What’s your CQ? A thought leadership exploration of cultural intelligence in contemporary institutions of higher learning

Fellows, Kelli L.; Goedde, Sascha Dennis; Schwichtenberg, Elisabeth Jasmin

doi:10.21018/rjcpr.2014.2.180

Cited by 7 publications

(3 citation statements)

References 60 publications

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“…Cultural intelligence (CQ) is a critical dimension in the contemporary understanding of leadership in multicultural contexts. CQ involves an individual's ability to adapt, interact, and work effectively in culturally diverse settings (Adler and Aycan, 2018;Fellows et al, 2014;Van Dyne et al, 2012). Language proficiency emerges as a central component of CQ, enabling leaders to engage in nuanced cross-cultural communication.…”

Section: Language and Cultural Intelligencementioning

confidence: 99%

Language as a Tool for Multicultural Understanding in Management: A Review of Current Practices

Unachukwu,

Okunade,

Osawaru

et al. 2023

World Lang. Ltre. Cult. Stud.

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This research paper explores the role of language as a pivotal tool for multicultural understanding in management. It examines current practices and trends and investigates how global companies implement language policies, training programs, and communication technologies to address challenges and leverage opportunities. The integration of multilingualism into organizational policies and the impact of enhanced virtual communication tools are analyzed. Challenges include potential miscommunication and unequal language proficiency distribution within teams. Opportunities for improvement involve AI language tools, continuous learning cultures, and fostering inclusivity. The paper concludes by emphasizing the strategic importance of language in navigating the complexities of multicultural management. It provides insights for future research and managerial strategies.

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Section: Language and Cultural Intelligencementioning

confidence: 99%

Language as a Tool for Multicultural Understanding in Management: A Review of Current Practices

Unachukwu,

Okunade,

Osawaru

et al. 2023

World Lang. Ltre. Cult. Stud.

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“…Accordingly, higher education institutions in the United States and abroad are increasingly concerned with preparing students to be competitive contributors in the global economy as well as remaining competitive in regard to international education and other internationalization efforts (e.g., exchange programs, study abroad experiences, and marketing targeted toward international students; De Haan, 2014;Scott, 2000). If higher education institutions are to remain relevant, they must take charge of their internationalization and produce graduates who will excel in the global work arena (e.g., Fellows, Goedde, & Schwichtenberg, 2014). Meeting the challenge of producing culturally competent graduates requires the tracking of student development of ICC; however, the existing challenges of measuring ICC complicate tracking initiatives.…”

mentioning

confidence: 99%

Intercultural Effectiveness of International and Domestic Students

Avcılar

Gök

2021

jis

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Among the vast and diverse discussions and research on international students, the intercultural status of university students holds a special place in terms of integration and academic success. One of the discussions is the intercultural competencies of the students in higher education. In this respect, this study aims to compare the intercultural effectiveness of international and domestic students, as well as examine their intercultural effectiveness status in terms of different background characteristics. The data were collected from a public university in Turkey using the Intercultural Effectiveness Scale developed by Portalla and Chen (2010). The findings revealed that international students compared to domestic counterparts show a higher level of intercultural effectiveness. Additionally, some background characteristics are significant predictors of the intercultural effectiveness of university students: grade level, parent's nationality, being and living in a foreign country, having a close friend(s) from a different culture. Some research and policy recommendations are provided.

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“…Accordingly, higher education institutions in the United States and abroad are increasingly concerned with preparing students to be competitive contributors in the global economy as well as remaining competitive in regard to international education and other internationalization efforts (e.g., exchange programs, study abroad experiences, and marketing targeted toward international students; De Haan, ; Scott, ). If higher education institutions are to remain relevant, they must take charge of their internationalization and produce graduates who will excel in the global work arena (e.g., Fellows, Goedde, & Schwichtenberg, ). Meeting the challenge of producing culturally competent graduates requires the tracking of student development of ICC; however, the existing challenges of measuring ICC complicate tracking initiatives.…”

mentioning

confidence: 99%

Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

Griffith

Wolfeld

Armon

et al. 2016

ETS Research Report Series

121

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The modern wave of globalization has created a demand for increased intercultural competence (ICC) in college graduates who will soon enter the 21st‐century workforce. Despite the wide attention to the concepts and assessment of ICC, few assessments meet the standards for a next‐generation assessment in areas of construct clarity, innovative item types, response processes, and validity evidence. The objectives of this report are to identify current conceptualizations of ICC, review existing assessments and their validity evidence, propose a new framework for a next‐generation ICC assessment, and discuss key assessment considerations. To summarize, we found the current state of the literature to be murky in terms of the clarity of the ICC construct. Definitions of the construct vary considerably as to whether it is a trait, skill, or performance outcome. In addition, current measurements of ICC overly rely on self‐report methods, which have a number of flaws that result in less than optimal assessment. In this paper, we propose a new framework based on a model of the social thinking process developed by Grossman and colleagues that describes the knowledge, skills, and abilities that promote success in complex social situations. From this social process model, as well as Earley and Peterson's definition of ICC (a person's capability to gather, interpret, and act upon these radically different cues to function effectively across cultural settings or in a multicultural situation), three stages are developed: approach, analyze, and act. Guided by this framework, we discuss assessment considerations such as innovative task types and multiple response formats to help translate the framework to an assessment of ICC.

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What’s your CQ? A thought leadership exploration of cultural intelligence in contemporary institutions of higher learning

Cited by 7 publications

References 60 publications

Language as a Tool for Multicultural Understanding in Management: A Review of Current Practices

Language as a Tool for Multicultural Understanding in Management: A Review of Current Practices

Intercultural Effectiveness of International and Domestic Students

Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

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