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• Uncertainty Avoidance, related to the level of stress in a society in the face of an unknown future.
•  Individualism versus Collectivism, related to the integration of individuals into primary groups; Individualist Societies:"I"-consciousness, Right of privacy, Others classified as individuals, Purpose of education is learning how to leam, Task prevails over relationship: Collectivist Societies: "We"-consciousness, Stress on belonging, Harmony should always be maintained, Others classified as in-group or out-group, Opinions and votes predetermined by in-group, Purpose of education is leaming how to do, Relationship prevails over task
• Masculinity versus Femininity, related to the division of emotional roles between women and men;Femininity Society: Men and women should be modest and caring, Balance between family and work, Sympathy for the weak, Mothers decide on number of children, Many women in elected political positions. Masculinity Society: Men should be and women may be assertive and ambitious,  Work prevails over family, Admiration for the strong, Fathers decide on family size, Few women in elected political positions
• LT vs ST Orientation, along-Term the choice of focus for people's efforts: the future or the present and past; ST Orientation: a good person is always the same, Supposed to be proud of one's country , Students attribute success and failure to luck, Slow or no economic growth of poor countries. LT Orientation: A good person adapts to the circumstances, Trying to learn from other countries, Students attribute success to effort and failure to lack of effort, Fast economic growth of countries up till a level of prosperity
•   Indulgence versus Restraint, related to the gratification versus control of basic human desires related to enjoying life.
• Paternalistic leadership “combines strong discipline and authority with fatherly benevolence and moral integrity couched in a ‘personalistic’ atmosphere”. It is composed of three main elements: authoritarianism, benevolence, and moral leadership.
• At its roots, Paternalistic leadership refers to a hierarchical relationship in which the leader takes personal interest in the workers’ professional and personal lives in a manner resembling a parent, and expects loyalty and respect in return.
• Transformational leadership is loosely defined as a charismatic leadership style that rallies subordinates around a common goal with enthusiasm and support.
• Transformational and Transactional Leadership were introduced by Bass (1985) and have been updated and studied throughout the years, claiming the transferability of these types of leadership styles across cultures. In fact, Bass and Avolio (1994) went as far as to give an optimal leadership profile for leaders around the world.
• Transactional leadership is characterized by a give and take relationship using rewards as an incentive.
• cross-cultural leadership is outlined it in two components; organizational leadership: “the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members” & culture: no universal definition for culture, but GLOBE’s definition includes “shared motives, values, beliefs, identities, and interpretations or meanings of significant events that result from common experiences of members of collectives and are transmitted across age generations”
•  International executive: Another term for a cross-cultural leader, is international executive which is defined as “an executive who is in a job with some international scope, whether in an expatriate assignment or in a job dealing with international issues more generally"
• Global Leadership is “a process of influencing the thoughts, attitudes, and behaviors of a global community to work together synergistically toward a common vision and common goals”.
• 6 core dimensions of competencies of a global leader: cross-cultural relationship skills, traits and values, cognitive orientation, global business expertise, global organizing expertise and visioning.
• • Indigenous cultures often possess rich knowledge systems that include ecological wisdom, sustainable resource management, and medicinal plant use. These forms of intelligence may not be adequately captured by standard IQ tests.
• • Cultures influenced by Confucianism, such as many East Asian societies, often emphasize diligence, discipline, and academic achievement. Intelligence is closely tied to educational success and societal expectations.
• African cultures may emphasize communal intelligence and interconnectedness. The Ubuntu philosophy in parts of Africa highlights the importance of community, empathy, and collaboration as aspects of intelligence.
• Western individualistic cultures often value personal achievement and independence. Intelligence may be measured in terms of problem-solving, critical thinking, and innovation within individual capacities.
• Cultural intelligence involves the ability to navigate and understand different cultures, communicate effectively across cultural boundaries, and adapt to diverse social contexts. An example is an international business executive who successfully conducts negotiations with partners from different cultural backgrounds exhibits high cultural intelligence.
• Creative intelligence involves the ability to think innovatively, generate novel ideas, and solve problems in unconventional ways. An example is an artist who produces original and imaginative works, or a scientist who devises innovative solutions to complex problems, demonstrates creative intelligence.