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Cultural intelligence (CQ) represents a promising advancement in the area of cross-cultural training and management. Experiential approaches for CQ development have been proposed as highly effective; however, there is a lack of CQ-specific approaches in the management literature. This work overviews the concept of cultural intelligence and its relevance to management then highlights an experiential CQ education process and framework. The process, designed to increase CQ capacity by engaging in a new cultural contact experience, was initially developed with two cohorts that included a total of 743 management education participants. Details of the process, supporting theory, related teaching materials, participant evaluation, and participant CQ development indicators are presented and future research directions are discussed.

Purpose– The purpose of this paper is to discuss the concept of cultural psychological capital, its impact on motivational cultural intelligence (CQ), the influence of motivational cultural intelligence on metacognitive awareness, and the moderating role of perspective taking on the relationship between motivational cultural intelligence and metacognition.Design/methodology/approach– Collected data from international management program alumni to test the hypotheses.Findings– The results show that cultural psychological capital has a positive relationship with motivational cultural intelligence, which in turn relates to metacognitive awareness, and perspective taking does not moderate the relationship between motivational cultural intelligence and metacognition.Research limitations/implications– The data were collected from a single source. The study supports broaden-and-build theory (Fredrickson, 2001) by demonstrating that cultural psychological capital has an important association with motivational cultural intelligence.Practical implications– Cultural psychological capital can be improved. Therefore, organizations that desire to increase the motivation of employees may consider improving the cultural psychological capital of employees. Learning is an important outcome of motivational cultural intelligence, and it is an asset for today's organizations.Originality/value– The study takes a positive perspective for cross-cultural experiences and identifies cultural psychological capital as an important resource for expatriates. Metacognitive awareness, as an outcome, provides support that cross-cultural experience results in higher learning for individuals who are motivated.

International negotiation failures are often linked to deficiencies in negotiator cross-cultural capabilities, including limited understanding of the cultures engaged in the transaction, an inability to communicate with persons from different cultural backgrounds, and limited behavioral flexibility to adapt to culturally unfamiliar contexts. Although management educators are concerned about developing students' cross-cultural capabilities, there exists very little empirical research demonstrating the impact of such abilities on negotiation performance. To address this limitation while advancing research on the development of cross-cultural capabilities, we examined the impact of cultural intelligence (CQ) on cross-cultural negotiation performance. Using assessment center and consensus rating methodologies, 113 fully employed MBA students participated in a negotiation exercise designed to underscore key cultural differences with respect to both negotiation style and substantive issues. Controlling for prior negotiation and international experiences, personality (openness to change and extraversion), and emotional intelligence, our results demonstrated that CQ predicted negotiation performance while interest-based negotiation behaviors partially mediated the CQ–negotiation performance relationship. CQ capabilities facilitated negotiators' ability to demonstrate cooperative, interest-based negotiation behaviors in a negotiation context that demanded behavioral adaptation. We conclude by discussing a series of practical implications for management educators and suggestions for future CQ research.