Suchergebnisse

Conceptualization of cultural intelligence : definition, distinctiveness, and nomological network / Soon Ang and Linn Van Dyne -- Development and validation of the CQS : the cultural intelligence scale / Linn Van Dyne, Soon Ang, and Christine Koh -- Antecedents of the four-factor model of cultural intelligence / Lu M. Shannon and Thomas M. Begley -- Developing cultural intelligence : the roles of international nonwork experiences / Ibraiz Tarique and Riki Takeuchi -- Cultural intelligence and international assignment effectiveness : a conceptual model and preliminary findings / Kwanghyun Kim, Bradley L. Kirkman, and Gilad Chen -- Top executives and global leadership : at the intersection of cultural intelligence and strategic leadership theory / Michael J. Mannor -- Cultural intelligence : a key success factor for expatriates / Margaret Shaffer and Gloria Miller -- Antecendents and consequences of cultural intelligence among short-term business travelers / Cheryl Tay, Mina Westman, and Audrey Chia -- Cultural intelligence as a mediator of relationships between openness to experience and adaptive performance / Tania Oolders, Oleksandr S. Chernyshenko, and Stephen Stark -- Personality, cultural intelligence and cross-cultural adaptation : a test of the mediation hypothesis / Colleen Ward and Ronald Fischer -- Cultural intelligence and global identity in multicultural teams / Efrat Shokef and Miriam Erez -- The effects of cultural intelligence on team member acceptance and integration in multinational teams / Jane E. Flaherty -- The effects of cultural intelligence on interpersonal trust in multicultural teams / Thomas Rockstuhl and Kok-Yee Ng -- Culture inside and out : developing a collaboration's capacity to externally adjust / Cristina B. Gibson and Rebekah Dibble -- The challenge of behavioral cultural intelligence : what might dialogue tell us? / Priscilla S. Rogers -- Cultural intelligence in counseling psychology : applications for multicultural counseling competence / Michael Goh, Julie M. Koch, and Sandra Sanger -- Cultural intelligence and short-term missions : the phenomenon of the fifteen-year-old missionary / David Livermore -- Social intelligence, emotional intelligence, and cultural intelligence : an integrative perspective / Detelin S. Elenkov and Joana R.C. Pimentel -- Successful intelligence as a framework for understanding cultural adaptation / Robert J. Sternberg -- Navigating cultures : the role of metacognitive cultural intelligence / Jennifer Klafehn, Preeta M. Banerjee, and Chi-yue Chiu -- Social axioms and cultural intelligence : working across cultural boundaries / Kwok Leung and Fuli Li -- Intercultural competence development and triple-loop cultural learning : toward a theory of intercultural sensitivity / Dharm P.S. Bhawuk, Keith H. Sakuda, and Vijayan P. Munusamy -- Contextualizing cultural intelligence : the case of global managers / Maddy Janssens and Tineke Cappellen -- Thinking intelligently about cultural intelligence : the road ahead / Michele J. Gelfand, Lynn Imai, and Ryan Fehr.

Since its introduction less than two decades ago, cultural intelligence (CQ) has emerged as a new field of research against the backdrop of globalization to advance our understanding of the required capabilities for individuals and firms to function effectively in contexts characterized by cultural complexity. Despite its recognition as an independent factor within a multi-loci framework of intelligences influencing individual and organizational outcomes, CQ's nature and conceptualization on the three levels of analysis currently identified are still ambiguous. Consequently, CQ's associations with proposed outcomes are also undertheorized. Upon a review of the literature, this paper will advance three main arguments, First, aside from the original individual level, clarification is required for CQ on the team and firm levels as to whether it is a collective manifestation of individual CQ or something entirely different. Second, organizational outcomes related to CQ have not been fully imagined, particularly in the contexts of transformations of organizational structures and leadership configurations in the modern economy. Third, the current theoretical framework and future research agenda can be enriched by adding an ethical dimension and a meta-firm level of analysis.

Cultural intelligence has various meanings that can be looked on as complementary. On one hand, it refers to behaviors that are considered intelligent from the point of view of people in specific cultures. Such behaviors can include quick application of previously learned information in some cultures, getting along with kin in other cultures, and slow and deliberate consideration of alternative courses of action in still other cultures. On the other hand, cultural intelligence can also refer to the traits and skills of people who adjust quickly, with minimal stress, when they interact extensively in cultures other than the ones where they were socialized. The two uses of the term are related because people who want to be sensitive to other scan examine intelligence as it is defined and demonstrated in other cultures and can make adjustments in their own behaviors during their cross-cultural experiences.

Abstract
Travel affords us many things, such as time for reflection, leisure, work and exploration. It can also be key in helping us to understand others, to adjust and adapt to new scenarios and stressors. In this sense, travel can be a means to increase one's intelligence. This study looks at the metric of cultural intelligence (CQ) – an individual's ability to function in various cultural contexts – and how travel can increase this. A major dimension of CQ is cultural metacognition, a term that describes the ability of an individual to be culturally aware and adaptable in multicultural situations. Travel to a culture significantly different from one's own can strengthen cultural metacognition, especially during longer periods of work or study; however, this is also possible during short-term overseas experiences. The importance of high CQ is essential in an increasingly globalized world, and CQ capabilities form a major component of the 'soft skills' that employers desire in university graduates. Our study reviews the possibilities for increasing CQ in short-term overseas study through intensive design-thinking workshops with a focus on students of creative arts and design. Previous studies on CQ tended to focus on Management and Business studies. Strong CQ skills are seen as an asset in these fields; however, they are particularly relevant in the arts where career paths do not always have a strictly defined skill set and often rely on graduates to be adaptable and flexible to many varied work situations. This article sets out the process that we utilized in facilitating a series of cross-cultural workshops for Australian design students in Singapore, in partnership with overseas students from Hong Kong and Singapore. Employing case studies, quantitative and qualitative surveys, observation and analysis, our study attempts to show how intensive multidisciplinary and cross-cultural designthinking workshops in short-term study tours for university students can influence the CQ skills of students in creative arts and design disciplines.

Presenting a universal set of techniques and people skills that will allow you to adapt quickly to, and thrive in, any cultural environment, this book will show you how to discard your own culturally based assumptions and pay careful attention to cues in cross-cultural situations. --

PurposeThe purpose of this research is to examine relationships between emotional intelligence and the four factor model of cultural intelligence – metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ.Design/methodology/approachConfirmatory factor analyses and hierarchical regression analyses on data from 381 students in Korea are conducted.FindingsThe results support discriminant validity of the four factor model of cultural intelligence scale (CQS) in relation to the emotional intelligence (EQ) construct. This study also demonstrates that the EQ factors related to social competence (social awareness and relationship management) explain CQ over and beyond the EQ factors related to self‐competence (self‐awareness, and relationship management). Finally, the results present that specific factors of EQ are related to specific factors of CQ.Originality/valueThe findings of this study demonstrate how CQ and EQ are distinct, but related constructs, which has not been conducted by prior research.

Abstract
The paper will outline a research project based on the analysis of diary entries written by a multinational cohort of German, Polish, Chinese and US-American Master students during a time span of 15 months as part of the course requirements for a module entitled "Applied Intercultural Communication" in the MA "International Management and Intercultural Communication / GlobalMBA". The diary-writing project, which was started in 2013, is intended to serve two main purposes:



For the students, the diaries will be a tool and personal "learning log" to gain greater awareness of their own cultural values and to critically reflect on the process of cultural adjustment (or lack thereof) and the experience of travelling, living and studying with a multinational cohort in four foreign countries. In this way, the diaries also represent a dynamic scenario of the students' acculturation process at various points of their studies.


We, as researchers, educators and program developers, want to explore how this experience-based approach allows us to chart a student's development and attitudinal shifts from the beginning to the end of a 15-month program, both in terms of personal growth and intercultural learning. Consequently, the diaries are intended to serve as a tool to discover and assess which aspects of human experience are globally shared and observable and which areas require the students to undergo processes of cultural localization and adaption in order to function adequately in new cultural environments.



Students are encouraged to observe, monitor and report on any culturally defined and "different" situation without being judgemental. Moreover, students are required to specifically report on the process of team/cohort building and on ways of dealing with criticism, disappointment, conflict and "Otherness". The findings of our qualitative research will be fed back into the process of further curriculum integration and development.