Content uploaded by Linn NA Van Dyne
Author content
All content in this area was uploaded by Linn NA Van Dyne on Oct 28, 2019
Content may be subject to copyright.
Cultural Intelligence: A Pathway for Leading in a Rapidly Globalizing World
... Metacognitive CQ is a higher-level mental ability that can think about an individual's thought processes, predict other people's cultural preferences and adjust mental models in cross-cultural experiences (Ang et al., 2007;Earley and Ang, 2003). Metacognitive CQ encompasses elements of awareness, planning and self-monitoring (Van Dyne et al., 2010). For instance, being mindful of the cultural norms in the host country can offer valuable perspective on one's own cultural background, as behaviors deemed appropriate in one culture might not be well-received in another. ...
... For instance, being mindful of the cultural norms in the host country can offer valuable perspective on one's own cultural background, as behaviors deemed appropriate in one culture might not be well-received in another. Therefore, metacognitive CQ acts as a connection between comprehending cultural issues and applying them during cross-cultural events (Van Dyne et al., 2010). ...
... Motivational CQ includes intrinsic motivation (i.e. the extent to which a person enjoys cultural interaction), extrinsic motivation (i.e. the tangible benefits that come from cultural experience) and self-efficacy (i.e. the self-confidence of a person to be effective in cultural contacts) (Van Dyne et al., 2010). ...
Purpose - This study aims to investigate the mediating role of trust in the relationship between cultural intelligence (CQ) and cooperation among construction professionals. Furthermore, this study assesses perceived differences in CQ, trust and cooperation between individuals with and without experience working with foreigners in the construction industry.
Design/methodology/approach - Data were gathered from a cross-sectional survey of 408 engineers in Myanmar’s construction industry. A confirmatory factor analysis validated structural equation modeling approach was used to address research hypotheses, and an independent samples t-test was performed to identify the perceived differences between two categories of respondents.
Findings - The structural equation modeling results identified CQ as a positive direct predictor of cooperation, affect-based trust and cognition-based trust. Both affect-based trust and cognition-based trust directly and positively influenced cooperation. The relationship between CQ and cooperation was partially mediated by affect-based trust and cognition-based trust. The findings of the independent samples t-test revealed that construction employees with prior experience working with foreigners tend to exhibit a higher level of CQ, trust and cooperation than their counterparts.
Originality/value - The present study added the mediating role of trust in CQ and cooperation linkage, an area that has received limited attention in the literature.
... The majority of the general literature on cross-cultural interaction now in publication emphasizes cultural knowledge, or the understanding of the norms, practices, and behaviors that differ across cultural contexts. Over the course of several decades, researchers in a variety of interdisciplinary fields, including sociology, psychology, international commerce, and international management, have examined intercultural competency and effectiveness (NG & Earley, 2006).The interaction of various research categories gives rise to the idea of cultural intelligence (CQ), which takes into account the social, cultural, and individual dynamics that occur in cross-cultural contexts (Ang, Livermore, & Dyne, 2010). CQ consists of four essential dimensions. ...
... Furthermore, there is a wealth of study on cross-cultural communication and negotiation techniques (Adidam, Gajre, & Kejriwal, 2009;Imai & Gelfand, 2007).Cultural intelligence (CI) studies people's motives, abilities, and behaviours when interacting with others from different cultures. Recognisingbehaviours that are universal, culturally influenced, or individually expressive in particular circumstances is a necessary component of cultural competence (Van Dyne, Ang, & Livermore, 2010). However, it's important to distinguish CI from "cultural adaptation." ...
... Organisational CI is concerned with a person's capacity to skillfully navigate interactions within an organisation. The framework of cultural intelligence goes beyond mere knowledge acquisition (Ang, Livermore, & Van Dyne, 2010). It encompasses an individual's ability to function and adapt effectively in a variety of cultural environments, taking into account their understanding, motivation, and capabilities (Ang, Koh, & Van Dyne, 2008). ...
... Re-studies mean Jyoti and Kour, 2015;Ng et al., 2012;Ott and Michailova, 2016). In addition, the studies of Mahboobeh Davaei et al. (2022), GabelShemueli et al. (2019), Van Dyne et al. (2010, and Halbesleben et al. (2014) show that the more cultural intelligence individuals possess, the more engaged they are in working for multinational companies (MNCs) in different industrial sectors. Thus, the higher employees' work engagement, the better their job performance (Karatepe and Karadas, 2015;Anitha, 2014). ...
... Unlike traditional forms of intelligence, CQ is a supplementary type of intelligence that helps explain an individual's ability to adapt to crosscultural interactions and diversity. CQ is unique because it focuses on settings and interactions that are characterized by cultural diversity (Van Dyne et al., 2010). ...
... (1) Motivational cultural intelligence: Motivational CQ is the basis for learning and adapting to a new culture; it reflects an individual's ability to direct their attention and energy toward learning about new cultures and operating in situations characterized by cultural differences (Van Dyne et al., 2010). This component reflects a person's tendency to perform adaptive behaviors when thrust into a culturally unfamiliar environment (Earley and Peterson, 2004). ...
... 274). Like Earley (2002), Van Dyne et al. (2010) noted, "cultural intelligence (CQ) refers to an individual's capacity to function effectively across cultures" (p. 132). ...
There is an increased need for current and future PK–12 and higher education leaders to process high levels of cultural intelligence given the continued diversification of stakeholders served by educational institutions. Cultural intelligence is the ability to perform effectively in cross cultural settings which provides awareness of behaviors associated with making equitable and socially just decisions. This study utilized Campinha-Bacote’s (2002) Process of Cultural Competence Theoretical Framework to measure and explore the cultural intelligence of educational leaders enrolled in a Doctor of Education program. Participating doctoral students completed a two-part activity (CISA-EL) to assess their cultural intelligence within the context as educational leaders and to reflect on their personal level of awareness and understanding of cultural differences based on assessment results. Based on the findings, this paper recommends educational leadership preparation programs to further develop cultural intelligence of current and future school leaders within culturally responsive course design and curriculum.
... Cultural intelligence (CQ) is a dynamic construct comprising a flexible array of intercultural competencies that reflect an individual's aptitude to navigate effectively in culturally diverse environments (Ang et al., 2020;Earley & Ang, 2003;Hu et al., 2020;Ruparel et al., 2020). In recent years, CQ has emerged as a prominent framework for investigating intercultural competence, emphasizing an individual's capacity to thrive across diverse cultural contexts (Ang et al., 2010;Fu & Charoensukmongkol, 2021). Assessing one's proficiency in cross-cultural interactions necessitates a comprehensive examination of multiple dimensions. ...
The purpose of this study was to determine Ethiopian teacher trainees' level of cultural intelligence and its association with demographic variables (gender and urban-rural dimension) within the context of intranational diversity. It was also aimed at determining the relationship between CQ and the academic self-efficacy of the participants. A quantitative approach was employed. In the study, 167 teacher trainees were randomly selected from Arba Minch College of Education. Data were collected through CQ and academic self-efficacy scales. The findings revealed that the majority of the trainees have above-average levels of total CQ (Mean = 66.05) and the four dimensions. It was also found that demographic variables included do not affect CQ levels. A positive, significant, and weak correlation is found between CQ and academic self-efficacy (r = 0.23). It is suggested that college instructors and management provide teacher trainees with cross-cultural experience, cultural intelligence training, and education to enhance CQ levels further.
... (Sarah) The interviewees make it clear, therefore, that cultural development is fundamental to a person's success, and that internationalization is possibly the best means of carrying out this type of development. Van Dyne et al. (2010) call this competence cultural intelligence, something fundamental to young people in the current job market and in the future. Associated with this idea, also as one of the possible ways of measuring a person's cultural intelligence, is their ability to establish networks in different social environments, a context in which part of the interviewees highlights this networking as the main reward of internationalization: ...
This article starts from gaps found in the literature on international students. The literature points out that we need studies on the subject that: bring different student profiles to explain their internationalization; explain, beyond mere description, the factors that motivate students to internationalize their studies and careers; and that they are conducted based on a guiding theory. In order to identify the main motivators of students for the internationalization of their careers, and to bring a theoretical view pointed out by the international education literature as necessary, we conducted a qualitative research by triangulating information from the literature on student internationalization, from the precepts of contemporary career theory, and interviews with students from an internationally accredited business school, to argue that the internationalization of these students is strongly stimulated by the peculiarities of the contemporary career they want for their lives. We used the content analysis technique as the main method of data analysis, with the support of the systematic coding technique to define our categories of analysis. Through this methodological design, we identified three main precepts of the theory that help explain student internationalization: (i) desire to expand their networks and broaden their cultural knowledge; (ii) search for greater autonomy of decision and professional alternatives; (iii) development of their soft skills and ability to solve complex problems. With these results we make contributions to the research topic, for students and for business schools.
Existing research on intangible cultural heritage tourism rarely examines the factors that influence tourists’ perceived meaningfulness and commitment. Accordingly, this study proposes a model that accounts for the effect of cultural intelligence (CQ) on person–environment (P-E) fit and how these two variables impact the perceived meaningfulness and commitment of tourists. 277 valid questionnaires were collected from the subjects who experienced the intangible cultural heritage “Dong Grand Song” using an on-site convenient sampling method. Additionally, structural equation modeling was implemented to verify the hypotheses. The study finds that CQ has a significant effect on P-E fit, perceived meaningfulness, and commitment, but the effect of different dimensions of P-E fit on perceived meaningfulness and commitment varies. The implications of these findings for managing and marketing intangible cultural heritage experiences are also addressed.
This article provides a definition of key intercultural factors, namely intercultural sensitivity (IS) and cultural intelligence (CQ), and examines their importance in the intercultural work environment. This paper also defines career satisfaction (CS) and outlines its key characteristics. The paper then examines the relationship between these intercultural factors and career or job satisfaction, drawing on examples from a variety of domains within the extant literature. By analyzing studies from a variety of industries, the article highlights how IS and CQ can affect an individual's ability to succeed in a multicultural environment, which ultimately affects overall CS.
Bu araştırmanın amacı çok kültürlü bir iş ortamında kültürel zekânın rolünü ortaya koymaktır. Araştırma kapsamında öncelikle zekâ ile ilgili öncü teoriler, kültürel zekânın tanımları ve kültürel zekâyı etkileyen faktörler hakkında bilgiler verilmiştir. Daha sonra mevcut literatürde var olan kültürel zekâ ile ilgili çalışmalar, sistematik literatür taraması yöntemiyle incelenmiştir. Araştırmanın sonunda ise kültürel zekânın çok kültürlü bir iş ortamında liderliği, performansı, çatışmaların çözümünü, kültürel uyumu, işbirliğini, işe bağlılığı ve iş tatminini farklı yönlerden etkileyen önemli bir faktör olduğu ortaya koyulmuştur. Araştırmacılar için kültürel zekâ ile ilgili yeni araştırma konuları önerileri sunulmuştur.
Successful interaction across cultures requires cultural intelligence. Several aspects of cultural intelligence in organizations are described: suspending judgment until enough information about the other person becomes available; paying attention to the situation; cross-cultural training that increases isomorphic attributions, appropriate affect, and appropriate behaviors; matching personal and organizationally attributes; increasing the probability of appropriate organizational practices.
We examine relationships between Big Five personality and the four-factor model of cultural intelligence (CQ)—metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ. Hierarchical regression analyses conducted on data from 338 business undergraduates—after controlling for age, gender, and years of experience in interacting with people from other cultures—show significant links between (a) conscientiousness and metacognitive CQ; (b) agreeableness and emotional stability with behavioral CQ; (c) extra version with cognitive, motivational, and behavioral CQ; and (d) openness with all four factors of CQ. The intriguing finding of this study is that openness was the only Big Five that was significantly related to all four aspects of CQ. This differs from prior research on openness that found few significant relationships. Our results show that openness to experience is a crucial personality characteristic that is related to a person’s capability to function effectively in diverse cultural settings (CQ).
Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural skills through international assignments, it is unclear how leaders translate these international experiences into knowledge and skills that enhance their effectiveness. Based on experiential learning theory (ELT), we propose that cultural intelligence (CQ) is an essential learning capability that leaders can use to translate their international experiences into effective experiential learning in culturally diverse contexts.
abstract We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.
This article discusses the importance of firm-level cultural intelligence in the context of international business ventures such as offshoring. We identify the recent movement toward global delivery models in offshoring ventures as the strategic imperative for offshoring partners to acquire and develop firm-level cultural intelligence. Drawing on Earley and Ang's (2003) conceptualization of cultural intelligence and the resource based view of the firm, we develop a conceptual framework of firm-level cultural intelligence. The framework comprises three dimensions of intercultural capabilities of the firm: managerial, competitive, and structural. We propose items to measure these three dimensions and discuss theoretical and managerial implications.