From the introduction:

The research program of Relational Economics and particularly the development of a concept of transcultural leadership is not only an ambitious conceptual agenda, but also offers the opportunity to apply and test these concepts within the framework of teaching and project formats at university. If students and their lecturers become involved in such formats of transcultural learning, then – that is the assumption, at least – this opens up the possibility of achieving new dimensions in acquiring competence and in managing the realities of globalization and global value creation. This claim is behind the Global Studies Projects, which are conducted in various different ways at the Leadership Excellence Institute of Zeppelin University and which follow this university’s concept of liberal arts, namely one that focuses on the ambition to educate students to become generalists with comprehensive and interdisciplinary competence.

In addition to the important findings with regard to the applicability of the theoretical construct and the transfer to practice, such projects also provide feedback on the further development of the concept itself. A recursive loop of learning between theory and practice is created – with the understanding of transculturality as a polycontextual, polycontextural and polylingual phenomenon of relation-building serving as a central thread. On the basis of some concrete examples from the work of the Leadership Excellence Institute Zeppelin (LEIZ), this chapter aims to explain the suggestion of a further development in teaching in the sense of an integrated strategy of Global Studies Projects and towards the vision of a university as a truly global learning arena.