Developing Cultural Intelligence: An Undergraduate Course Assessment Framework

Comparison Indonesian and Australian Students’ Cultural Intelligence and Attitude towards Teamwork: Case study of Institut Teknologi Bandung and Griffith University

“…The questionnaire uses close-ended questions as they are easier and quicker for respondents to answer and compare. At the same time, respondents are more likely to answer with fewer irrelevant and confused answers (Neuman, 2011). It is also easier for researchers to code and analyze the data, and replicate for future research (Neuman, 2011).…”

“…At the same time, respondents are more likely to answer with fewer irrelevant and confused answers (Neuman, 2011). It is also easier for researchers to code and analyze the data, and replicate for future research (Neuman, 2011). The use of close-ended questions is appropriate in this research because many respondents are required, and the data produced allows utilization of statistical methods to analyze the relationship between variables.…”

“…Then, the questionnaire distributed in two forms; an internet-based questionnaire (IBQ) and a paper-based questionnaire (PBQ). The IBQ is advantageous for: accessing participants in many countries; less time consuming; lower cost; and reduces error when inputting data for analysis (Webb, Zimet, Fortenberry, & Blythe, 1999;Wright, 2005;Neuman 2011). However, using IBQ runs the risk of target samples being unfamiliar with using the internet.…”

Global Business Literacy in the Classroom: Developing and Applying an Assessment Framework

“…Globalization in the classroom can be achieved by either "integration," whereby global business issues are embedded in all core courses from accounting to marketing; or via "separation," whereby students are required to take a stand-alone global business course (Kedia & Englis, 2011, p. 16). While much of the literature on "separation" approaches to international and intercultural relations education has shifted toward study abroad (Chieffo & Griffiths, 2003;Edwards, Hoffa, & Kanach, 2005;Hulstrand, 2006;Jackson, 2008), and study tour (Hutchings et al, 2002;Koernig, 2007;McCrea & Yin, 2012) programs, the present study focuses on the learning outcomes of a traditional classroom-based approach. Although our undergraduate program integrates global issues throughout the core curricula (i.e., integration), our focus here is on evaluating the effectiveness of a separate, required undergraduate capstone course-called the Global Business Colloquium-which is a dedicated course specifically focused on international business and designed to enhance students' global business literacy (Witte, 2010).…”

The Influence of Cross-Cultural Experiences & Location on Teachers’ Perceptions of Cultural Competence

“…They have the desire and motivation to pursue opportunities for cross-cultural interactions and relationships (Ang, Van Dyne, Koh, Ng, Templer, Tay, & Chandrasekar, 2007). They examine closely the norms, practices, and values that characterize other cultures and how those cultures compare to one another (Crowne, 2008;Van Dyne et al, 2009;Lopes-Murphyf, 2014;McCrea & Yin, 2012). They select behaviors and approaches that are likely to generate healthy cross-cultural exchanges, plan strategies ahead of the actual cross-cultural encounter, and continuously monitor the selected behaviors during these interactions (Van Dyne et al, 2009;Molina, 2013).…”