Purpose This paper aims to contribute to international business research by critically analyzing and evaluating the use of the “international experience” (IE) construct within the specific context of developing cultural intelligence (CQ). Design/methodology/approach Based on 30 studies selected through a systematic literature review, the IE construct is critically analyzed and evaluated with respect to the terminology, definitions, conceptualizations and measurements used. Findings Findings indicate that the existing body of knowledge on the construct of IE is fragmented, uses inconsistent terminology, does not uniformly rely on any underlying conceptual frameworks and uses a variety of measures for investigating IE. Additionally, scholars have largely relied on quantitative measures of IE to explain the development of CQ, despite theoretical arguments specifying conditions and circumstances that must occur for learning and development to take place. Research limitations/implications To move forward with using the IE construct, the authors emphasize the critical need for scholars to pay greater attention to and explicate how they define, conceptualize and measure it. Based on the identified issues, recommendations to improve future research are provided. Originality/value Although IE is frequently assumed to influence the development of CQ, contrary to conventional wisdom and some theoretical arguments, research evidence has demonstrated that the impact of IE on CQ is suggestive rather than conclusive. To understand why this may be the case, the use of the IE construct within previous research is critically analyzed and evaluated.

Short-term study abroad (STSA) programs are the fastest growing segment of experiential learning programs in management education and the least studied. This is the first systematic review of STSA research, which focuses on 156 studies on STSA published between 2000 and 2019 and proposes a conceptual model to guide STSA research scholars. Through this detailed review, we provide a greater understanding of the scale, scope, key themes, and methodology of STSA research. Our article identifies the four key groups of theories used to inform STSA research, and provides insight into the variables and characteristics of STSA research, and the role of STSA in management education. Our review identifies 85 thematic outcomes found in the STSA literature and gives a particular focus to the 29 cross-cultural outcomes that characterize this literature. The review provides the first systematic analysis of cross-cultural outcomes within STSA research and identifies behavioral attributes as among the most studied. Cultural and learning theories were found to be the dominant theories that informed the underlying concepts in the STSA literature. Our review also provides a comprehensive agenda and directions for future STSA research, discussion on its impact, and its place in management education.

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Purpose The purpose of this paper is to investigate how working in culturally diverse teams influences team-level cultural intelligence (CQ) development and how team-level CQ influences performance. The use of culturally diverse work teams continues to grow within organizations, however, their relationships with team-level CQ are not well understood. CQ is a set of knowledge, skills and abilities that assist in adapting to new and unfamiliar cultural environments and when interacting in culturally diverse situations. At the individual-level, CQ has been demonstrated to positively impact multicultural teams but team-level CQ has rarely been examined to understand how it is developed and whether it impacts team performance. Design/methodology/approach This research uses a quantitative methodology and a longitudinal research design to test two sets of hypotheses. Set 1 of the hypothesis tested the development of team-level CQ after working in culturally diverse teams, and Set 2 tested the influence of team-level CQ on team performance. Findings Data from 23 teams (86 individual participants) support the hypothesis that working in culturally diverse teams develops team-level CQ. In addition, partial support for the hypotheses that team CQ will positively influence academic performance is demonstrated. Research limitations/implications The research contributes to the CQ literature by lifting the level of analysis from the individual to a team-level to consider team-level effects. The authors conclude that working in culturally diverse teams develops team-level CQ overtime. Once team-level CQ has been developed, the authors demonstrated a positive relationship between the motivational facet and team academic performance. Thus, when considering the influence of team-level CQ on performance, it is important to consider the relationship with each of the CQ facets. Few studies have considered how team-level CQ impacts team performance outcomes, and based on the results the authors would suggest additional research that continues to unpack the CQ construct into its constituent parts. Practical implications The results have important practical implications with respect to the development of team-level CQ. Based on the results, the authors support the use of highly culturally diverse teams in business schools for the development of skills because they provide the opportunity for team members to learn from each other. The use of CQ, CQ development and performance relationships provides important insights into how individuals, particularly students, can learn from each other when working in culturally diverse teams about other cultures and then bring this knowledge with them when working in academic teams. Social implications As an important practical social implication, an opportunity to work in cross-cultural teams during international business studies could be considered as an “equalizer” for students who cannot afford to study abroad given the time consuming and costs aspects. So, cross-cultural teamwork could be considered in a wider extent by different business schools worldwide. Additionally, cross-cultural teamwork exposes students to intense interactions with different races and cultures during their study period and makes graduates significantly more work-ready. Originality/value This research contributes to the CQ literature by lifting the level of analysis to consider team-level effects and has important implications for the development and outcomes of team-level CQ.

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