Dissertations / Theses: 'Cultural intelligence'

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Vitale, Stefano <1994&gt. "CROSS-CULTURAL LEADERSHIP: LA CULTURAL INTELLIGENCE." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/18085.

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L'obiettivo della ricerca è quello di individuare il ruolo della Cultural Intelligence dal punto di vista di un leader e di esaminare l'impatto della cultura sulla leadership. Lo scopo della ricerca è quello di confrontare i risultati ottenuti da una ricerca qualitativa condotta tramite delle interviste a leader che lavorano in contesti cross-cultural, tenendo conto delle osservazioni teoriche riguardanti la leadership. I risultati esplorano e provano l'ipotesi che l'intelligenza culturale è un'abilità fondamentale per una leadership di successo in un ambiente interculturale.

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Edelborg, Joakim, Alexander Brounéus, and Hampus Johansson. "Cultural Intelligence in Swedish companies : A qualitative study of the cultural intelligence validity." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97637.

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The global exchange of goods has in recent years made cultural intelligence an important success factor conducting business over cross-cultural boundaries. Due to lack of cultural competence, several mistakes in international business have been made. Previously studies of cultural intelligence have been carried out in controlled settings and not in day-to-day life. Further, authors for these studies point out that more empirical studies need to be carried out in the subject and in an uncontrolled environment.The purpose of this study is to find out what criteria are important and successful for Swedish professional sellers and buyers when they are conducting international negotiations. If possible, these criteria will then relate to the relevant capabilities of CQ to add validity to the concept. Furthermore, the study also aims to answer if the criteria mentioned by the professionals are applicable with Hofstede's dimensions (Hofstede, 2011) as well as the Context Culture model by Hall (1976). The participants for the study are five individuals from different companies located in Sweden. The participants have previous experience from conducting international business ranging from six to 35 years.The result of this study shows that cultural intelligence is beneficial when it comes to conducting international negotiation. This is presented in the form of important criteria from the respondents, these criteria are explained through the respondent’s own words and then reinterpreted by the authors using theoretical concepts, an example of this is Preparation. Further, the findings present validity to some of the conceptual benefits that previously lacked empirical validity such as collaboration and decision making.

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Devitt, Patrick James. "Cultural intelligence and the expatriate teacher : a study of expatriate teachers' constructs of themselves as culturally intelligent." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15388.

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This study is situated in the field of cultural intelligence (CQ) research. It involves expatriate teachers employed at a college for Emirati women in the United Arab Emirates who are all EFL trained native English speakers with a minimum of 5 years overseas teaching experience. This interpretive study explores these teachers’ understandings of cultural intelligence through individual interviews and focus groups. In so doing it contributes to the discussion on expatriate teachers constructs of what it is to be culturally intelligent, and augments knowledge on the cultural intelligence construct itself through rich qualitative data. The research design and subsequent data analysis are informed by Sternberg and Detterman’s (1986) multi-loci of intelligence theory, and Earley and Ang’s (2003) multi-factor construct of cultural intelligence; metacognitive CQ, cognitive CQ, motivational CQ, and behavioural CQ . Results suggest that these four factors of CQ feature in the respondents constructs of cultural intelligence. Metacognitive CQ is evident in the importance placed on being alert to the cultural context and of consciously assessing and reassessing cultural knowledge before making decisions about how to proceed appropriately. Cognitive CQ is displayed in the significance cultural knowledge has for the participants; the data suggest that cognitive CQ is evident in the willingness and the effort made to learn specific cultural information pertaining to the context. For the respondents the desire to travel and engage with different cultures and a confidence in their own ability to manage successfully in novel cultural settings is clear evidence of motivational CQ. The results show that not only do the participants demonstrate behavioural CQ in their actions, they also employ strategies to facilitate accurate acquisition of cultural norms of behaviour through adopting a non-threatening observe and listen approach. In addition the study produced some interesting findings related to the context and attitudes to Arab culture such as the idea of the Arabic language as a cultural ‘gate-keeper’. Other findings that warrant further study include the strong association the respondents made between language learning and CQ, close personal relationships and CQ, age and ‘stage of life’ influences on CQ development, and the correlation these respondents felt exists between EFL teacher qualities and CQ capabilities.

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Hansson, Noreke Helena, and Jonathan Wirödal. "Managers' communication : how cultural intelligence affects communication." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9802.

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As the world becomes more global and companies become internationalized there is a growing urge for companies to work more efficiently. A problem that might rise when people from different cultures work together, is the risk for misunderstandings when managers communicate with people from other cultures. For that reason, managers of internationalized companies need to be culturally intelligent to avoid misunderstandings. Hence, our aim with this dissertation is to see how managers’ Cultural Intelligence (CQ) affects their Communication. In order to see how managers’ Cultural Intelligence affects their Communication we used a quantitative study (survey), where Swedish managers from international companies were target population. In the end though, we found no relation between CQ and managers communication skills. The number of responses from the survey was too small to in order to make any general conclusions. The dissertation may however have some contribution and value for Swedish managers. For companies in general, the dissertation can give some indications that they should consider employees’ CQ and not only managers’ CQ. Communication however, is one of the most prominent factors when it comes to social interaction. Therefore, companies today should consider, when hiring, the new employees’ ability to adapt into new environments.

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Sawhney, Ena. "Cultural Intelligence: Extending the Nomological Network." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1661.

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This dissertation consists of three independent studies, which study the nomological network of cultural intelligence (CI)—a relatively new construct within the fields of cross-cultural psychology and organizational psychology. Since the introduction of this construct, CI now has a generally accepted model comprised of four codependent subfactors. In addition, the focus of preliminary research within the field is on understanding the new construct’s correlates and outcomes. Thus, the goals for this dissertation were (a) to provide an additional evaluation of the factor structure of CI and (b) to examine further the correlates and outcomes that should theoretically be included in its nomological network. Specifically the model tests involved a one-factor, three-factor, and four-factor structure. The examined correlates of CI included the Big Five personality traits, core self-evaluation, social self-efficacy, self-monitoring, emotional intelligence, and cross-cultural experience. The examined outcomes also included overall performance, contextual performance, and cultural adaption in relation to CI. Thus, this dissertation has a series of 20 proposed and statistically evaluated hypotheses. The first study in this dissertation contained the summary of the extant CI literature via meta-analytic techniques. The outcomes of focus were significantly relevant to CI, while the CI correlates had more inconclusive results. The second and third studies contained original data collected from a sample of students and adult workers, respectively. In general, the results between these two studies were parallel. The four-factor structure of CI emerged as the best fit to the data, and several correlates and outcomes indicated significant relation to CI. In addition, the tested incremental validity of CI showed significant results emerging in both studies. Lastly, several exploratory analyses indicated the role of CI as a mediator between relevant antecedent and the outcome of cultural adaption, while the data supported the mediator role of CI. The final chapter includes a thorough discussion of practical implications as well as limitation to the research design.

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Zahn, Matthew A. Lacey Wayne R. "Building a virtual cultural intelligence community." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FZahn%5FDA.pdf.

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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, June 2007.
Thesis Advisor(s): Dorothy Denning, Robert O'Connell. "June 2007." Includes bibliographical references (p. 71-75). Also available in print.

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Lacey, Wayne R. "Building a virtual cultural intelligence community." Thesis, Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/3444.

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The U.S. intelligence community is without peer in providing high-quality, detailed technical intelligence. Due to the intelligence community's efforts, the USG has a thorough understanding of its adversaries' activities. What we propose is to develop a means by which that same intelligence community can use cultural factors to answer the question "Why?" Although cultural intelligence plays a key role in many of America's political and military successes, the maintenance of a broad-based, detailed cultural intelligence capability has thus far proven elusive. With the advent of networked collaboration tools, the intelligence community now has the ability to deploy a virtual cultural intelligence community. Such a community, based on a wiki, would incur almost no monetary or bureaucratic overhead, and could be configured so that the loss of any single intelligence organization would have minimal negative effect on its mission.

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Costa, Andréia Lopes da. "Análise de guias culturais da Área de negociação à luz da teoria da Inteligência Cultural: o caso da cultura árabe." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8154/tde-03032010-105703/.

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Este trabalho traz um exame dos guias classificados como culturais, e elaborados especificamente para a área de comércio internacional. Procura verificar a qualidade das informações neles contida a respeito da cultura em geral e da cultura árabe em particular, e também sua eficácia no processo de contato intercultural, verificando se de fato cumprem seu papel de guiar o leitor rumo ao conhecimento das características culturais do país alvo, com a intenção de possibilitar e facilitar o contato entre diferentes culturas. O exame desses guias é feito a luz da Inteligência Cultural, conceito relativamente novo que propõe o desenvolvimento de habilidades e de flexibilidade para aprender e assimilar aspectos de uma cultura.
This work brings an examination of the guides classified as cultural guides, elaborated specifically for the area of international commerce. Its aim is to verify the quality of the information contained in them about culture in general and, the Arab culture particularly; and so its efficiency in the process of intercultural contact, verifying whether in fact they fulfill the role of guiding the reader onto the path of knowledge of cultural characteristics about a particular country, with the intention of making contact possible and facilitating the contact between different cultures. The examination of these guides is made through the theory of Cultural Intelligence, a concept relatively new which is centered on the development of skills and flexibility to learn and assimilate aspects of a new culture.

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Mumau, Robert W. "Individual Differences in Cultural Intelligence: Self-Monitoring as a Moderator of the Relationship between Personality and Cultural Intelligence." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395252544.

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Tandalam, Aswinikumar Anuragini. "Bridging cultural discontinuities in global virtual teams : role of cultural intelligence." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLE008.

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Les progrès récents des technologies de l'information et de la communication (TIC) ont joué un rôle déterminant dans la transformation de la plupart des pratiques de travail traditionnelles et les structures organisationnelles. Le travail d'équipe équipes virtuelles mondiales/internationales (EVI) est un exemple. Les précédentes recherches sur les (EVI) identifient comme limite les différences culturelles et cette question doit être traitée pour une meilleure efficience de l’équipe virtuelle. Prenant appui sur l'étude de la théorie de la discontinuité de l'organisation (TDO), nous proposons l'intelligence culturelle (IC) comme l'une des modalités à travers lesquelles les discontinuités culturelles dans les EVI pourraient éventuellement être comblées. En situant le débat dans le modèle transactionnel du stress et de l'adaptation (MTSA), nous développons un réseau nomologique d’IC décrivant les interrelations et les mécanismes à travers lesquels différentes dimensions d’IC influencent la performance des EVI. En outre, tirant parti de la théorie de l'adaptation compensatoire (TAC) le rôle important de l'adaptation structurelle (IC d'adaptation) est l'hypothèse, en plus de l'adaptation comportementale (comportement d’IC), dans le cadre de l’IC proposée pour le contexte de l’EVI. Pour tester le modèle conceptuel « théorisé », l'étude utilise une conception séquentielle de la recherche reposant sur les méthodes mixtes
Recent advances in information and communication technologies (ICTs) have been instrumental in transforming many of the traditional work practices and organizational structures. Global virtual teams (GVTs) are one such example. Prior research on GVT identifies ‘cultural discontinuity’ as a salient boundary that needs to be bridged for better performance. Grounding the study in organizational discontinuity theory (ODT), in this research, we propose cultural intelligence (CQ) as one of the modalities through which cultural discontinuities in GVTs could possibly be bridged. Situating the discussion, in transactional model of stress and coping (TMSC), we develop a CQ nomological network describing the inter-relationships and mechanisms through which different CQ dimensions influence GVT performance. Further, leveraging compensatory adaptation theory (CAT) the significant role of structural adaptation (role structure adaptation) is hypothesized, in addition to behavioral adaptation (CQ behavior), in the proposed CQ framework for the GVT context. For testing the theorized conceptual model, the study uses a sequential mixed methods research design comprising a quantitative study followed by a qualitative The integrated findings enable us to propose a 'substantive theory of CQ for GVT performance' thereby making significant contributions to both theory and practice

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Ramirez, Andrea R. "Acculturation, Cultural Intelligence, and Implicit Leadership Theories." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583446.

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The Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person’s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person’s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person’s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.

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Karim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.

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Malgré la littérature importante dans le champ de l’intelligence émotionnelle, la très grande majorité des études sur le développement et la validation des échelles de mesure de l’intelligence émotionnelle ont été réalisées dans des pays Occidentaux. D’où, une limitation majeure de cette littérature dans son orientation purement occidentale. L’objectif de cette recherche est d’évaluer les propriétés psychométriques du Test d’Intelligence Emotionnelle de Mayer-Salovey-Caruso (MSCEIT), du Questionnaire des Traits d’Intelligence Emotionnelle (TEIQue), et du Test d’auto-évaluation d’Intelligence Emotionnelle (SREIT) dans un contexte comparatif interculturel comprenant des étudiants collectivistes Pakistanais (culture Orientale) et des étudiants individualistes Français (culture Occidentale). Les résultats de cette étude ont démontré que les participants de la culture française ont eu une meilleure performance par rapport aux participants pakistanais au MSCEIT mais pas au TEIQue et au SREIT. Les analyses d’échantillons multiples ont révélé des structures factorielles invariantes du MSCEIT, du TEIQue, et du SREIT à travers les deux cultures. Concernant la validité discriminante, l’auto-évaluation de l’IE, mesurée par le SREIT et le TEIQue, et les mesures de performance de l’IE, évaluées par le MSCEIT, n’ont pas démontré une forte corrélation dans les deux cultures. En autre, les résultats au MSCEIT, au TEIQue, et au SREIT n’ont pas démontré le lien avec l’intelligence cognitive dans les deux cultures. Des corrélations faibles à modérées ont été observées entre les mesures de l’IE et les dimensions de personnalité Big Five. Enfin, les mesures de l’IE se sont révélées indépendantes de styles de communication. Concernant la validité convergente des mesures d’auto-évaluation de l’IE, les résultats au TEIQue ont montré une forte corrélation avec le SREIT dans les deux cultures. En ce qui concerne la validité incrémentale, après un contrôle statistique des dimensions de personnalité Big Five et la capacité cognitive, le MSCEIT et le SREIT n’ont pas démontré le lien avec la satisfaction de vie, l’affect positif, l’affect négatif, et la détresse psychologique dans les deux cultures. En revanche, les facteurs du TEIQue ont expliqué une part significative de la variance dans les variables dépendantes après avoir contrôlé pour les dimensions de personnalité Big Five et l’intelligence cognitive. Cependant, des analyses plus approfondies ont révélé que ces associations ont été en grande partie attribuées au facteur du bien-être du TEIQue. Enfin, les femmes ont montré de meilleurs résultats que les hommes au MSCEIT mais pas au TEIQue et au SREIT dans les deux cultures. En résumé, les résultats de cette étude fournissent les preuves pour validité factorielle, discriminante, et convergente de ces mesures de l’intelligence émotionnelles dans les deux cultures. Toutefois, les résultats concernant la validité incrémentale de ces mesures se sont avérés moins prometteurs que prévu
Despite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated

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Campbell, Valerie D. "Exploring the Cultural Intelligence of Nurse Leaders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5838.

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Today, nurses represent many cultures and ethnic backgrounds. In their leadership style, nurse leaders must learn to embrace cultural intelligence or cultural quotient (CQ), that is, an extension of emotional intelligence that affords them the ability to manage a culturally diverse workforce. Historically, CQ has been relevant to business, locally and globally. But it is also important to explore the CQ of nurse leaders. Scholarly studies show that leaders with CQ are responsible for developing innovative employee behaviors, forward-thinking ideas, and creativeness in the workplace. CQ has a theoretical foundation in the 2003 research of Early and Ang who focused on CQ and the ability to lead in culturally diverse situations. This theoretical foundation will support the qualitative case study approach used to explore the CQ of nurse leaders. Ten participants were selected to answer semi structured interview questions, which were designed to produce data to answer research questions about the meaning of CQ to nurse leaders, the patient experience, self-awareness of CQ, and leadership practice. Thematic data analysis using the MAXQDA software program was the analysis tool. The results are expected to create positive social change by providing evidence-based results that can enhance the CQ of nurse leaders, their leadership style, and their practice in the United States. This study will add to the existing literature and its results may help the reader to reflect on the importance of CQ in their practice of leadership in the nursing profession.

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Doucette, Wendy C., Mandy Havert, and Kyunghye Kim. "Cultivating Cultural Intelligence for Serving International Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5359.

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The number of international graduate students continues to rise at American universities nationwide. While academic librarians wish to serve this student population effectively, few of us have received formal training or meaningful exposure to this sector of our student populace. This panel will provide first-person experiences from academic librarians who are actively engaging with and researching international students. Acknowledging and encouraging cultural diversity fosters the awareness of building inclusivity into graduate programming. Rather than viewing international students as a challenge to be resolved with a one-size-fits-all approach, cultivating cultural intelligence makes us more thoughtful and effective instructors and service providers for all students. This panel will discuss Tailoring services and support from the perspective of inclusivity for all students. Empirical best practices and lessons learned from focus groups with international students Tips for providing sessions tailored to multicultural audiences across the disciplines Partnerships with International offices, programs, and groups on campus The problem of academic writing Shared aspects of the graduate student experience Plagiarism and the academic honor code Thoughts about future engagement A current list of professional resources will be provided. We anticipate audience discussion will be generated by this topic and will encourage participation through informal polling and direct questions.

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Lindborg, Alexander, and Anna-Carin Ohlsson. "Cross-cultural business negotiations : how cultural intelligence influences the business negotiation process." Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5833.

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Over the last 30 years, technology has made it possible for people to travel to other cultures in a cheaper and more efficient way. The increased traveling has made it possible for an increase in trade and as the trade flourishes the need for people that can handle the differences between the cultures in the world increase. Some people handle cross-cultural negotiations better than others; we want to know how Cultural Intelligence influences The Business Negotiation Process.

To find out how Cultural Intelligence influences The Business Negotiation Process we choose to conduct qualitative interviews with a few Swedish companies that have experiences of cross-cultural negotiations with China.

The findings indicate that Cultural Intelligence influences The Business Negotiation Process by different factors such as engagement, communication and understanding. The greater engagement and understanding the negotiator has of the different parts the more likely it is that the business negotiation process will have a positive outcome.

We studied as much literature as we could find about cultural intelligence and the business negotiation process. Out of our findings, we build a model, and this gave the opportunity to test the different parts of the model in our research.

Our contributions to the field are foremost the discovery of the two new dimensions: Structure and Power Dependency that can be added to both Cultural intelligence and The Business Negotiation Process. In future research, these two dimensions can be further researched and developed. In our research, statements from our respondents create a small practical guideline for cross-cultural business negotiations with China. The negotiators might have use for this guideline when negotiating with Chinese companies.

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Drury, Elizabeth Childs. "Beyond socialization, tolerance, and cultural intelligence| Sustainable cultural concern among evangelical homeschoolers." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617406.

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This qualitative study not only describes the intercultural capacities of 20 high-achieving, homeschooled, evangelical university students from diverse backgrounds, but also far surpasses this original aim by generating a new model that critiques and complements cultural intelligence theory (CQ). Debate regarding tolerance among homeschoolers has lacked adequate study because the right questions have been obscured by terminology too broad (socialization) and impossibly loaded (tolerance). This constructivist, grounded-theory study thus addresses the question through intercultural lenses.

Chapter 2 reviews literature to propose a Process-Outcome Model of Socialization, a 10-pair categorization of critics' concerns, and introduces a reconceptualization of Perry's (1970) scheme of epistemological development for a faith-based university. Chapter 3 describes data-collection. In Southern California, strategies include participant observation, interview, focus-group, narrative, written reflection about Emerson & Smith's (2000) Divided by Faith, and case study response. In metropolitan DC, shorter measures confirm theoretical saturation. Chapter 4 presents 20 participants' intercultural journeys. Chapter 5 traces cognition. Chapter 6 outlines motivation, describing intercultural self-efficacy, initiative, and perceived value. Chapter 7 offers evidence of metacognition. Chapter 8 provides the missing piece—concern—as the connector of knowledge and desire, showing that the most intense reflection and regulation operate based on higher commitments (metaphysical, existential, and ethical).

Chapter 9 integrates core categories to present two new models. One shows the complementarity of CQ and concern. The other unites them as Sustainable Cultural Concern (SCC), a model explaining why some people grow in intercultural capacities while others do not. Three assertions underlie these models: a) concern is a meta-commitment that differs from motivation; b) CQ and border-crossing concern cooperate to sustain growth; c) a culturally-concerned person seeks to wed knowledge and desire according to concern. Though most participants display sustainable cultural concern, unconcerned outliers strongly suggest that homeschoolers and organizations should intentionally cultivate it.

Methodologically, the models correct inconsistencies regarding homeschooling socialization and challenge the prevalence of quantitative studies. Theoretically, they highlight ambiguity and overlap in CQ domains and the disproportionate scope of metacognition. Practically, they guide personal evaluation of intercultural engagement and growth in perception (honor), understanding (humility), regulation (integrity), and volition (faithfulness).

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Dawidowski, Roxana. "Cultural Intelligence Experiential Education and Systems of Thought: The Missing Cultural Link." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11558.

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Universities and other organizations are faced with a myriad of multi-cultural and inter-cultural realities. The demands on students, faculty, expatriates, sojourners, and other inter-cultural players are significant. There is a need for organizations and educational institutions to develop in individuals the capacity to manage the challenges presented through these multi-cultural and inter-cultural realities. Cultural intelligence (CQ) experiential education represents a capacity to assist in the navigation of inter- and multi-cultural realities, and to provide the development of this capacity with specific educational approaches. Previous research in the cross-cultural management literature has demonstrated that cross-cultural training programs should be tailored to the individuals’ systems of thought and learning preferences. Currently, in the literature, there is lack of information on how individuals with different systems of thought and learning preferences benefit from the available cross-cultural training programs. In this thesis, I investigate if the process of cultural intelligence experiential education is universally applicable to individuals with holistic and analytical systems of thought. This thesis contributes to the literature of cross-cultural training by further refining the experiential education process associated with the development of cultural intelligence. Since individuals develop their knowledge, values and beliefs through their upbringing during their socialization or enculturation process, their systems of thought are developed at this stage as well. An individual’s system of thought will determine the way in which individuals prefer to learn. This study assesses how systems of thought may impact self-efficacy, stereotype control (stereotype awareness and stereotype alteration), and cultural intelligence development during an established experiential cultural intelligence education process by carrying out a group comparison between individuals. In order to explore the effect of systems of thought on the cultural intelligence experiential education training outcomes, this study will draw a comparison between a holistic and an analytical system of thought sample. Findings from this study will contribute to the literature by furthering an understanding of how nuances such as an individual’s system of thought influence self-efficacy, stereotype control, and the cultural intelligence developmental process by structuring more refined education and training approaches tailored to an individual’s system of thought. A key contribution of this research is that it highlights the differences in training outcomes for holistic and analytical participants of the cultural intelligence experiential education. The results of this study show that experiential cultural intelligence education might be less suitable for individuals with holistic system of thought; since, these individuals are less likely to prefer to learn through student-directed learning tasks, which require active engagement like experiential activities. Therefore, holistic individuals demonstrate a lower increase in their cultural intelligence, stereotype awareness, and stereotype alteration scores after the cultural intelligence experiential training. These results extend the understanding on why it is important for trainers and educators to tailor cross-cultural training programs to the participants’ learning preferences, and these results expand the theory by refining the cultural intelligence experiential education development process introduced by MacNab and colleagues (2011).

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Martins, Susanne. "Intercultural communication and cultural intelligence in the workplace." Thesis, Martins, Susanne (2013) Intercultural communication and cultural intelligence in the workplace. Masters by Research thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/16881/.

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In today’s increasingly intercultural workplace setting, an individual’s ability to function effectively in culturally diverse situations is paramount for the success of the organisation. The main purpose of this study is to examine and understand the intercultural communication between Australian hospital workers (nurse managers, nurses and Patient Care Assistants and volunteers) through the theoretical lens of Cultural Intelligence (CQ). A mixed method approach was employed to collect data from multiple sources including the use of questionnaires and interviews. Items for the questionnaires and interviews were drawn from the literature on cultural intelligence. The questionnaire included 20 Likert scale items which were developed by the Centre for Cultural Intelligence based in the United States and Singapore. In addition there were six Likert scale items developed by the researcher on intercultural experiences to gauge satisfaction levels in interactions. Another seven Likert scale items were drawn from the Ali Individualism Scale to understand how culture type influenced CQ and intercultural interactions. The interview included six open-ended questions related to cultural intelligence, English language proficiency and a critical incident scenario. The interviews were used to provide detail on the cultural intelligence questionnaire statements. A Western Australian private hospital was selected for the study where 400 questionnaires were distributed. Out of these 157 returned questionnaires, 15 voluntary interviewees were chosen based on their job roles and culture type to be interviewed. The study found that overall the hospital workers had a high level of cultural intelligence. There were two cultural intelligence factors that were low: Cognitive CQ, involving knowledge of other cultures, and Behavioural CQ, involving the ability to provide the appropriate cultural response during intercultural interactions. The study found that those with higher levels of CQ enjoyed meeting people of different cultures and had more satisfactory relationships. Those with lower levels of CQ seemed to have more challenging intercultural interactions. This thesis concluded by recommending that the hospital provide intercultural awareness training to all staff and some form of technical training relating to introduction of common terms used in a hospital setting for employees who have lower levels of English proficiency. It was also recommended that the hospital include CQ as part of their Human Resources systems, such as recruitment, appraisals and competency assessments.

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Stocco, Michela <1994&gt. "The impact of Cultural Intelligence on Marketing Strategies." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13748.

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Review of the academic literature regarding cultural intelligence and its implications on organizations with particular focus on marketing strategies. Specifically, analysis of the four dimensions of CQ and marketing managers' soft skills and their effects of export performance. Presentation of RedHead Communications, Australian boutique management consulting firm specialising in cross cultural communications, conflict management, and the advancement of leadership skills.

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Atkinson, Colin. "Beyond cop culture : the cultural challenge of civilian intelligence analysis in Scottish policing." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4662/.

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The central contention of this thesis, and its original contribution to the subject area, is that the recent development of civilian intelligence analysis in Scottish policing presents a challenge to an otherwise hegemonic ‘cop culture’ in police intelligence work. In advancing this argument this thesis develops the existing literature by recognising that academic research to date on ‘police culture’ has focused almost exclusively on the cultures of sworn police officers, and particularly those ‘cops’ engaged in ‘frontline’ policing. Civilian police staff groups have been excluded from existing cultural accounts, despite their long-established position in many police forces, particularly those in Scotland. Drawing upon five years of qualitative sociological fieldwork, and taking inspiration from the theory and research of the French sociologist Pierre Bourdieu, this thesis highlights how civilian intelligence analysts – as office-based, young, predominantly female and embodying a new ‘academic’ knowledge that is divorced from experience – have become increasingly essential to the effective functioning of intelligence-led policing. The integration of civilian intelligence analysis into police intelligence work in Scotland, however, is inhibited by the persistent hegemony of a cop culture that privileges masculinity, physicality, solidarity, cynicism and, above all, the experiential knowledge that the ‘crime-fighting’ cop has gained from policing ‘the streets’. The cultural challenge of civilian intelligence analysis, emerging from within wider processes of civilianisation and pluralisation, has provoked a patriarchal response from police officers. This response is characterised by masculine domination and the exertion of symbolic violence within the wider ideological construction of the ‘police family’. This patriarchal response has also contributed to the infantilisation of the intelligence analyst in Scottish policing, as a concomitant form of cultural control. The interplay of these processes of cultural challenge and control contributes to a phenomenon of cultural dissonance – a sense of difference, discord and disharmony – between police officers and intelligence analysts. This cultural dissonance is sustained in everyday practice through the perpetuation and persistence of a ‘them and us’ culture between these groups. This thesis concludes by exploring the future of intelligence analysis in the context of profound and on-going organisational reform, and in doing so identifies recent processes of de-civilianisation in Scottish policing. Although intelligence analysis has remained relatively insulated from de-civilianisation to date, fieldwork disclosed how there has emerged disquiet about the potential diversification of the intelligence analyst role and concern for the future position of the intelligence analyst in Scottish policing as it enters a new phase in its distinctive development.

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Aguilar, Barrientos Sara. "Cultural intelligence and individual performance in global virtual teams." Doctoral thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/12875.

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The purpose of this research was to find the relationship that exists between cultural intelligence and contextual performance, when moderated by cultural diversity in global virtual teams. A sample of 215 employees from a multinational services company was used. Data analysis was performed using a multi-group invariance structural equation model (x2/df% = 1.22, p > .01; RMSEA = .05; CFI = .97; SRMR = .08). There was a positive and significant correlation between cultural intelligence and contextual performance, which led to accept hypothesis 1 (Group 1: H1, Y11=.52, p<.01; Y12=.74, p<..01. Group 2: Y1'=.28, p<.01; Y12=.39, p<.01). Categorical moderation revealed that a high cultural diversity, increases the relationship between the independent and dependent constructs, therefore hypothesis 2 was also accepted (H2, Y11=.52, Y12=.74 > Y11=.28, Y12=.39). This allowed concluding that having cultural intelligence impacts positively individual contextual performance in global virtual teams, and that the more culturally diverse people are in the work unit, the higher is this link.
Tesis

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Chhoeung, Varman S. Machiela Chad T. "Beyond Lawrence ethnographic intelligence for USSOCOM/." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FChhoeung%5FMachiela.pdf.

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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, December 2009.
Thesis Advisor(s): Simons, Anna. Second Reader: Tucker, David. "December 2009." Description based on title screen as viewed on February 01, 2010. Author(s) subject terms: Sociocultural log, sociocultural report, ethnographic intelligence, ethnographic sensor, sensor teams, cultural intelligence, sociocultural understanding, sociocultural conceptual framework, DoDD 3000.5 (SSTR). Includes bibliographical references (p. 65-68). Also available in print.

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Van, den Bergh Riana. "Cultural intelligence a comparison between managers in South Africa and the Netherlands /." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-102941/.

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Parmar, Rene S. (Rene Sumangala). "Cross-Cultural Validity of the Test of Non-Verbal Intelligence." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332395/.

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The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data were collected from 91 normally achieving and 18 mentally retarded Indian children, currently enrolled in elementary schools. Data from an American comparison group were procured from the authors of the TONI. Subjects were matched on age, grade, and area of residence. Subjects were also from comparative socioeconomic backgrounds. Literature review of the theoretical framework supporting cross-cultural measurement of intellectual ability, a summary of major instruments developed for cross-cultural use, non-verbal measures of intellectual ability in India, and issues in cross-cultural research are discussed, with recommended methodology for test transport. Major findings are: (a) the factor scales derived from the Indian and American normally achieving groups indicate significant differences; (b) items 1, 3, 5, 8, 10, and 22 are biased against the Indian group, though overall item characteristic curves are not significantly different; (c) mean raw scores on the TONI are significantly different between second and third grade Indian subjects; and (d) mean TONI Quotients are significantly different between normally achieving and mentally retarded Indian subjects. It is evident that deletion of biased items and rescaling would be necessary for the TONI to be valid in the Indian context. However, because it does discriminate between subjects at different levels of ability, adaptation for use in India is justified. It may prove to be a more current and parsimonious method of assessing intellectual abilities in Indian children than instruments presently in use.

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Alshaibani, Elham. "Investigating the relationship between cultural intelligence and service quality in hospitality : a cross cultural study." Thesis, Bucks New University, 2015. http://bucks.collections.crest.ac.uk/9366/.

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This study investigates the effect of cultural intelligence of front-line service employees on foreign guests’ perceptions of service quality. This relationship has not hitherto been investigated. The literature suggests that culture and interactions between customers and employees affect service quality. The literature also shows that, in cross-cultural encounters, attitudes and behaviours are important aspects of cultural intelligence, employee performance and service quality. It also points to interrelationships between these constructs. A theoretical model was developed which suggests that in these encounters, cultural intelligence is likely to affect service quality through employee performance. A novel methodological approach consisting of a pilot study and two stages of empirical research were undertaken in international hotels in Karbala, Iraq. The first, qualitative stage was in the form of interviews to gain an insight into the service interactions. Thematic analysis of the data supported the theoretical model and pointed to additional causal relationships. The model was tested in the second quantitative stage. A self-report cultural intelligence questionnaire was administered to a sample of local employees (N=201). A new job performance questionnaire was designed and administered to hotel managers (N=53) to assess these employees’ performance. A SERVPERF questionnaire was also given to foreign guests (N=469) who were served by these employees. The dimensions of these measures were determined by principal components analysis (SPSS 22), and their adequacy was estimated using confirmatory factor analysis (Lisrel 8.8). The model was tested using hierarchical multi-regression analysis. The findings showed that employee performance mediated the relationships between cultural intelligence and service quality. Another main contribution is the development of an employee performance scale for use in service encounters. The study adds to the crosscultural service literature and to research methodology design. Its implications for management and employee training were discussed, as well as its limitations. Further research was also suggested.

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Barrass, Deon Brian. "The relationship between authentic leadership, cultural intelligence and employee behaviour." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020336.

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Employee performance is a constant concern for any manager in a company or organisation. Managers have the unenviable task of balancing the meeting of organisational targets through the resources at their disposal. They must also manage their own responsibilities and personal targets which could be different to targets of the employees. These differences could create divergent priorities and affect the manager-employee relationship. Managers, in an effort to create a healthy work environment, need to show leadership qualities that encourage cooperation from their employees. These qualities must enable employees to form trustworthy relationships with their colleagues and the organisation thereby encouraging employee engagement and improved performance. A specific leadership quality that can create this type of positive and productive environment is authenticity. Authentic leadership can engender employee trust and organisational commitment and improve performance. Authentic leadership encourages improved relationships in the organisational environment by allowing employees and managers to communicate effectively. This encourages understanding of individual and organisational limitations in a non-threatening manner. Cultural intelligence is another quality that can enhance the employee manager relationship and affect the organisational climate. In South Africa’s culturally diverse environment managers from various cultural backgrounds will need to form healthy working relationships with employees and colleagues to encourage cooperation. These challenges and opportunities form the basis for this research study in the hope of informing managers of the relevance of the research topic and encouraging a change of behaviour and further study within the South African work environment.

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Bender, Kurt A. "Cultural intelligence and its relationship with key project manager competencies." Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646234.

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As organizations face increased challenges associated with globalization, developing the next leadership generation is an opportunity to create competitive advantage. Within the context of globalization, two key challenges stand for these organizations. The first challenge is the increase in cultural diversity. Cultural diversity has changed the landscape of international and domestic organizations resulting in a new global workforce with complex and dynamic challenges. The second major challenge associated with globalization is increased complexities imposed on leadership to lead strategic initiatives for organizations. This research brought these two key challenges together by examining the relationship of cultural intelligence (CQ) and key project manager competencies. A quantitative, correlational study was conducted to determine if relationships exist between CQ dimensions (cognitive, metacognitive, behavioral, and motivational) and key project manager competencies (communicating, leading, managing, cognitive ability, effectiveness, and professionalism). The sample participants were organizational leaders consisting of project managers associated with the Project Management Institute (PMI). The findings indicated a statistically significant relationship exists between CQ dimensions and project manager personal competencies. The results indicated a weak strength in Pearson’s correlation coefficient implicating further research should be performed. Additionally, the findings indicated a statistically significant difference when comparing the CQ scores competency scores of project managers between those who had experience in multicultural workplace environments and those who did not. The results of this study are significant for global leaders as cultural diversity and demand for leadership competencies increases due to new globalization. A recommendation, based on these findings is organizations should develop cultural intelligence focused training and leadership competency development initiatives that support increased project success. Finally, it is recommended that further research be explored supporting development of leadership in diverse organizations.

Keywords: cultural intelligence theory, leadership competency theory, project manager competencies

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Depaula, Pablo Domingo, and Susana Celeste Azzollini. "Cultural intelligence, values and motivation to learn in Argentinean cadets." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101817.

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The aim of this study was to analyze if relations among cultural intelligence levels, motivation to academic learning and human values on the working area in a sample of 400 argentine military students, cadets becoming officials on Argentine Army (377 men and 23 women), originating of diverse argentine provinces. Bivaried analyses of correlation through coefficient r of Pearson were made. Results show that students present tie values to the care of the national traditions, and at the same time the value “stimulation” is associated to the creative resolution of new experiences on uncertain situations, balancing their autorestriction that would limit the opening towards cultural diversity.
El estudio tuvo como objetivo analizar si existen relaciones entre los niveles de inteligencia cultural desplegados por estudiantes militares argentinos, su motivación para el aprendizaje académico y los valores humanos vinculados al área laboral. Participaron 400 cadetes aspirantes a oficiales del Ejército Argentino (377 hombres y 23 mujeres) provenientes de diversas provincias argentinas. Se realizaron análisis de correlación bivariados a través del coeficiente r de Pearson, cuyos resultados indican que los estudiantes presentan valores vinculados al cuidado de las tradiciones nacionales, al tiempo que el valor “estimulación” se asocia con la resolución creativa y original de experiencias nuevas o situaciones inciertas, equilibrando cierta auto-restricción que limitaría la apertura hacia la diversidad cultural.

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Elziadi, Mohamed, and Fatin Qassis. "Cultural Intelligence (CQ) : Framing the Effectiveness of Leader-Follower Relationship." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95541.

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Since the world moved into the 21st century and we are competing in a global marketplace, a growing number of organizations have become multinational. Leadership today is a multicultural challenge. Thus, the organizational context requires leaders who are capable of managing the diversity of employees. The globalized world requires leaders with high cultural intelligence (CQ) to boost relationships with their followers while implementing leadership projects and programs. Therefore, cultural intelligence (CQ) competencies have become a more demanding capability for both leaders and followers. This thesis aims to investigate how cultural intelligence (CQ) becomes an influencing factor in fostering the effectiveness of a leader-follower relationship through mediating the role of organizational commitment, trust and mutual understating / conflict. So, as a starting point, we employ a conceptual research approach to build a conceptual model and to propose hypotheses that may help us explore our study. We suggest that leaders and followers with higher levels of cultural intelligence (CQ) can consciously influence the effectiveness of leaderfollower relationships while catalyzing and correlating the role of organizational commitment, trust and mutual understanding/conflict. Leaders’ and followers’ cultural intelligence (CQ) can thus positively build a relation with organizational commitment, trust and mutual understanding. The thesis does thereby contribute to an understanding of the theory of cultural intelligence (CQ) and its impact on the relationship between leaders and followers.

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Kaykayoglu, Ediz Lutfu. "Cultural Intelligence and Student Activity in a Learning Management System." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent157284718604878.

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Kim, Tina Tae Sun. "Cultural intelligence and employee job outcomes the role of leadership /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=40&did=1906546041&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270142749&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 33-42). Issued in print and online. Available via ProQuest Digital Dissertations.

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Marcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.

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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.

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Martínez, Arconada Elvira, and Andrea Soupeaux. "Leadership revisited through Cultural Intelligence : The development of a key competence in professional context." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53158.

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During the last years, due to the globalization markets become more and more involved in an international level. Cultural diversity in the workplace is something common nowadays, it involves countless benefits for the companies and the other professional contexts. While simultaneously, it involves conflicts and misunderstandings therefore it is more and more required to get people able to deal with different cultures. The main purpose of our Thesis is to study the process through which an individual becomes able to deal and work with different cultures. In other words, we pretend to discover how someone can become culturally intelligent. This thesis has been conducted using the Grounded Theory method. By analyzing the data we have collected throughout eight interviews from different culturally intelligent people and the data we have obtained by reading literature, we came with the idea that the process for becoming culturally intelligent is composed by three elements: the first one is related with the individual, the second one is related with the interaction of the individual within a multicultural group and the third one is related with the benefits and disadvantages that emerged while someone is working with different cultures.

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Gagné-Deland, Alexandre. "Élaboration et validation d'une version francophone de l'Expanded Cultural Intelligence Scale." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/11241.

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Avec l’internationalisation croissante des entreprises québécoises, de plus en plus d’organisations cherchent à recruter et former des employés capables d’interagir efficacement avec des individus issus d’une diversité de contextes ethnoculturels. Or, aucun outil de mesure francophone, validé empiriquement au Québec, n’est disponible pour évaluer cette compétence. Cette étude avait pour objectif de traduire et de faire la validation transculturelle de l’Expanded Cultural Intelligence Scale, un outil de mesure de l’intelligence culturelle permettant d’identifier des individus efficaces dans leurs contacts interculturels. L’outil a été traduit grâce à la méthode de traduction inversée, méthode qui a permis l’élaboration d’une version expérimentale qui entretenait une bonne équivalence sémantique, expérientielle et conceptuelle avec l’outil original. La version expérimentale a tout d’abord été soumise, en même temps que la version originale, à un échantillon de 39 personnes bilingues. Des coefficients de corrélations élevés ont permis de confirmer la validité concomitante et de contenu de la version expérimentale. Par la suite, la version expérimentale a été soumise, à deux reprises, à un échantillon d’étudiants issus du CÉGEP de Victoriaville et de l’Université de Sherbrooke. 679 étudiants ont répondu au questionnaire lors de la première administration et 531 ont répondu à celui-ci lors de la deuxième administration. Les coefficients de corrélation test-retest confirment une stabilité temporelle acceptable de la version de l’E-CQS. Les alphas ainsi que la structure factorielle de l’outil ont été testés au Temps 1 et au Temps 2. Dans l’ensemble, les résultats suggèrent que la version francophone de l’E-CQS produit dans la présente recherche est un outil de mesure prometteur de la compétence interculturelle.

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Chen, Yueh-Ti. "Relationships Among Emotional Intelligence, Cultural Intelligence, Job Performance, and Leader Effectiveness: A Study of County Extension Directors in Ohio." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374064106.

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Jooste, David Christiaan. "Motivation of managers to engage multi-culturally." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30761.

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Background and Aim Cultural Intelligence (CQ) is becoming one of the essential competencies for the modern manager who regularly functions in a multi-cultural environment. CQ in essence refers us to the concept of developing those skills, be it through self-development, knowledge gathering or experience, which allows managers to effectively develop strategies to deal with new environments and multi-cultural settings as well as work groups (Earley & Ng, 2006). The concept of CQ can also be divided into 4 specific dimensions identified by Earley and Ang (2003) as a Meta-Cognitive dimension, a Cognitive dimension, a Motivational dimension and a Behavioural dimension. Specifically when one looks at motivational cultural intelligence one can define it as the extent of an individual’s interest and drive to adapt to new cultural situations (Templer, Tay & Chandrasekar, 2006). This study aims to investigate the concept of motivational cultural intelligence in relation to managerial motivation to engage in multi-cultural situations, and specifically focuses on the South African manager. Method A cross-sectional survey research design was used in this study. The Managerial Cultural Intelligence measure developed (Du Plessis, O’Neil & Vermeulen, 2007) was administered amongst a purposive convenience sample of managers in various industries (N = 550). Results There was no statistically significant result between motivation and managerial engagement, however it was found that the middle management and supervisory level had: The highest overall level of motivation in terms of engaging in multi-cultural activities. The highest level of motivation to change their view points when gaining new information about other cultures. There was, however, not a very high level of motivation to plan in advance for multi-cultural engagements. Those on a senior managerial level on the other hand showed: The highest level of motivation in terms of learning more about people from other cultures. The highest level of motivation to learn more about how to deal with people from other cultures. The lowest level of motivation to change their views of other cultures when gaining new information about other cultures. They also showed the lowest level of motivation in terms of preparing in advance for multi-cultural engagements. Based on an ANOVA analysis of the data it was found that: There was no statistically significant result between the overall motivational levels of the managers and their willingness to engage in multi-cultural environment. There was, however, a statistically significant result in terms of managerial motivation to learn more about other cultures in their work groups. Practical Relevance It was clear from the literature review that there is little information available about managerial CQ and motivation to engage in multi-cultural settings, such as those within the South African environment. It was therefore deemed important to investigate this construct and especially the dimension of motivation in order to better understand the role it plays in the South African managerial environment. With a better understanding of how it impacts South African managers, future researchers can look at identifying the other drivers of multi-cultural engagement, as well as developing training and development programs that will be better suited to the South African manager in terms of developing CQ. Lastly this was also seen as an important study in order to advance and fill the gap in South African literature within this specific field.
Dissertation (MCom)--University of Pretoria, 2012.
Human Resource Management
MCom
Unrestricted

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Mullinax, Brian A. "Cultural intelligence and transformational leadership| A study of organizational leaders in India." Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613534.

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Intercultural interaction is an aspect of effective organizational leadership in the post-modern multicultural operating environment. Consequently, organizations seeking to optimize operating results must have personnel capable of engaging in successful intercultural interactions (Earley & Ang, 2003). This qualitative correlational research study explores the relationship between the capability for intercultural interaction, as represented by cultural intelligence and effective organizational leadership, as defined by transformational leadership style, in global organizational leaders. The research study also identified the factor(s) of cultural intelligence that influence transformational leadership style. The study population consisted of indigenous Indian organizational leaders who engage in intercultural interaction in conjunction with their employment at a global organization with operations located in India. Research subjects who participated in the investigation completed the Cultural Intelligence Scale (CQS) and the Multifactor Leadership Questionnaire version 5 (MLQ 5X). Data descriptions, correlational tests, and standard regression analysis methods established a significant positive association between the two variables that individually contribute to organizational success. Specifically, the cognitive and motivational components of cultural intelligence were demonstrated to have a significant positive association with transformational leadership style. The findings of this research study indicate that the relationship demonstrated between cultural intelligence and transformational leadership style among individuals linked through academic institutions extends into the commercial business environment.

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Li, Guang. "Effects of Cultural Intelligence and Social Support on Adjustment of International Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404624/.

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The purpose of this study was to investigate direct and interaction effects of cultural intelligence and social support on the adjustment of international students to U.S. higher education. Hierarchical multiple regression analyses were conducted to test (a) if cultural intelligence was a predictor for adjustment of international students to U.S. higher education; (b) if social support was a predictor for adjustment of international students to U.S. higher education; and (c) if there was an interaction effect between cultural intelligence and social support on international students' adjustment to U.S. higher education. The participants included 262 international students from a southwestern university. The results found only social support from the university was a significant predictor of international students' adjustment. There was no interaction effect between cultural intelligence and social support from any sources on international students' adjustment.

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Diemer, Barbara Joanna. "The Relationship Between Cultural Intelligence and Work Outcomes of Expatriates in China." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1820.

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International assignment failures cost an organization roughly 3 to 4 times an expatriate's annual salary with the most expatriate failures cited for work assignments in China. Previous scholarly research identified cultural intelligence (CQ) as being influential to expatriate work outcomes. The purpose of this correlational study was to examine the relationships among a subset of CQ predictor variables and work outcome related dependent variables. Quantitative analysis regarding the relationship between CQ and work outcomes for U.S. nationals working in China does not currently exist in the scholarly research. Improvement of expatriate work outcomes and reduction of failed assignment costs is the intention. The study included self-reported measurements collected via online surveys from 88 U.S. nationals with work experience in China. Pearson correlation test results and multiple linear regression analysis indicated significant predictive relationships between CQ and work performance (F(4, 83) = 8.202, p < .001, adjusted R2 = .249) and between CQ and job satisfaction (F(4, 83) = 3.522, p < .05, adjusted R2 = .104). Motivational CQ had a statistically significant predictive power for work performance and job satisfaction. These findings suggest that the CQ construct may help to assess expatriate assignment readiness. The social change implications of this study include the utilization of CQ in better identification, selection, and training of employees for international assignments; improvement of expatriate work outcomes; reduction of expatriate turnover; and reduction of expatriate assignment costs.

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Ewing, Melissa Cox. "The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.

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It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increased rather than decreasing. The findings of this study do not support the predictions and goals of revision as stated in the manual of the WISC-III.

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Nikoui, Hossein Reza. "The Effect of Nationality Differences on the Emotional Intelligence of Leaders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1418.

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Previous studies related to manager effectiveness and organizational culture have determined that emotional intelligence (EI) is a critical predictor of intercultural adjustment and business success. However, few investigators have examined the relationship between EI and nationality differences. In today's globalized business environment, such understanding is crucial to the development of more effective leadership programs for international workers. This quantitative study explored the degrees to which the EI of organizational managers varied across nationalities. A theoretical framework, provided by several theories related to personality, leadership, and types of intelligence, created a lens through which to analyze study results. The Trait Emotional Intelligence Questionnaire-Short Form was used to gather data on EI from a random sample of over 200 company leaders. At least 40 participants from each of 5 countries-Canada, Mexico, Slovakia, Turkey, and the United States-were included. The research question was tested using analysis of variance to determine any role of nationality in the EI of company leaders. Findings suggested there was no relationship between nationality and EI. This study contributed to the leadership field by indicating direction for future research. Results suggested that a more effective leadership training model may emphasize cultural factors, rather than nationality. It may also be important to consider how required leadership skills differ between domestic and international employees. A revised model may serve as a guide in the development of tools for educators, trainers, and students working in the modern business world.

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Harris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.

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Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.

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Zouhbi, Oula. "Virtual Leadership and Effective Virtual Teams| Cultural Intelligence, Effective Communication, and Successful Projects." Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634117.

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For global companies to continue to grow, members must work and/or lead virtually. The purpose of my research was based on a two-dimensional model for measuring successful projects among virtual team members: effective communication and cultural intelligence (CQ) for team members working in a global pharmaceutical company. The main focus was on project management team members who work on global virtual teams and their team managers who lead global virtual teams. Currently, there is very limited empirical research that focuses on the relationship between cultural intelligence, effective communication within virtual teams, and successful projects. The researcher used triangulation mixed methods to explore the interrelationship among all three elements. It was hypothesized that all three elements are interrelated. Surveys on all three elements were used to assess both global leaders and project management team members who manage and lead projects virtually, working in collaboration with their global counterparts. Based on both the quantitative and qualitative results of the data, as well as the result of this interrelationship, further training on openness and global identity, adjustment to the current strategy, and education of all project management team members could then be recommended. If no difference in the collaboration level is found based on a high level of CQ, then additional opportunities for CQ would be recommended to the organization leadership.

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Grubb, Bradley A. "A study of authentic leadership and cultural intelligence in higher education academic leaders." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685113.

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Demographic changes within the field of higher education have generated growing interest for the study of cultural intelligence and authentic leadership among academic leaders. The relationship between cultural intelligence (CQ) as a moderator to authentic leadership (AL) was examined through a quantitative study that included two surveys, the Expanded Cultural Intelligence Scale (E-CQS) and the Authentic Leadership Questionnaire (ALQ). Hypotheses were formulated to assess relationships between CQ and AL, and specific components of each set of data. The study's findings were directed toward academic leaders being equipped with both cultural intelligence and authentic leadership to effectively interact and support diverse multicultural populations within higher educational institutions.

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Elmadani, K. "The impact of neuroticism on an individual's intelligence scores : a cross cultural study." Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/257/.

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Intelligence scales have become a commonly used method for the prediction of human performance across a variety of occupations and settings. Nevertheless, there is still debate among researchers about whether the results of these scales can be considered an accurate indicator of an individual's true capability or whether they also reflect the impact of personality traits on intelligence scores. Researchers have begun to investigate connections between neuroticism and intelligence scores, but the results of studies are somewhat conflicting and inconclusive. Moreover, it is noteworthy that few studies have considered cross-cultural differences in this relationship, and have systematically examined age and sex differences when explaining the relationship between intelligence scores and neuroticism. To replicate and extend previous work, four independent but related studies were conducted to explore the empirical relationship between neuroticism and intelligence scores, and the mediation effect of sex, age and cultural differences in this association. Study 1 investigated the psychometric properties of an English version of the Neurotic Behaviour Scale (NBS) among a student population of undergraduate students (N = 177). The NBS is a specifically-designed test by the author to measure the neuroticism trait among the Libyan population. The results confirmed the validity and reliability of using the English version of the NBS for the remaining studies in the thesis. Study 2 examined the relationship between intelligence and neuroticism scores using the Arabic version of the NBS and the Wechsler -Bellevue Intelligence Scale (WBIS) among a sample of Libyan students (N = 75). The findings revealed that while differences between the intelligence scores of the levels of neuroticism scores were not statistically significant, the scaled scores of the high-neuroticism group on the WBIS subtests were more scattered than other groups, and the differences were clinically significant on the Arithmetic, Information and Digit Symbol subtests. In Study 3, the English version of the NBS and the Wechsler Adult Intelligence Scale (WAIS-III) were administered to 77 British students, ages between 16 to 26 years. The main finding of this study was that the effect of the high level of neuroticism on an individual’s performance on the Performance scale of the WAIS-III was higher than its effect on the Verbal scale. Finally, Study 4 provided an aggregated analysis of the data from Studies 2 and 3 to systematically compare the effect of cultural differences in explaining the relationship between neuroticism and intelligence scores (alongside age and sex differences). The results revealed that while sex and age differences in students’ neuroticism scores were similar across Libyan and British samples, there were differences in the relationship between neuroticism and intelligence scores across the two cultures. Findings are evaluated in light of recent empirical and theoretical developments relating to neuroticism and intelligence.

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Da, Silva Francisco D. S. "Psychometric properties of the expanded cultural intelligence scale in a South African context." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53015.

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With organisations operating in a globalising world, intercultural contact within South African organisations is increasing more now than ever before. Developing cultural understanding amongst employees within multinational organisations may prove to be a completive advantage to be leveraged. Van Dyne et al. (2012) argue that Cultural Intelligence is a capability that can be measured and developed over time. The construct of Cultural Intelligence have evolved from a four factor model into an eleven factor construct which can be measured using the Expanded Cultural Intelligence Scale (E-CQS) in the scholarly literature. The purpose of this study was to evaluate the psychometric properties of the E-CQS as a proxy for Cultural Intelligence in a South African context, within a large multi-national organisation with a considerable cultural diversity. A diverse sample of 601 employees from a South African multinational organisation was used in the study. Confirmatory Factor Analysis (CFA) was used to confirm whether the eleven factor model proposed by Van Dyne et al. (2012) fitted the sampled data. The CFA indicated that the data did not fit the data well resulting in poor model fit in an eleven factor model. Subsequently, the four factor model was evaluated, and this model also resulted in poor fit. Problem items with statistical significant residuals in the estimated covariance matrix was identified, and removed from the model resulting in a 20 item four factor model based on the original Cultural Intelligence model proposed by Ang et al. (2008). The model with a reduced number of 20 items was evaluated using confirmatory factor analysis (CFA) within a Structural Equation Modelling (SEM) framework, which provided evidence for good model fit. The model was proven to be a reliable measure of Cultural Intelligence within the South African context, although the model lacked discriminant validity with high correlations between Metacognitive CQ and Behavioural CQ. Invariance testing of the four factor model provided evidence that the model is not invariant across race and gender groups and thus further research is required should South African organisations wish to capitalise on Cultural Intelligence within their organisations. An Exploratory Factor Analyses (EFAs) also confirmed the four factor model and provided insight into a possible three factor model that should be explored in future research.
Mini Dissertation (MCom)--University of Pretoria, 2015.
Human Resource Management
MCom
Unrestricted

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Kreikamp, Ralf. "The benefits of applying cultural intelligence concepts to customer satisfaction and team performance." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/24276/.

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In today’s fast changing business environments, people from different national and organisational cultures and mindsets need to collaborate and deliver results. Companies regard cross-cultural competence as highly important but generally do little to develop these competences in their organisations. A variety of intercultural competence models characterise different traits, attitudes and mindsets across cultures and desired capabilities for global managers. Various training programmes try to enhance cross-cultural knowledge and psychometric tests intend to measure the cultural competence. However, research so far has focused on the validation of cultural models on the individual’s level. This study expands the view onto team development and the impact in the business environment across companies in a buyer-supplier relationship. Based on the Cultural Intelligence (CQ) concept, the author developed the Business Development across Cultures (BDaC) programme that consists of interventions, processes and measurement tools to validate the effectiveness of the programme on (1) customer satisfaction, (2) team and leadership performance and (3) individual cross-cultural competence development. The programme has been applied in a quasi-experimental design with post and retro-pre surveys and interviews on four projects with Huawei, as a Chinese company operating with their customers in Europe, with 120 participants (65 customers, 55 Huawei employees). The analysis of surveys and interviews show an improvement in all three aspects over a period of six to nine months. Participants of a comparison project, who only joined the surveys without going through the programme, did not report any improvements. The study provides operational procedures for cross-cultural organisational development and team coaching. The role of Cultural Brokers is introduced as team coach and negotiator across cultural groups. This role has been experienced as crucial for team communication and interventions. The study provides first suggestions for applying cultural intelligence concepts to teams to reach high performance in a cross-cultural environment.

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Sung, Yi-Chen, and 宋怡貞. "A Study of the Relationship among Cultural Intelligence, Emotional Intelligence, Cultural Shock, and Cross-cultural Adjustment." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18941774790561099508.

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碩士
國立中興大學
企業管理學系所
97
The purpose of this study is to understand international students’ adjustment in a different culture environment. We studied the relationship among cultural intelligence, emotional intelligence, cultural shock, and cross-cultural adjustment by using paper-based survey 549 questionnaires were distributed in three months with a return rate of 53.4%. The data supports the following findings: first, cultural intelligence predicted cross-cultural adjustment; second, cultural intelligence predicted cultural shock; third, cultural shock predicted cross-cultural adjustment; fourth, cultural shock mediated the relationships between CQ and cross-cultural adjustment; and fifth, emotional intelligence moderated the relationships between cultural intelligence and cross-cultural adjustment. At the end, conclusions, recommendations, and limitations were provided.

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Chien, Shao-Chun, and 簡少軍. "Consumer Cultural Adaptation upon Personality Traits, Cultural Metacognition, and Cultural Intelligence --- Japanese Culture as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/969v9m.

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碩士
元智大學
經營管理碩士班(行銷學程)
107
This research aims to discuss the effects between consumers’ personality traits, cultural metacognition, cultural intelligence(CQ) and cross-cultural adaptation. Two of the big five personality traits, which are openness to experience and extraversion, were used as the independent variables. The research also used perceived cultural novelty as a moderator to examine the moderating effect. Through approaching purposive sampling method, there are 355 valid questionnaires in total, gathered by online survey. After data-analyzing progress through SPSS and AMOS, the result are shown as below: openness to experience has a significant positive effect on cognitive CQ; extraversion has a significant positive effect on both motivational and behavioral CQ; cultural metacognition has significant positive effects on cognitive, motivational and behavioral CQ. However, there is no effect between cognitive CQ and cultural adaptation, while cognitive CQ could still has an indirect effect on cultural adaptation, taking motivational CQ as the mediator. Motivational CQ has a significant positive effect on cultural adaptation both directly and indirectly, when behavioral CQ is a mediating variable. Perceived cultural novelty is proved to have a moderating effect on cultural adaptation upon behavioral CQ.

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Hsieh, Su Hsia, and 謝素霞. "Relationships among Cultural Intelligence, Cultural Adaptation and Expatriate Adaptation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/23062820189937334074.

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碩士
大葉大學
管理學院碩士在職專班
102
ABSTRACT This study mainly explores the relationships among cultural intelligence, cultural adaptation and expatriate adaptation. Besides, the mediating effect of cultural adaptation is also explored in this study. In this study, cultural intelligence as the independent variables, the expatriate adaptation as the dependent variable, and cultural adaptation as the intervening variables, to explore during the relationship, in order to clarify the relationship between variables, provide the meaning of this field theory, and practice in work needs to be excavated improve or promote the place. In this study formally, as the main way to adopt a random sample of questionnaires, 420 questionnaires were issued, 377 were recovered, 346 valid questionnaires, valid questionnaires was 82.4%. Empirical results show that：1. cultural intelligence to expatriate adaptation has a significant positive impact; 2. cultural intelligence to cultural adaptation has a significant positive impact; 3. cultural adaptation to expatriate adaptation has a significant positive impact; 4. cultural adaptation has a mediating effect between cultural intelligence and expatriate adaptation. In this study, research findings, the theoretical and practical implications have been discussed, and found that, research limitations and suggestions for future research. Key Words : cultural intelligence, cultural adaptation, expatriate adaptation

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Dissertations / Theses on the topic 'Cultural intelligence'

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