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Globalization introduces new challenges related to increased levels of diversity and complexity that organizations cannot meet without capable global leaders. Such leaders are currently lacking, so a theory-based approach to global leader development is needed. A critical intermediary outcome that enables competent global leadership performance is global leader self-complexity, defined by the number of unique leader identities contained within a leader's self-concept (self-differentiation) and the extent to which the identities are integrated with the leader's sense of self (self-integration). This research aims to generate and test a theory of the development of global leader self-complexity through identity construction during international experiences. In Study 1, I gathered qualitative data through retrospectively interviewing 27 global leaders about identity-related changes following their international experiences. Using a grounded theory approach, I developed a theoretical model of global leader identity construction during international experiences, which I empirically tested using quantitative data in Study 2. Specifically, I tested the hypothesized relationships through structural equation modeling with cross-sectional survey data from a sample of 610 global leaders. Findings from both studies indicate global leader identity construction during international experiences primarily occurs through interacting with locals and local culture over a sustained period, motivated by appreciation of cultural differences and resulting in increased global leader self-complexity. These results advance understanding of the global leader self-complexity construct (i.e., what develops) and global leader development processes (i.e., how it develops). Additionally, the findings have practical implications for global leader development initiatives.

The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.

In this concluding chapter, the editors reflect on the value-added contributions of the papers in this volume toward a better understanding of global leadership effectiveness. After highlighting some of those contributions, the editors then discuss relevant directions for future research in global leadership effectiveness and organize their discussion around (1) antecedents, (2) conditions, and (3) dimensions of global leadership effectiveness. They conclude by listing some of the paramount research questions they believe should be addressed for the field to move forward in mapping the dimensions and dynamics of global leadership effectiveness.

Research that tracks low-income populations across educational transitions contains threats to validity that can compromise evidence-based educational policy and practice. The Big Picture Longitudinal Study is a national, multiyear study that follows low-income urban youth who were accepted into college as high school seniors. Triangulating the results of multiple longitudinal data sources showed that reported college aspirations and enrollment intentions were inconsistently and differently reported by students and teachers in the final semester of high school. Relying on a particular data source and time can result in mistakenly equating college aspirations and enrollment behaviors, these findings suggest. In particular, secondary school educators’ inflated assumptions about their students’ college aspirations can obscure the need for supporting multiple pathways to college and work for low-income, first-generation high school seniors.

DESPITE the critics who arise to condemn the onward march of the Public Library movement there can be little doubt that after the settling process has been gone through it will be more seriously reckoned with as a factor within our social evolution than at present; and meantime it were well to remember that fine definition of Dickens in regard to the Public Libraries of fifty years ago, and to see whether it was a prophecy or a realisation when he said, “It is grand to know that … the immortal mechanism of God's own hand, the mind, is not forgotten in the din and uproar, but is lodged and tended in a palace of its own.” Let us extend the meaning and see how the Public Library movement has grafted itself upon the mind of the great public by whom it is supported, and how it stands in regard to the authorities by whom it is controlled, and then, taking this position, let us ask the two questions: “How does it express itself popularly, and do people look at it in the light which Dickens did?”

This paper highlights the need for researchers to work across disciplinary boundaries in order to capture the complexity that care practitioners have to engage with everyday in care home settings. Drawing on findings from a literature review on the complexity of loss in continuing care institutions for older people, the case is made for less victim blaming and more appreciative approaches to research. The way this thinking informed the development of a further literature review on quality of life in care homes (My Home Life) is discussed. Findings from this second study are shared by illustrating key messages with quotes from older residents, relatives and staff living, visiting and working in care homes. These best practice messages focus on: transition into a care home; working to help residents maintain their identity; creating community within care homes; shared decision‐making; health and health services; end‐of‐life care; keeping the workforce fit for purpose, and promoting positive culture. The importance of collaborative working in both research and practice is discussed. The paper is likely to be of interest to all those concerned with improving and developing evidence‐based practice in the care home sector, including users and service providers, managers, commissioners and inspectors, policy‐makers, researchers and teachers.

This paper aims to explore the appropriate role and approach of mediators and investigate whether mediator neutrality and party autonomy should prevail over mediators’ obligations to remain neutral where non-intervention would result in unfair settlements.

The paper arises from polarising and paradoxical opinions of the legitimacy of mediator intervention. This paper relies upon theories proposed in peer-reviewed journals, together with secondary data.

Mediator neutrality has no consistent or comprehensible meaning and is not capable of coherent application. Requirements for mediator neutrality encourage covert influencing tactics by mediators which itself threatens party autonomy. Mediator intervention ensures ethical and moral implementation of justice, removal of epistemological implications of subjective fairness and compensation for lack of pure procedural justice in the mediation process. Party autonomy requires mediators to intervene ensuring parties adequately informed of the law and equal balance of power.

Peer-reviewed journals and secondary data give meaningful insight into perceptions, opinions and beliefs concerning mediator neutrality, party autonomy and fair outcomes. These data comprised unstructured-interviews and questionnaires containing “open-ended” questions.

Mediator neutrality and party autonomy are less important than fair settlements.

Mediator neutrality should be given a contextual meaning; mediation should be more transparent affording the parties opportunity to select a particular type of mediator; transformative and narrative approaches to mediation should be further developed.

This paper exposes the myth of mediator neutrality – a popular concept demanded by and anticipated by the parties but which is practically impossible to deliver. It also shows the need for mediator intervention to ensure a fair outcome.