Orientation: Research on cultural intelligence (CQ) is increasingly used to evaluate, explain and predict the cross-cultural efficacy of management behaviour in everyday cross-cultural interactions. However, there is limited evidence in cross-cultural coaching of the use of a CQ-based approach incorporating metacognition and experiential learning theory (ELT).Research purpose: This article explored the theoretical linkages, benefits and directions of CQ for enhancing cross-cultural coaching.Motivation for the study: Exploration of theoretical perspectives of CQ for application in cross-cultural coaching.Research design, approach and method: A critical interpretative synthesis research methodology was employed to identify and study key concepts. The methodology is sensitive to the emergence of meaning in a diverse body of literature from adjacent disciplines.Main findings: This research suggests four findings motivating a CQ-based approach for cross-cultural coaching: firstly, the recognition of the use of metacognitive strategies in (cross-cultural) coaching; secondly, the usefulness of metacognition to cross-cultural coaching for grasping and transforming cultural experience and insights into culturally appropriate behaviour; thirdly, an understanding of the significance of suitability and predisposition of certain learning styles to cross-cultural learning effectiveness and lastly, acknowledging the importance of a heightened focus on the experiential learning process within the cross-cultural coaching engagement.Practical and managerial implications: Key concepts and insights from research on CQ have application in cross-cultural coaching in pursuit of the transformation of cultural awareness and insight into culturally appropriate behaviour.Contribution/value-add: This research motivates the use of a CQ-based approach incorporating metacognition and ELT to cross-cultural coaching.

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The role of education in the development of communities has been receiving increasing attention from the South African Government. The purpose of this study was to determine how community developers could contribute to transformative learning in community groups. Using an emancipatory teaching approach, a housing education programme was presented to a group of women who had recently been allocated subsidized housing in a rural Northern Cape town in South Africa. During the implementation of the housing intervention, the emancipatory method encouraged participants to question and alter their distorted assumptions. Guidelines are provided for community developers for applying the emancipatory teaching method to facilitate transformative learning.

Gender-related vulnerability is described as a crucial factor contributing to increased susceptibility of women to HIV, accounting for more women than men being infected. At the same time, empowerment interventions are being promoted as effective strategies for increasing the ability of women to adopt protective behaviours. The aim of the review was to identify, collate and categorise the factors determining the gender-related vulnerability of women to sexually transmitted HIV. A review of literature from theoretical and empirical studies using diverse methodologies was undertaken. Reports included those identified through electronic and manual searching. Twenty factors, forming five clusters, were identified as influencing the ability of women to adopt protective behaviours. Each factor was analysed to describe its component parts and the relationship between a factor, gender-related vulnerability, HIV risk level and empowerment status. Further analysis provided a description of markers named predictors and indicators. The literature portrays markers that can be identified and used to describe gender equality status, HIV risk level and related empowerment. This provides the potential to identify factors in gender equality status and HIV risk level to address in programmes designed to empower women in order to lower their risk to sexually transmitted HIV. <b>Opsomming</b> Geslagsverwante kwesbaarheid word beskryf as ‘n kritieke faktor wat tot verhoogde vatbaarheid van vroue vir MIV bydra, wat die verhoogde besmetting van vroue teenoor mans verklaar. Terselfdertyd word bemagtigings-intervensies aangemoedig as geskikte strategieë om vroue se vermoë om beskermende gedragspatrone aan te neem, te verhoog. Die doel van hierdie oorsig was om die faktore wat geslagsverwante vatbaarheid van vroue vir seksueel oordraagbare MIV bepaal, te identifiseer, vergelyk en kategoriseer. ‘n Literatuurstudie van teoretiese en empiriese studies wat ‘n verskeidenheid metodologieë gebruik het, is onderneem. Verslae bekom deur elektroniese en handsoektogte is ingesluit. Twintig faktore, wat in vyf groepe verdeel is, is geïdentifiseer as dié wat die vermoë van vroue om beskermende gedragspatrone aan te neem, beïnvloed. Elke faktor is ontleed om die samestellende dele en die verband tussen ‘n faktor, geslagsverwante kwesbaarheid, MIV-risikovlak en bemagtigingstatus te beskryf. Verdere analise het ‘n beskrywing van merkers, genoem voorspellers en aanwysers, opgelewer. Die literatuur beskryf merkers wat geïdentifiseer en gebruik kan word om geslagsgelykheidstatus, MIV-risikostatus en verwante bemagtiging te beskryf. Dit bied die moontlik- heid om faktore in geslagsgelykheidstatus en MIV-risikostatus te identifiseer wat aandag moet geniet in programme wat ontwerp is om vroue te bemagtig om hul risiko van seksueel oordraagbare MIV te verlaag

Our purpose in this paper is to contribute to the field of systemic practice by sharing a process of professional learning based on meta-action research. The process emerged as we engaged with evaluation data from a leadership development program (LDP). The aim of this LDP had been to help leaders design their team projects on poverty reduction through action research methods in six African countries. As facilitators of the program we discuss our experiential learning based on critical reflection. We explain how meta-action research can transform understandings of ways to improve professional practice in future applications. We present three process models: (1) a model of reflection on action, (2) a meta-action research model, and (3) a model for lifelong learning through meta-action research. These models may be of benefit and interest to readers who facilitate systemic practice and action research in education, higher education, communities, industry and government.