How Global Leaders Learn from International Experience: Reviewing and Advancing Global Leadership Development

Fey, Natalia

doi:10.1108/s1535-120320200000013005

Cited by 7 publications

(9 citation statements)

References 40 publications

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“…So, the question is how do the global leaders increase their global competencies, knowledge, skills and abilities and how to assess it? Furthermore, we believe that a global leader must include the requirement of having IE (Fey, 2020) and the ability to adapt to different cultural expectations. IE has long been recognized as a leading tool for fostering global leaders (Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…The requirements of global leaders are increasing rapidly, and companies are required to fill the gaps efficiently. We adopt the definition from Reiche, Bird, Mendenhall, and Osland's (2017, p. 556) We further reveal in our sample that a definition of a global leader must include the requirement of having IE (Fey, 2020) and the ability to adapt to different cultural expectations. IE has long been recognized as a leading tool for fostering global leaders (Mendenhall, 2018).…”

Section: Definition: Global Leadermentioning

confidence: 97%

“…In the literature on developing global leaders, the difference between didactical and experiential learning (EL) methods has been highlighted in this context (Zetting, Zander, Zander, and Mockaitis (2020), and the 70‐20‐10 learning model in the development of executives dominates the approach. As a result of a lack of empirical studies, we considered didactical education, cultural self‐awareness (Wernsing & Clapp‐Smith, 2013), self‐reflection, AL, emotional and cultural intelligence development (Alon & Higgins, 2005), EL methodologies, international work experience (IE in the following) (Fey, 2020), and immersion valuable methods and tools to develop a Global Leadership Mindset (GLM).…”

Section: Introductionmentioning

confidence: 99%

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Final global leadership development program (GLDP) design: Where do we go from here? Global evidence from Europe, the US, and Brazil

Hruby

Almeida

Hoeft³

2022

Thunderbird Intl Bus Rev

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The development of high potentials within global companies remains a challenge in leadership development in the face of increasingly dynamic environments. Despite this, we know surprisingly little about the practices business schools and corporations follow when it comes to Global Leadership Development Programs (GLDP). In this article, we derive critical success factors of the components of a GLDP leveraging evidence of 90 conducted panel interviews with global human resources experts and qualitative analysis of 33 GLDPs, 20 high‐level executive storytelling about competences and practical key elements leading successful and results‐driven change in their global companies, and 12 interviews with executive education directors. We examine within a grounded theory approach two overall under‐explored questions. What is a successful GLDP? Moreover, how to design it? What are the critical success factors in designing a GLDP? We derive a checklist to help implement future GLDPs within their global organizations. Our findings and discussion outline future research recommendations and provide advice for GLDP designers within Executive Education or HR Development contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Definition: Global Leadermentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Final global leadership development program (GLDP) design: Where do we go from here? Global evidence from Europe, the US, and Brazil

Hruby

Almeida

Hoeft³

2022

Thunderbird Intl Bus Rev

View full text Add to dashboard Cite

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“…Sachau et al (2010) remark that while year-long, semester-long or summer abroad programs are popular and serve as an exceptional tool in the development of intercultural competence, not all students have the time, financial resources, or both to participate in such long-term programs. Crowne and Engle (2016) and Fey (2020) note the same preference in the corporate environment that short-term assignments have increased in their popularity because managers see these assignments as less costly and disruptive for families and careers. However, STSA is still critically understudied (Ogden & Streitwieser, 2016) and to date there has been no systematic review that focuses exclusively on STSA programs despite their growing prevalence in international management education curricula.…”

Section: Study Abroad Versus Short-term Study Abroadmentioning

confidence: 99%

Short-Term Study Abroad Research: A Systematic Review 2000-2019

Iskhakova

Bradly

2021

Journal of Management Education

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Short-term study abroad (STSA) programs are the fastest growing segment of experiential learning programs in management education and the least studied. This is the first systematic review of STSA research, which focuses on 156 studies on STSA published between 2000 and 2019 and proposes a conceptual model to guide STSA research scholars. Through this detailed review, we provide a greater understanding of the scale, scope, key themes, and methodology of STSA research. Our article identifies the four key groups of theories used to inform STSA research, and provides insight into the variables and characteristics of STSA research, and the role of STSA in management education. Our review identifies 85 thematic outcomes found in the STSA literature and gives a particular focus to the 29 cross-cultural outcomes that characterize this literature. The review provides the first systematic analysis of cross-cultural outcomes within STSA research and identifies behavioral attributes as among the most studied. Cultural and learning theories were found to be the dominant theories that informed the underlying concepts in the STSA literature. Our review also provides a comprehensive agenda and directions for future STSA research, discussion on its impact, and its place in management education.

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“…International experience was acknowledged as the most useful method to develop global leaders. However, not everyone benefits equally from international experience [109]. The roles of learning and knowledge need to be converted into a framework that covers all forms of knowledge [51] to promote its transmission within the organization.…”

Section: Main Organizational Processes and Capabilities For Internati...mentioning

confidence: 99%

International Open Innovation Strategies of Firms in European Peripheral Regions

Lopes

Gomes

Oliveira

et al. 2022

Journal of Open Innovation: Technology, Market, and Complexity

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The involvement of companies in different open innovation activities, through knowledge outputs and inputs, has become increasingly important for the success of companies. However, the existing literature on open innovation is scarce concerning the internationalization process of companies. The internationalization of companies is fundamental in the continuous search to increase the performance of companies externally. The objective of the present research is to explain the strategic processes in the internationalization of companies located in peripheral regions at the time of the COVID-19 pandemic from the perspective of dynamic capabilities. The sample used for this research is composed of seven Portuguese companies. The methodology of qualitative nature is exploratory and uses a case study approach. Regarding the foremost modes of operation in international markets and strategies, we find that (1) companies have partnerships with local distributors or appoint exclusive importers/distributors, and (2) companies prefer to place their products in the market through their brand, “co-branded” projects with retailers, or “private label” projects. Of the seven companies under study, six use a standardization strategy, and one opts for a configuration-coordination strategy. Our findings clarified the literature on export and internationalization strategies in a peripheral country, allowing a closer incept of the organizational and dynamic capabilities and an overview of the supporting tools these companies have to compete in the global market. Our study is original because few articles study the internationalization strategies of companies at the time of the COVID-19 pandemic and in peripheral regions of Europe.

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How Global Leaders Learn from International Experience: Reviewing and Advancing Global Leadership Development

Cited by 7 publications

References 40 publications

Final global leadership development program (GLDP) design: Where do we go from here? Global evidence from Europe, the US, and Brazil

Final global leadership development program (GLDP) design: Where do we go from here? Global evidence from Europe, the US, and Brazil

Short-Term Study Abroad Research: A Systematic Review 2000-2019

International Open Innovation Strategies of Firms in European Peripheral Regions

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