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The continuing internationalization of business education offers MBA students a unique cross-cultural environment in which to develop their business acumen. This pluralistic context can produce unc...

The values of a society constitute its culture; they are all the building blocks that can be transferred, renewed, and come from the past to the present. Turkey is a culturally rich and diverse country. In today’s world, the concept of cultural intelligence, which is necessary for people to adapt in different and multicultural environments, is substantial. In this context, it is extremely important for music teachers to adapt to multicultural environments for their work. The purpose of this study is to investigate pre-service music teachers’ cultural intelligence and determine if it differs from individual to individual dependent on some variables. A Descriptive analysis, Independent Group t-test, One-Way Analysis of Variance, Kruskal Wallis-H Test and a Pearson Correlation Coefficient were used. In this study, which was carried out with quantitative research, with 278 participants who were studying in seven regions of Turkey in the 2020-2021 academic year. It has been determined that the cultural intelligence levels are at a good level and the relations between them are positive. Cultural intelligence levels of participants do not differ significantly by the gender, age, university or parent’s education status; solely, it was found statistically significant that metacognition and cognition sub-dimensions vary as the result of someone in the family being involved in music. As a result, it was seen that the cultural intelligence levels of the pre-service music teachers were good and generally did not differ according to demographic variables. The novelty of this study is that the framework has identified pre-service music teachers’ cultural intelligence levels in Turkey. Furthermore, this study can be a point of reference to stakeholders and researchers on this music education axis. The findings of this study also serve to avert the education sector to the issues related to the implementations of teacher education in higher institutions. La cultura se conforma a partir de todos los valores de una sociedad; son los bloques de construcción que pueden transferirse, renovarse y trasladarse del pasado al presente. Turquía es un país complejo, rico y cultu-ralmente diverso. En el mundo actual el concepto de inteligencia cultural, es necesario para que las personas se adapten a entornos diferentes y multiculturales, es esencial. En este contexto, es de suma importancia que los profesores de música lo adapten en entornos multiculturales para que su trabajo sea más eficiente. El propósito de este estudio es investigar la inteligencia cultural de los futuros profesores de música y determinar si difiere o no a partir de algunas variables propuestas. Se utilizaron análisis descriptivos, prueba t de grupo independiente, análisis de varianza de una vía, prueba Kruskal Wallis-H, coeficiente de correlación de Pearson. En este análisis, que se llevó a cabo desde una investigación cuantitativa, con 278 participantes que estudiaban en siete regiones diferentes de Turquía en el año académico 2020-2021. Se ha determinado que los niveles de inteligencia cultural se encuentran en un nivel adecuado y que las relaciones entre ellos son positivas. Los niveles de inteligencia cultural de los participantes no difieren significativamente según el género, la edad, la universidad o el nivel educativo de los padres. Sólo se encontró, como hallazgo estadísticamente significativo, los casos en que en la familia había alguien involucrado con la música en las subdimensiones de metacognición y cognición. Como resultado se observó que los niveles de inteligencia cultural de los futuros profesores de música eran óptimos y, en general, no diferían de acuerdo a las variables demográficas. La novedad del presente estudio es que ha iden-tificado los niveles de inteligencia cultural de los futuros profesores de música en Turquía. Además, este estudio puede ser un punto de referencia para los actores e investigadores en esta esfera de la educación musical. Los hallazgos de este estudio sirven también para prever el sector de la educación sobre los problemas relacionados con las directrices de las instituciones superiores de formación de docentes. A cultura constitui todos os valores de uma sociedade; são todos os blocos de construção que podem ser transferidos, renovados e vir do passado para o presente. A Turquia é um país diversificado, rico e cultu ralmente diverso. No mundo de hoje, o conceito de inteligência cultural, necessário para que as pessoas se adaptem em ambientes diferentes e multiculturais, é substancial. Nesse contexto, é de extrema importância que os professores de música o adaptem em ambientes multiculturais para seu trabalho eficiente. O objetivo deste estudo é investigar a inteligência cultural de professores de música em formação e determiná-la por algumas variáveis se diferem ou não. Utilizou-se análise descritiva, teste t de grupo independente, análise de variância unidirecional, teste Kruskal Wallis-H, coeficiente de correlação de Pearson. Neste estudo, que foi realizado com pesquisa quantitativa, com 278 participantes que estudavam em sete regiões diferentes da Turquia no ano acadêmico de 2020-2021. Foi determinado que os níveis de inteligência cultural estão em um bom nível e as relações entre eles são positivas. Os níveis de inteligência cultural dos participantes não diferem significativamente por sexo, idade, universidade ou status educacional dos pais. Apenas foi encontrado esta tisticamente significativo se havia alguém envolvido com música na família nas subdimensões metacognição e cognição. Como resultado, verificou-se que os níveis de inteligência cultural dos professores de música em formação eram bons e geralmente não diferiram de acordo com as variáveis demográficas. A novidade deste estudo é que a estrutura identificou os níveis de inteligência cultural do professor de música na Turquia. Além disso, este estudo pode ser um ponto de referência para interessados e pesquisadores neste eixo de educação musical. Os resultados deste estudo também servem para antecipar o setor de educação sobre as questões relacionadas às implementações de instituições superiores de formação de professores.

We live in an age of massive global disruption. Technological advancements threaten century-old business models, globalization is reordering supply chains, and people need to work with colleagues and customers who have vastly different backgrounds. On top of that, we have been in the midst of a global pandemic, and customers, employers, and investors are demanding more than just a Black Lives Matter social media post from organizations that purport to take social justice seriously. Organizations with high cultural intelligence (CQ) are able to navigate this volatility and complexity effectively. Over the last two decades, scholars from across the world have published hundreds of articles on CQ, the capability to relate and work effectively in complex, culturally diverse situations. Most of the work has examined CQ at the individual level. But what about organizations? Can organizations be culturally intelligent? The emerging research on CQ at the organizational level offers leaders and organizations critical insights for navigating today's diverse, digital world. Organizational CQ is a firm's capability to function effectively in a complex and unpredictable multicultural world. This article stresses the importance of the culturally intelligent organization and explains how to develop organizational CQ.

Purpose The purpose of this paper is to examine existing research in Cultural Intelligence (CI), in an attempt to understand the intellectual influences on current research and research trends. Design/methodology/approach The authors used a bibliometric study of cocitation and bibliographic coupling, supported by factor and network analysis. From a sample of 219 articles, the authors examined selected articles (60 for bibliographic coupling) and the references (32 for citation and cocitation). Findings The results indicate that Earley and Ang (2003) is the basis for the current research. The intellectual structure of CI was concerned with three themes: the Concept of CI; CI and the Cultural Context; and Operationalization of the CI Concept. This initial research has influenced current research in the Operationalization of the Concept of CI when investigating the effect of CI on cultural diversity and individual skills and abilities. Another front recognizes the relationship between CI and the cultural context, being oriented toward understanding the performance and leadership of individuals. Originality/value The authors identified a new research front related to the effect of CI on cultural diversity. It indicates promising new fronts considering culture in a multifaceted and multilevel perspective, and also the possibility of evaluating the construct's cognitive components in the original perspective of Earley and Ang (2003) with neuroscientific methods. From the analysis, the authors suggest that future research presents methodological challenges and the connection of the CI construct and the level of analysis, and the Latin American context, which are explored at the end of this paper.

The research investigated the role of social justice in the relationship between cultural intelligence and attitude toward teaching profession. For a sustainable education, social justice and cultural intelligence are seen crucial in teaching profession. The data of the study were collected from 404 prospective teachers studying at a state university in Turkey by using a paper-based survey. For collecting the data, “Cultural Intelligence Scale (CIS)” developed by Ang et al. (2007) and adapted into Turkish by Ilhan and Cetin (2014); “Social Justice Scale (SJS)” developed by Torres-Harding et al. (2012) and adapted into Turkish by Cirik (2015); and “Attitude Scale of Teaching Profession” developed by Üstüner (2006) were used. A structural model was established and conducted to hypothesize the research questions. Confirmatory factor analysis (CFA) was used to validate the measurement and structural model. The SEM-based mediating analysis using SPSS AMOS was employed to test the hypothesized relationships. According to the results, cultural intelligence predicted the attitude towards the teaching profession and also social justice. Moreover, social justice was found to be in the full mediating role in the relationship between cultural intelligence and attitude towards the teaching profession. The research concluded that social justice was an important factor in increasing cultural intelligence competencies of teacher candidates to enhance their positive attitude towards teaching profession.

There are many identified antecedents of creativity. However, employing creative cognition theory as followed by (Yunlu, Clapp-Smith, & Shaffer, 2017), we hypothesized a positive effect of Cultural Intelligence in determining creativity. We classified Cultural Intelligence into four distinct factors (cognitive, meta-cognitive, behavioral, and motivational). Higher Cultural Intelligence fosters more Creativity among employees, moreover, this relationship is augmented by a higher level of Curiosity. We applied this framework in the Pakistani context by conducting a survey based on a close-ended questionnaire from 387 employees working in Karachi. Pakistan is a multi-cultured country, making this study meaningful. Data were analyzed using confirmatory factor analysis and structural equation modeling. The results suggested that, apart from the meta-cognitive dimension, all Cultural Intelligence factors as well as curiosity have a strong positive and significant effect on creativity. Similarly, the effect of each of the three dimensions namely, cognitive, metacognitive, and motivational on creativity is significantly augmented by curiosity. The finding implies that cross-border interactions are necessary and effective to learn. Also, one can recognize the importance of his own culture when others adapt to it. Social insight is something other than social mindfulness and affectability, which are additionally essential inside a partnership; it is the capacity to identify with socially different circumstances, just as work successfully in them.

ABAC ODI Journal Vision. Action. Outcome, 10, 2, 342-383

In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

The present study aims to examine the relationship between spiritual intelligence (SQ) and cultural intelligence (CQ) and measure their impacts on interpersonal communication skills on cultural tour guides in a religious complex in Iran via structural equation modeling (SEM). The results of the survey show that there is a positive and significant relationship between SQ and CQ. Also, we found that CQ has a significant effect on interpersonal communication skills. The effect of SQ on communication skills was not supported in this study.

In recent years, the demand for more culturally competent candidates has risen as employers seek workers highly adaptable to the global marketplace. Study abroad internship programs offer a rich training ground for college students to gain valuable international and intercultural career experience. This study examined the effects of experiential program design on the cultural intelligence of participants in an international internship program. College students from a large Midwestern university were enrolled in an international internship program in Amsterdam, Netherlands; Lima, Peru; or Seoul, South Korea. The program design incorporated principles of Kolb’s Experiential Learning Theory (ELT) to increase student reflection on their experience and engage them in the ELT cycle. Participants were scored on the Cultural Intelligence Scale (CQS) before and after the internship, and pre-test and post-test scores were compared and analyzed. Findings indicated significant growth in participants’ cultural intelligence. The intentional incorporation of experiential learning principles in the design and implementation of internship abroad programs has clear potential to increase participant’ intercultural competence and develop their skills for the 21st century workplace.

Expatriation for work presents various challenges before departure, during expatriation, and upon return to one’s home country. These challenges are why learning to manage cultural differences is a vital skill for expatriate managers and professionals, and hiring managers. Cultural intelligence (CQ) has been the subject of much research over the last decade. The present systematic review contributes to the literature on expatriate worker CQ by collecting and analyzing 97 empirical articles on the subject. Findings point to five core elements associated with CQ and five avenues for future research. Ultimately, the study results show that CQ positively affects many outcomes during expatriation.

Purpose The purpose of this paper is to report results of testing and validation of the cultural intelligence (CQ) Scale in a new location, the culturally diverse United Arab Emirates (UAE) and in a new sector: public and private school leaders. Design/methodology/approach This study surveys 167 school leaders from public and private schools in the UAE using the 20-item version of the CQ Scale, which uses a seven-point Likert response scale of strongly agree to strongly disagree. An examination of the dimensionality of the 20 items was conducted using both principal components analysis and confirmatory factor analysis. Demographics were also gathered. Findings Results from testing and validation of the scale indicated a high level of CQ among school leaders in the Emirate of Abu Dhabi. An examination of the dimensionality of the 20 items showed them to fall into the same structure of four sub-components as conceptually conceived: knowledge, strategy, motivation and behaviour. The mean scores for the four components of CQ in this study indicate high CQ amongst Abu Dhabi school leaders, although the knowledge dimension measured slightly lower. The results confirm previous research that found CQ to be higher in culturally diverse settings, which, according to socio-demographic details gathered in the study applies to the UAE. Originality/value This is the first known study to test the Cultural Intelligence Scale in UAE schools. It answers the call from the CQ Scale developers to validate the scale in diverse contexts.

This study aims to determine the opinions of high school principals on their cultural intelligence levels, to determine the activities of these principals to increase their cultural intelligence levels, the advantages of their having a high level of cultural intelligence, the factors that prevent them from increasing their cultural intelligence levels, and their suggestions to increase their cultural intelligence levels. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research consisted of 40 school principals working in Mersin central districts in the 2020-2021 academic years. According to the study results; most of the participants stated that they had a high level of cultural intelligence while some participants stated that they had a low level of cultural intelligence. Regarding the activities to increase their level of cultural intelligence, principals stated that they did activities such as increasing their knowledge, going abroad, and developing social relations. The principals expressed three different opinions on the advantages of having a high level of cultural intelligence: organizational advantages, professional advantages, and individual advantages. It was determined that factors preventing principals from increasing their cultural intelligence levels were factors unrelated to principal and factors related to principal. The principals expressed two different opinions on what could be done to increase their cultural intelligence levels: The things to be done by the superiors and the things to be done the principal.

Cross-cultural research in organizational citizenship behavior (OCB) has primarily focused on testing the generalizability of various OCB dimensions in different cultures, while attempting to unearth any culture-specific OCB notions that may arise from the values of a particular culture. But with the contemporary workplace becoming increasingly multicultural, this research attempts to move beyond the study of OCB in culturally homogenous environments and investigates its manifestation in a multicultural context. This study proposes cultural intelligence (CQ) as one of the antecedents of OCB, which enables individuals in foreign cultures to understand the perceptions of OCB in that particular culture, and posits that individuals with high levels of CQ exhibit OCB in multicultural environments. Furthermore, this study investigates the moderating effect of cultural distance (CD) on the relationship between CQ and OCB to test whether culturally similar or different environments strengthen or weaken this relationship. The study draws upon the trait activation theory to test the hypotheses under investigation. Data for this study were collected from 513 expatriates of 31 different nationalities working in a multicultural environment and analyzed using structural equation modeling. The results indicated that CQ had a positive impact on OCB, but CD did not have any impact on the CQ-OCB relationship. The findings of this study have important implications for human resource managers managing a culturally diverse workforce.

The increasing relationship between students with unique and diverse backgrounds as a result of open access through technology needs to be facilitated immediately. The availability of accurate data about the cultural intelligence of students is currently needed so that these students can adapt to their environment and are optimally facilitated. The purpose of this study is to obtain a real picture of the cultural intelligence of students in East Priangan and analyze it from the point of view of the dynamics of individual development and the philosophy of life of the Sundanese ethnic community. This study uses a quantitative approach and uses a descriptive method. Collecting data using a questionnaire to reveal the level of cultural intelligence of students which is then analyzed conceptually and empirically from the point of view of the dynamics of human development. The results showed that the achievement of cultural intelligence of students in East Priangan was above the average. The empirical results indicate that the psychophysical efforts of students to be able to adapt effectively and normatively in a higher education environment are close to optimal. This condition was determined by the real embodiment of the mandates contained in several Sundanese ethnic heritage texts from generation to generation both in thinking, feeling, and behaving.

In a globalizing world, intercultural competence has become increasingly important for university graduates. Using a sample of 177 students participating in study abroad programs organized by a Swiss university and a Chinese university, we investigate antecedents and mediators to multicultural team (MCT) effectiveness. Based on social identity and self-categorization theories, our findings show that cultural intelligence is positively related to common ingroup identity and MCT effectiveness, and common ingroup identity is positively related to communication and MCT effectiveness. Specifically, common ingroup identity and communication quality play a significant full-chain mediating role in the relationship between cultural intelligence and MCT effectiveness. From an international education perspective, these results provide knowledge of strategies and actions necessary to ensure MCT effectiveness in intercultural collaboration. The latter is relevant for international business collaborations with employees, customers, and external stakeholders.

استهدفت هذه الدراسة تقديم أساس نظري لموضوع الذکاء الثقافي، وتقييم صلاحية مقياس الذکاء الثقافي (CQS) في سياق بيئة منظمات الأعمال المصرية، وقد تم تطبيق مقياس الذکاء الثقافي (CQS) على عينة مکونة من 66 مديرا مصريا يعملون في شرکات دولية في مصر. دعمت نتائج تحليل المرکب التوکيدي (CCA) هيکل الذکاء الثقافي المکون من أربعة أبعاد: الذکاء الثقافي ما وراء المعرفة، والذکاء الثقافي المعرفي، والذکاء الثقافي الدافعي، والذکاء الثقافي السلوکي، کذلک أشارت النتائج إلى أن مقياس الذکاء الثقافي الذي تم ترجمته إلى اللغة العربية يعتبر أداة موثوقة وصالحة لقياس ذکاء الفرد بين الثقافات. The purpose of this study was to provide a theoretical basis for the subject of cultural intelligence and to assess the cultural intelligence scale (CQS) validity in the Egyptian organizations. The CQS was administered to a sample of 66 Egyptian managers working in international firms in Egypt. Results of a confirmatory composite analysis (CCA) supported the four-factor structure of the CQS: metacognitive, cognitive, motivational, and behavioral. In addition, the results indicated that the Arabic version of the CQS is a reliable and valid instrument for measuring an individual’s intercultural intelligence.

Technological and social changes have made the organizational nature more open and accessible than ever. In recent years, modern leadership styles are used to efficiently manage these radical changes, and social intelligence and cultural intelligence concepts are used to get an edge over these changes correctly. In this study, based on the interaction of different intelligence types with the leadership styles exhibited, the factors affecting the leadership style were examined. The concept of leadership was carefully considered by associating the sub-dimensions of social intelligence and cultural intelligence, and assessing them in terms of demographics. The research sample is selected as Technopark employees in Istanbul. The sample reflects one of the increasingly widespread Technology Development Zones in Turkey, and welcomes technological developments as well as foreign cultural companies within. By analyzing the obtained data from 354 participants with descriptive and explanatory statistical methods, the relationships between leadership styles in the Multi-Factor Leadership Questionnaire, a comprehensive leadership tendency measurement tool, and social intelligence and cultural intelligence have been revealed. In addition, the effects of social intelligence’s and cultural intelligence’s sub-dimensions on four different leadership styles, and demographic differentiations are detected. The research provides guiding outputs for future research and business reflections.

This study investigates How the coaching behavior of Chinese expatriates and the performance of local employees overcomes the inherent differences between them and develops the quality of relationships that play an important role in carrying out cross-cultural knowledge transfer? Existing research does not provide a good answer to this question. The knowledge transfer literature has focused on organizational vehicles and structural mechanisms, with little attention paid to understanding how the organizational processes and individuals involved can facilitate knowledge transfer. After all, it is people who have applied and transferred knowledge. This study aims to propose and analyze a model for developing expatriate coaching behavior through cross-cultural knowledge transfer in improving the work performance of local employees, to examine the moderating role of intelligence culture for expatriate coaching behavior on the relationship of cross-cultural knowledge transfer to local employee performance on expatriates and employees. This study will examine the moderating role of Perceived Organizational Support theorists have suggested that employees form global perceptions of the level of support provided by their employers and that this perception influences their behavior in the workplace. The data collection method used is a qualitative method. Based on the results of research and discussion, it can be concluded that China expatriates with high cultural intelligence, their coaching behavior has a clearer positive impact on the performance of local employees; for local employees who have high cultural intelligence, expatriate coaching behavior has a clearer positive impact on the employee's performance.

This paper examines the relationship between intercultural competencies and performance in “international locals”, defined as employees who, albeit not formally appointed to any international position, are regularly exposed to different types of intercultural interactions. From a sample of 258 employees of a multinational company, we selected a sub-group of 94 international locals, and examined the effect of ethnocentrism (ET), cultural intelligence (CQ) and emotional intelligence (EQ) on their performance, utilizing multiple regression analysis. The results show that the higher levels of CQ and/or EQ, the better the performance of international locals. Evidence also indicates that EQ interacts with CQ, triggering or enhancing the effect on performance. Finally, ET does not have any effect on the performance of international locals. The research implies that EQ and CQ are essential for performance in international business situations, and that international locals, who are continually exposed to regular intercultural interactions, need to focus on developing these two competencies. By assessing and helping international locals to develop higher EQ and CQ, organizations can ensure that they have enthusiastic and perseverant employees, who enjoy intercultural interactions, and can contribute to develop competitive advantages and capabilities.

Cultural intelligence (CQ), expressing a capacity to effectively function in a cultural or culturally diverse environment (professional and otherwise), has great importance not only for the success of individuals who operate professionally in a intercultural environment, but also for the competitiveness of companies or organizations operating in international markets. For this reason research about CQ abroad is given the high level of attention, however this is not the case in the Czech Republic. This review uses the relatively new method of systematic quantitative literature review to provide a detailed mapping of cultural intelligence research in the years 2015–2019. The results of the analysis indicate that CQ is a global multidisciplinary phenomenon that has become established in intercultural management as a compelling area of research. The concept of CQ is well conceptualized and operationalized; the research at present is focused on the known relationships of new mediators or moderators and other correlations between CQ and new variables are being sought at the level of international economies and management. From the number of published research outcomes it can be seen that interest in CQ is growing, primarily among authors from multicultural countries. Researchers in the years 2015–2019 tested (predominantly in empirical studies) far more hypotheses related to CQ than they did in a comparable previous period; the studies took place in 33 countries, however mostly in the USA. European countries nonetheless fall somewhat behind in this area. Building on previous literature reviews, the nomological network of CQ has been supplemented for the years 2018 and 2019. From the classification of research outcomes it is evident that researchers are most interested in topics oriented on psychology of work. Our study brings entirely new information about CQ research pertaining to the methods used in quantitative analysis and the characteristics of respondents and localization of research.

The ability to handle cross-cultural affairs efficiently has become critical to migrant tourism entrepreneurs in establishing business and surviving in a culturally distinct environment, especially in a cultural heritage site. Using a sample of homestay inn entrepreneurs in Hongcun Village, this study examines how cultural intelligence (CQ) affects the migrant tourism entrepreneurs’ subjective performance (SP) and heritage responsibility (HR) and whether HR plays a mediating effect on the relationship of CQ to SP. Applying the PLS-SEM approach to a sample of 142 homestay inn entrepreneurs, this study finds that CQ promotes HR and SP. However, only the Motivational CQ and Cognitive CQ dimensions positively influence HR and SP separately. The mediating effects of HR are also validated on the overall path from CQ to SP and the Motivational CQ to SP. The findings confirm the validation of the assumption “With great ability, comes greater responsibility and greater results in business” in tourism entrepreneurship. Finally, some theoretical and managerial implications of the findings are discussed.

PurposeThe purpose of this paper is to explore how business-to-business (B2B), intercultural, interpersonal salesperson–customer relationships develop using the lens of identity management theory (IMT; Imahori and Cupach, 2005).Design/methodology/approachThe research uses qualitative semi-structured interviews on 18 targeted relationships with customers from another culture conducted with business-to-business salespeople.FindingsThe findings indicate that our respondents' relationships moved from trial toward enmeshment and on occasion toward the renegotiation phase, as described in IMT. In the case of low cultural diversity between salesperson and customer, the relationships reached the trial and enmeshment phase. In the case of high cultural diversity between salesperson and customer, the relationships on occasion evolved toward the renegotiation phase. Salespeople's cultural intelligence (CQ) facilitates the development of interpersonal, intercultural salesperson–customer relationships.Originality/valueThe authors transfer IMT from the personal relationship development arena to B2B intercultural, interpersonal relationships, address a gap in the literature in the understanding of salesperson–customer interpersonal relationships in different contexts and develop a theoretical model to understand intercultural, interpersonal salesperson–customer relationship development across different levels of cultural diversity.

The purpose of this paper is to explore the relationship between motivational cultural intelligence and cultural adjustment of expatriate talent through the lens of cultural distance. The rapid dev...

PurposeVirtual collaboration provides students with an opportunity to develop cultural intelligence while fitting into the team where the members are from diverse cultures. The purpose of this study is to explore whether global virtual team (GVT) projects raise students' understanding of cultural differences. In addition, it is interesting to know how internationally disruptive events such as the coronavirus disease 2019 (COVID-19) pandemic influence GVT projects.Design/methodology/approachThe research involved two parts: In the first part, a two-wave longitudinal study was conducted to investigate how intercultural sensitivity and intercultural communication competence coevolve within a group of international students enrolled in a virtual business professional project. In the second part, using word clouds and topic modelling on the participants' perceptions, the study investigated whether the sudden disruption caused by the pandemic show similar results in performance, focussing primarily on the resilience of virtual teams. Further, the study explored participants' perceptions towards online learning in higher education institutions as well as the attitude of corporate organizations towards remote working in the post-pandemic years.FindingsThe results confirmed that GVT projects, in fact, do raise students' understanding of cultural differences and the need to adjust their behaviour accordingly in order to engage with their culturally different counterparts effectively. Participants reported an increase in their cognitive, behavioural and affective attributes.Research limitations/implicationsAmong the limitations of this study is the relatively small number of student participants. Furthermore, the number of respondents from India dominated the sample. Since the Indian students were disproportionately affected by the shutdown, causing them to return often to rural areas with poor Internet connectivity, responses concerning the disruption caused by the pandemic may be overriding negative. The same could be said of responses from US-American students, who often rely heavily on-campus employment or whose parents became unemployed during the pandemic, and thus were faced with disproportionate economic insecurity.Practical implicationsThis paper provides insights to the educators and international organizations on how such projects provide the skills essential for reducing costs, accessing knowledge, skills and abilities (KSAs) across borders, maintaining flexible work schedules and arrangements, and taking advantage of multiple time zones to increase productivity.Originality/valueWhile highlighting the significance of cultural intelligence, this paper investigated how the sudden disruption caused by a crisis such as the COVID-19 pandemic impacts performance, focussing primarily on the resilience of virtual teams.

PurposeThe study investigates the effects of core self-evaluations on project managers' competencies. The study further examines the moderating effect of cultural intelligence between core self-evaluations and competencies.Design/methodology/approachIn this study, with a descriptive-survey approach, necessary data were collected from a sample of project managers of Iran's Ministry of Communication and Information Technology through questionnaires. The conceptual framework of the study was tested according to structural equation modeling by PLS software.FindingsFindings show that core self-evaluations have positive and significant effects on project managers' competencies among which psychological stability has the greatest effect. Furthermore, the moderating role of cultural intelligence in the relationship between core self-evaluations and project managers' competencies was confirmed. According to the calculated coefficient, motivational cultural intelligence had the greatest role.Research limitations/implicationsThe data were collected using a questionnaire at a single point in time, and thus, not allowing cause–effect inferences. Also, the demographic variables were not controlled.Practical implicationsThe results of this study provide some implications for HRM professionals and project managers interested in promoting a system of HR practices that contributes to enhancing project managers' competencies and effectiveness.Originality/valueThis study advances our understanding of the factors that have an effect on project managers' competencies, specifically on a list of main competencies necessary for project managers' performance. Moreover, it suggests that project managers' competencies will benefit from cultural intelligence, which will display a greater effect when embedded in highly diverse cultural contexts.

Hingga awal 2021, terdapat 12 misi perdamaian PBB yang dilaksanakan di bawah Department of Peace Operations . Namun demikian, tidak semua misi perdamaian yang pernah dilakukan oleh PBB berhasil. Salah satu contoh misi perdamaian PBB yang dinilai gagal adalah misi United Nations Operation in Somalia (UNOSOM) I (1992-1993) dan II (1993-1995). Salah satu penyebab kegagalan misi UNOSOM adalah karena misi tersebut tidak dapat menjawab tantangan berupa perbedaan kebudayaan yang ada, baik antar peacekeeper maupun dengan warga lokal. Penelitian ini dilakukan untuk mengelaborasi upaya untuk meningkatkan kecerdasan lintas budaya dan ketahanan bagi peacekeeper dan keluarganya agar misi-misi yang akan dilaksanakan oleh mereka di masa depan dapat menghasilkan outcome yang lebih baik daripada sebelumnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Penelitian ini menemukan bahwa kecerdasan budaya dan kompetensi budaya merupakan dua kemampuan penting yang harus dimiliki oleh peacekeeper yang bertugas di lingkungan budaya yang berbeda. Di sisi lain, potensi peacekeeper terpapar stress selama penugasan di wilayah konflik dan dampak negatif yang mungkin dialami keluarga peacekeeper selama ia ditugaskan juga perlu menjadi perhatian, baik bagi PBB maupun negara-negara pengirim peacekeeper. Baik upaya peningkatan kecerdasan budaya, kompetensi lintas budaya hingga ketahanan peacekeeper dan keluarganya dapat dilakukan dengan pelatihan-pelatihan. Namun demikian, diperlukan komitmen dan kemauan politik yang kuat dari para stakeholder terkait agar pelatihan-pelatihan ini dapat dilaksanakan dengan sistematis, komprehensif dan berkesinambungan untuk mendukung berbagai misi perdamaian yang masih dan akan dilaksanakan oleh PBB.

O presente estudo teve como objetivo analisar mutuamente a autoconfiança e a inteligência cultural de candidatos a professores de educação física e de ciências e literatura. O modelo de estudo transversal quantitativo foi usado no estudo e 320 candidatos a professores participaram voluntariamente. Os participantes foram escolhidos de acordo com o método de amostragem conveniente. Para a coleta de dados, foram utilizados a escala de autoconfiança (AKIN, 2007) e o inventário de inteligência cultural (İLHAN; ÇETIN, 2014). Nas análises das amostras independentes de dados foi utilizado o teste t e o controle de correlação parcial para a variável docente. Como resultado, o presente artigo mostrou que os candidatos a professores de educação física tinham maior autoconfiança e inteligência cultural metacognitiva do que os candidatos a professores de literatura. Por outro lado, os candidatos a professores de ciências e literatura apresentaram níveis mais elevados de inteligência cultural cognitiva e comportamental do que os candidatos a professores de educação física. Autoconfiança e inteligência cultural se correlacionaram.

Cultural intelligence (CQ) is critical to students’ academic and career success. Drawing on experiential learning theory, the current study investigates the extent to which students’ prior internat...

The purpose of this study is to analyze how firm cultural intelligence and social media technologies influence the international marketing capabilities of multinational enterprise (MNE) regional of...

Although scholars have fully explored the factors influencing tourists’ positive emotions, there is still a research gap on the joint effect of multiple factors. Based on 509 samples of cultural an...

PurposeOrganisations operate in diverse cultural environment, which is a challenging task due to absence of cultural knowledge and difficulty in adapting the native culture that usually leads to expatriate failure. In this context cultural intelligence plays an important role in the adjustment of employees. The purpose of the study is to examine the mediating role played by cultural intelligence between cross-cultural training and cross-cultural adjustment relationship. It further analyses the moderating role of cross-cultural training and types of expatriate between cultural intelligence and cross-cultural adjustment relationship.Design/methodology/approachSet in a large culturally diverse emerging economy context, data have been gathered from 530 managers working in banking sector. Data have been duly assessed for reliability and validity.FindingsThe results revealed that cultural intelligence mediates cross-cultural training and cross-cultural adjustment relationship. Evidence from the analysis further suggests that cross-cultural training and types of expatriate moderate the relationship between cultural intelligence and cross-cultural adjustment. Lastly, the managerial and theoretical implications have been put forth for practical and academic perusal.Research limitations/implicationsThe study is cross-sectional in nature and data have been collected from single source.Practical implicationsOrganisations should design such training programmes, which motivate the managers to successfully complete out of home state assignment and help them to adapt in the cross-cultural situations.Social implicationsCulturally intelligent employees/managers are able to communicate with people belonging to diverse culture, which results in building trust, loyalty and cordial relationship amongst the people. This will create the feeling of unity in the society thereby bringing national as well as global peace.Originality/valueThe study develops the extant literature on cross-cultural training and types of expatriate as effective intercultural instruments to enhance the capability of the managers to interact and adjust in host region environment.

Based on the theoretical review of researches and studies concerned with virtual teams in organizations, it was found that the role of virtual teams varies from case to another, and it may be positive or opposite. The purpose of the current research is to examine the role of virtual teams in the impact of cultural intelligence on the strategic excellence of Zain worldwide Group. An electronic questionnaire was designed through the (Google) and (Microsoft) forms, and distributed then on a sample of (146) participants with a high organizational level of the HRM departments within the group. The results showed that there was a positive moderator role of virtual teams in the relationship of cultural intelligence and strategic excellence in Zain, as well as improving all effect relationships within the model.

This study investigates the effect of mental aspects of cultural intelligence through emotionality on creative behaviour in entrepreneurship. Using a sample of nascent entrepreneurs in a developing country (Kazakhstan), this study contributes to entrepreneurship literature by providing a fine-grained explanation about how emotionality serves as a mediating mechanism between cognitive and metacognitive cultural intelligence, and self-creativity. The findings of this study demonstrate that individuals who display higher levels of cognitive and metacognitive cultural intelligence tend to possess higher emotionality, which in turns has a positive influence on self-creativity. We discuss the practical and theoretical implications of the role of cultural intelligence in spurring emotionality and self-creativity.

More and more workplaces need employees who can work effectively with people of diverse cultural contexts. Cultural intelligence is a core social ability to interact successfully in cross-cultural environments. The Short Form measure of Cultural Intelligence (SFCQ) has been validated in several countries, although not for Portuguese-speaking countries. This paper describes the findings of three studies conceived to validate the SFCQ in the Portuguese language. The first study supports the SFCQ scale as unidimensional with three intermediate facets and possessing adequate internal consistency in a sample of college students (N = 217). In favor of construct validity, the instrument is weakly associated with but dissimilar to ethnocentrism and personality and is positively related to various markers of multicultural experience. Regarding criterion-validity, the SFCQ is related, as expected, to sociocultural adaptation and having a close friend from another culture. The second study supports the construct validity and the concurrent validity of the Portuguese SFCQ scale using a different sample of national college students (N = 195). The final study (N = 181) also supported the construct, the convergent, and the criterion-related validities of the Portuguese SFCQ scale in a sample of international students. It merits noting that in these three studies cultural intelligence emerged as a second-order single factor with three first-order factors, in particular, cultural knowledge, cultural skills, and cultural metacognition. These results substantiate the validity of the SFCQ and demonstrate this Portuguese version as a tool with substantial evidence for easily assessing cultural intelligence.

This study investigated the relationship between social connectedness and overseas life satisfaction in addition to the mediating effect of cultural intelligence (CQ) and the moderating effect of socioeconomic status (SES) respectively. We adopted the social capital theory to support the relations among the proposed variables. Data were collected through online questionnaires from Taiwanese students studying abroad; 431 valid responses were analyzed. The results demonstrated that social connectedness was positively related to CQ; moreover, CQ was positively related to students’ overseas life satisfaction, and partially mediated the relationship between social connectedness and overseas life satisfaction. Concurrently, SES was observed to moderate the relationships of social connectedness with CQ and CQ with overseas life satisfaction. Furthermore, the indirect effect of social connectedness on overseas life satisfaction through CQ was moderated by varying SES levels. Our findings confirm that social connectedness affects CQ, and that CQ serves as the mediation mechanism between social connectedness and life satisfaction among overseas students. In addition, SES plays a significant role in the moderated mediation relationship. Limitations of this study and recommendations for future studies are also discussed.

Structural equation modeling (SEM) has remained two mutually exclusive domains, factor-based vs. component-based, depending on whether a construct is modeled by either a factor or a component (i.e., weighted composite of indicators). Research in international management (IM) and international business (IB), however, needs to accommodate a more general model that considers a wide range of constructs from different disciplines at the same time, representing some constructs as factors (e.g., cultural distance and institutional distance) and others as components (e.g., international experience and export intensity). Integrated generalized structured component analysis (IGSCA) is a recently developed statistical method for estimating such models with both factors and components. IGSCA can provide overall fit indexes for model evaluation, including the goodness-of-fit index (GFI) and the standardized root mean squared residual (SRMR). However, the performance of these indexes in IGSCA is not yet investigated. Addressing this limitation, we (a) highlight the limitations of the dominantly used SEM approaches, (b) review the use of different SEM approaches in IM/IB research in the last decade, (c) conduct a simulation study, confirming that both GFI and SRMR distinguish well between correct and misspecified models with both factors and components, and (d) we illustrate the indexes’ efficacy using a model concerning the role of personality traits and international experience in shaping cultural intelligence. Based on the review and the results of the simulation study and the illustrative example, we also propose rules-of-thumb cutoff criteria for each index in IGSCA.

Drawing upon person-environment fit, specifically demands–abilities fit, this paper examines the impact of hospitality employees’ cultural intelligence (CQ) on their voice behavior and job satisfaction. Data were collected from domestic contact employees working for restaurants in three major cities in the United States. The results of the PLS-SEM model show that CQ has a positive effect on employees’ voice behavior through self-efficacy. Further, CQ has a positive effect on job satisfaction through a sequential mediation of self-efficacy and voice. This study contributes to the CQ and voice literature, utilizing CQ as a person’s ability to meet job requirements. This study also has important practical implications for hospitality practitioners who depend on employee voice for the success of organizations in today’s ever-changing global environment.

The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.

Recent literature has advocated for the use of project based learning to engage students in active learning. This study examines how students’ learning is enhanced through an overseas project-based learning (PBL) programme at a Singapore University (UNIS), called the UNIS-XO pedagogy. Specifically, this study provides a framework through which students, faculty members, and industry partner can collaborate through consulting programs with the aim to provide feasible recommendations to the clients. Our findings suggest that an experiential PBL with an overseas client is an important learning experience through which students can strengthen their digital literacy as well as cross-cultural competency to make them more futureready for their work.

Discrimination represents an important moral problem in the field of business ethics, and is often directed against minority groups. While most of the extant literature studies discrimination against employees, this paper studies discrimination against minority customers, addressing whether customers speaking English with an accent are discriminated against when contacting companies with a complaint. We draw upon the two literature streams of business ethics and service recovery to address discrimination in the service recovery process, as the recovery process after a service failure constitutes a critical incident for customers, in which discrimination would be a particularly important moral problem. The findings confirm that customers speaking with an accent are discriminated against, as employees may evaluate customers as both less credible and less competent depending on their accent. We further show that this discrimination extends to negative outcomes: service employees offer customers speaking with an accent lower compensation, and are less likely to go the extra mile for them. Having identified the existence of a discriminatory practice in the service recovery process, we further uncover both an underlying reason and a potential solution. Our results show that employees’ level of cultural intelligence helps alleviate discrimination. We conclude that companies could benefit from including cultural intelligence in the recruitment and training of their employees.

In response to a new set of challenges facing universities today—developing the next generation of leaders while integrating existing and emerging technologies to transform learning spaces—a team at Penn State University conducted research that culminated in the Virtual Transformational Leadership Development (VTLD) Experience, a course that addresses these challenges in a virtual format. The research examined the contribution of the arts, in conjunction with immersive technologies, towards promoting student engagement. Student interviews indicated that the creation of high impact practices revolving around the arts ultimately generates a memorable and involved experience that more frequently includes topics of social relevancy such as racial equity. Furthermore, the pairing of these methods with relevant and emerging technologies, such as artificial intelligence (AI) and virtual reality (VR), effectively creates an educational experience that more personally suits a student’s needs in this type of transformational course. Leveraging Research: The VTLD Experience leverages the findings of its associated study, such as the importance of incorporating High Impact Practices (HIPs), to create transformational and interactive learning experiences for undergraduate students. HIPs refer to experiences that more heavily involve students and require them to reflect on their engagement with specific materials, such as being exposed to and attending an arts performance and interacting with artists afterwards. Through the integration of existing and emerging technologies, this learning experience will provide lesson modules that include viewing and reflecting on works of art, such as visual art, performances, and other forms of creative expression. The research demonstrates how the arts engage students in a variety of subjects, such as mindfulness practices to develop mindful leadership skills and lessons about global diversity, equity, inclusion, and belonging. Through exposure to different perspectives to promote cognitive diversity, this learning experience seeks to nurture the whole student – thoughts, feelings, body – by developing skill sets and mindsets to increase their senses of curiosity, empathy, emotional and cultural intelligence, and to develop resilience. Cumulative vision: “Combining teaching and learning with existing and emerging technologies, The VTLD Experience, in conjunction with the human experience, generates a vision for the classroom of the future. These technologies enable learning spaces where students and faculty can take advantage of virtual arts programming to “attend” events around the world that would otherwise be inaccessible, such as museums, works of art, and live performances. This is an example of what the classroom of the future might look like, and we are actively pursuing this vision. We will be offering a pilot of The VTLD Experience fall 2021 and spring 2022 semesters at Penn State. Future enhancements of the experience will incorporate additional technologies and applications.

The expatriate adjustment has been receiving more and more academic attention due to its increasing importance in globalization. There are many antecedents and outcomes of cross-cultural adjustment of expatriates. This research explores the relationships among Vietnamese proficiency, four dimensions of cultural intelligence, and expatriate adjustment. The study was conducted with data from 379 expatriates living/lived in Vietnam. The results reveal that Vietnamese proficiency and metacognitive cultural intelligence affect general adjustment indirectly through work and interaction adjustment. Meanwhile, cognitive cultural intelligence only a general adjustment but not the other two facets. The researcher also gives practical implications for corporations, international human resource management practitioners, and individual expatriates.

PurposeIn today's global business environment, international assignments have become integral part of employee's job profile. Adaptation to a different cultural environment plays a role in affecting employee's performance. In such a situation, cultural intelligence plays an important role. In order to sustain in a diverse work setting, a global organization entails managers who are sensitive to different cultural requirements. Factors affecting cultural intelligence have been a major area of study. However, studies relating short-term foreign trips and their role on four aspect of cultural intelligence are lacking. Therefore, present study was undertaken to know role of foreign visits in affecting cultural intelligence among professionals of diverse background.Design/methodology/approachThe present study is a primary study conducted for a sample of 120 respondents divided into two groups. One group comprised professionals having experience of foreign visits while other group comprised professionals who had not visited a foreign country. We use Levene’s Test for equality of variances was applied to assess the difference of variation of cultural intelligence between two different groups of respondents.FindingsThe results revealed that short-term trips play a significant role in affecting metacognitive, cognitive and motivational components of cultural intelligence. However, behavior cultural intelligence is not affected by short-term trips significantly.Research limitations/implicationsOutcome of present research forms basis for future studies that can be conducted linking long-term trips and culture intelligence. This study is practically useful for improving cultural intelligence of professionals to enhance their success and effectiveness in international assignments.Originality/valueThe study adds novelty to the field of cultural intelligence as prior studies were lacking in relating role of short-term trips on four different components of cultural intelligence.

It is regarded as considerable values those principles’ skills of managing diversities and teachers’ cultural intelligences which mean they understand and appreciate other cultures. These core values are remarkably vital to be culturally literate in the global world. The organizations and their administrators respecting the diversities of the employees can allocate more time competing their counterparts in the world instead of losing energy with unnecessary conflicts. The aim of the study is to examine the correlation between teachers’ cultural intelligence and Principal’s managing the diversities and their transformational leaderships according to the teachers’ point of views. The research has adopted a correlational model. The data of the research was gathered from 428 primary school teachers in Turkey/Malatya during 2020-2021 academic year. The Data was gathered through the “Cultural Intelligence”, “Diversity Management” and “Transformational Leadership” scales. The data was analyzed by arithmetic mean, correlation analysis and regression analysis. The results of the research suggest that the primary school teacher’s cultural intelligence, the principal’s management of diversity and their transformational leadership levels were “mostly high”. It was revealed that there was a moderate level positive significant correlation between teachers’ cultural intelligence levels and Principal’s skills of managing the diversities and their transformational leaderships. Moreover, teacher’s cultural intelligence levels and Principal’s skills of managing the diversities predict the transformational leaderships of Principles. Consequently, to increase the transformational leadership of Principals, it is recommended to enhance teachers’ socio-cultural awareness and to work on improving the skills of diversity management of principals.

Cultural intelligence can effectively solve cross-cultural problems, which encourages contractors to adapt to the new international market environment. However, in international projects, the effectiveness of cultural intelligence can be complicated or moderated by the host country’s institutional environment. This study explores the impact of cultural intelligence on the performance of international construction projects and the moderating effect of institutional distance, then compares the differences between Chinese contractors and Korean contractors. In this paper, eleven hypotheses were proposed, and an empirical analysis was conducted to test the hypotheses and measure the impact of cultural intelligence on the performance of international construction projects and the moderating effect of institutional distance. The results from 144 valid questionnaires indicated that process capability and path capability in cultural intelligence have a significant positive impact on the performance of international construction projects, while formal institutional distance can positively moderate the relationship between position capability and international construction project performance. Moreover, Chinese and Korean contractors display significant differences in the moderating role of institutional distance. These findings provide theoretical support and strategic suggestions for not only contractors in China and Korea but for all international contractors seeking to improve project performance through cultural intelligence and institutional distance.