventory (IDI) pre and postassessment to measure the growth of participants in the first three years of the program. Second, the authors designed a reflection tool to assess significant learning after each component of the program. Finally, we conducted focus groups with graduates of the program to understand what program components were most valuable for DEI-related significant learning.

The authors found that the DEI professional development program increased students’ intercultural competence as measured by the IDI. Students reported perceptions of significant learning in every domain of learning we assessed using a self-reflection tool and in focus groups.

To the best of the authors’ knowledge, this is the first study that demonstrates how graduate colleges contribute to DEI socialization by preparing graduate students to interact across differences and contribute to inclusive climates both within and beyond academe.

Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam.

The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection.

The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts.

The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam.

The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.

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.