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Global mindset for global managers
... Primarily, mindset research was conducted in different psychological research streams as a general concept or was investigated in management or organizational research. These psychological groundworks try to describe the basic concept of mindsets [2,[15][16][17][18][19][20]. Although mindset research has early roots and thus of course does not include the determinants of digitalization, the basic concepts are still appropriate today. ...
... Based on the generic psychological definitions and conceptualizations of mindsets, other adaptations have already been conducted, which will guide our own approach. For example, the 'global mindset' describes the required mindset for a societal and economic change induced by globalization [4,19]. More related to our work is the 'agile mindset' which is, interestingly, used to describe a mindset in the new context of digitalization, but is merely referring to organizational and leadership changes while neglecting the notion of technological impacts or changes [22]. ...
... Overall, the social and organizational psychology research stream (SOP) views mindsets from a different angle; they are conceptualized as filters that lay above the whole cognition of an individual and thus affect the totality of cognitive processes [4,19,21]. The research on the concept of a 'global mindset', referred to above, typifies its mindset conceptualization in this research stream [4,19,21]: Rhinesmith [19 p.63] defines the global mindset as a "[…] a filter through which we look at the world […] and orientation to the world that allows you to see certain things that others do not see". ...
Notwithstanding the ubiquitous notion of the 'digital mindset' as a central way of thinking in digitalization, the literature lacks an unambiguous and integrative definition that allows further conceptualization of the phenomenon in a detailed manner. This conceptual paper defines and conceptualizes the digital mindset in a digital innovation context by an integration of different psychological perspectives and systematic analysis of digital innovation literature and cross-validates the derived thinking patterns with inductive expert survey (n=50). As a result, a coherent definition and conceptualization with 11 thinking patterns contribute to the research of the human side of digitalization and pave the way for future research avenues. Concluding our work, we highlight overlaps and draw parallels to related theoretical IS concepts and link our results to extant findings of IS research.
... Primarily, mindset research was conducted in different psychological research streams as a general concept or was investigated in management or organizational research. These psychological groundworks try to describe the basic concept of mindsets (Dweck, 1986(Dweck, , 2006Gollwitzer, 2012;Gollwitzer et al., 1990;Külpe, 1904;Rhinesmith, 1992;Watt, 1905). Although the research on mindset has early roots and thus of course does not include the determinants of digitalization, the basic concepts are still appropriate today. ...
... Based on the generic psychological definitions and conceptualizations of mindsets, other adaptations have already been conducted, which will guide our own approach in the following. For example, the "global mindset" describes the required mindset for a societal and economic change induced by globalization (Gupta & Govindarajan, 2002;Rhinesmith, 1992). More related to our work is the "agile mindset" which is, interestingly, used to describe a mindset in the new context of digitalization, but is merely referring to organizational and leadership changes while neglecting the notion of technological impacts or changes (Hofert, 2018).The literature also holds a few first attempts of conceptualizing and investigating a digital or similar mindset. ...
... The social and organizational psychology (SOP) research stream neither mentions the mindset definition of the cognitive psychology frequently, nor is there a full consensus about a conceptualization, at all. Overall, the SOP views mindsets from a different kind of angle; mindsets are conceptualized as filters that lay above the whole cognition of an individual and thus affect the totality of cognitive processes (French, 2016;Gupta & Govindarajan, 2002;Rhinesmith, 1992). ...
... The literature from social and organization psychology reveals a slightly differing perspective on mindset (French Ii, 2016), but one that enrichens the concept of mindset and is worth detailing for the entrepreneurship community. In these fields, mindset is considered to be the filter through which an individual views the world, a predisposition to perceive and reason in certain ways (Rhinesmith, 1992). A sort of lens that blocks out certain information, distorts inputs, and emphasizes some data. ...
... A sort of lens that blocks out certain information, distorts inputs, and emphasizes some data. This allows the world to be simplified in a way that is more manageable (Rhinesmith, 1992) because these filters (Gupta & Govindarajan, 2002) and heuristics (Oyserman et al., 2009) simplify the world and impact what we do and do not pay attention to. ...
... • Mindset as a filter. A sort of lens that blocks out certain information, distorts inputs and emphasizes some data and allows the world to be simplified (Rhinesmith, 1992). • Simple tasks become automated and nonconscious and stimulus automatically generates prescribed conduct (Humphrey, 1951). ...
This article describes how the entrepreneurial mindset is comprised of two predominant orientations, one toward finding and selecting potential solutions, the other focused on implementation and execution of these solutions. We explore this duality of the entrepreneurial mindset and note its role in moving forward the field’s understanding of this elusive concept. Specifically, we argue that entrepreneurs cycle between these two orientations in order to learn about their nascent opportunity and to continue to move it forward. Our work addresses prior theoretical inconsistencies and highlights implications for future research, measurement, and pedagogical approaches.
... En su origen, las investigaciones conceptualizan la mentalidad global como un filtro cognitivo, que integra la complicación de las interacciones globales (Rhinesmith, 1992). ...
... La efectividad en la comunicación multicultural ha sido estudiada y en algunos casos atribuida a determinados atributos personales. Rhinesmith (1992) Conceptos de las investigaciones. ...
La relevancia del estudio de la competencia intercultural y sus mecanismos de evaluación deriva de la creciente internacionalización de las Instituciones de Educación Superior, la migración, la conformación del mercado laboral, movilidad estudiantil, viajes al extranjero, colaboración en tareas grupales de equipos multiculturales y el aprendizaje virtual que propician la interacción con otras culturas extranjeras. El objetivo del estudio es mostrar evidencia de las escalas y metodologías de evaluación de la competencia intercultural. Bajo una metodología cualitativa no experimental documental que alcanza un nivel descriptivo se realiza una revisión documental a través del resumen analítico especializado. Se encuentra que la evaluación de la competencia intercultural es un insumo para el maestro reciba retroalimentación del progreso del estudiante y la adquisición de la competencia intercultural en espacios formativos multiculturales. Se concluye que existen escalas y metodologías como; inventario de competencias culturales, adaptación del big five inventory, escala de satisfacción con la vida, cuestionario de apertura al otro, entre otros. Que permiten valorar el grado de alcance del estudiante desde las dimensiones metacognitivo, cognitivo, motivacional y conductual.
... No. Rhinesmith (1992) Global mindset Mindset is a way of being and is similar to a paradigm. It acts like a filter and results in a predisposition to see the world in a particular way. ...
... In review, remarkable diversity can be seen in the mindset theories that co-exist in the mindset field. Mindset is related to a broad range of psychological phenomena, including attitudes (Fisher, 1988), set (Courtis, 1939), beliefs (Dweck, 2012), assumptions (Meadows, 1997), values (Fang et al, 2004, Einstellung (Gollwitzer et al, 1990), paradigms (Heifetz, 1994), worldviews (Hilgartner et al, 1982), traits (Yolles & Fink, 2013), patterns of mind (McEwen & Schmidt, 2007), cumulated mind (Erickson, 1971), habits of mind (Mezirow, 2000), ways of being (Rhinesmith, 1992), knowledge structures (Gupta & Gowindarajan, 2002), frames of reference (Fisher, 1988), ways of knowing (Kennedy et al, 2013), meaning-making systems (Kegan & Lahey, 2009), points of view (Lankshear & Knobel, 2006), embedded epistemologies (Boisot & MacMillan, 2004), schemas (Pourdehnad et al, 2006), maps (Pourdehnad et al, 2006), models (Kramer, 2016), stereotypes (Fisher, 1988), controlling ends (Kilpatrick, 1921), prejudices (Snyder, 1998), ideas (Meadows, 1997), strategies (Young, 2020), emotions (Young, 2020), patterns of thinking (FrameWorks Institute, 2021), and so on. ...
A broad range of mindset theories co-exist around the world today. This systematic review is the first of its kind to study this diverse range of mindset theories, to get a sense of how coherent or incoherent they are with one another, and with people's direct experience of mindset. It was found that at present, most mindset theories seldom acknowledge or compare themselves to one another, nor do they examine how all theories belong to a coherent and comprehensive theory of mindset. It is recommended more studies are undertaken to better understand all of the theories that co-exist in the mindset field and how these theories relate to people's direct experience. You are invited to participate in this process of shared learning, so that the mindset field can develop more coherent and comprehensive theories of mindset.
... In the early literature, the hyphenated term mind-set was used as a synonym for the term attitude (Strong, 1913;Gugle, 1926) and it was also used as a combination of the word mind with the psychological concept of set (Thorndike, 1913;Kilpatrick, 1925). Over time, the unhyphenated term mindset became more common place in the English language, and this term was used in close relationship with other terms including: beliefs (Fisher, 1998), assumptions (Irwin et al, 2015), values (Fang et al, 2004), Einstellung (Gollwitzer et al, 1990), paradigms (Pourdehnad et al, 2006), worldviews (Hilgartner et al, 1982), traits (Yolles & Fink, 2013), expectations (Brooks, 2005), states of mind (Gollwitzer & Kinney, 1989), patterns of mind (McEwen & Schmidt, 2007), cumulated mind (Erickson, 1971), habits of mind (Mezirow, 2000), ways of being (Rhinesmith, 1992), ways of thinking (Kuczmarski, 1996), frameworks (Yeager & Dweck, 2012), knowledge structures (Gupta & Gowindarajan, 2002), schemas (Pourdehnad et al, 2006), maps (Pourdehnad et al, 2006), models (Kramer, 2016), categories (Kuenkel & Ragnarsdottir, 2022), logics (Salampasis et al, 2015), opinions (Paparo et al, 2017), stereotypes (Fisher, 1988), neuronal programs (Kramer, 2016), cultural norms (Irwin et al, 2015), biases (McKercher, 2020), prejudices (Snyder, 1998), hypotheses (Loesche & Lonescu, 2020), ideas (Meadows, 1997), tendencies (Kefalas, 1998), conditioning (Oyeshile, 2009), competences (Felício et al, 2012), stance (Howard et al, 2015), strategies (Mathisen & Arnulf, 2014), spirituality (Woiwode et al, 2021), implicit theories (Dweck, 2012), lay theories (Rattan, 2019), and so on. ii. ...
... iv. Mindset is described as influencing a person's capacity for perception by functioning like a filter (Hilgartner et al, 1982), a lens (Crum & Zuckerman, 2017), a frame of reference (Fisher, 1988), a way of knowing (Kennedy et al, 2013), a meaning-making system (Kegan & Lahey, 2009), a point of view (Lankshear & Knobel, 2006), a pattern of perception (Erickson, 1971), a perceptual framework (Thornton & McEntee, 1995), a predisposition to see (Rhinesmith, 1992), a worldview (Kramer, 2016), an embedded epistemology (Boisot & MacMillan, 2004), an overarching outlook (Phull, 2023), and a window through which to observe the world (Canovic, 2022). v. Mindset is described as having complexity (Kegan & Lahey, 2009), and this complexity can be developed, such as via natural learning (Courtis, 1939), incremental or horizontal learning (Dweck & Yeager, 2019;McEwen & Schmid, 2007), and transformative or vertical learning (Mezirow, 2000;McEwen & Schmid, 2007). ...
Mindset is a term that many people are quick to use, yet few define what they mean by the term. The small few that do define the term, often do so in ways that differ from other definitions that exist. Consequently, it can be difficult to discern precisely what a mindset is, and why it is an important dimension of our lives and the life of society. This paper critically reviews 100 diverse definitions of mindset alongside one another, and it shares the authors journey of learning how to embrace a broader and more inclusive understanding of mindset. You are invited to study these definitions so you can broaden and deepen your understanding of mindset from multiple perspectives.
... Despite the fact that idea of kosmopolites has existed for more than two millennia and cosmopolitanism has a substantial body of academic literature, its conceptualisation and measurement are still strongly debated. Traditionally cosmopolitan is viewed as a conscious strive for a higher global standard than limited local values can offer (Kanter 1995;Rhinesmith 1992). Refuting the concept of social ideal, some argue that cosmopolitanism is routine practice used by ordinary people to bridge boundaries with people who are different from them (Lamont and Aksartova 2002). ...
... Refuting the concept of social ideal, some argue that cosmopolitanism is routine practice used by ordinary people to bridge boundaries with people who are different from them (Lamont and Aksartova 2002). Opposing the view that cosmopolitanism is a practise of the common, researchers from international management argue that cosmopolitanism entails high cognitive capabilities (Rhinesmith 1992) and a refined skillset (Levy et al. 2019). Another line of research suggests that instead of a learnt ability, cosmopolitanism should be understood as natural dispositions that are based on personal values (Caldwell et al. 2006) and interconnected personality traits (Parks-Leduc et al. 2015), like openness, risk tolerance, stimulation-seeking or benevolence. ...
Fear, whilst essential for survival, has the power to impair rational thinking. In tourism, fear can cease international travels. Previous studies demonstrated that cosmopolitan travellers are more resistant to irrational fear. This study aims to verify if cosmopolitans are more resistant to irrationality when facing the fear of COVID-19. Building on grounded theory, 64 in-depth interviews and direct observation, this study found that the cosmopolitan mindset, open-mindedness and strive for objectivity facilitates personal resilience, rational functioning in the face of fear. The study categorises travellers based on their resilience and suggests how to encourage each category amidst the threat of COVID-19.
... We do know that the mindsets of managers, at least in large established firms, affect their perceptions and evaluations of international opportunities (c.f., Gupta & Govindarajan, 2002;Levy et al., 2007;Nadkarni et al., 2011;Nadkarni & Perez, 2007;Perlmutter, 1969;Rhinesmith, 1992;Story et al., 2014). Mindsets refer to stable cognitive structures that affect judgment, information processing, and decision-making (Zahra et al., 2005). ...
... Mindsets reflect enduring cognitive "perceptions and views" that affect judgment, information processing, and decision-making (Zahra et al., 2005, p. 134). Research suggests that mindsets shape strategic choices -including internationalizationby influencing managers' evaluations of available investment opportunities (Gupta & Govindarajan, 2002;Levy et al., 2007;Perlmutter, 1969;Rhinesmith, 1992;Story et al., 2014). Most of this research has examined cognitions associated with "global mindsets," which are more applicable to multinational executives with ample experience operating in foreign markets. ...
The purpose of this study is to examine how three dimensions of new venture managers’ mindsets—cosmopolitanism, cognitive complexity, risk propensity—affect their evaluations of opportunities to expand internationally for the first time. We also consider a contingency that likely shapes the effects of mindset dimensions: the institutional risk of the country where the opportunity is located. Our focus on new ventures, risk propensity, and country institutional risk are novel in the study of managerial mindsets. We theorize that the three mindset dimensions are positively related to the attractiveness of international opportunities among new venture managers, but that country institutional risk weakens the effects of each dimension. Drawing on survey data of new venture managers in Italy, Turkey, and the US, we find general support for our hypotheses.
... Primarily, mindset research was conducted in different psychological research streams as a general concept or was investigated in management or organizational research. These psychological groundworks try to describe the basic concept of mindsets [12,13,17,18,31,44,58]. Although the research on mindset has early roots and thus of course does not include the determinants of digitalization, the basic concepts are still appropriate today. ...
... Based on the generic psychological definitions and conceptualizations of mindsets, other adaptations have already been conducted, which will guide our own approach in the following. For example, the "global mindset" describes the required mindset for a societal and economic change induced by globalization [20,44]. More related to our work is the "agile mindset" which is, interestingly, used to describe a mindset in the new context of digitalization, but is merely referring to organizational and leadership changes while neglecting the notion of technological impacts or changes [25].The literature also holds a few first attempts of conceptualizing and investigating a digital or similar mindset. ...
... The entrepreneurs we evaluate are founders and active managers in their firms; thus, we are able to investigate how entrepreneurs actively create different types of BM practices and act differently, which leads to different international developments (Andersson, 2000). We use the mindset concept to show not only how entrepreneurs perceive and interpret their environment but also how they act to influence it (Rhinesmith, 1992). Hennart (2014) and other BM researchers (Abrahamsson et al., 2019;Brouthers et al., 2016;Child et al., 2017;Dow, 2017;Dunford et al., 2010;Kraus et al., 2017) do not explicitly investigate the potential impact of the entrepreneur on the acceleration of internationalization. ...
Research suggests that accelerated internationalization is accidental and that a firm-specific business model (BM) determines which firms become accelerated internationalizers and which become gradual internationalizers. However, in analysing entrepreneurs adopting different internationalization types (accelerated and gradual) from Finland, New Zealand and Sweden, we find a complex interplay between entrepreneurs’ mindsets and emerging BM practices with respect to their internationalizing firms. These practices enable small international firms to eliminate the time and cost penalties associated with the triple liabilities of accelerated internationalization (i.e., newness, outsidership and smallness). This study contributes to the literature by reconciling the alternative explanations offered in previous research and reveals how entrepreneurs’ global and regional mindsets affect their BM practices, leading to different international trajectories. It further contributes by showing that the entrepreneur’s role may be more important than that of the BM.
... The first feature of the field is in relation to what each of today's contemporary mindset communities means when they use the term mindset, along with the different kinds of theories, typologies, and education opportunities they offer. I have collated a broad spectrum of mindset definitions, and I have acknowledged some of them on the field map (e.g., Crum & Langer, 2007;Dweck, 2006;Fisher, 1988;FrameWorks Institute, 2020;Gollwitzer & Kinney, 1989;Gupta & Govindarajan, 2002;IDEO, 2015;Kegan & Lahey, 2009;Langer, 1989;McKercher, 2020;McEwen & Schmidt, 2007;Meadows, 1999;O'Brien & Selboe, 2015;Rhinesmith, 1992;Wamsler & Bristow, 2022;Young, 2020). At the same time, this list of references only represents a small sample of the many mindset definitions that exist in the field. ...
This paper presents a "field map" of the field of mindset, that includes an overview of some of today's contemporary communities, a range of lineages and traditions these communities are connected to, and several voices that speak to the emerging future for mindset psychology and practice. This field map is being offered to help readers develop a broad and diverse view of the collective wisdom that exists in the mindset field.
... The first feature of the field is in relation to what each of today's contemporary mindset communities means when they use the term mindset, along with the different kinds of theories, typologies, and education opportunities they offer. I have collated a broad spectrum of mindset definitions, and I have acknowledged some of them on the field map (e.g., Bristow et al, 2024;Crum & Langer, 2007;Dweck, 2006;Fisher, 1988;FrameWorks Institute, 2020;Gollwitzer & Kinney, 1989;Gupta & Govindarajan, 2002;IDEO, 2015;Kegan & Lahey, 2009;Langer, 1989;McKercher, 2020;McEwen & Schmidt, 2007;Meadows, 1999;O'Brien & Selboe, 2015;Rhinesmith, 1992;Wamsler & Bristow, 2022;Young, 2020). At the same time, this list of references only represents a small sample of the many mindset definitions that exist in the field. ...
This paper presents a “field map” of the field of mindset, that includes an overview of some of its contemporary communities, a range of lineages and traditions these communities are connected to, and several voices that speak to the emerging future for mindset psychology and practice. This field map is being offered to help readers move beyond a silo view of a single perspective within the mindset field, and to develop a systems view that acknowledges the collective wisdom that exists in the field as a whole.
... Глобальне мислення має п'ять особистих характеристик [34]: культурна чутливість як конструктивне спілкування; відкритість, яка включає прагнення до постійного вдосконалення у мінливому середовищі та дієве неупереджене ставлення до культурних відмінностей; обізнаність, яка спонукає розширювати, поглиблювати свої перспективи та вирішувати конфлікти в умовах глобальних подій; критичне мислення -здатність до дедуктивного та індуктивного мислення; концептуальна та поведінкова гнучкість -здібність до адаптивності, бачення невизначеності як можливості для руху вперед, ефективне реагування на зміни на основі вербального та невербального поведінкового вибору. ...
Глобальна взаємозалежність людей і культур стає нормою життя. Зростання спілкування між людьми різного культурного, етнічного, соціального і релігійного походження вимагає розвитку міжкультурної/глобальної комунікаційної компетентності, за допомогою якої студенти знатимуть як бачити речі очима інших і додавати їхні знання до власного особистого репертуару. Іншими словами, лише завдяки глобальній компетентності вони зможуть ефективно спілкуватися у глобалізованому суспільстві. Тому глобальна компетентність стає критично важливою здатністю для пристосування людей до вимог ХХІ століття. Інтерес до глобальної компетентності переважно відображено у поглядах США на цю концепцію. Це частково тому, що велика частина літератури про глобальну компетентність походить від організацій США, таких як Рада з міжнародних освітніх обмінів, Американська рада Міжнародної міжкультурної освіти та Фонд Стенлі, а також Американська Рада з питань освіти. Усі ці організації наголошують на розвитку ролі такої компетентності у повсякденному та професійному житті громадян США. Визначення глобальної компетентності описує концепцію, якій притаманні складний набір характеристик. У статті зроблено узагальнення моделей глобальної компетентності, яка складається з чотирьох вимірів: розвиток глобального мислення, розкриття себе, відображення культури та управління взаємодією. Як психологічний процес, глобальне мислення допомагає студентам розширити свою перспективу, щоб усунути неточні стереотипи та упередження щодо людей різних культури. Розкриття себе вимагає постійного самовдосконалення, виховання здорової самоідентичності для спільної побудови інтегративного та цілісного майбутнього людського суспільства. Відображення культури відноситься до процесу отримання знань щодо власної та чужої культури, когнітивне розуміння культурної подібності та відмінності. Нарешті, управління взаємодією сприяє міжкультурній мобільності для ефективного функціонування у глобальному комунікативному середовищі без порушення норм своєї та інших культур.
... These filters enable individuals to identify aspects of their environment that others may overlook due to entrenched association patterns (Kahneman, 2011). This definition originated from social and organizational psychology, which views mindsets as filters affecting all cognitive processes (Gupta & Govindarajan, 2002;Rhinesmith, 1992). Like cognitive processes, these filters are developed according to and influenced by knowledge structures (Gupta & Govindarajan, 2002). ...
IS researchers and practitioners frequently claim that the ‘digital mindset’ is essential to achieving high employee performance and satisfaction, and to leverage opportunities in the context of pervasive digital innovation. However, extant literature has yet to provide a scale to measure the digital mindset in quantitative research. This study fills this gap by addressing the question how the digital mindset can be measured. We conduct three studies to answer the research question and develop and validate a measurement model. In Study 1, we take literature-based and Delphi study-based approaches to create two types of scales, which we pre-validate through experts and purify through pilot tests. Study 2 undertakes confirmatory factor analyses (N = 147 and 142) to test the scales and three multidimensional conceptualizations of the digital mindset. Finally, Study 3 validates the criteria by testing the predictive ability of the model of IT mindfulness (N = 147 and 142) and by comparing the scales to the results of an interview-based approach measuring the digital mindset in a panel study (N = 42). Our results provide two newly developed and validated 41-item survey scales to assess the digital mindset that reflect an overall model of digital mindset based on agile, digital, and creative cognition, each of which contain several thinking patterns.
... Initially, the term mindset was introduced by Külpe in 1904 after neurological experiments and defined as a "sum total of activated cognitive procedures" (Gollwitzer & Bayer, 1999, p. 405) as a reaction to a given exercise (Boring, 1950;Külpe, 1904). Later the mindset construct was conceptualized in three major theoretical streams -cognitive psychology (Dweck, 2006;Külpe, 1904;Watt, 1905), social and organizational psychology (Gupta & Govindarajan, 2002;Rhinesmith, 1992), and positive psychology (French, 2016;Gollwitzer & Bayer, 1999). Mindset is increasingly considered indispensable for organizational and individual success in different literature contexts (Gagne & Lydon, 2001;Gupta & Govindarajan, 2002;Issa & Pick, 2010;Kane et al., 2018;Kennedy et al., 2013). ...
The disruptive nature of digitalization and the complexity and ambiguity of their technical properties require many new skills from employees today. Recent research emphasizes that the employees' digital mindset plays an essential role in digital transformation by leveraging employee engagement. This paper aims to advance the understanding of how the behavioral outcomes of digital mindset, which encompasses interpersonal interaction, focus of attention, enthusiasm for development, perspective on setbacks, and construal of effort, can be positively influenced during digital initiatives. We develop a novel research model integrating two literature streams: information technology and mindset. We conceptually link back to the behavioral outcomes of digital mindset by looking at the influence of IT governance mechanisms as potential antecedents. Our model explains how IT governance mechanisms influence the behavioral outcomes of digital mindset and helps future researchers by providing propositions on the impact of IT governance mechanisms toward more employee engagement.
... Cognitive filters of mindsets can be understood as a frame of reference shaped by an individual's knowledge structures (Rhinesmith, 1992). These filters influence how an individual perceives and interprets the environment (Dweck, 2006;Gollwitzer, Heckhausen, & Steller, 1990). ...
... This range of responses-mindset as filter, active process, or belief-bears a striking resemblance to the range of meanings found in existing psychological research on mindsets [64]. Within social psychology and organizational leadership, mindsets are frequently conceptualized as a cognitive filter or frame in which new information is embedded, contextualized, and modified [65,66]. Within cognitive psychology, a mindset has been conceptualized as a grouping of cognitive processes that are activated whenever a certain task is performed [67]. ...
The world is facing a cybersecurity skills gap as cybercrime and cyberwarfare grow in importance. One often-discussed quality that is potentially relevant to cybersecurity recruitment and education is the so-called “security mindset”: a way of thinking characteristic of some security professionals that they believe to be especially advantageous in their work. Although some employers express a desire to hire people with a security mindset, and initiatives to cultivate the security mindset are being implemented, it has no common definition and little is known about its characteristics, its development, and its consequences. We interviewed 21 cybersecurity professionals who strongly identified as having a security mindset based on a minimal description drawn from existing literature. Thematic analysis of the interview data suggests that the security mindset can be conceptualized as consisting of three interconnected aspects—“monitoring” for potential security anomalies, “investigating” anomalies more deeply to identify security flaws, and “evaluating” the relevance of those flaws in a larger context. These three aspects develop in different ways and have different personal and professional consequences. Participants mostly spoke positively of the security mindset, but they also mentioned several disadvantages not mentioned by existing security-mindset literature, such as mental health pressures, workplace tensions, and negative effects on personal relationships. We discuss the implications of these findings for future study of the security mindset and suggest practical implications for cybersecurity management, education, and recruitment.
... For the present study, researchers adopted the quantitative research methods to test the proposed model empirically with primary data collected through a structured questionnaire/survey instrument. Researchers developed the questionnaire from previous relevant questionnaires by adopting some items and modifying them as per the present study (Liñán and Chen 2009;Nguyen 2017;Oviatt and McDougall 2005;Rhinesmith 1992; Shook and Bratianu 2010). Some of the questions were developed by the researchers. ...
The study of international entrepreneurship intention (IEI) and behavior is an emerging field of research interest that is gaining momentum. This paper explored the antecedents of IEI as well as the role of international entrepreneurship education in nurturing the same. The paper set out the theoretical model based on the theory of planned behavior and attempted to revisit and ascertain it for IEI through empirical investigation. The role of universities and campuses in the development of entrepreneurial activities enable young and nascent entrepreneurs to develop intentions that can be later converted into actual behavior in form of venture creation. Hence, the respondents selected were post-graduate students, and a sample of 321 students was collected through a self-designed questionnaire. Data analysis was done using confirmatory factor analysis and structural equation modeling. The findings suggest that the influential factors for international entrepreneurship intentions are global mindset and perceived behavior control. It was also established in this study that international entrepreneurship education plays a significant and mediating role between global mindset on IEI and enhances the impact of the global mindset. Global mindset is much needed for the students to have a broader understanding of entrepreneurship at a global level and it can affect the IEI. This paper has contributed a new understanding by linking international entrepreneurship intentions with international entrepreneurship education through the theory of planned behavior approach. The results and findings will help policymakers and educators to design and implement the curriculum of entrepreneurship education with respect to internationalization.
... Having a foreign family member (Kets de Vries & Florent-Treacy, 2002;Osland & Bird, 2008) and immersing in the foreign culture were used as proxy for personal background. International education (Javidan, Hough, & Bullough, 2011;Rhinesmith, 1992) and the interest in foreign country through reading books or newspapers, or other periodicals, watching TV programs or movies about foreign countries (self-studying) was used as proxy for educational background. Experience with international working assignments (Bingham, Felin, & Black, 2000;Black, 1999;Oddou et al., 2000) and working with foreigners domestically was used as proxy for professional background. ...
This study investigated the impact of nationality on the development of global mindset through an online survey administered to 243 leaders in the U.S. and Germany. The study found no statistically significant difference in global mindset between U.S. and German citizens; however, it did find that dual citizens have significantly higher global mindsets than citizens of a single country. The study also found that the effects of nationality on global mindset are mediated by the personal, educational, and professional factors in the leader’s background. These findings suggest that fundamental factors, such as education and experience, are more important to global mindset than nationality.
... individual and organizational (Levy et al. 2007). • At the individual level, global mindset is understood as a matter of awareness all encompassing phenomenon that includes social, intellectual and psychological dimensions, and it reflects upon the opening up to cultures, ideas (business or social) and people from within and outside the social spheres besides expressing empathy (Javidan, Hough, and Boullough 2010;Gupta and Govindrajan 2002;Rhinesmith 1992;1995). • At the organizational level, global mindset signifies the underlying motivation of expanding/opening up to new markets/opportunities such that the very motivation of expansion is not restricted to boundaries -geographic or business lines. ...
COVID-19 pandemic has affected one and all in unison. Different sectors, including the educational sector, have been disproportionately affected in developing and the least developed nations. Against this backdrop, this paper, while considering the impact that the pandemic has had on the education sector in developing nations viz. – India, South Africa, and Bangladesh, aims to bring to light the importance of teaching global mindset as there are several unique implications, challenges and opportunities that lie ahead for these nations. Using qualitative methodology, this research adopts an exploratory approach to understand how, among other things, the education sector can catalyze the development and teaching of a global mindset in the selected three countries and can be responsive even beyond. Ten semi-structured interviews have been conducted with “institutional heads/directors” across higher educational institutions in the nations under study to answer the research question that brings out three themes: global and local problem solving, resources, and international experiential learning and exposure toward developing a global mindset. Finally, while corroborating the findings of the research, the article also proposes a new definition of a “global mindset”.
... This conceptualising must go beyond encouraging students to think and act in entrepreneurial ways. A mindset is a particular orientation to one's environment that shapes the behaviour of the individual, and is associated with personal characteristics and competencies (Rhinesmith, 1992). With an entrepreneurial mindset, the concern is with an individual's disposition toward and overall approach to opportunity recognition, problem-solving, resource constraints and the creation of a sustainable enterprise. ...
The discipline of entrepreneurship has witnessed significant progress over the past 25 years in terms of the introduction of new courses and degree programmes in universities across the globe. At the same time, the question of what should be taught in basic or foundational entrepreneurship courses remains an open issue. As a result, it is unclear how such topics as the entrepreneurial mindset or the development of entrepreneurial competencies should be approached, and whether topics such as the lean start up or the business plan should be included. Without clear direction on what should be taught, pedagogical discussions regarding how these courses are delivered, such as the relative emphasis on experiential learning, are problematic. This article suggests the question of content in foundational courses in entrepreneurship rests upon the question of whether the educator seeks to teach students about entrepreneurship, or rather, how to become an entrepreneur. A framework is introduced for determining priorities when deciding upon course content. Attention is devoted to seven decision variables for use in determining what to include in a foundational course, and guidance is provided for how one might approach each of these variables. Using this framework, educators can address a number of other issues surrounding foundational courses, including treatments of different contexts for entrepreneurship and the employment of different pedagogical approaches to content delivery.
... (Bigelow, 1994). In recent decades, managers have been under growing pressure to reinforce their skills and abilities to be more effective in managing their firms and utilizing workforce diversity (Rhinesmith, 1992;Rodacker, 2002;Qin et al., 2009;Alajami, 2015). Managerial skills can be developed over time. ...
In today's economy, which is marked by workforce diversity, growing global competition, and various organizational architecture models, skills and competencies are crucial to the success of any firm. The United Arab Emirates (UAE) is undergoing rapid transformations in many areas of life, including health, education, infrastructure, as well as travel and tourism. The need of having the right skills and traits to manage a changing environment is highlighted by the new global climate. To assure success and preserve a competitive advantage, under COVID-19, which has become part of our working life, today's firms demand new managerial abilities, managerial competencies, and ways of thinking. This qualitative study looks at the evolution of managerial abilities and competencies in developed nations over the last several decades.Its major purpose is to investigate these skills and encourage UAE managers to pay attention to and implement them in their firms.
... This range of responses-mindset as filter, active process, or belief-bears a striking resemblance to the range of meanings found in existing psychological research on mindsets [64]. Within social psychology and organizational leadership, mindsets are frequently conceptualized as a cognitive filter or frame in which new information is embedded, contextualized, and modified [65,66]. Within cognitive psychology, a mindset has been conceptualized as a grouping of cognitive processes that are activated whenever a certain task is performed [67]. ...
The globe is facing a cybersecurity skills gap as cybercrime and cyberwarfare grow in importance. One often-discussed quality that is potentially relevant to cybersecurity recruitment and education is the so-called “security mindset”: a way of thinking characteristic to the culture of some security professionals that they believe to be especially advantageous in their work. Although some employers express a desire to hire people with a security mindset, and initiatives to cultivate the security mindset are being implemented, little is known about its characteristics, its development, and its consequences. We interviewed 21 cybersecurity professionals who strongly identified as having a security mindset. Thematic analysis of the interview data suggests that the security mindset can be conceptualized as consisting of three interconnected aspects - “monitoring” for potential security anomalies, “investigating” anomalies more deeply to identify security flaws, and “evaluating” the relevance of those flaws in a larger context. These three aspects develop in different ways and have different personal and professional consequences. Participants mostly spoke positively of the security mindset, but they also mentioned several disadvantages neglected by existing security-mindset literature, such as mental health pressures, workplace tensions, and negative effects on personal relationships. We discuss the implications of these findings for future study of the security mindset and suggest practical implications for cybersecurity management, education, and recruitment.
... For communication to be effective, there need to be high levels of (1) trust; (2) information availability, accessibility, and readability, and (3) correct and positive subjective evaluation of the information. Focusing on the final point, information processing is influenced by cultural and strategic perspectives and by individual characteristics (Rhinesmith, 1992;Vuong and Napier, 2015). People can arrive at interpretations that capture realities, complexity, and ambiguity if they have a global mindset (i.e., the ability to recognise and adapt to cultural signals) (Barr et al., 1992). ...
Community and religious leaders and other natural leaders from culturally and linguistically diverse (CaLD) backgrounds have been postulated as a gateway into communities. They act as information intermediaries that enable public health messages to reach individuals. However, there are currently limitations regarding our understanding of these information intermediaries’ regarding their capacity, role, and reach. In-depth interviews were undertaken to understand the perceptions of those working in Australia, including multicultural health, communication and other social support roles focused on CaLD communities, towards the role and impact of information intermediaries in promoting and supporting COVID-19 public health communication and engagement activities. Forty-six semi-structured telephone interviews were undertaken with key stakeholders who have an active role in delivering services and other social support to CaLD communities. Four key themes emerged related to the role of information intermediaries during the interviews. Ideas focused on their role in “bridging the gap” and supporting pandemic-related information delivery into communities. Participants felt that there had been a failure by Federal government agencies to recognise the role of these stakeholders early in the pandemic and a failure to provide sufficient resources and support. However, concerns were also raised that public health messages may be inappropriately interpreted or translated by the community information intermediaries or potentially blocked if the message does not align with the broker’s own beliefs. Finally, concerns were raised about the potential for burn-out among information intermediaries. In preparing and responding to pandemics and other disasters, community leaders and other information intermediaries recognise they have an important role to play and must be provided with resources to enhance and sustain their involvement.
... People can improve their judgement and competence in complicated fields through education, but only to the extent that their drive and talent enable it. These situations necessitate the acquisition and application of basic and applied knowledge to execute leadership effectively (Rhinesmith, 1992). Only those who can master their trade's intellectual and practical tools will lead others, no matter the nature of their business or organisation. ...
It is beneficial to use strategic management to gain profound, long-term comprehension and learning in challenging topics such as change evaluation. Since the impact of Covid-19 norms changed, complexities developed, and situational elements were identified that could be used to improve and manage operations. This change did not spare the tourism and hospitality industry; as a result, this industry is facing a crisis to recover from pandemics. Keeping this in mind, researchers struggle to investigate the phenomenon; quested advantages may be derived for rehabilitation. A strategic leadership perspective is one of them that can be used for more significant tourism industry benefits. Leaders are required to prepare strategies for developing technical abilities to increase the efficiency of their organizations. It must become necessary to have a strategic aim to change existing social and cultural values, religious standards, and psychological attitudes under their vision. This chapter aims to apply the theory of change to manage the tourism and hospitality industry's recovery, focusing on strategic leadership's theoretical framework and intent. The chapter includes a study of the literature to determine the effectiveness of strategic intent in the leadership of the tourism industry. In addition, this work debates building a better and more comprehensive understanding of the factors that influence, contribute to, and relate to strategic intention. This chapter draws several beneficial propositions for readers, academicians, and practitioners.
... Hinsichtlich der Forschung zum Thema globale Führung haben Steers, Sanchez-Runde und Nardon (2012, S. 480) Frühe Arbeiten im Bereich der globalen Führung zu Beginn der 1990er-Jahre stammen von Tichy et al. (1992) zu den Eigenschaften von globalen Führern ("true globalists"). Weitere Autoren mit starkem Blick auf die Führungspraxis sind Rhinesmith (1992Rhinesmith ( , 1996, von dem erste Überlegungen zu globalen Denkweisen und ein Leitfaden für Manager zur Globalisierung stammen, sowie Brake (1997), der ein Modell des globalen Führungsprozesses und von erforderlichen Eigenschaften und Fähigkeiten entworfen hat, das vom Hinduismus inspiriert ist und sich u. a. auf Interviews mit Managern stützt (im Detail vgl. Osland 2018b, S. 61 ff.). ...
Mit der Globalisierung von Wirtschaft und Gesellschaft hat sich auch ein neuer globaler Führungskontext herausgebildet, der zu spezifischen Führungssituationen und -beziehungen führt und veränderte Anforderungen an Werte, Einstellungen, Fähigkeiten und Erfahrungen von global agierenden Führungskräften und ihren Mitarbeitern stellt. In diesem Kapitel werden die zentralen Perspektiven des Konzeptes der globalen Führung näher betrachtet. Dabei werden einerseits universelle Führungseigenschaften und Verhaltensweisen in den Blick genommen. Andererseits ist globale Führung vor allem mit der Fähigkeit verbunden, die jeweils unterschiedlichen kulturellen Konstruktionen von Führung und unterschiedliche Führungserwartungen in den jeweiligen globalen, regionalen und lokalen Kontexten zu beachten.
... Their framework specifically explains a global mindset as a construct indicated by an openness to and articulation of multiple cultural and strategic dimensions on global and local scales, and the cognitive capacity to integrate these multiple domains. Adding a motivational component, Rhinesmith (1992) argues that a global mindset "is a way of being rather than a set of skills. It is an orientation of the world that allows one to see certain things that others do not. ...
This study examines the content of introductory financial accounting (IFA) textbooks to answer the questions: (1) do the textbooks inculcate global mindsets? (2) How and the extent to which the textbooks reflect global mindsets? We analyzed the textbooks by attentively read the texts, followed by an in-depth discussion among the researchers to establish major representations of the texts. Findings from the analysis indicate that instead of promoting a broader view of the world that might instill and foster global mindsets in business students, the textbooks narrow-mindedly inculcate only a single perspective, which dominantly draws on the ethical values and assumptions of Anglo-American capitalism. Consequently, students are deprived of a critical understanding of the subject as well as denying them from developing a mindset required by the global business environments. Thus, this paper calls for recasting the presentation of accounting knowledge within IFA textbooks by inculcating multiplicity rather than uniformity to develop cognitive complexity. Moreover, accounting educators should provide students supplementary readings that offer alternative frameworks for more critical reflection. These recommendations are a way forward to improve teaching international business (IB) education in business schools by facilitating an in-depth understanding of IB in individual business functional disciplines.
... Mindset is a certain belief of how someone perceives the world and themselves. There are many types of mindset (Rhinesmith, 1992). For example, Dweck (2007) distinguished between the growth mindset and the fixed mindset, which are associated with abilities. ...
Since the COVID‐19 virus has become part of our lives, organizations have been looking for ways to adjust work ar‐rangements and adopt different modes of work (e.g., hybrid and remote work) while maintaining job satisfaction among their employees. This paper explored the relationships between employee’s personality traits and their mindset and their influence on employee resilience and job satisfaction. Additionally, we investigated whether the relationship between personality traits, employee mindset, and desired outcomes varied across different modes of work. This study is important for managers because it helps them better understand the importance of their employees’ individual characteristics in relation to desired outcomes.
... In our view, these definitions do not fully capture the normative component contained in the responsible leadership mindset. Therefore, our perspective is more consistent with Rhinesmith (1992: 63) who defined a mindset as ''a predisposition to see the world in a particular way that sets boundaries and provides explanations for why things are the way they are, while establishing guidance for ways in which we should behave. A mindset is a filter through which we look at the world.'' ...
... The global business management mindset approach business in such a manner that the business environment is seen from a broad perspective a situation where markets are merged and fused into one. The principle behind global business management according to Rhinesmith, (1992) is the idea that managers working in multinational corporations can open to themselves and others by rethinking boundaries and modifying behavior. Srinivas, (1995: 30) sees global business management as the underpinning for corporate competencies such as managing competitiveness and managing ambiguity. ...
The study appraised the impact of global business management mindset on organizational performance of multinational oil corporations in Nigeria. Three hundred (300) questionnaires were administered while two hundred and thirty-seven (237) questionnaires were retrieved, deemed useful, and consequently used for data analysis. The research design employed was a cross-sectional survey research design. Findings of the study revealed that global business management mindset is statistically significant to organizational performance of multinational oil corporations in the study area [R 2 = 0.538, n = 237, p < 0.05]. The study concludes with practical implications for multinational companies.
... Yet, these differences are not the only ones to be found across research fields. Turning our attention to the organizational leadership stream, the global mindset (Clapp-Smith & Lester, 2014;Gupta & Govindarajan, 2002;Rhinesmith, 1992) provides a vast body of research, strongly divergent conceptualizations (French II, 2016) and an opportunity to explore two further dimensions of our taxonomy. The origins of global mindset research stem from organizations' challenges of prevailing in an increasingly globalizing economic landscape and the respective demand for effective global leadership (Gupta & Govindarajan, 2002). ...
Research suggests that understanding mindsets is as imperative to understand innovation as it is to understand what it means to be entrepreneurial. Yet, innovation and entrepreneurship scholars are not the first to integrate mindset-based perspectives into their research agendas and diverging conceptualizations across and within research fields has resulted in fuzziness of mindset research. In this taxonomy paper, we follow a respective call for more consistent conceptualizations and aim to provide a comprehensive theoretical analysis of differences and similarities across mindset conceptualizations in the fields of cognitive psychology, educational psychology, organizational leadership, innovation and entrepreneurship. By mapping the field of mindset research, analysing the literature and deriving respective codes regarding differences and similarities, we provide six conceptual dimensions for a taxonomy of mindsets. We find that mindset scholars imply different assumptions with regards to (1) relevant root constructs to operationalize mindsets, (2) the nature of mindsets as being static or malleable, (3) the behavioral implications of mindsets, (4) their contextual embeddedness, (5) an appropriate level of analysis and (6) the causal relation of mindsets to wider phenomena of interests. Each of these six dimensions represents a continuum of underlying conceptual assumptions and provides a framework within which innovation and entrepreneurship scholars can explore innovative and entrepreneurial behavior based on mindsets. With respect to our analysis, we call for more careful conceptualizations and contextualization of future mindset research to facilitate theory building. The conceptualization challenge can be adressed by clearly explicating underlying assumptions regarding our taxonomy dimensions and staying within the frame of our identified dimensions. The contextualization challenge is of more specific nature and requires rigorous pilot work. However, while mindset research is challenging, it bears potential to facilitate a deeper understanding of innovative and entrepreneurial behavior as well as their synergy. In that regard, entrepreneurship scholars have established consensus around a commonly applied definition of the entrepreneurial mindset, which is absent in the field of innovation research. Hence, we propose a definition for the innovation mindset, which resembles the entrepreneurial mindset and propose several avenues for future research to better understand and realize the synergy of innovation and entrepreneurship.
... For instance, a research study has explored mindset vis-à-vis proactive personality, leadership style and work engagement (Marjolein, Caniëls, Judith & Irma, 2018). Rhinesmith (1992) French (2016) defines mindsets as product of cognitive processes, cognitive filters (i.e., knowledge structures), and beliefs (i.e. surroundings). ...
The formidable loss incurred by the organizational malpractices in world venerated organizations hasdrawn the urgency to find the measures to curb these malpractices. Among various measures, whistleblowing has been considered as an effective preventive and corrective tool. Substantial significance granted to whistleblowing for safeguarding the strategic, financial, and legal interests of organizations makes it imperative to admit the importance of whistleblowers who jeopardize their careers, financial and social gains for social betterment. Admittedly, the significant role of whistleblowers in disclosing and preventing organizational wrongdoings to avoid potential catastrophes and dramatic accidents has been acknowledged in research and corporate world.This thesis mirrors the positive facet of whistleblowing and discusses the characteristics of whistleblowers at their individual level that give them the Guardian, Saviors and moral saints like images in public. A common observation is that of many employees witnessing the organizational wrongdoings, only few employees (whistleblowers) report them, while all others remain passive (silent observers). This observation leads towards the central research question of the thesis, which has been declined into three essays to study the effects of individual characteristics at three levels on whistleblowing intentions—internal and external. This three-essaysone- thesis approach facilitates developing and testing conceptual frameworks at three levels. The effects of types of mindset, stewardship and proactive behaviors and the effect of four non-cognitive traits—grit, political skills, self-monitoring and emotional intelligence— on whistleblowing intentions at individual level have been examined in first, second and third essays of the thesis respectively. Besides, the moderating role of perceived organizational support (a contextual factor) on the causal relationships in three essays helps to get a pertinent set of predictors of whistleblowing intentions. Literature review suggests that research model examining the effect of the predictors of potential whistleblowing intentions like mindsets, proactive and stewardship behaviors and non-cognitive traits is virtually non-existent, notably in the context of a developing country like Pakistan. This thesis, thus, abridges this research gap. The integrated variables of the thesis do not necessarily make an exhaustive list, nor is this viable, but helps in better understanding of the underlying factors affecting the whistleblowing intentions. To test the hypotheses, a mixed method research design using an explanatory sequential approach has been employed. The quantitative data through surveys have been collected from the students and faculty members of seven universities in Islamabad, Pakistan. 467 complete questionnaires of 650 show 71.84% response rate. Applying SEM approach, using SPSS and AMOS yield quantitative results. Qualitative data have been collected from two focus group discussions. The thematic approach yields qualitative results. Findings of quantitative and qualitative data have been integrated in discussion chapter using weaving approach. This thesis makes various methodological and theoretical contributions with academic, managerial, policy and scholarly orientated implications. One key contribution of the thesis is that it extends the whistleblowing research to Pakistani context, where the malpractices can readily get diffused. To curb this evil, recently the government has implemented Whistleblowing Act 2017 as one of the effective preventative measures to curtail the persistent high level of corruption in Pakistan. Thus this thesis aims to be milestone in better understanding the characteristics of potential whistleblowers by providing normative guidance to both practitioners and policymakers in Pakistan. The limitations of this thesis open up avenues for future research to explore the unanswered aspects.
... Others emphasize assumptions and methods that are mainstays in how a person views and approaches a problem, activity, or issue (e.g., learning a language, starting a business) (Mercer & Ryan, 2010;Sinclair et al., 2017). Rhinesmith (1992) approaches mindset as a particular orientation to one's environment that shapes the behavior of the individual; it is associated with personal characteristics and competencies. As an approach to one's environment or a task, various types of mindsets have been identified. ...
We investigate the role of the entrepreneurial mindset in facilitating entrepreneurship by those in poverty. The poverty context contains attributes that place individuals at a disadvantage when launching a venture, conceptualized as the liability of poorness. Poverty also can engender characteristics consistent with entrepreneurial success, or poverty assets. The paper explores how the mindset can help overcome the liability of poorness, while poverty assets serve as a bridge to the mindset. A model is proposed with the mindset as a moderator between aspects of poverty and entrepreneurial outcomes. It is argued that the mindset must be adapted to reflect poverty contexts.
Corporate elites are expected to be favourable towards skilled migrant hiring due to their comfort with the profit motive. Theoretical and empirical evidence, on the other hand, shows that employers engage in discriminatory hiring practices against foreign workers due to their personal biases and preferences. As the level of macro‐political conservatism increases, it is important to further explore the relevance and importance of corporate leaders’ political ideology with regard to skilled migrant hiring. We investigate the impact of top management teams’ ideology on skilled migrant hiring, moderated by their international work experience and a macro‐political shift. Using a dataset of S&P 1500 firms and their H‐1B visa sponsorships between 2009 and 2021, we find that top management teams’ political conservatism negatively affects skilled migrant hiring. Such a negative impact is positively moderated by top management teams’ international work experience and negatively by a conservative national political climate. This paper contributes to the upper echelons literature by examining how top management team characteristics interfere with important managerial actions such as hiring in response to macro‐environmental changes.
In the rapidly evolving automotive sector, software development teams (SDTs) face the challenge of swiftly adapting to unpredictable changes driven by globalization, customer expectations, and innovation. This study delves into the influence of psychological factors-particularly attitudes, emotions, and perceptions-on the workforce agility of employees working in SDTs, crucial for adeptly navigating dynamic shifts. Despite the central role of psychological factors in shaping behavior, existing research overlooks their impact on workforce agility. Through interviews with 27 employees from a leading software company serving the automotive industry, we empirically identified three key factors: agile mindset, psychological empowerment, and agile leadership. Subsequently, drawing upon the literature, we explore the correlations among these factors. By investigating these previously unexplored psychological predictors and their correlations, this study enriches our understanding of workforce agility and provides actionable insights for SDT leaders to nurture desired behaviors.
If you want to grow your branches high and wide as a mindset practitioner, it is important you develop a deep system of roots in the origins and history of mindset psychology. However, opportunities to study the history of mindset tend to be few and far between. This paper presents a short history of mindset from the perspective of the many people who have explicitly used the term, alongside people who have studied similar ideas, and the fields supporting lineages and traditions. You are invited to study this history, as well as to contribute to a shared and ongoing process of making the history of mindset more visible for all to see and learn from.
Understanding the contextual embeddedness of individuals’ mindsets is imperative for our understanding of innovation and entrepreneurship. Diverging mindset conceptualizations have, however, resulted in the fuzziness of mindset research. With this taxonomy, we provide not only a theoretical analysis of differences and similarities across mindset conceptualizations but also six conceptual dimensions for a taxonomy of mindsets, namely, (1) relevant root constructs to operationalize mindsets, (2) the nature of mindsets, (3) behavioral implications, (4) contextual embeddedness, (5) level of analysis, and (6) causal relation of mindsets to other phenomena of interests. Our dimensions represent a continuum of underlying conceptual assumptions and a framework for scholars to explore innovative and entrepreneurial behavior based on mindsets. Furthermore, we propose a theory-driven definition for the innovation mindset resembling the entrepreneurial mindset, and we offer future research avenues to better understand the potential of mindset-based research for inclusive innovation and entrepreneurship.
This article presents the concept of a Peace-Oriented Mindset (POM), based on peace psychology and the significance of conflict-related context. It highlights the role of preventing conflicts through creating an enabling and peace-supportive milieu, facilitated by individuals with specific peace-oriented capabilities. The phenomenon of POM is analyzed, as well as delineated in the context of the current knowledge in this field. Next, the method used to construct a questionnaire measuring the POM is presented. The POM scale is verified on an N = 1074 representative sample, documenting high reliability. Factor analysis confirms the conjecture that there are three dimensions of the POM: Cognitive, performative, and doability conviction. Moreover, social norms are documented. A cross-segment comparison delivers several insights, e.g., that women have a higher POM level than men and that those who consider themselves leaders or innovators and those who are involved in social activities have a higher POM level than those who do not. The POM concept and scale are valuable resources for identifying future peacebuilders, especially from conflicted communities, as well as for training future youth leaders in the field of peacebuilding. Finally, indications for future studies are discussed, e.g., for verifying the hypothesis that individuals who score high in POM also have higher levels of empathy and compassion.
Early attempts at inter-organizational collaboration based around EDI (electronic data interchange) were a worthy attempt to derive benefits to both parties. Although some performance and cost-saving advantages have been realized, it has taken time to recognize the origins of many of the challenges that continue to surface. Developing a relational view seeks to go much further than just the technical benefits of EDI data exchange. If the potential outcomes of full inter-organization collaboration can be realized then the opportunities are enormous. Like the “end of the rainbow”, the closer we get to work with another organization, the more it seems to move away and more and more challenges pop up. The authors have undertaken longitudinal research on published traditional frameworks and practice across organizations which, although they strive to be objective, are rarely free of cultural bias. They also conclude there are serious shortcomings in how effectively organizations recruit, develop and utilize their people. Organizations are implementing a wide range of policies and programs to identify and eliminate pay inequalities and improve their attractiveness as employers to women and other diverse people; however, a great change has not materialized. A new conceptual framework is proposed centered around Dyer and Singh’s (1998) approach to achieve relational rents whereby a synergistic exchange relationship between employees of one organization is able to communicate effectively with another can deliver a win–win for both. The authors emphasize an a priori need for employees to have a cross-cultural capability to recognize differences and respect those differences. The culture gaps give rise to a series of dilemmas that, when reconciled, deliver the relational rents. The findings are underpinned by rigorous fundamental research and consulting practice and reveal the need for employers to identify and reconcile key challenges around the way work needs to be done throughout their organization in partnership with external organizations. They describe a series of Apps they have developed as a practical toolkit for exploring this new concept.
Despite decades of research on the global mind-set concept, no cohesive framework has emerged through which this way-of-thinking can be developed in learners, leading some to perceive the global mind-set as elusive. To move the literature forward, I propose a theory-driven pedagogy which combines insights from the extant global mind-set literature with the key tenets of transformative learning theory. On that basis, five course design principles are distilled along transformational learning phases which delineate the process through which learners can advance their ability to handle cognitive complexity and foster a cosmopolitan perspective. The importance of the learners’ agency and interdependency between learning elements is highlighted. The efficacy of this approach, which was first applied to a graduate-level course at a large North American research university in the 2021 winter semester, receives promising preliminary support. Specifically, while little difference exists across all courses in the sample with regards to quantitative scores, a qualitative text analysis of comments suggests that the course design framework generates distinct response patterns, specifically with regards to the categories of learning experience (cognitive complexity) and broadening of perspectives (cosmopolitan orientation). Implications for future research opportunities on the development of global mind-sets in practice are discussed.
This study explores accelerated internationalization among inexperienced digital entrepreneurs who lack resources such as prior experience, knowledge, and networks, which previous research regards as prerequisites for such growth. Following an in-depth qualitative research methodology, the findings reveal three theoretical mechanisms through which inexperienced entrepreneurs can make international commitment decisions with regard to the internationalization of their digital firms. The first is a novel mindset-based approach through which an entrepreneur can make an affective commitment to the international stakeholders within a digital community. Entrepreneurs do that by applying pull-based tools in digital communication to build interest among potential network contacts. The second mechanism is a means-based approach following effectuation logic resulting in an effectual form of commitment to international stakeholders in the digital community. The mechanism relies on applying push-based tools for digital communication to facilitate interactions with known network contacts. The third mechanism is continuance commitment to international business that entrepreneurs can foster over time in tandem with accumulated international experiential knowledge. This research provides an entrepreneurial decision-making model that extends effectuation theory and integrates it with extant research. The resulting holistic entrepreneurial decision-making model explains the accelerated internationalization of digital firms.
Diagnostic and dialogic organization development present two contrasting change practices that are frequently discussed in tandem. Yet, an increasing body of evidence shows they are co-applied in practice. For those involved in leadership of these practices, co-application means switching their engagement, such as commencing with a diagnostic analysis to determine the goals of change, then switching to dialogic processes to foster the emergence of new ways of working. However, theoretical descriptions of these two practices remain bifurcated and, as such, overlook leadership development approaches that help leaders switch between engagement styles. Addressing this problem, this paper explores a leadership development approach that focusses on mindsets. We propose six mindsets from psychology settings that are relevant for leadership of diagnostic and dialogic practices. A key contribution of this work is a new perspective on leadership development. Extending psychology-derived knowledge on how to activate mindsets provides leaders of change practices with a means to increase awareness of, and take control of, their mindset, helping them to adjust their engagement as change contexts dictate.
MAD statement
This paper seeks to Make a Difference (MAD) by offering a practical means to develop change leaders. Far too often, change practice literature has studied successful leaders with the aim to identify what they do, while at the same time overlooking the mechanics that develop these same actions and behaviours. The paper addresses this oversight with a focus on mindsets. It puts forward a means for leaders to increase awareness of, and take control of, their activated mindset and, in doing so, align what they do to change leadership contexts.
The necessity of cultural awareness is at priority as categorization starts at very young age from home, schools and even in higher education. The purpose of this study is to theoretically clarify and conceptualize the role of native's unconscious bias and social categorization towards expatriates in withdrawing social support. Due to the paucity of studies on the conceptual understanding of the role of unconscious bias, this paper proposes a conceptual framework based on the literature review and extends the existing literature on social categorization theory. The findings of the study introduce individual factors that may reduce unconscious bias at the workplace and to frame policies based on subjective measures of unconcious bias. Additionally, it bridges the conceptual gap of social support and unconscious bias in the context of expatriates.
Expatriate Growth Coaching bezeichnet das Coaching von Expatriates (Expatriates sind Mitarbeiter, die für einen befristeten Zeitraum für eine im Ausland ansässige Einheit des Unternehmens leben und arbeiten (Gregersen et al. 1998). auf der Grundlage der Growth-Mindset-Theorie von Carol Dweck (Mindset, Ballantine Books New York, 2006). Diese Theorie hat in der letzten Zeit nicht nur im Rahmen von Erziehungs- und Bildungsfragen viel Aufmerksamkeit erzeugt, sondern auch in der Unternehmenspraxis. Der Grundgedanke, dass das Selbstbild – das sog. Mindset – und nicht das Talent oder die Fähigkeiten entscheidend für die (persönliche) Weiterentwicklung und schlussendlich auch den (persönlichen) Erfolg ist, wird in diesem Beitrag auf das Feld der Auslandsentsendung übertragen. Es wird vorgestellt, wie ein Coaching die Entwicklung oder den Ausbau eines positiven Mindsets von Expatriates unterstützen kann, indem ein Stufenmodell zum Expatriate Growth Coaching hergeleitet wird. Als Zielgröße dient der Erfolg einer Entsendung, der aus organisationaler Sicht darin besteht, dass es zum einen zu einer schnellstmöglichen Produktivität des Entsandten und zum anderen nicht zu einem frühzeitigen Abbruch der Entsendung kommt. Damit wird der Entsendungserfolg maßgeblich davon beeinflusst, ob der Expatriate die Entsendung an und für sich positiv sowie als Wachstumschance erlebt und im Verlauf nicht an ihr scheitert oder zerbricht. Auf diese persönliche Ebene wird im Folgenden der Fokus gerichtet. Zudem werden auf exemplarische und anschauliche Art und Weise Coachingtools für diesen am Selbstbild des Expatriate ausgerichteten Coachingansatz vorgestellt, die auch eine ganz neue Richtung – und zwar die Wechselwirkung von Körper und Psyche – einschließen, das sog. Embodiment. Der Einbezug dieser neuartigen Embodiment-Techniken im Rahmen des Expatriate Growth Coaching trägt der Bedeutung von Emotionen im Kontext von Auslandsentsendungen auf besondere Weise Rechnung und macht sich diese sogar im positiven Sinne zunutze.
To provide optimal learning and career outcomes for accounting graduates, we propose complementing competency-based frameworks of accounting education with the cultivation of relevant mindsets. Building on insights from research in cognitive psychology, organizational leadership, and education, we define a mindset as a combination of cognitive filters and processes through which professionals interpret their professional environments and execute their professional responsibilities. We review the professional and academic literature and identify five key mindsets relevant for accounting graduates. Given the overarching obligation of accountants to protect the public trust, we treat the "public interest mindset" (focus on "we" vs. "I," integrity, and professionalism) as foundational in the accounting profession. The four other key mindsets include: 1) growth; 2) professional skepticism; 3) analytical/digital; and 4) global. In addition to providing a definition and discussion of the relevance of each mindset to accounting, we suggest potential pedagogical approaches for integrating these mindsets into 21st-century accounting education.
The internationalization processes of small and medium-sized enterprises (SMEs) differ across economic and cultural environments. Creating an operationalizable and predictive framework to explain them has long been a challenging research task. This task is particularly relevant in an era of reconfiguration of globalization, which directly affects the small business sector. This study proposes a model which includes networking, attitudinal, cultural, and environmental factors as antecedents of the degree of SME internationalization. We collected data and tested this model in three distinct cultural environments: the USA, China, and Russia. The results suggest that attitudinal characteristics of managers, such as global mindset and relationship commitment, condition SMEs network involvement. The influence of network involvement on the degree of SMEs internationalization becomes stronger with increasing environmental turbulence. This study’s findings have practical implications for businesses operating in different countries, as well as governmental organizations and educational institutions.
The assortment of issues that arise in situations where there is a divergence between managers’ prevailing mindsets and the demands of their complex operating environment have yet to be fully revealed. Engaging critically with Perlmutter’s framework and the broader global mindset literature, and drawing on insights curated from a 2-year field study, we reveal the existence of the anomic mindset among a cohort of international managers. We conceptualize this mindset as a stock of knowledge, cognitive and psychological attributes that results in these managers returning to and entrenching themselves in an outdated, most probably idealized, world view of business in opposition to a changing socio-economic context. Its presence sees them resisting rather than adapting to the globalization that surrounds them, and leads them to engage in detours from the pathway toward the development of a global mindset. Unlike the ethnocentric mindset which describes ex ante managerial thinking in organizations moving toward internationalization, the anomic mindset results from the ex post responses of managers following a protracted period of involvement in international business. Its existence opens up a significant debate on progress in, and the prospects for, globalization and the development of global mindsets, along with their preservation in the face of this persistent anomie.
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