Intercultural communication competence in retrospect: Who would have guessed?

Ruben, Brent D.

doi:10.1016/j.ijintrel.2015.03.010

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…CQ is one promising concept that first appeared in the field in 2003, and as shown in this review, has received much attention since then. Of course, CQ is not the only candidate in the field of intercultural competence, and other domains of investigation exist which have long examined this issue but with somewhat different language (Kealey, 1979;Ruben, 2015;Ruben & Kealey, 1979). In these investigations, parallel concepts are often applied, however, the core questions and the identified challenges are the same, but the nomenclature applied is different.…”

Section: Resultsmentioning

confidence: 99%

“…Insert Figure 1 about here Importantly, this review includes only studies that explicitly addressed the issue of CQ. The area of intercultural competence is clearly much more than just CQ (see for example the reflections by Kealy (2015) and Ruben (2015)). However, although examining a broader scope in intercultural competence would provide a more extensive analysis, the amount of research is simply too large to integrate in a single review article.…”

Section: International Journal Of Intercultural Relations (15) Intermentioning

confidence: 99%

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Hype or hope? A new look at the research on cultural intelligence

Fang

Schei

Selart

2018

International Journal of Intercultural Relations

107

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Cultural intelligence (CQ), the capability by which expatriates, managers, and others involved in cross-cultural interactions function effectively in a globalized world, was introduced in 2003 and has garnered wide attention recently. In this paper, we present a detailed and up-to-date review of 142 empirical articles in the CQ research field. We first examine the concept of CQ, including its definition, structure, measurement, and validity. We then review the vast number of empirical studies that investigate the antecedents, development, direct and indirect effects, moderating effects, and aggregated effects of CQ, as well as qualitative studies. The analysis shows several issues that likely will be relevant to the research debate in the near future. These issues include investigations of (1) whether cultural intelligence is universal or culture-specific, (2) why objective measures that assess CQ are lacking, (3) to what extent a person can develop cultural intelligence, (4) to what extent there are dark sides to cultural intelligence, and (5) the role cultural intelligence plays as a predictor of individual and group performance. Addressing these questions may help us reveal the true potential of CQ in contemporary organizations and thus, affirm that the promise of CQ is more than just hype.

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Section: Resultsmentioning

confidence: 99%

Section: International Journal Of Intercultural Relations (15) Intermentioning

confidence: 99%

Hype or hope? A new look at the research on cultural intelligence

Fang

Schei

Selart

2018

International Journal of Intercultural Relations

107

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“…Culture is understood to encompass symbols, images, and practices that collectively and socially bias communication (Ruben, 2015). This study contributes to existing CQ literature as well as multicultural pedagogical strategies.…”

Section: Purpose Of Studymentioning

confidence: 93%

How’s your CQ?: Effect of Study Abroad and Classroom-based Cultural Experiences on Cultural Intelligence Levels in Traditional Students

McCann¹,

Tan²,

Thornton³

2023

Frontiers

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This research assessed the impact of study abroad and classroom-based cultural experiences on traditional college students’ cultural intelligence (CQ) levels, as measured through the standardized Cultural Intelligence Survey. Data from students participating in cultural experiences were collected using the Cultural Intelligence Scale (CQS). The hypotheses were tested using a pre-test/post-test research design and a non-randomized sample (quasi-experimental). The results were initially analyzed using descriptive statistics to report mean average and standard deviation scores before and after each cultural experience. A second round of analysis was performed to provide a deeper understanding of CQ scores at the dimension level. A closer analysis of the data raised some questions about best practices in assessing cultural experiences that contribute to the discussion and growing body of research regarding cultural intelligence literature. Overall, the findings from this research support the value of cultural experiences in raising CQ levels among traditional college students. Abstract in Spanish Esta investigación evaluó el impacto de estudiar en el extranjero y las experiencias culturales en el aula en los niveles de inteligencia cultural (CQ) de los estudiantes universitarios tradicionales, medidos a través de la Encuesta de Inteligencia Cultural estandarizada. Los datos de los estudiantes que participaron en experiencias culturales se recolectaron utilizando la Escala de Inteligencia Cultural (CQS). Las hipótesis se probaron utilizando un diseño de investigación pre-test/post-test y una muestra no aleatorizada (cuasi-experimental). Los resultados se analizaron inicialmente utilizando estadística descriptiva para reportar la media promedio y la desviación estándar antes y después de cada experiencia cultural. Se realizó una segunda ronda de análisis para proporcionar una comprensión más profunda de los puntajes de CQ a nivel de dimensión. Un análisis más exhaustivo de los datos planteó algunas preguntas sobre las mejores prácticas en la evaluación de las experiencias culturales que contribuyen a la discusión y al creciente cuerpo de investigación sobre la literatura de inteligencia cultural. En general, los hallazgos de esta investigación respaldan el valor de las experiencias culturales para elevar los niveles de CQ entre los estudiantes universitarios tradicionales.

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“…Development of essentially new training courses, constructed according to the modular principle is required. That is supposed that these courses will unite in themselves some uniform or closely related knowledge and abilities, relating to wide spheres of culture and activity [20][21][22].…”

Section: Literature Reviewmentioning

confidence: 99%

Formation of the Competences of Social Interaction at the Technical University

Miloradova

Ishkov

2018

MATEC Web Conf.

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Abstract. The article is devoted to the matters of the formation of universal competences as the basis of higher technical education taking into account the requirements of the Federal State Educational Standards of Higher Education FSES HE 3+ and FSES HE 3++. The necessity of integration of social and humanitarian disciplines into the process of professional engineering training is proved. The authors describe their work on the development of the training course |Principles of Legislation and Social Interaction in Construction", which united the disciplines "Psychology", "Sociology", "Political science", "Law". Authors have suggested to use the concept "Me" as the key element of this course, emphasizing personal responsibility of an individual for the social interaction. The authors present the results of the comparative analyses of the progress of the students, who studied the new course and those, who studied traditional separate disciplines. They prove that the results, gained within the competence approach, are significantly better, than the results, possible in case of the use of the traditional approach.

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Intercultural communication competence in retrospect: Who would have guessed?

Cited by 7 publications

References 2 publications

Hype or hope? A new look at the research on cultural intelligence

Hype or hope? A new look at the research on cultural intelligence

How’s your CQ?: Effect of Study Abroad and Classroom-based Cultural Experiences on Cultural Intelligence Levels in Traditional Students

Formation of the Competences of Social Interaction at the Technical University

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