From Contact to Development in Experiential Cultural Intelligence Education: The Mediating Influence of Expectancy Disconfirmation

Abstract

Cultural intelligence (CQ) has emerged as a promising capability that allows individuals to enhance their intercultural effectiveness. However, little is known about factors and processes supporting its development. In a longitudinal study involving pre-and postintervention measures of CQ, we explored the role of the individual perception of optimal cross-cultural contact and the experience of expectancy disconfirmation. The study was conducted among 212 management students and professionals who partook in an experiential CQ education intervention encompassing cross-cultural contact as part of a university management course. The results of our work reveal that the relationship between participants' perception of optimal cross-cultural contact and CQ development is mediated by the experience of expectancy disconfirmation. When participants perceived optimal cross-cultural contact, which involved a number of conditions including equal status among participants, personalized contact, establishment of common goals, and support of the contact by authorities, they were more likely to experience expectancy disconfirmation. In turn, greater experience of expectancy disconfirmation was associated with greater CQ development. Researchers, educators, and managers who understand the factors and processes supporting CQ development are better equipped to prepare individuals for greater effectiveness in a variety of cultural contexts.

Poland, a workforce in transition: Exploring leadership styles and effectiveness of Polish vs. Western expatriate managers

“…In terms of explanations, one mechanism that comes readily to mind pertains to the 'contact hypothesis', which was shown to influence group dynamics in general and attitudes among culturally diverse organisation members, in particular (see Rosenblatt/Worthley/MacNab 2013). In short, this hypothesis states that, under the right conditions, more familiarity and more frequent interaction between members of different social groups will result in more positive attitudes from each group members toward the other.…”

Instructional Design as Knowledge Management

“…This approach is consistent with Blackler's (1993) argument that theories of knowing should focus on the activity or practice, not on static knowledge itself. For example, new approaches to management education emphasize the process of learning, including therapy-based techniques (Mendenhall, Arnardottir, Oddou, & Burke, 2013) and techniques that force learners to have their expectations disconfirmed (Rosenblatt, Worthley, & MacNab, 2013), both approaches consistent with current learning theories (Hofer & Pintrich, 1997). This KIP approach means attention is shifted from content to the activities a student needs to be able to accomplish.…”

Cultural Intelligence: New Directions for Research in Asia

“…In a recent study, Rosenblatt, Worthley, and Macnab (2013) examined the role of experiential cultural intelligence education, and they found that expectancy disconfirmation was an important mediator in the learning process and the the development of CQ. They found that greater experience disconfirmation was associated with greater CQ development.…”