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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This paper proposes that cultural intelligence and global business competencies are vital to organizations as they seek to achieve success in the global marketplace. Adler (2001) suggests that because of the diversity of the global workforce cultural barriers may exist resulting in misunderstanding and thus inefficient interactions. Organizations will, therefore, have to understand the cultural foundation of the environment within which they operate in order to achieve organizational success.

This study asked students of non‐traditional age enrolled in an online MBA program to complete a questionnaire for assessing their learning styles, using the well‐known Kolb Learning‐Style Inventory. In addition to the questions about learning style, students were asked to evaluate eight electronic course delivery methods used by their professors. Students were asked to assess those methods using a 6‐point Likert‐type scale. They were also asked how the method could be qualitatively improved, but this research paper does not address those written comments. The following research questions were posed: What are the different learning styles of online MBA students?, What, if any, differences are there in the learning styles of students enrolled in online MBA courses?, and Do online students prefer certain electronic course delivery methods over others? Differences were identified in the learning styles of the students. Students reported preferences in certain course delivery methods over others. There were also significant relationships reported between learning styles and preferred course delivery methods. Implications for instructors are discussed.

As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolbs (1984) Learning Style Inventory and provides suggestions on how to address the different students learning styles in order to enhance the learning process.