Global Mindset Research Articles

Antecedents of international entrepreneurship and emerging technologies help to achieve sustainable development goals: Moderating role of global mindset

2015 witnessed the introduction of the sustainable development goals (SDGs) by the United Nations (UN). Few studies have been conducted on emerging technologies for international entrepreneurship, how these technologies are developed across sectors, or how they can enhance the global sustainability of businesses to support the 2030 sustainable agenda. Therefore, his study investigates the impact of antecedents of international entrepreneurship on the SDGs through the mediating role of emerging technologies, with a precise focus on the moderating role of a global mindset. Data was collected through a cross-sectional approach from 484 entrepreneurs in China. Collected data were analyzed using PLS-SEM techniques on the statistical software SmartPLS 4. The study findings reveal that key antecedents of international entrepreneurship significantly influence the SDGs. Moreover, emerging technologies act as a significant mediator between international entrepreneurship antecedents and SDGs. Additionally, a global mindset among entrepreneurs is found to be a significant moderator between emerging technologies and SDGs. This study adds to the existing literature by presenting empirical evidence on the interconnections between international entrepreneurship, emerging technologies, and sustainable organizational development. The implications of this study offer valuable understandings for entrepreneurs aiming to enhance their organizations' sustainable development through innovative and entrepreneurial initiatives.

University-business linkages influence on international business competence: An in-service training perspective

Firms often rely on the skills and mindsets of individual employees and managers rather than on organizational structures and capabilities to execute entrepreneurial activities. These individual-level factors, which may originate from educational and business experiences, also support the development of international business competencies when firms engage in international operations. Accordingly, this study investigates educational collaborations in university-business linkages that influence international business competence at the individual level. Survey data were collected from 489 in-service-trained business executives pursuing (Executive) Master of Business Administration degrees while concurrently holding supervisory and managerial responsibilities in firms in Ghana. Factor analysis revealed four dimensions of educational collaborations in university-business linkages. Results from hypothesis testing, conducted using covariance-based structural equation modeling (CB-SEM), indicate that the diversity and internationality of study content and research dimensions positively and significantly influence these executives' global mindset, entrepreneurial orientation, and international marketing skills in performing foreign business operations. Similarly, interactions with international resource persons positively and significantly influence the executives' global mindset and international marketing skills. However, while participation in international affairs shows positive effects, these are not statistically significant. We discuss these findings and highlight their implications for developing international human capital through a university-business educational collaboration framework useful for executives, business schools, academics, and global higher education development partners.

PENTAKSIRAN PENDIDIKAN PINTAR DAN BERBAKAT INTEGRASI NAQLI DAN AQLI (IGEd)

This study aims to introduce the assessment of integration naqli and aqli gifted education implemented at Kolej PERMATA Insan (KPI), an institution for gifted and talented Muslim students. The assessment was carried out using the concept of integrated assessment for the students’ end-of-semester assessment during the COVID-19 pandemic and is still being carried out now. The primary purpose of the integrated assessment at KPI is to build learning outcomes that integrate naqli knowledge (Al Quran and hadith) into intellectual knowledge. Thus, this can assess students' success across the curriculum by integrating various branches of knowledge to produce futuristic students who have leadership skills, can know and master multiple languages, have a global mindset, and have research features. A survey was conducted among KPI students regarding the assessment implementation to obtain student feedback, including the three main components: (i) students' acceptance of the assessment performance, (ii) the learning environment, and (iii) the assessment implementation regarding students' preparation for the new norms of assessment. Finally, this study suggests introducing integrated assessment to schools throughout Malaysia.

The potential of collaborative online international learning as a border thinking third space for global citizenship education

In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges disrupting modernity and repositioning alternative knowledge traditions. After discussing the central concepts of collaborative online international learning and global citizenship education, and unpacking border thinking and third space as a lens, we provide four illustrative autoethnographic vignettes from which we then discuss collaborative online international learning and global citizenship education critically. We conclude that by bringing together students to engage in a collaborative learning task that they would be unable to complete on their own, participants have a personal and collective opportunity to appreciate each other’s microsocial realities better. We argue that the potential for becoming in the collective borderlands of collaborative online international learning can deepen students’ learning and understanding of global citizenship education as inclusive, decolonising, Indigenising, critical and transformative. However, collaborative online international learning for global citizenship education should not be deployed uncritically as an online pedagogy, assuming inclusivity. Rather, it can be a core component of holistic learning practice, if it is deliberately used as a borderland third space where valuable learning through reflection and openness to discomfort advances a global mindset.

Intertwining entrepreneurial motivation and the global mindset: a look into entrepreneurial profiles and business outcomes

PurposeThis article explores the connections between the entrepreneur's global mindset and entrepreneurial motivation in the quest for determining the underlying relationships among these constructs. The aim of the study resides in the advancement of various entrepreneurial profiles which imply specific configurations of the global mindset and motivational drivers, by also covering their correlations with the business outcomes.Design/methodology/approachData were collected in 2022 from over 100 entrepreneurs operating in the Romanian SMEs sector, using a questionnaire-based survey.FindingsThe results posit that at least three statistically relevant clusters can be observed in the studied population, stemming from the particularities of the entrepreneurs' global mindset. The findings reveal that the levels of development of the entrepreneur's social capital, psychological capital and intellectual capital are linked to different entrepreneurial motivations and impact the company in specific manners.Practical implicationsThe research offers useful cues to the entrepreneurs for identifying prospective partners for their local or cross-border operations.Originality/valueThe results foster a new topical framework for discussion on the motivational configurations of entrepreneurs and the global mindset.

Advancing Climate Change Literacy: Are Academic Libraries Part of the Solution?

The evolving role of academic libraries in fostering sustainable communities, particularly through climate change literacy, has gained prominence recently. A questionnaire study with 203 academic library staff in Jordan highlighted these libraries’ significant role in advancing Sustainable Development Goals (SDGs). The findings underline libraries as key facilitators of climate literacy, stressing the need for diverse strategies in today’s socio-academic context. Libraries are urged to enhance their collections for greater inclusivity, provide extensive climate-related staff training, and focus on sustainable operations to demonstrate environmental commitment. The study advocates for targeted outreach, the use of advanced digital tools, and embracing a global mindset that respects linguistic and cultural diversity. To effectively promote climate change literacy, libraries require strategic planning, deeper user engagement, capacity building, and a dedicated effort to enhance climate literacy.

Why and How to Include Comparative Law Examples in Today's Business Law or Legal Environment Course

AbstractIncreasing numbers of international students attend American universities. Many study business. This article advocates comparative law examples in an introductory Business Law or Legal Environment course, toward signaling respect and inclusion to international students and fostering in American students critical thinking and a global mindset. The article provides background on comparative law and suggestions for how to incorporate comparative law examples on the jury system, eminent domain, defamation, contract law, and employment at‐will.

Efficiency assessment of two-stage systems with fixed-sum outputs: A noncooperative DEA model with uncertain stage priority

Exogenous constraints such as fixed-sum output can affect the efficiency assessment of traditional two-stage data envelopment analysis (DEA) models. To address this issue, several studies have evaluated the DEA efficiencies for two-stage systems with fixed-sum output. They have proposed centralized models based on cooperative game theory and models under global mindset. However, in many cases, the first and second stages play a noncooperative game, and information on stage priority is often unobservable. In this study, we develop a noncooperative two-stage fixed-sum output DEA model with uncertain stage priority for calculating the overall system and stage efficiencies. Instead of stage priority as an endogenous variable, with aid of acceptaiblty analysis, we analyze the dominance relationship among decision-making units (DMUs) and provide a robust ranking by considering all possible stage priorities. We also conduct an empirical analysis with data from commercial banks to demonstrate the effectiveness of the developed model. After 10,000 groups of stage priority iterations, we report a robust ranking of commercial banks in which Hefei branch ranks first with 100 % probability.

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

Introduction. The preparedness of future economics teachers matters as it affects the quality of education, student results, workforce training, critical thinking abilities, global mindset, college prep, and adjustment to shifting economies. The future generation needs educated people to act as members of society and the world economy; hence, it requires a cadre of trained economists and teachers and is significantly shaped by intrinsic factors such as technological, pedagogical, and content knowledge (TPACK). This study refines and validates a measurement instrument to reliably and validity assess the essential competencies of these teachers, tailored to meet the evolving standards of economics education. Materials and Methods. The study used an online questionnaire with a purposive sample of 100 pre-service economics educators from Indonesia for Explanatory Factor Analysis (EFA) and 389 samples for Confirmatory Factor Analysis (CFA), all of whom had completed their teaching practicums. Then, statistical analysis was conducted using EFA in SPSS and CFA in AMOS. The EFA was employed to determine how well the instrument’s items capture the components of the TPACK framework and their relevance to the prospective teachers’ readiness for professional practice post-graduation. The CFA is Performed to guarantee that each variable analyzed has the validity of the configuration and the reliability of the construct as needed and is used to establish the extent to which the measured variable may represent the construct or variable that has previously been considered. Results. This study first developed seven factors, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological, Pedagogical and Content Knowledge (TPACK), consisting of 39 items. However, four items were removed because their factor loading was below 0.50. As a result, 35 items were retained as the factor loading was significantly greater than .50. The Cronbach's alpha value for each item of the TPACK construct was > .60 and met all the criteria of goodness of fit index, which means that it meets the requirements and can measure the TPACK construct in measuring job readiness of prospective teachers in Indonesia. As this study fulfills the requirements of validity and reliability of the constructs that lead to TPACK, the results of this study will help prospective teachers prepare themselves to become professional economics teachers. Conclusion. The teaching readiness of prospective teachers can be assessed using valid and reliable tools such as EFA in pilot testing and CFA in large-scale analysis assessments of the TPACK construct with 35 question items.

Development of a Collaborative Online International Learning (COIL) Activity.

Global mobility has made global health a priority within nursing curricula and health care organizations. A collaborative online learning activity could promote international perspectives of health care delivery. Including a collaborative online international learning activity in continuing education for practicing nurses is a viable strategy that is consistent with the internationalization at home movement. Use of a qualitative descriptive evaluation approach when teaching prelicen-sure nursing students and educating practicing nurses provides effective international collaboration, promotes a global mindset, and provides an exemplar for professional development specialists to teach practicing nurses. [J Contin Educ Nurs. 2024;55(5):220-223.].

Entrepreneurship education on international entrepreneurship intention: the role of entrepreneurship alertness, proactive personality, innovative behaviour and global mindset

PurposeThis study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.Design/methodology/approachThe research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).FindingsThe findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.Originality/valueThis study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

Global Leading and Competencies of Global Leaders

Abstract Global leading and leadership are two of the most relevant topics in contemporary management literature, as shown by the scientific interest and the number of papers that reflect this topic from several different points of view. This paper’s purpose was to review the current research and papers published in this field in the last decade. For this purpose, visualization was done in the VOSviewer application. Findings show that the frequency of publication had doubled in the analyzed period, with the following competencies considered the most important ones for global leaders: a global mindset, emotional intelligence, high ethical standards, fairness, empowering individuals in the team, and caring for your team. The paper provides insight into general trends in research and key research conclusions that have implications and applications in the real sector. It proposes directions for future research based on detected research gaps.

4C Skills, Must Have untuk Generasi “Gen Z” di Kampar, Provinsi Riau

The phrase "Gen-z" refers to the generation born between 1997 and 2012. This generation has a global mindset and sees technology as their fundamental necessity. In other words, Gen-Z already outperforms the previous generation in terms of ICT/ICT skills. However, not all of the archipelago's Gen Z are yet proficient in navigating the digital age. Furthermore, the abilities required to become a competent individual include more than just being qualified to utilize ICT. As a result, today's youth must be capable of critical thinking and problem solving, as well as communication, teamwork, and creativity. According to the facts on the ground, many young people still do not comprehend the four soft skills and do not recognize the necessity of possessing the soft skills known as the 4C talents. This community service intends to introduce these 4C abilities and how crucial they are for the generation living in the twenty-first century, the digitalization century.The results of this Community Service are, (1) students of MAN 2 Kampar-Riau understand critical thinking and problem solving, communication, collaboration, and creativity skills, (2) students improve their 4C skills, (3) Students able to implement these 4 skills in their daily lives since they got enlightened about the knowledge from the given PkM, (4). Another goal of this PkM is to create the younger generation, especially Gen Z, who are aware of the massive changes in this digital era, are digitally savvy and encourage them to think critically and be able to solve problems, communicate well and effectively, collaborate with teams, be innovative and creative.

Cross-cultural leadership styles in multinational corporations: A comparative literature review

This review explores the dynamic landscape of cross-cultural leadership styles within multinational corporations (MNCs). As organizations expand globally, understanding the intricate interplay of cultural nuances on leadership becomes imperative for sustainable success. This study delves into existing research to compare and contrast various cross-cultural leadership styles prevalent in MNCs, aiming to provide insights into the complexities and challenges faced by leaders operating in diverse cultural contexts. The review identifies key cultural dimensions, such as individualism-collectivism, power distance, uncertainty avoidance, masculinity-femininity, and long-term orientation, which significantly influence leadership behaviors across different societies. Scholars argue that effective cross-cultural leadership requires a nuanced approach that acknowledges and integrates these cultural dimensions. The analysis highlights how leaders must navigate cultural diversity, adapt their communication styles, and cultivate a global mindset to foster collaboration and cohesion within multinational teams. Additionally, the review sheds light on the role of cultural intelligence (CQ) and its impact on leadership effectiveness in MNCs. Leaders with high CQ demonstrate the ability to comprehend, adapt, and capitalize on cultural differences, fostering positive outcomes in diverse organizational settings. The synthesis of literature also addresses the challenges faced by leaders, including ethnocentrism, stereotype biases, and the need for continuous learning and development in the face of evolving global business landscapes. By comparing findings from various studies, this review contributes to a comprehensive understanding of cross-cultural leadership in MNCs. It emphasizes the need for leadership development programs that cultivate cultural awareness and sensitivity, ultimately fostering adaptive and effective leaders capable of navigating the intricate web of global business environments. As organizations strive for international success, the insights gleaned from this review provide a foundation for refining leadership strategies that align with the diverse cultural fabric of multinational workforces.

Language attitudes toward Global Englishes: Is Thai accented English our identity?

This study examines language attitudes toward Global Englishes (GE) among employees of multinational companies in Thailand’s Chonburi and Rayong provinces. Sequential mixed-method research is applied. The survey questionnaires were first distributed and a total of 120 participants responded. The participants were employees in multinational companies and used English as their primary working language. The analysis of questionnaires revealed a prevailing inclination towards native speakerism while acknowledging the importance of GE in the global workplace. Participants demonstrated proficiency in communicating with both native and non-native English speakers. An in-depth interview approach is used with 10 informants for confirming or disconfirming the survey results. However, interviews highlight a complex attitude towards GE, particularly among high-ranking individuals who strongly adhere to standard English ideology. Nonetheless, a significant number of participants recommended introducing GE concepts to Thai students as a valuable step towards familiarizing them with diverse English varieties. This recognition of the need to prepare the next generation for a globalized world is encouraging. The prevalence of native speakerism underscores the urgency of addressing language attitudes and promoting linguistic inclusivity within the global workplace. By fostering on cultural awareness and embracing linguistic diversity, we can create a more inclusive environment that appreciates and values different English accents and expressions. This study highlights the ongoing importance of these efforts in promoting a comprehensive understanding of GE and nurturing a global mindset among individuals and institutions alike.

U.S. and Mexican college students’ perceptions of global citizenship education: a comparative case study

ABSTRACT This comparative case study sought to gain insight into the perceptions of pre-service teachers in Mexico and the United States on global citizenship education. Ten pre-service teachers from the U.S. and 11 from Mexico were purposefully selected. Data were collected using open-ended semi-structured individual and focus group interviews and discussion posts. The findings of this study identified that U.S. pre-service teachers had moderate access to citizenship education in the K-12 schools, while Mexican pre-service teachers had very limited access to citizenship education. This influenced each participant’s perception of global citizenship. However, all student participants expressed an awareness of a global society and the need for K-12 and higher education students to have access to a global citizenship curriculum. They asserted that all students need to possess a culturally sensitive global mindset that would enable them to view events through a critical and analytical lens, thereby allowing them to make decisions and advocate for changes that create a more socially just world.

Implementation of international project management at the educational establishment

This research article concerns the critical domain of the implementation of international project management within educational establishments. Recognizing the transformative potential of global engagement, the study centers on the development and execution of a comprehensive internationalization strategy. A nuanced exploration of the role of strong leadership and governance structures serves as a focal point, emphasizing the necessity of visionary leadership and transparent governance for successful international project management initiatives. The research underscores the strategic importance of a dedicated international office or department, acting as a central hub for expertise, coordination, and oversight in the complex landscape of cross-cultural collaboration. Furthermore, the study examines the integration of a global mindset among stakeholders, emphasizing the infusion of international perspectives into the curriculum and the facilitation of student and faculty mobility. Technological integration emerges as a pivotal enabler, balancing advancements with the need for flexibility in diverse technological landscapes. The findings of this research offer a comprehensive framework for educational establishments seeking to navigate the dynamic challenges and opportunities associated with international project management. The insights presented contribute to the broader discourse on globalizing education and position educational institutions to excel in an interconnected and interdependent world.

Development of a Model for the Professional Competence of Middle Managers in the Educational Administration Headquarters

Objective: This research aimed to develop a model for the professional competencies of middle managers in education, including general managers, their deputies, heads of centers, and their deputies. Methodology: The research method was qualitative and aimed at practical application. The research population included all academic experts in educational management, general managers, their deputies at the headquarters level of education, all related studies, research, and articles, as well as relevant documents and laws. A sample of 9 managers and 7 experts, 70 articles, books, or research, and 4 relevant documents and laws were selected through purposive sampling. Data were collected using a document review form for studies, research, articles, and regulations, as well as a semi-structured interview form. Data analysis was performed using thematic analysis and MAXQDA software. Findings: According to the findings of this research, the most important components of professional competence for middle managers in education include 10 main categories derived from 62 subcategories: Personal Skills, Interpersonal Skills, Work Competencies, Global Mindset, Aspiration for Excellence, General Managerial Ability, Professional/Advanced Management Skills, Resource Management, Specialized Knowledge, and Success Enabling. These categories were ultimately presented in the form of a model. Conclusion: It can be concluded that the model of professional competence for middle managers in the headquarters area of education is capable of examination and can be used by educational system planners.

Collaborative Online International Learning (COIL) for Information Systems Education: Best Practices and Implementation Strategies

We explore the importance of online collaboration, cross-cultural understanding, and intercultural competence in today’s workplace, highlighting the need for Information Systems (IS) educators to integrate Collaborative Online International Learning (COIL) into their curricula. COIL offers numerous benefits by providing students with opportunities for joint projects and intercultural experiences including a global perspective, cross-cultural collaboration, exposure to innovative practices, global networking, intercultural competence development, and real-world application. Drawing on our own experiences, we present insights into recommended practices and potential pitfalls associated with COIL. Our goal is to empower IS educators to prepare students for the demands of a globalized workforce, cultivating a global mindset, cross-cultural collaboration skills, and intercultural competence in their field.

Engineers of the future: student perspectives on integrating global competence in their education

ABSTRACT Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education.