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This book brings together non western, indigenous and eastern perspectives on leadership. Leadership theory has for too long been the exclusive domain of western academics developing leadership theories from the perspective of western institutions. Worldly leadership calls for pooling of the combined leadership wisdoms from all parts of the globe

This research builds on Jenkins' theory of time, identification and human nature through an empirical study of leaders' experiences in a large UK public sector organisation. By applying Lewis and Weigart's typology of social time to the accounts of the leaders studied within this research, the study finds that the leaders' self‐ identities are constituted through the discourses of self‐time, interaction‐time and organisational‐time which are embedded, stratified and synchronised through social and organisational practices. In the leaders' narratives of career, work, life and family the research identifies dominant discourses of time compression and acceleration, as well as both cyclic and linear discourses of time. Each of these temporal constructs is found to be embedded in and manifested through the continuous construction and shaping of identity. The implications of these findings for our understanding of the contemporary working life of leaders and their careers and identities are discussed.

PurposeLeadership theories that inform business education have largely been rooted in Western conceptions of leadership. The purpose of this paper is to report on research that seeks to uncover and reflect on how leadership wisdoms originating beyond the Western world can support the radical transformation of global business education toward a more responsible and sustainable template. It argues that indigenous and Eastern ideologies will be needed if we are to change educational mindsets and challenge the obsolete model of Western business school education.Design/methodology/approachIn total, 45 in‐depth interviews with leaders from indigenous and non‐Western cultures were conducted in order to gain deep insights into how their leadership identities, values and behaviours have been shaped by their societies and the oral wisdoms in their cultures. The author also draws on interviews and observations of 26 executives participating in a class of the International Masters Programme in Practicing Management. The findings from each study were combined to propose how these might challenge and inform a future business school curricula that challenge its orthodoxy of "shareholder value above all else".FindingsThe research identified a number of embedded leadership wisdoms currently overlooked in the current model of business education. Based within a deep‐rooted ethic of responsibility, conviction, stewardship and sustainability and reflecting a cosmopolitan mindset, the critical knowledge and values embedded in indigenous communities, transmitted orally across many generations, provides a challenge to Western business schools to embed the knowledge found within those societies and communities toward a more sustainable response to the crisis of our planet. Responsibility, humanity, benevolence, trusteeship, contribution, honesty and conviction are some of the core "wisdoms" uncovered in the research that can inform and frame a radical rethink of the norms of business school curricula.Originality/valueThe current model of business education preserves the status quo of twenty‐first century capitalism. As globalisation advances, leaders appear to be powerless to act against a dominant ideology that reveres shareholder value above all else. The research builds on De Woot's critique of the shareholder value paradigm to suggest that a new form of business education based on leadership wisdoms in indigenous and oral cultures, and ancient texts has much to contribute to radical mindset change in business education.