Academic literature on the topic 'Cultural Intelligence (CQ)'
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Journal articles on the topic "Cultural Intelligence (CQ)"
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Cheng, Li-Rong Lilly. "Cultural Intelligence (CQ)." Communication Disorders Quarterly 29, no. 1 (November 2007): 36–42. http://dx.doi.org/10.1177/1525740108314860.
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Professionals in the field of special education are constantly being asked about efficacy and outcome-based practice. The tragic event that took place at Virginia Tech shocked the world. This article uses the Virginia Tech tragedy as a base to discuss the need for all professionals to develop cultural competence. Furthermore, it discusses the topic of cultural reactions to communicative disorders and the need to develop cultural competence to decode each message in its cultural, linguistic, and social contexts and to provide culturally appropriate intervention when called for. It also builds on the notion that the world is flat and describes the challenges we face as we try to decode the messages from the world of English-language learners, the world of Englishes, and the codes shared by the e-generation. Finally, it advocates the need to develop cultural humility with the goal to quest for cultural competence.
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Gooden, Doreen J., Carole Ann Creque, and Claudette Chin-Loy. "The Impact Of Metacognitive, Cognitive And Motivational Cultural Intelligence On Behavioral Cultural Intelligence." International Business & Economics Research Journal (IBER) 16, no. 3 (July 12, 2017): 223–30. http://dx.doi.org/10.19030/iber.v16i3.10006.
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This study investigates the impact of Metacognitive, Cognitive, and Motivational Cultural Intelligence (CQ) on Behavioral Cultural Intelligence (CQ). In particular, we examine whether cognitive capabilities influence actions and behavior. The results show that 28.4% of the variability in behavioral CQ is explained by metacognitive CQ, cognitive CQ and motivational CQ. Further analysis was done to determine how each of these three dimensions impacts on behavioral CQ. Results show that only metacognitive and motivational CQ influence behavioral CQ.
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Konanahalli, Ashwini, Lukumon O. Oyedele, John Spillane, Ron Coates, Jason von Meding, and John Ebohon. "Cross-cultural intelligence (CQ)." International Journal of Managing Projects in Business 7, no. 3 (May 27, 2014): 423–48. http://dx.doi.org/10.1108/ijmpb-10-2012-0062.
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Purpose – The purpose of this paper is to investigate the relationship between the facets of cultural intelligence (CQ) (cognitive, meta-cognitive, motivational and behavioural) and the dimensions of cross-cultural adjustment (interaction, general and work adjustment). Design/methodology/approach – Interviews and questionnaire survey were carried out with British expatriates from the architectural, engineering and construction sector. A total of 191 respondents, with experience from 29 different countries, actively participated in this research. Structural equation model was subsequently developed to investigate the relationship between elements of CQ and cross-cultural adjustment. Findings – Results of structural equation modelling revealed that collectively all the four aspects of CQ have significant influence on general, interaction and work adjustment, particularly motivational and cognitive CQ. Cognitive CQ which empowers the expatriates with in-depth knowledge about different cultures was a significant predictor of interaction and work adjustment, whereas, motivational CQ is a significant predictor for general and work adjustment. However, no support was gathered for meta-cognitive and behavioural aspects of CQ. Practical implications – Globally, construction companies and projects are entering an era of increased internationalisation which has prompted the migration/promotion of British construction professionals to different parts of the world for their specialised capabilities and skills. Thus, it is of utmost importance that these professionals adjust to their new world of varied culture and still be productive in their work. Originality/value – An understanding of these essential factors can actually help British construction organisations to select and mentor individuals and to provide necessary training for successful international assignments.
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Bücker, Joost, Olivier Furrer, and Yanyan Lin. "Measuring cultural intelligence (CQ)." International Journal of Cross Cultural Management 15, no. 3 (December 2015): 259–84. http://dx.doi.org/10.1177/1470595815606741.
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Mansuri, Dr Lubna. "Cultural Intelligence (CQ): A Pathway for Building Peace." Global Journal For Research Analysis 3, no. 5 (June 15, 2012): 32–34. http://dx.doi.org/10.15373/22778160/may2014/13.
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Jyoti, Jeevan, and Sumeet Kour. "Cultural intelligence and job performance." International Journal of Cross Cultural Management 17, no. 3 (July 5, 2017): 305–26. http://dx.doi.org/10.1177/1470595817718001.
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The study generalizes the concept of cultural intelligence (CQ) as a key competency in Indian context due to its diverse cultures. Cultural intelligence is a capability, which increases the manager’s ability to effectively interact with people belonging to other cultures. The purpose of the study is to examine the mediating role of cross-cultural adaptability (CCA) in between CQ and the job performance relationship and the moderating role played by work experience and language proficiency in between CQ and CCA relationship. The data for the study have been collected from 342 managers of nationalized banks in Jammu and Kashmir (India). Exploratory factor analysis and confirmatory factor analysis have been conducted to explore and validate the factor of different constructs. Hypotheses have been tested through structural equation modeling. The study reveals that CCA mediates the relationship between CQ and job performance. Further, previous work experience and language ability act as moderators between the CQ and CCA relationship. Further, moderated mediation analysis also confirmed significant indirect effect. Implications and limitations of the study have also been discussed.
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Collins, Kathy S., Ibrahim Duyar, and Carolyn L. Pearson. "Does cultural intelligence matter?" Journal for Multicultural Education 10, no. 4 (November 14, 2016): 465–88. http://dx.doi.org/10.1108/jme-07-2015-0026.
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Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.
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Elghazali, Oumaima. "Cultural Content in Moroccan EFL Textbooks and Cultural Intelligence (CQ) Development." Journal of English Language Teaching and Linguistics 7, no. 1 (April 15, 2022): 31. http://dx.doi.org/10.21462/jeltl.v7i1.752.
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<p><em>This study aims at investigating the intercultural adequacy of the cultural content of a Moroccan EFL textbook in developing students’ Cultural Intelligence (CQ). The activities of the textbook were analyzed using the model of Cultural Intelligence (CQ) to identify the adequacy of the intercultural activities in helping students develop their CQ, to detect, assimilate, reason, and act on cultural cues appropriately in situations characterized by cultural diversity. The scale of the same model, the CQ scale, was used to elicit the perspectives of 112 high school teachers regarding the intercultural adequacy of the cultural content in the textbook to compare the results of the two instruments. The results of the analysis of the textbook’s content revealed that the Cognitive CQ is the most present factor of CQ in the textbook activities, but the activities present are not sufficient to develop the students' Cognitive CQ nor the other three CQ factors as illustrated by the CQ model. The elicited perspectives of teachers support the findings of the textbook’s content analysis and suggestions for improvement are enlisted.</em></p>
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Ang, Soon, Linn Van Dyne, Christine Koh, K. Yee Ng, Klaus J. Templer, Cheryl Tay, and N. Anand Chandrasekar. "Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance." Management and Organization Review 3, no. 3 (November 2007): 335–71. http://dx.doi.org/10.1111/j.1740-8784.2007.00082.x.
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We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ, dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.
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Randrianasolo, Arilova, Alexey Semenov, Mark Arnold, and Kristy Reynolds. "A model of cultural intelligence and global identity." Journal of Consumer Marketing 37, no. 7 (August 10, 2020): 821–32. http://dx.doi.org/10.1108/jcm-05-2019-3244.
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Purpose This paper aims to propose an original model of cultural intelligence (CQ), global identity and consumer willingness to buy foreign products. Previous research has discussed the relationships between CQ and global identity but only in the context of multi-cultural management teams. The research presented here proposes a model that is applicable to consumer marketing. Design/methodology/approach Online surveys are used to collect data from the USA with a snowball sampling technique and from the UK with panel data. A structural equation model (SEM) is estimated in analysis of moment structures 25 and Hayes bootstrap mediation tests are used to test the hypotheses. Findings The SEM results show that global identity influences motivational CQ, motivational CQ influences cognitive, metacognitive and behavioral CQ and cognitive and behavioral CQ influence consumer willingness to buy foreign products. Results from Hayes Bootstrap mediation tests show that motivational CQ mediates the relationships between global identity and the other three CQ dimensions. Practical implications The findings imply that firms can gauge and enhance consumer CQ levels by investigating or influencing levels of global identity; managers can influence or gauge consumer metacognitive, cognitive and behavioral CQ through motivational CQ; and managers can target consumers with high cognitive and behavioral CQ levels when marketing foreign products. Originality/value This paper not only provides a deeper understanding of the relationships between global identity and cultural intelligence but also incorporates CQ in a consumer context. Previous research has only discussed CQ in the context of managers.
Dissertations / Theses on the topic "Cultural Intelligence (CQ)"
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Elziadi, Mohamed, and Fatin Qassis. "Cultural Intelligence (CQ) : Framing the Effectiveness of Leader-Follower Relationship." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95541.
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Since the world moved into the 21st century and we are competing in a global marketplace, a growing number of organizations have become multinational. Leadership today is a multicultural challenge. Thus, the organizational context requires leaders who are capable of managing the diversity of employees. The globalized world requires leaders with high cultural intelligence (CQ) to boost relationships with their followers while implementing leadership projects and programs. Therefore, cultural intelligence (CQ) competencies have become a more demanding capability for both leaders and followers. This thesis aims to investigate how cultural intelligence (CQ) becomes an influencing factor in fostering the effectiveness of a leader-follower relationship through mediating the role of organizational commitment, trust and mutual understating / conflict. So, as a starting point, we employ a conceptual research approach to build a conceptual model and to propose hypotheses that may help us explore our study. We suggest that leaders and followers with higher levels of cultural intelligence (CQ) can consciously influence the effectiveness of leaderfollower relationships while catalyzing and correlating the role of organizational commitment, trust and mutual understanding/conflict. Leaders’ and followers’ cultural intelligence (CQ) can thus positively build a relation with organizational commitment, trust and mutual understanding. The thesis does thereby contribute to an understanding of the theory of cultural intelligence (CQ) and its impact on the relationship between leaders and followers.
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Devitt, Patrick James. "Cultural intelligence and the expatriate teacher : a study of expatriate teachers' constructs of themselves as culturally intelligent." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15388.
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This study is situated in the field of cultural intelligence (CQ) research. It involves expatriate teachers employed at a college for Emirati women in the United Arab Emirates who are all EFL trained native English speakers with a minimum of 5 years overseas teaching experience. This interpretive study explores these teachers’ understandings of cultural intelligence through individual interviews and focus groups. In so doing it contributes to the discussion on expatriate teachers constructs of what it is to be culturally intelligent, and augments knowledge on the cultural intelligence construct itself through rich qualitative data. The research design and subsequent data analysis are informed by Sternberg and Detterman’s (1986) multi-loci of intelligence theory, and Earley and Ang’s (2003) multi-factor construct of cultural intelligence; metacognitive CQ, cognitive CQ, motivational CQ, and behavioural CQ . Results suggest that these four factors of CQ feature in the respondents constructs of cultural intelligence. Metacognitive CQ is evident in the importance placed on being alert to the cultural context and of consciously assessing and reassessing cultural knowledge before making decisions about how to proceed appropriately. Cognitive CQ is displayed in the significance cultural knowledge has for the participants; the data suggest that cognitive CQ is evident in the willingness and the effort made to learn specific cultural information pertaining to the context. For the respondents the desire to travel and engage with different cultures and a confidence in their own ability to manage successfully in novel cultural settings is clear evidence of motivational CQ. The results show that not only do the participants demonstrate behavioural CQ in their actions, they also employ strategies to facilitate accurate acquisition of cultural norms of behaviour through adopting a non-threatening observe and listen approach. In addition the study produced some interesting findings related to the context and attitudes to Arab culture such as the idea of the Arabic language as a cultural ‘gate-keeper’. Other findings that warrant further study include the strong association the respondents made between language learning and CQ, close personal relationships and CQ, age and ‘stage of life’ influences on CQ development, and the correlation these respondents felt exists between EFL teacher qualities and CQ capabilities.
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Deng, Ling, and ling deng@rmit edu au. "EQ and CQ of Expatriate Transformational Leaders: a Qualitative Study of Cross-cultural Leadership Effectiveness for Australian Business Managers Working in China." RMIT University. Graduate School of Business, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080805.161224.
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China is a highly attractive destination for foreign direct investment, especially to Australia with which it has a strong complementary commercial relationship. Although the need for cross-cultural leadership effectiveness presents a major challenge to Australian businesses operating in China, most extant studies emphasize cultural dimensions and cultural influences on expatriate leadership effectiveness. In contrast, this study investigates the importance and implementation of transformational leadership (TL), emotional intelligence (EQ) and cultural intelligence (CQ) as key components of cross-cultural leadership capabilities within the context of Australian-Chinese cultural differences. Specifically, it answers one overarching question: What key factors contribute significantly to cross-cultural leadership effectiveness in Australian businesses operating in China? Following an interpretivist research philosophy, this inductive study employed qualitative individual and focus group interviews with a final sample of 32 expatriate managers and 19 local Chinese managers working in 30 Australian organizations. The individual participants were top- and middle-level executives of Australian businesses operating in China in different industry sectors, including minerals and energy, manufacturing, consulting, building and construction, banking, legal services and education. Participants based their responses on their own experiences and observations. These perspectives were supplemented with equally important input from the focus group interviewees, who were Chinese local managers that work closely with the expatriates. Based upon the findings of the study, the researcher developed a holistic pragmatic heuristic model of cross-cultural leadership effectiveness for Australian businesses operating in China, which emphasizes the developmental process underlying the emergence of effective expatriate leadership. This model defined and categorized three sets of cognitive, attitudinal and behavioural characteristics of effective cross-cultural leaders: personal (intrapersonal) competencies, social (interpersonal) competencies and cross-cultural competencies. Because the model is pragmatic as well as heuristic, its framework provides practitioners (e.g. Western and especially Australian expatriate leaders) with an informed understanding of the complexity of cross-cultural leadership issues in China, the importance of having theoretical knowledge on this topic, and the need to be flexible and pragmatic in applying this knowledge in daily practice. Thus, the model offers Australian firms currently investing or intending to invest in China a specific strategy to assist expatriate selection and leadership development in that the competencies it contains can be used to recruit and develop suitable candidates and training criteria. Likewise, the model provides business coaches or business consultants serving Western organizations in China a comprehensive fundamental framework for developing competent global leaders. Hence, future research should concentrate on developing and validating cross-cultural leadership effectiveness in China model using diverse approaches.
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Madero, Claudia. "Managing Multicultural Teams in Generation Global : a case study on MobileIron." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414829.
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To cope with increasing demands and competition in the ever-growing global market, organizations have been increasing the use and formation of multicultural teams (MCTs). Though advantageous in numerous aspects, MCT literature lays significant focus on the struggles in managing communication and cohesion in these teams. Journalists and organizational psychologists propose an emergent generation of individuals who are eager and accustomed to working with people worldwide. This Generation Global is composed of individuals who possess a global mindset and cultural intelligence, allowing them to navigate multicultural environments successfully. This paper conducts a qualitative case study on an MCT in the global cybersecurity company, MobileIron, to observe whether the main challenges found in previous literature prevail in MCTs composed of Generation Global individuals. The results demonstrate that cross-cultural communication is a less significant issue and strains in team cohesion are nonexistent in these teams due to the collective cultural intelligence and global identity within the team.For att hantera den alltmer vaxande globala marknaden har det blivit alltmer vanligt för organisationer att bilda mångkulturella teams, MCTs. Även om kulturell mångfald är till storsta del fördelaktig så påvisar MCT litteraturen att de mest förekommande utmaningarna är kommunikation och sammanhållning. Journalister och organisationspsykologer menar dock att det finns en ny framväxande generation av individer som är erfarna att samarbeta med människor ifrån hela världen. Den benämns den globala generationen, GG, och består av individer som har en global identitet och kulturell intelligens, vilket möjliggör dem att hantera mångkulturella miljöer. Denna uppsats utför en kvalitativ studie på ett MCT i det globala cybersäkerhetsföretaget, MobileIron. Syften är att undersöka om de utmaningar som hittats tidigare även uppkommer i MCTs som består av GG individer. Resultaten visar att tvärkulturell kommunikation är en mindre betydelsefull fråga och att spänningar i sammanhållning inte finns i dessa team. Detta på grund av den kollektiva kulturella intelligensen och globala identiteten i teamet.
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Cymbron, Tina, and Christian Sandberg. "Ledare som bygger broar : En fallstudie om bikulturella ledare i globala virtuella grupper." Thesis, Högskolan i Gävle, Företagsekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35990.
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Syfte: Det finns en växande trend med ökad kulturell mångfald i samhället, organisationer och inom individer. Bikulturalism innebär specifik kompetens som underlättar ett relationsbyggande inom kulturell mångfald. Arbete organiseras dock ofta virtuellt, vilket försvårar relationsbyggandet. Syftet är att skapa ökad förståelse om bikulturella ledare och deras ledarskap i globala virtuella grupper (GVG). Hur visar sig bikulturella ledares kulturella kompetens i GVG? Metod: En kvalitativ fallstudie som görs i en global organisation, marknadsledare inom sin sektor. Organisationen värdesätter mångfald och erbjuder en intressant kontext för studien. Studien antar ett abduktivt angreppssätt och semistrukturerade intervjuer gjordes med bikulturella ledare inom GVG. Teman identifierades från resultaten och presenteras under kategorier som kan härledas till teori om kulturell intelligens, CQ. Resultat & slutsats: Studien bekräftar tidigare forskning (Hong, 2010) om att bikulturella ledare, tack vare sin kulturella kompetens, är bra på att bygga relationer inom kulturell mångfald. Studiens resultat visar att detta även gäller inom en virtuell kontext. Examensarbetets bidrag: Resultaten visar att relationer byggs virtuellt genom strategier för informell interaktion. Vår studie bidrar med två nya insikter. För det första, hur mer spontana virtuella informella möten kan skapas i praktiken, vilket är relevant för organisationer som arbetar i virtuella kontexter. För det andra, en ny insikt som inte har uppmärksammats i tidigare forskning om att virtuella informella möten också har fördelar som bidrar positivt till gruppens sammanhållning. Förslag till fortsatt forskning: Studiens resultat kan förstärkas genom studier inom andra typer av organisationer. Vidare kan kvantitativa metoder resultera i större generaliseringar av resultaten.Aim: There is a growing trend of cultural diversity in the society, organizations and within individuals. Biculturalism means competence that facilitates relationship building in cultural diversity. Work is often organized virtually, which complicates the building of relations. The aim is to create more understanding about bicultural leaders and their leadership in global virtual teams (GVT). How does bicultural leaders’ cultural competence manifest in GVT? Method: Qualitative case study in a global organization, a market leader in its sector. The organization values diversity and provides an interesting context. An abductive approach is used and semi-structured interviews were conducted with bicultural leaders in GVT. Recurrent themes were identified from the results and are presented under categories, derived from theory about cultural intelligence, CQ. Result & Conclusions: This study confirms earlier research (Hong, 2010) that bicultural leaders, due to their cultural competence, are skillful in building relations within cultural diversity. The results show moreover, that this is also true in a virtual context. Contribution of the thesis: The results reveal that relations are built virtually by using strategies for informal interaction. Our study contributes with two new insights. Firstly, how more spontaneous virtual informal meetings can be created in practice, which is relevant for organizations working in virtual contexts. Secondly, a new insight that has not been given attention in earlier research, that virtual informal meetings also have advantages that positively contributes to group cohesion. Suggestions for future research: The results can be confirmed with studies in other types of organizations. Quantitative methods can result in larger generalizations.
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Tootoonchy, Mahshid. "Conflict and communication among engineers." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60241/1/Mahshid_Tootoonchy_Thesis.pdf.
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The trend of cultural diversity is increasing in all organizations, especially engineering ones, due to globalization, mergers, joint ventures and the movement of the workforce. The collaborative nature of projects in engineering industries requires long-term teamwork between local and international engineers. Research confirms a specific culture among engineering companies that isassumed to have a negative effect on collaboration and communication among co-workers. Multicultural workplaces have been reported as challenging environments in the engineering work culture, which calls for more research among engineering organizations.
An everyday challenge for co-workers, especially in culturally diverse contexts, is handling interpersonal conflict. This perceived conflict among individuals can happen because of actual differences in tasks or relationships. Research demonstrates that task conflict at the group level has some positive effects on decision-making and innovation, while it has negative effects on employees’ work attitude and performance. However, relationship conflict at the individual level has only negative effects including frustration, tension, low job satisfaction, high employee turnover and low productivity. Outcomes of both task and relationship conflict at individual level can have long-term negative consequences like damaged organizational commitment. One of the most important sources of differences between individuals, which results in conflict, is their cultural backgrounds. First, this thesis suggests that in culturally diverse workplaces, people perceive more relationship conflict than task conflict. Second, this thesis examines interpersonal communication in culturally diverse work places. Communicating effectively in culturally diverse workplaces is crucial for today’s business. Culture has a large effect on the ways that people communicate with each other. Ineffective communication can escalate interpersonal conflict and cause frustration in the long term. Communication satisfaction, defined as enjoying the communication and feeling that the communication was appropriate and effective, has a positive effect on individuals’ psychological wellbeing. In a culturally diverse workplace, it is assumed that individuals feel less satisfied with their interpersonal communications because of their lack of knowledge about other cultures’ communication norms. To manage interpersonal interactions, many authors suggest that individuals need a specific capability, i.e., cultural intelligence (some studies use cultural competence, global intelligence or intercultural competence interchangeably). Some authors argue that cultures are synergic and convergent and the postmodernist definition of culture is just our dominant beliefs. However, other authors suggest that cultural intelligence is the strongest and most comprehensive competency for managing cross-cultural interactions, because various cultures differ so greatly at the micro level. This thesis argues that individuals with a high level of cultural intelligence perceive less interpersonal conflict and more satisfaction with their interpersonal communication. Third, this thesis also looks at individuals' perception of cultural diversity. It is suggested that level of cultural diversity plays a moderating role on all of the proposed relationships (effect of cultural intelligence on perception of relationship conflict/ communication satisfaction) This thesis examines the relationship among cultural diversity, cultural intelligence, interpersonal conflict and communication by surveying eleven companies in the oil and gas industry. The multicultural nature of companies within the oil and gas industry and the characteristics of engineering culture call for more in-depth research on interpersonal interactions. A total of 286 invitation emails were sent and 118 respondents replied to the survey, giving a 41.26 per cent response rate. All the respondents were engineers, engineering managers or practical technicians. The average age of the participants was 36.93 years and 58.82 per cent were male. Overall, 47.6 per cent of the respondents had at least a master’s degree. Totally, 42.85 per cent of the respondents were working in a country that was not their country of birth. The overall findings reveal that cultural diversity and cultural intelligence significantly influence interpersonal conflict and communication satisfaction.
Further, this thesis also finds that cultural intelligence is an effective competency for dealing with the perception of interpersonal relationship conflict and communication satisfaction when the level of cultural diversity is moderate to high.
This thesis suggests that cultural intelligence training is necessary to increase the level of this competency among employees in order to help them to have better understanding of other cultures. Human resource management can design these training courses with consideration for the level of cultural diversity within the organization.
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Mesquita, Carlos Henrique da Silva. "Cultural intelligence: Measuring the CQ level in a Portuguese university." Master's thesis, 2021. http://hdl.handle.net/10071/24986.
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The objective of this thesis is to discover the cultural intelligence (CQ) level of ISCTE professors and their cross-cultural effectiveness through the comparison and validation of two constructs ICK & ECF two-factor model and the four-factor Cultural Intelligence Scale (CQS) using a self-report survey, involving Metacognitive, Cognitive, Motivational and Behavioral aspects. The respondents are professors in the University Institute of Lisbon – ISCTE-IUL, in Portugal. That is, professors with foreign experience and contact frequency with other cultures.
The understanding of cultural intelligence (CQ), which according to Ang & Van Dyne (2008), and Earley & Ang (2003) is the capability to function effectively in intercultural contexts, is the core of this work. Therefore, one may find the theoretical part written chronologically with selected references by the researcher to build the conceptual framework. To support the empirical research a quantitative methodological analysis using SPPS was performed. Farther, the results are analyzed to identify more characteristics of the sample.
Finally, findings shows that the original CQ model was the best one to analyze the data and the alternative model could not been validated. Also, surprisingly the time spent abroad and cultural intelligence do not have a significant relationship. This study delivered the cultural intelligence level and effectiveness of the university professor from ISCTE-IUL.O objetivo desta dissertação é conhecer o nível de inteligência cultural (CQ) dos professores do ISCTE e a sua eficácia intercultural por meio da comparação e validação de dois constructos, o modelo ICK & ECF de dois fatores e da Escala de Inteligência Cultural (CQS) de quatro fatores por meio de uma pesquisa de autorrelato, envolvendo aspetos Metacognitivos, Cognitivos, Motivacionais e Comportamentais. Os respondentes são docentes do Instituto Universitário de Lisboa - ISCTE-IUL, em Portugal, ou seja, docentes com experiência estrangeira e frequência de contacto com outras culturas. A compreensão da inteligência cultural (CQ), que segundo Ang & Van Dyne (2008), e Earley & Ang (2003) é a capacidade de funcionar eficazmente em contextos interculturais, é o cerne deste trabalho. Portanto, pode-se encontrar a parte teórica escrita cronologicamente com referências selecionadas pelo pesquisador para a construção do quadro conceitual. Para dar suporte a pesquisa empírica foi realizada uma análise metodológica quantitativa utilizando o SPPS. Em seguida, os resultados foram analisados entre si para identificar mais características da amostra. Finalmente, os resultados mostram que o constructo original foi o melhor para analisar os dados e o modelo alternativo não pôde ser validado. Além disso, surpreendentemente, o tempo passado no exterior e a inteligência cultural não têm uma relação significativa. Este estudo entregou o nível de inteligência cultural e eficácia do professor universitário do ISCTE-IUL.
Books on the topic "Cultural Intelligence (CQ)"
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Soon, Ang, and Tan Joo-Seng, eds. CQ: Developing cultural intelligence at work. Stanford, Calif: Stanford Business Books, 2006.
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Bucher, Richard D. Building cultural intelligence (CQ): Nine megaskills. Upper Saddle River, N.J: Pearson/Prentice Hall, 2007.
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Cultural intelligence: Improving your CQ to engage our multicultural world. Grand Rapids, MI: Baker Academic, 2009.
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Ang, Soon, Joo-Seng Tan, and P. Christopher Earley. Cq: Developing Cultural Intelligence at Work. Stanford University Press, 2010.
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Ang, Soon, P. Earley, and Joo-Seng Tan. CQ: Developing Cultural Intelligence at Work (Stanford Business Books). Stanford Business Books, 2006.
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Cultural Intelligence : CQ: The Competitive Edge for Leaders Crossing Borders. Bloomsbury Publishing Plc, 2019.
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Clark, Chap, and David A. Livermore. Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World. Baker Publishing Group, 2009.
Find full textBook chapters on the topic "Cultural Intelligence (CQ)"
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Fanha Moura, Cláudia Sofia, and Carolina Machado. "The evolution of Cultural Intelligence (CQ) and its impact on individuals and organisations." In Emotional Intelligence and Neuro-linguistic Programming, 97–112. Boca Raton, FL: CRC Press, 2019. |: CRC Press, 2019. http://dx.doi.org/10.1201/b22180-5.
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"Introduction: Positioning Cultural Intelligence in the Global Economy." In CQ, 1–16. Stanford University Press, 2006. http://dx.doi.org/10.1515/9781503619715-003.
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"Chapter 1 What is Cultural Intelligence and Why Does It Matter?" In CQ, 19–41. Stanford University Press, 2006. http://dx.doi.org/10.1515/9781503619715-004.
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Chandan, Harish C. "Impact of Cultural Intelligence on Global Business." In Nationalism, Cultural Indoctrination, and Economic Prosperity in the Digital Age, 83–105. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7492-9.ch004.
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In today's globalized business world, intercultural effectiveness is crucial to a firm's survival. Cultural intelligence, CQ, is a four-dimensional construct that helps one to understand how the individual cultural beliefs and values influence motivations and behaviors (Ang & Van Dyne, 2009). CQ is related to the three aspects of intercultural effectiveness that include cultural judgment and decision making, cultural adaptation, and task performance (Ang et al., 2007). CQ plays an important role in the areas of global leadership (Van Dyne & Ang, 2006), achievement of managers (Rahimi et al., 2011), global strategic alliances, cross-cultural communications, negotiations, multinational teams (Early & Gibson, 2002), culturally diverse domestic teams, overseas work assignments (Bhaskar-Shrinivas, 2005; Lee & Sukco, 2010; Ramalu et al., 2012), global business competencies, and organizational effectiveness in the global marketplace (Creque, 2011). CQ is also relevant in establishing global identity in culturally diverse virtual teams (Adair et al., 2013).
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Kaur, Navdeep. "Developing Cross-Cultural Competence Through Cultural Intelligence." In Handbook of Research on Cross-Cultural Business Education, 272–98. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3776-2.ch013.
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Since the end of the cold war in the late 1980s, world economies have been showing a growing tendency to become globally interdependent. Subsumed under the term globalization, this phenomenon resulted in a lot of cross-cultural alliances in terms of turnkey projects, licensing agreements, and foreign capital investments. But ultimately, success depended on cross-culturally competent behavior, or as Plato puts it, behavior stemming from desire, knowledge, and emotion, the one needed to read across wires and walls of different cultures. So, the present chapter is a psychological aspersion targeted at analyzing and educing measures to develop cross-cultural competence, a crucial criterion in business education. On that account, the role of cultural intelligence as a moderator of emic and etic psycho-cultural influences in business settings has been explored. The entire narration rests on transcending influences of CQ as a moderator in psycho-cultural business contexts.
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Dent, Michael. "Cultural Intelligence for Optimal Outcomes." In Advancing Innovation and Sustainable Outcomes in International Graduate Education, 34–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5514-9.ch003.
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Four types of intelligence are relevant to any discussion relating to the future of graduate education: basic IQ (or intelligence quotient), emotional intelligence, artificial intelligence, and cultural intelligence (CQ). All of these will have an increasing impact on the roles of both university students and academics in the future. The difficulty is in assessing what changes these are likely to bring to the educational landscape. This chapter attempts to understand the drivers of change and the likely outcomes. Some small proposals are then made as to how both universities and students should plan for their future. This chapter will not assist you on learning how to play the violin.
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Moyano, Manuel. "Cultural Intelligence in Organizational Contexts and Human Resource Management." In Strategic Labor Relations Management in Modern Organizations, 121–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0356-9.ch007.
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Throughout the past decade, the concept of cultural intelligence (CQ) has garnered increasing attention from researchers and professionals due to its importance in the world in which we live. In this scenario, understanding why some individuals adapt more effectively than others to different cultural situations has become a research goal with fascinating theoretical and practical implications in organizational life. This chapter introduces the concept and summarizes research about the topic, emphasizing relevant aspects for human resources professionals. It is structured as follows: (1) the benefits of a cross-cultural perspective in organizations; (2) concept of cultural intelligence; (3) measurement of cultural intelligence; (4) nomological network; (5) cultural intelligence and global leadership; and, (6) cultural intelligence related to negotiation. It concludes with a brief summary of theoretical, practical, and empirical implications of cultural intelligence in organizations.
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Ellis, Althia. "Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 354–75. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch016.
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A look at today's higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.
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Ellis, Althia. "Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development." In Learning and Performance Assessment, 174–96. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch009.
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A look at today's higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.
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Eisenberg, Jacob. "Developing Students' Cross-Cultural Competence Through Academic Programs." In Handbook of Research on Cross-Cultural Business Education, 36–47. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3776-2.ch002.
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Realizing the increased demand and need for equipping graduates with cross-cultural competencies, universities have been offering a growing array of academic courses aimed at increasing students' cultural competence. This research review chapter addresses the question of what do empirical studies tell us about the impact of academic educational interventions on students' cultural competence. Among the various competences, this review pays special attention to cultural intelligence (CQ). Covering diverse educational interventions, ranging from short intensive training-like courses to full-term courses to study abroad visits, the chapter concludes that several academic interventions, both traditional and virtual, were effective in increasing cultural competencies. This chapter would be of interest for academics contemplating course design in international management, for business school program directors who wish to promote students' cultural competencies, and for university staff involved in managing various international exchange programs.
Conference papers on the topic "Cultural Intelligence (CQ)"
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Peter Gitonga, Ngari, and Ying Zhang. "Assessing the Influence of Project Manager's Cultural Intelligence (CQ) on Project Team Dynamics-A Case of China-Kenya Projects." In 2016 1st International Symposium on Business Cooperation and Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isbcd-16.2016.78.
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Dahdah, Emily. "Culturally Intelligent (CQ) Teaching: Mixed-Method Study of Intercultural Capabilities in Urban Classrooms." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428791.
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