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Cultural Intelligence: Individual Interactions Across Cultures
Abstract
P. Christopher Earley is Professor and Chair of Organizational Behavior at the London Business School. Soon Ang is Professor and Chair of the Division of Strategy, Management, and Organization at the Nanyang Business School, Singapore. ---------- In a global market where international teams, initiatives, and joint ventures are increasingly common, it is extremely important for people to integrate themselves quickly in new cultures. Effective strategies for selecting and training people on global perspectives are critical for managing businesses. Current theories in management and psychology do not provide adequate frameworks to explain the successes or failures of people working and managing in foreign cultures. In this book, the authors develop the idea of cultural intelligence and examine its three essential facets: cognition, the ability to develop patterns from cultural cues; motivation, the desire and ability to engage others; and behavior, the capability to act in accordance with cognition and motivation. In their presentation of this new conceptual framework, the authors provide a critical review of the existing literature. They explore the fundamental nature of cultural intelligence and its relationship to other frameworks of intelligence.
... Ang et al. developed a theoretical framework known as cultural intelligence in response to this criticism. Furthermore, Earley & Ang (2003) created the Cultural Intelligence Scale (CQS), which has been shown to have predictive validity in a variety of areas, including intercultural adjustment, athletic performance, leadership, team trust, and athletics (Ang et al., 2007;Ang, Van Dyne, & Rockstuhl, 2015).Due to the increasing globalization and workforce diversification, the cultural intelligence (CQ) paradigm has received a lot of attention in psychology, especially in industrial/organizational psychology (Van Dyne et al., 2012). Cultural intelligence is the ability to function well in cross-cultural settings, including the ability to work well in teams with people from different cultural origins both domestically and abroad (Earley & Ang, 2003). ...
... Furthermore, Earley & Ang (2003) created the Cultural Intelligence Scale (CQS), which has been shown to have predictive validity in a variety of areas, including intercultural adjustment, athletic performance, leadership, team trust, and athletics (Ang et al., 2007;Ang, Van Dyne, & Rockstuhl, 2015).Due to the increasing globalization and workforce diversification, the cultural intelligence (CQ) paradigm has received a lot of attention in psychology, especially in industrial/organizational psychology (Van Dyne et al., 2012). Cultural intelligence is the ability to function well in cross-cultural settings, including the ability to work well in teams with people from different cultural origins both domestically and abroad (Earley & Ang, 2003). This ability is essential for determining how we connect with other people. ...
... While the framework for cultural intelligence has mostly been studied in the context of business, its growing popularity can be due to its succinct integration of four dimensions, which provide a more thorough connection to more general abstract ideas. This is in contrast to earlier cross-cultural measures that, as Matsumoto and Hwang's (2013) assessment points out, have been criticized for their uneven factor structures and lack of validity.A set of intercultural competencies that demonstrate a person's capacity to function well in cross-cultural settings is known as cultural intelligence (CQ) (Ang & Van Dyne, 2008;Earley & Ang, 2003). As a result, CQ supports the viewpoint that views intercultural competence as a collection of abilities. ...
Purpose: the purpose of this study is to find out how various dimensions of Cultural Intelligence (CQ) impact the Job Satisfaction (JS) of teachers teaching in multi-cultural classroom settings. Design/methodology/approach: A quantitative approach has been used wherein data has been collected from 250 teachers working various Private Universities of India having a substantial foot fall of international students. Findings: The findings show that cultural intelligence significantly and favorably affects university instructors' Job Satisfaction. This shows that there is a direct correlation between university professors' job satisfaction and their level of cultural intelligence. These results also highlight the significance of cultural competence in raising job satisfaction in the education sector. Originality/value: this paper provides insights about the importance of Cultural Intelligence among teachers. Therefore the policies regarding same can be formulated and also CQ aspect can also be considered at the time of hiring the teachers at various institutions.
... For example, Brislin (Brislin, 1993) identified three areas as critical in developmental cross---cultural effectiveness: thinking, emotions and behaviors. Earley and colleagues developed a three---part model of cultural intelligence with cognitive/meta---cognitive, motivation and behavior components (Earley & Ang, 2003;Earley & Peterson, 2004). ...
... The term is relatively recent: early definitions and studies of the concepts were given by P. Christopher Earley and Soon Ang in the book Cultural Intelligence: Individual Interactions Across Cultures (Earley & Ang, 2003) and more fully developed later by David Livermore in the book, Leading with Cultural Intelligence. The concept is related to that of Cross---cultural competence (Johnson et al., 2006), but goes beyond that to actually look at intercultural capabilities as a form of intelligence that can be measured and developed. ...
... Potential expatriates must build a repertoire of cultural knowledge to adequately adapt to an unfamiliar culture. Cultural intelligence (CQ), originally conceptualized by Earley and Ang (Earley & Ang, 2003), shows promise in assisting this changeover. Imai and Gelfand (Imai & Gelfand, 2010) examined the impact of cultural intelligence on intercultural negotiation processes and outcomes and found that cultural intelligence (CQ) is a key predictor of intercultural negotiation effectiveness. ...
Can Cemal CİNGİ was born in 1985, in Istanbul. Upon completing his high school education in Eskisehir, he received his Bachelor and Master's degree from Yeditepe University, Faculty of Communication in Istanbul. Then, he has recently obtained his Ph.D. degree in Communication Science from Anadolu University, Eskisehir in 2013. Now, he is working at Anadolu University/Faculty of Communication as a instructor. Abstract In recent years, along with changes in business, the sector has gained not only local nature but also global one as well. Especially with the development of globalization, enterprises started to offer more impressive or competitive services. To provide better services, enterprises employ experienced workers from all around the world. From now on, a lot of people in different cultures are working within organizations. If they work for a common goal, to be with people, and if they aspire for more effectiveness, efficiency, coordination and communication, in order to ensure a good understanding of each other's cultures employees, they need to know or gain cultural intelligence. Cultural intelligence is very important factor for managers apart from expatriates. As communication has bi-directional character, both sides need to adequate cultural intelligence level. An expatriate is a person temporarily or permanently residing in a country other than that of their citizenship. Cultural intelligence is important factor for success of expatriates. In this paper this topic is presented with literature survey.
... This raises various concerns, including how to develop the appropriate management skills and competencies that teachers need to manage their multicultural classrooms in a more humanistic way and create a trustworthy learning environment where students feel valued and trusted. In this framework, Cultural intelligence (CQ), articulated by Earley and Ang (2003), which refers to the capability to operate efficiently in culturally diverse environments, might be a crucial competency for creating a trustworthy environment, allowing teachers to adopt a more humanistic approach to classroom management. One reason teachers may lean toward a custodial control ideology might be their difficulty understanding the cultural diversity in their classrooms. ...
... interpersonal skills specific to these settings, as indicated by Earley and Ang (2003), introducing 'Cultural Intelligence' based on Sternberg's (1997) intelligence theory. Earley and Ang (2003) define cultural intelligence as the ability to function effectively in culturally diverse settings, which comprises four key dimensions: metacognitive, cognitive, motivational, and behavioral. ...
... interpersonal skills specific to these settings, as indicated by Earley and Ang (2003), introducing 'Cultural Intelligence' based on Sternberg's (1997) intelligence theory. Earley and Ang (2003) define cultural intelligence as the ability to function effectively in culturally diverse settings, which comprises four key dimensions: metacognitive, cognitive, motivational, and behavioral. Metacognitive CQ refers to the awareness and regulation of cultural knowledge, while cognitive CQ involves understanding cultural norms and differences. ...
The increasing number of migrants from neighboring countries has caused significant challenges to Turkey's education system, particularly within multicultural classrooms that include diverse languages and cultures. This study investigates the influence of cultural intelligence on pupil control ideology, employing a serial multiple mediation model that includes teacher trust in students. Utilizing a cross‐sectional approach, data were collected from 359 teachers in multicultural schools in Gaziantep, Turkey. Structural equation modeling and bootstrapping tests were applied to analyze the data. The findings revealed significant correlations among the variables. Teachers with lower cultural intelligence tended to adopt a custodial pupil control ideology. In contrast, those with higher cultural intelligence tended to adopt more humanistic methods and showed more trust in their students. Furthermore, a higher degree of teacher trust correlated with a more humanistic approach to pupil control. The analysis confirmed that cultural intelligence has a statistically significant indirect effect on pupil control ideology, with trust as a partial mediator in the relationship between cultural intelligence and pupil control ideology. The research results highlight the importance of enhancing teachers’ cultural intelligence through targeted professional development, which is crucial for cultivating trust with diverse students and creating a supportive learning environment.
... Riggio et al. (2002) mention that constructs such as "emotional maturity", "social skills and insight", and "tact" were all related to leadership effectiveness by early researchers, and they are all closely related to the different types of intelligence that are relevant in contemporary leadership research. These specific intelligence constructs that connect intelligence with the adaptation to social, emotional and intercultural environments are social intelligence (Thorndike & Stein, 1937), emotional intelligence (Mayer & Salovey, 1993;Salovey & Mayer, 1990), and cultural intelligence (Ang & Van Dyne, 2008;Earley & Ang, 2003). A combination of multiple forms of intelligence can "make leaders effective in a range of lead-ership situations because they involve abilities to adapt to a variety of social and interpersonal situations" (Riggio et al., 2002, p. 3). ...
... The utility of the cultural intelligence (CQ) construct introduced by Earley and Ang (2003) has been demonstrated in leadership research. According to Ang et al. (2015a), cultural intelligence is distinct from other perspectives on intelligence and culture. ...
... Cluster 1 marked in red includes 12 items. The most influential publications are the seminal works of Earley and Ang (2003) and Ang et al. (2007) which represent the knowledge foundation of the research field considering that they conceptualize the construct of cultural intelligence and develop the Cultural Intelligence Scale for its measurement in the form of self-report. This cluster also includes publications of Earley (2002) and Earley and Mosakowski (2004) that indicated the importance of intercultural understanding and contributed to the establishment of the construct of cultural intelligence. ...
Cultural intelligence has become crucial in organizational leadership due to increasingly intercultural business and work environments. This paper aims to advance the research field of leadership and cultural intelligence by revealing its past, present, and future. Science mapping of the intellectual and conceptual structure of the field was conducted using three bibliometric techniques: co-citation analysis, bibliographic coupling, and co-word analysis. Based on articles from the Web of Science database published from 2003 to 2023, we provided a systematic and focused bibliometric review of research on leadership and cultural intelligence in the last two decades. The findings indicate that the past of the research field has been connected with the theoretical foundations and empirical evidence on the influence of cultural intelligence on leader performance and effectiveness in intercultural settings. The present is focused on the role of cultural intelligence in transformational leadership and team leadership in global, virtual and culturally diverse environments. The future of the research field could be directed toward addressing the identified knowledge gaps related to inclusive leadership, employee well-being, engagement and retention, and organizational cultural intelligence. The ultimate purpose of advancing the research field is to inspire the development and demonstration of cultural intelligence in leadership practice.
... The concept of cultural intelligence or CQ (Cultural Quotient) was introduced first in management by (Early and Ang, 2003). In the literature, it has already been discussed that cultural intelligence is the ability to function effectively in diverse cultural contexts (Earley and Ang, 2003). This ability encompasses multiple dimensions, such as mental, motivational and behavioural, that all feed into the bottom line of solving cross-cultural problems ( Van Dyne and Ang, 2012). ...
... This notion of cultural intelligence or CQ was examined to discover the extent to which individuals communicate differently across cultures (Earley,2002;Early and Ang,2003). Therefore, the individual's high level of knowledge of CQ enables one to easily and logically get information from cross-cultural interactions and interpret them besides being flexible and adjustable to distinct cultural contexts and settings (Early and Ang, 2003). ...
... Scholars and researchers argue that this concept of cultural intelligence and CQ is comprised of various levels and dimensions, such as the metacognitive, the cognitive, the motivational and behavioural ones, that allow individuals to function appropriately in diverse cultural settings (Early and Ang, 2003). Respectively, the metacognitive CQ refers to the capability or that kind of awareness that helps individuals understand other cultures despite their differences (Karami and Izadpanah, 2022). ...
In our 21st century and in the age of rapid globalization there is a constant change in both learning and teaching processes. Nowadays, learning English does not merely involve learning the four skills beside of grammar since learning English exceeds that to what is pragmatic as well. That is, to effectively interact, relate to people with distinct cultures, act appropriately and be competently able to communicate despite cultural differences and ethnic backgrounds, fostering the cultural intelligence paradigm within our Moroccan EFL context is pivotal. Thus, cultural intelligence is one of the most current issues in language learning and teaching that requires nowadays much attention and focus from researchers, curriculum designers and teachers. Therefore, this study aims to highlight the importance of cultural intelligence within EFL classrooms as well as it investigates the ways that EFL teachers should wend to develop the cultural intelligence of their learners. Further, this research attempts to uncover key benefits of cultural intelligence on the learner on the basis of examining qualitative and quantitative studies. For this, a meta-synthesis research was adopted as a research design. 20 studies about cultural intelligence within EFL classrooms were included to meet the aim of the interpretive meta-synthesis research. Therefore, after reading, analyzing, and comparing different studies about boosting cultural intelligence within EFL context, it is confirmed that this cultural intelligence yields pivotal outcomes for the learners as developing intercultural competence, cultural awareness, communicative skills and cultural sensitivity. Also, its cultivation relies on many requirements such as incorporating the intercultural content, encouraging experiential learning and implementing useful assessment strategies.
... Drawing from country-specific studies (Guobie Xue) and intercultural effectiveness frameworks, this study addresses existing theoretical and practical gaps by systematically investigating how targeted educational content on China's national conditions can significantly elevate international students' intercultural competence. According to Earley and Ang's (2003) widely recognized Cultural Intelligence (CQ) theory, effective intercultural education must encompass cognitive (knowledge and awareness), emotional (attitudes and empathy), and behavioral (skills and adaptability) dimensions. However, despite a wealth of international research emphasizing intercultural training, there remains a considerable gap concerning how country-specific educational content effectively integrates these three dimensions (De Wit, 2015;Wu, Garza & Guzman, 2015;Zhao, Kuh & Carini, 2005). ...
... Driven by globalization and national policy initiatives, internationalization is often regarded not merely as a trend but as a fundamental institutional practice that contributes to academic diversity, cultural exchange, and the preparation of students for an increasingly interconnected world (Knight, 2004). Central to successful internationalization is the development of intercultural competence-an ability frequently identified as essential for students to thrive in multicultural educational environments and navigate complex global contexts (Earley & Ang, 2003;Deardorff, 2006). ...
... Intercultural competence refers to individuals' ability to function effectively across cultures, incorporating cognitive, affective, and behavioral dimensions that collectively facilitate meaningful intercultural interactions (Deardorff, 2006;Earley & Ang, 2003). While the cognitive dimension encompasses cultural knowledge, awareness, and recognition of differences, the emotional dimension relates to attitudes of openness, empathy, and respect towards cultural diversity. ...
Drawing on country-specific studies (Guobie Xue) and Cultural Intelligence (CQ) theory, this mixed-methods study explores how systematically designed educational content on Chinese national conditions (Guoqing Jiaoyu) enhances international students' intercultural competence. Utilizing structural equation modeling (SEM) and thematic analysis, the research identifies significant cognitive, emotional, and behavioral mechanisms influencing intercultural effectiveness. Findings reveal that structured education effectively corrects cognitive misconceptions, fosters emotional identification with Chinese culture, and encourages behavioral adaptability. The study contributes theoretically by integrating country-specific education frameworks with intercultural effectiveness models, while practically providing guidelines for improving international education curricula to support China's higher education internationalization.
... Cultural intelligence is a set of capabilities that enables an individual to function effectively in culturally diverse or multicultural environments (Earley & Ang, 2003). Research linking the concepts of culture and intelligence emphasizes how culture influences human life and thinking patterns (Berry, 1974;Sternberg, 2004). ...
... Motivational cultural intelligence reflects an individual's willingness to learn and work in different cultural environments (Rockstuhl et al., 2011). Behavioral cultural intelligence is the ability to exhibit appropriate actions in various cultural situations (Earley & Ang, 2003). ...
... Turkish students scored higher in cultural intelligence and its subdimensions compared to foreign students. Significant differences were observed in the total cultural intelligence score and the metacognitive cultural intelligence sub-dimension (Ang & Van Dyne, 2008;Thomas & Inkson, 2004;Earley & Ang, 2003). These results indicate that Turkish students have more developed skills in communicating, thinking strategically, and exhibiting appropriate behaviors in different cultural contexts. ...
Bu çalışmanın amacı, Türkiye'de lisans ve lisansüstü eğitim gören yabancı uyruklu ve Türk vatandaşı öğrencilerin kültürel zekâ, algılanan sosyal destek ve girişimcilik eğilimleri açısından cinsiyet, üniversite, gelir kaynağı ve sergilenen tutum gibi değişkenlere göre anlamlı farklar gösterip göstermediğini tespit etmektir. Araştırma, 2021/2022 eğitim-öğretim döneminde Atatürk Üniversitesi, Fırat Üniversitesi ve İnönü Üniversitesi'nde öğrenim gören 408 yabancı uyruklu ve 877 Türk vatandaşı öğrenci üzerinde gerçekleştirilmiştir. Anket yöntemiyle elde edilen veriler, kültürel zekâ, sosyal destek ve girişimcilik eğilimlerine ilişkin algıları ölçmek için kullanılmıştır. Bulgular, yabancı uyruklu öğrencilerin girişimcilik eğilimlerinin Türk vatandaşı öğrencilere göre daha yüksek olduğunu göstermektedir. Ayrıca, yabancı uyruklu öğrenciler arasında gelir kaynağına göre üstbilişsel kültürel zekâ düzeylerinde anlamlı farklılıklar bulunmuştur. Türk vatandaşı öğrenciler ise kültürel zekâ ve sosyal destek algılarında daha yüksek puanlar almışlardır. Cinsiyet ve gelir kaynağı gibi demografik değişkenler de sosyal destek ve girişimcilik eğilimlerinde farklılıklar yaratmıştır. Bu bulgular, eğitim ve destek programlarının kültürel ve bireysel farklılıkları dikkate alarak tasarlanmasının önemini vurgulamaktadır.
... Cultural intelligence is a concept that emphasizes an individual's ability to effectively navigate and operate in culturally diverse environments (Earley & Ang, 2003). It encompasses the knowledge, skills, and mindset required to understand and interact with people from different cultural backgrounds (Drame et al., 2021). ...
... Cultural intelligence, defined as the ability to navigate and adapt effectively in different cultural settings (Earley & Ang, 2003), is believed to influence individuals' behavior in cross-cultural contexts (Afsar et al., 2021;Alifuddin & Widodo, 2022). However, while there is increasing research on cultural intelligence, current studies have not examined the relationship between international students' cultural intelligence and their linguistic confidence in using a L2. ...
... The assessment of cultural intelligence employed the Cultural Intelligence Scale formulated by Earley and Ang (2003). This instrument features a set of four items, with examples like ''I am conscious of the cultural knowledge I use when interacting with people with different culture that is unfamiliar to me.'' ...
International students frequently encounter cultural and language barriers abroad, which can disrupt their integration and negatively impact their academic performance, social well-being, and increase feelings of loneliness and anxiety. In an effort to explore the intricate dynamics between cultural intelligence, linguistic confidence, cross-cultural adaptation, and interpersonal communication competence among international students, this study was conducted in China from October 2023. The sample selection process was the snowball sampling method, resulting in a final sample size of 244 participants who were international students experiencing challenges related to cultural adaptation and language confidence. Data analysis was conducted using structural equation modeling (SEM) in AMOS version 26. The study found that cultural intelligence positively influences cross-cultural adaptation, interpersonal communication competence, and linguistic confidence, with the relationships mediated by cross-cultural adaptation and interpersonal communication competence. Based on these significant findings, a key recommendation is to implement interventions aimed at enhancing cultural intelligence and interpersonal communication skills among international students. Such proactive measures, facilitated by educational institutions and support services, have the potential to improve international students’ linguistic confidence, reduce feelings of isolation, and alleviate academic anxiety, ultimately their overall study abroad experience.
... Technique used to measure students' "Cultural Intelligence" (CQ) both before and after they participated in the learning activities to assess the project's effect on their global competency. The term "Cultural Intelligence" (CQ) is a modern notion that was first used in the literature on international business in the early 2000s [8]. Cultural Intelligence (CQ) integrates the concept of intelligence by being based on the attitudes, values, and behaviours that are moulded by cultural environments. ...
... The complex components of CQ include motivation, strategy, metacognition, and cultural knowledge. These elements all play a part in an individual's capacity to perform well in cross-cultural encounters [8]. This approach emphasizes the significance of both cultural knowledge and the capacity to use that understanding in real-world, cross-cultural scenarios, which is consistent with the developing nature of global competence. ...
... The ability to exhibit appropriate verbal and nonverbal behaviours during cross-cultural contacts, such as employing language and gestures that are appropriate for the culture in question, is known as behavioural cultural intelligence, or CQ. These four components -metacognitive, cognitive, motivational, and behavioural -have different qualitative qualities, but taken as a whole, they represent the whole range of abilities needed for people to successfully negotiate and function in culturally heterogeneous environments [8]. People who have high Cultural Intelligence (CQ) are better able to gather and process information, draw conclusions, and respond cognitively, emotionally, or behaviourally to cultural cues in multicultural work settings [8,18]. ...
Migrants often encounter circumstances that call for the use of cultural intelligence (CQ), or the ability to communicate effectively with people from different cultural backgrounds. Empirical evidence suggests that developing cultural intelligence improves migrant workers’ general well-being and aids in their adjustment to new environments. The purpose of this research endeavour is to explore the impact of cultural intelligence variables like cultural intelligence strategy, knowledge, motivation and behaviour with a mediating role of multicultural workforce on workplace harmony. The study employed a cross-sectional research design and implemented a convenience-sampling technique to collect primary data through nine months from March 2023 to November 2023 through a well-structured questionnaire, which was circulated among 358 migrant women workers from readymade garment industries in the Indian states of Karnataka and Punjab. Data was collected through a structured questionnaire and analysed using Partial Least Squares-Structural Equation Model. Hypothesis shows that cultural intelligence and multicultural workforce have a significant influence on workplace harmony. The results of IPMA and PLS-MGA analysis show the similarity in the results of total effect and path relationships. This study provides theoretical foundations and empirical findings on conceptualizing the antecedents of workplace harmony. The outcomes of this research serve as significant input to policymakers and ready made garment industries to facilitate the enhancement multicultural workforce to achieve workplace harmony.
... Kombinasi antara pendekatan hierarkis dan egaliter dalam lingkungan kerja global sering kali menghasilkan apa yang disebut sebagai "kepemimpinan situasional," di mana pemimpin perlu menyesuaikan gaya mereka berdasarkan konteks budaya dan kebutuhan organisasi. Pemimpin yang efektif adalah mereka yang dapat memahami dan mengelola perbedaan ini untuk menciptakan lingkungan kerja yang harmonis dan produktif (Earley & Ang, 2003 (Meyer, 2014). ...
... Dalam konteks manajemen sumber daya manusia, pemimpin yang memahami pengaruh budaya terhadap kepuasan kerja dapat merancang strategi yang lebih efektif untuk meningkatkan retensi dan keterlibatan karyawan. Pelatihan kesadaran budaya dan pendekatan yang berfokus pada kebutuhan individu dalam konteks budaya yang lebih luas dapat membantu organisasi menciptakan lingkungan kerja yang lebih inklusif dan mendukung (Earley & Ang, 2003). ...
... Organisasi yang berinvestasi dalam program pelatihan yang membantu karyawan memahami perbedaan budaya dan membangun keterampilan komunikasi lintas budaya cenderung memiliki tingkat keterlibatan yang lebih tinggi. Hal ini karena karyawan merasa lebih dihormati dan dapat bekerja secara efektif dalam lingkungan yang beragam (Earley & Ang, 2003). ...
Psikologi lintas budaya merupakan bidang yang semakin berkembang dan memiliki
relevansi besar dalam memahami perbedaan serta persamaan psikologis antarindividu dari berbagai latar belakang budaya. Buku ini berupaya menyajikan konsep, teori, dan temuan penelitian terkini dalam psikologi lintas budaya dengan pendekatan yang sistematis dan aplikatif, sehingga dapat menjadi referensi yang bermanfaat bagi mahasiswa dalam mendalami materi ini. Dalam penyusunan buku ini, berbagai sumber akademik digunakan untuk memastikan ketepatan dan relevansi materi yang disajikan. Selain itu, beberapa studi kasus juga ditambahkan agar mahasiswa dapat memahami bagaimana konsep psikologi lintas budaya diterapkan dalam kehidupan nyata. Diharapkan, buku ini tidak hanya menjadi sumber
pengetahuan, tetapi juga dapat mendorong diskusi kritis dan pemikiran reflektif di kalangan mahasiswa.
... The table also reflects a broader scholarly interest in cultural intelligence and adaptation strategies across diverse settings. Several documents explore theoretical frameworks and practical applications for understanding and navigating cultural differences, which are crucial in contexts where Indigenous knowledge intersects with global IT practices (Ang et al., 2007;Earley & Ang, 2004). Moreover, the research underscores the ethical dimensions of integrating digital technologies with Indigenous cultural heritage (Christen, 2011), furthering ongoing discussions about access, control, and representation in digital archives and emphasizing the importance of respecting Indigenous protocols and knowledge systems in the digital age. ...
... Cultural intelligence is a crucial asset in navigating the complexities of global business. This theme examines cultural intelligence models, assessing their impact on intercultural interactions and decision-making (Ang et al., 2007;Earley & Ang, 2004). It also explores how cultural intelligence influences offshore outsourcing success, highlighting frameworks that enhance cultural competencies essential for thriving in international business landscapes (Ang & Inkpen, 2008). ...
... A situated historical perspective on socio-natural commodities (Dunn, 2007) Participatory GIS -a people's GIS? (Nadasdy, 1999) The politics of TEK: Power and the 'integration' of knowledge (Weiner et al., 2002) Community participation and geographic information systems (Huntington, 2000) Using traditional ecological knowledge in science: methods and applications (McCall & Dunn, 2012) Geo-information tools for participatory spatial planning: Fulfilling the criteria for 'good' governance? (Pickles, 1995) Ground truth: The social implications of geographic information systems (Sieber, 2006) Public participation geographic information systems: A literature review and framework (Chambers et al., 2004) Indigenous knowledge, mapping, and GIS: a diffusion of innovation perspective (Eisner et al., 2012) Producing an Indigenous Knowledge Web GIS for Arctic Alaska Communities: Challenges, Successes, and Lessons Learned Individual and Organizational Learning (Eisenhardt, 1989) Agency theory: An assessment and review (Nonaka, 1994) A dynamic theory of organizational knowledge creation Evaluating cultural intelligence in global business environments (Earley & Ang, 2004) Cultural intelligence: individual interactions across cultures (Ang et al., 2007) These themes explore technology's role in cultural preservation, business, and Indigenous knowledge systems. Still, the lack of engagement of mainstream IT and IS journals in this discourse is concerning and needs to be addressed. ...
... Factors such as cross-cultural knowledge, motivation, specific skills, and personal aptitude are not addressed by the IDI or ISS. The Cultural Intelligence Scale (CQS), designed by Earley and Ang (2003), evaluates cultural intelligence across cognitive, motivational, and behavioral components, aiming to measure individuals' capacity to adapt and respond in intercultural settings. However, despite its broader scope, the CQS does not consider the language-related challenges that are particularly relevant for Chinese college students engaged in CBEC. ...
... Through iterative refinements informed by these complementary methodologies, a five-dimensional scale was developed, encompassing the following: cultural knowledge, CBEC expertise, English skills, workplace aptitude, and cultural sensitivity. While building upon foundational frameworks such as the Intercultural Sensitivity Scale (Hammer et al., 2003), and the Cultural Intelligence Scale (Earley & Ang, 2003), our instrument introduces domain-specific adaptations. Notably, the inclusion of "CBEC expertise" and "English skills" as distinct dimensions appears to address the contextual gaps identified in prior literature. ...
As communication strategies in the cross-border e-commerce (CBEC) industry evolve, particularly with the increasing reliance on social media and e-commerce platforms, it is essential to reassess the relevance of existing cross-cultural competence frameworks. These modern communication methods differ significantly from traditional cross-cultural interactions, necessitating the validation of current frameworks in this rapidly changing field. To address the specific needs of CBEC students, this study proposes a cross-cultural competence scale tailored to their unique context. A mixed-methods approach, integrating Focus Group Discussion and Content Validity Index analysis, was used to validate the scale with feedback from both students and experts. The final scale incorporates five key constructs: Cultural Knowledge, CBEC Expertise, English Proficiency, CBEC Knowledge, and Cultural Sensitivity. This validated scale enhances the accuracy of data collection in cross-cultural competence research and offers educators a practical tool for assessing students' specific needs. Furthermore, it supports the effective evaluation of learning outcomes in CBEC education.
... Some authors talk about cultural intelligence as an important component of ICC. Cultural intelligence is conceptualised as the ability to adapt to new cultural contexts (Earley & Ang, 2003) or as the ability to function successfully in an interaction with people from different cultures (Thomas & Inkson, 2004). ICC could also be seen as a continuum, reflecting different stages of personal growth. ...
... Most of the courses offered to future teachers fall under the so-called liberal approach (Jenks et al., 2001), as they are focused on respecting diversity and promotion of values such as tolerance, social inclusion and solidarity, while the smaller number deal with the issue of cultural identity and heritage and with the connection and interdependence of different national cultures. Those courses are primarily oriented towards the development of emotional and motivational aspects of ICC (Chen & Starosta, 1996;Earley & Ang, 2003), enabling teachers to acknowledge, appreciate and accept cultural differences and to direct attention and energy towards learning about cultural differences in order to be able to practise culturally responsive teaching. Courses/ programmes that have a critical approach (Jenks et al., 2001) to intercultural education are significantly less represented. ...
Intercultural education (ICE) cannot be reduced only to the knowledge, understanding and appreciation of other cultures, but it needs to include strong social justice component. Having in mind the importance of teachers and their competencies in realising the complex goals of intercultural education, the aim of the chapter is to determine which model/paradigm of ICE prevail in teacher initial education and their professional development in Serbia. Fourteen faculties that prepare future class and subject teachers were included in the analyses (43 study programme in total) as well as 117 programmes for professional development of teachers that deal with various aspects of intercultural education. Thematic analyses of the programme/course title, general and specific goals, outcomes, content and (in case of faculty study programmes) literature were conducted. The results show that most of the courses offered to future teachers as well as programmes offered for their professional development fall under the so-called liberal approach, primarily oriented towards the development of emotional and motivational aspects of intercultural competencies, while the critical approach is significantly less represented. Results are discussed from the perspective of the psychology of education, within the context of tolerance vs. transformation paradigm and three areas of understanding—naming, voicing and building the allies.
... Likewise, Knowledge CQ is the comprehension of cultural customs, practices, and norms (Earley & Ang, 2003) that may not be activated effectively in a work setting where intercultural dynamics are routine and procedural. Although 82% of respondents held a bachelor's degree, the technical nature of their roles and lack of managerial responsibilities might reduce the practical relevance of cultural-specific knowledge in their daily work tasks. ...
... These results are consistent with past studies, suggesting that employees with higher Drive CQ tend to accomplish their work more efficiently (Rose et al., 2010). Drive CQ represents a key dimension of CQ, as it enhances motivations and readiness to adjust and integrate into unfamiliar cultural settings (Earley & Ang, 2003;Ng & Earley, 2006). However, there was no discernible impact from Strategy CQ, Knowledge CQ, or Action CQ, likely due to the operational nature of job roles, limited strategic responsibilities, youthful demographic and routine intercultural interactions within a regulated industrial setting. ...
As China's Belt and Road Initiative (BRI) continues to influence worldwide infrastructure expansion, intercultural collaboration has emerged as a critical success factor in joint venture operations. This study examines the relationships between Cultural Intelligence (CQ) and work performance among Indonesian employees in an Operation and Maintenance (O&M) China-Indonesia joint venture within a power generation company established under the BRI framework. Employing a quantitative research design, data were gathered through the Cultural Intelligence Scale (CQS) and Individual Work Performance Questionnaire (IWPQ) to assess the four dimensions of CQ (Meta-cognitive, Cognitive, Motivational and Behavioral) and their association with task and contextual performance. The data were examined using Partial Least Squares-Structural Equation Modeling (PLS-SEM). It shows that CQ positively influences employee performance, with the motivational dimension (Drive CQ) showing the strongest effect. While the impact of each CQ dimension varies, the findings emphasize that overall CQ development is vital for supporting employee effectiveness in cross-cultural work environments. The study identifies a lack of structured intercultural training and language support as persistent challenges that limit the full realization of employee potential. These insights highlight the strategic value of integrating CQ development into organizational learning and HR practices, particularly in multicultural joint venture settings. The research contributes to the larger discourse on workforce localization and cross-cultural competency in emerging economies and provides actionable recommendations for enhancing collaboration and productivity in multinational operations.
... The most successful negotiations occurred when both parties demonstrated cultural intelligence or awareness of cultural differences and willingness to adapt accordingly (Earley & Ang, 2003). ...
... Cultural intelligence or the capability to function effectively in culturally diverse contexts, represents a crucial competency for navigating cultural dimensions in negotiation (Earley & Ang, 2003). Research demonstrates that negotiators with higher cultural intelligence achieve more favorable outcomes in cross-cultural contexts (Imai & Gelfand, 2010). ...
This paper explores how cultural dimensions shape negotiation styles and outcomes in Botswana and the broader Southern African region. Drawing on established theoretical frameworks-including Hofstede's dimensions, Hall's context communication theory, and the concept of cultural intelligence-the study examines how individualism versus collectivism, high-context versus low-context communication, and power distance influence negotiation behaviors. Botswana's unique cultural heritage, exemplified by traditions like the kgotla system and values such as kagisano and ubuntu, provides a rich context for understanding consensus-based, relationship-oriented negotiation practices. Case studies of mining negotiations and cross-cultural business deals highlight both the challenges and opportunities that arise from cultural differences. The findings emphasize the need for cultural intelligence, adaptation strategies, and sensitivity to local values for achieving effective and sustainable cross-cultural negotiations. The paper concludes with practical recommendations for negotiators engaging with Southern African counterparts and suggests that culturally calibrated approaches can enhance negotiation outcomes and long-term partnerships.
... However, cultural distance itself is not the main source of misunderstandings; the problem lies in a narrow communication style, especially when one group dominates another (Bennet, 2013;Shan, 2004). Specific individual skills facilitate intercultural exchanges, such as cultural intelligence (Earley & Ang, 2003). High-quality intercultural relationships require individuals to build trust through mutual understanding and acceptance of cultural (Li, 2013). ...
... Building intercultural trust demands a high level of emotional and cultural intelligence from individuals to engage, adapt, and critically reflect on their own perspectives. Cultural intelligence is defined as a person's ability to collect, interpret and act upon different indicators and to function efficiently in culturally diverse contexts (Earley & Ang, 2003). Interprofessional trust can be likened to intercultural trusta reciprocal phenomenon requiring individuals to listen, understand, be open, and adapt to each other's norms, values, and work ethics. ...
The current healthcare context is characterized by increasing care complexity, chronic illnesses, an aging population, and staff shortages. In this setting, care quality is strongly linked to the ability of healthcare workers from various professions to collaborate efficiently and cohesively. Trust is widely regarded as a crucial prerequisite for effective teamwork, yet it can be compromised by multiple factors. This qualitative study, employing phenomenological and critical incidents approaches, aims to better understand the phenomenon of interprofessional trust and to explore its main determinants and consequences. Interprofessional trust is primarily described as a positive expectation that a colleague will act professionally and prioritize patient needs. Several factors contribute to its development: the quality and regularity of relationships, individual attitudes, and organizational factors such as an interdisciplinary culture, horizontal management, and sufficient staffing. Interprofessional trust influences professionals' psychological safety, job satisfaction, self-efficacy, and sense of meaning at work. It is also considered to enhance interprofessional collaboration, teamwork efficiency, care quality, and patient well-being and safety. This article presents a detailed model of the dynamics of trust and its importance in the context of interprofessional teams and networks.
... The theoretical basis of this study stems from expert opinions in their relevant academic domains. People who demonstrate Cultural Intelligence (CQ) exhibit exceptional communication abilities with those from diverse cultural backgrounds, according to Earley and Ang (2003). The ability of individuals to function in cognitive, motivational, and behavioral aspects, along with metacognitive dimensions, is their aptitude. ...
... In this way, they show leadership flexibility across the contexts. Their cultural awareness resonates with Cultural Intelligence (CQ), that is, being able to function effectively in diverse scenarios (Earley & Ang, 2003). They create environments in which every team member feels valued and included, their contributions matter, and collaboration is the outcome. ...
Culturally adaptive leadership strategies highlight the effectiveness of Filipino leaders in multicultural educational settings, especially in diverse workplaces where there is a greater need for effective communication, trust, and cultural sensitivity. Although multicultural leadership has been the subject of much research, existing studies emphasize challenges rather than exploring how Filipino leaders manage conflict and build positive relationships across cultures. In response, this study aims to explore their lived experiences and gather insights into effective leadership practices in international educational settings. Adopting a qualitative multiple-case study approach, this research examined the leadership perspectives of Filipino school leaders operating in multicultural educational contexts in Thailand, China, and the UK. The findings indicate that Filipino school leaders manifest effective leadership in multicultural education through cultural sensitivity, inclusive collaboration, and trust. Notably, this group can lead diverse teams and navigate various cultural contexts by drawing upon cultural and emotional intelligence principles, thereby instilling a spirit of respect, communication, and co-creative solutions.
Keywords: Filipino School Heads, Multicultural Leadership, Cultural Intelligence, International Education
... Developing the capacity to navigate this intricate interplay between performance and perception requires more than simple bias awareness; it necessitates cultivating Cultural Intelligence (CQ). Defined by Earley and Ang (2003) as the capability to function effectively in culturally diverse situations, CQ offers a multi-faceted framework. It comprises four key dimensions crucial for more accurate interpretation. ...
... Such deep-rooted complexities inevitably fuel controversy regarding the most effective locus and nature of intervention. While enhancing individual leaders' perceptual skills and cultural intelligence (Earley & Ang, 2003;Livermore, 2011) seems necessary, is it sufficient? A critical perspective suggests that without addressing underlying power structures and systemic inequities, individual upskilling merely equips leaders to navigate a flawed system slightly better, rather than transforming it. ...
This analysis explores the profound psychological and strategic challenges leaders face when interpreting ambiguous human behaviours-particularly adaptive personas involving deference or weakness-within complex hierarchical and multi-cultural contexts. Misreading these performances, shaped by intricate power dynamics and sophisticated impression management, creates significant strategic vulnerability. The work dissects the 'chameleon effect'-the adoption of context-dependent personas driven by environmental pressures-as a central dynamic complicating leadership judgment. Synthesizing insights from psychology (cognitive bias, adaptive fragmentation), history (totalitarian systems, outsider group strategies), and critical theories of power, this exploration interrogates the deep perils inherent in surface readings. It argues that effective interpretation demands a nuanced grasp of the interplay between structure, agency, perception, and historical context, moving far beyond intuitive assessment. Critically, the
... Leaders now faced with the environment more and more work multicultural , cross-national, and based technology . With increasing global interconnection and growth organizations operating in various regions , leaders must own intelligence high cultural intelligence (CQ) For understand , appreciate , and adapt self with diversity culture in teams and organizations they (Earley & Ang, 2003) In addition , the revolution industry 4.0 and the era of digital transformation have create method new in work and lead . Digital technologies such as Artificial Intelligence (AI), Big Data, virtual communication , and Internet of Things (IoT) has remodel structure organization , method taking decisions , and pattern interaction in leadership (Avolio et al., 2000) A leader who does not capable adapt with digital technology is risky lost Power competitiveness and effectiveness in manage organization . ...
... Intelligence culture or Cultural Intelligence (CQ) is ability somebody For understand , adapt , and interact in a way effective with people from different cultures (Earley & Ang, 2003)In the world of global leadership , CQ becomes factor key for the leader who manages team cross culture and work in organization multinational . ...
In the era of globalization and digital transformation, organizations face new challenges in managing cultural diversity and technological complexity. Leaders are required to quickly adapt to the ever-changing global dynamics while fostering synergy within multicultural teams. This article aims to analyze how Cultural Intelligence (CQ) and digital technology can be integrated into a multiplication leadership model to enhance the effectiveness of global organizations. Using a qualitative approach based on literature studies, this research explores the three main dimensions of CQ—cognitive, motivational, and behavioral—as well as the application of digital technologies such as Artificial Intelligence (AI), Big Data, and virtual communication in leadership development. The findings indicate that leaders with high levels of CQ are more effective in leading multicultural teams and building harmonious cross-cultural connections. Meanwhile, the use of digital technology accelerates decision-making processes, mentoring, and collaboration within flexible and dynamic organizational structures. The integration of cultural intelligence and digital technology results in an adaptive, collaborative, and innovative leadership model. Examples of the implementation of this model in global companies such as Microsoft, Tesla, and Airbnb further reinforce the findings. This article provides practical contributions for organizations in designing training strategies and leadership models based on CQ and digital leadership to face global challenges more effectively and sustainably.
... One of the most prominent models is the Cultural Intelligence Model (Earley and Ang, 2003) which has shown to predict various outcomes of interest (Leung et al., 2014;Matsumoto and Hwang, 2013). Cultural intelligence (CQ) refers to a person's capability to function effectively in multicultural settings, reflected in a set of capabilities (Ang and Van Dyne, 2015). ...
... Cultural intelligence (CQ) refers to a person's capability to function effectively in multicultural settings, reflected in a set of capabilities (Ang and Van Dyne, 2015). The conceptualization of cultural intelligence draws upon the Sternberg and Detterman's (1986) multi-loci theory of intelligence, consisting of four dimensions: motivational, metacognitive, cognitive, and behavioral, along with their associated sub-dimensions (Earley and Ang, 2003). Metacognitive CQ pertains to the cognitive processes and mental capacity to acquire cultural knowledge, whereas cognitive CQ refers to knowledge structures concerning cultures and cultural distinctions. ...
Introduction
Cross-cultural training programs are widely used to enhance cultural competence and cultural intelligence (CQ) across various professional fields. This narrative systematic literature review examines training strategies from various fields to identify the most effective approaches for application in sports. It addresses two key research questions: (1) What training components have been used in the delivery of these training programs? (2) What is their effectiveness in improving cultural intelligence and cultural competence?
Methods
A systematic search was conducted to identify qualitative and quantitative studies published between 2000 and 2023. A total of 27 articles met the inclusion criteria. These articles describe the type of training program delivered, the activities performed, and their outcomes on participants’ cultural competence and/or cultural intelligence. Programs were categorized on delivery methods (didactic, experiential, or mixed) and information was extracted on training content, participants, duration, and timing.
Results
Most programs used mixed delivery methods that combined lectures, educational tasks and experiential activities. They showed positive, though not always statistically significant, impact on participants’ cultural competence and/or cultural intelligence.
Discussion
In sports, tailored programs that address culture- and sport-relevant knowledge, skills and communication may help coaches navigate cultural differences.
... Adapted from: Ott and Michailova, 2018;Earley and Ang, 2003;Thomas et al., 2008. First, cognition comprises of general knowledge about similarities and differences between cultural values, beliefs and norms, and how cultures influence behaviour. ...
... People recognize their own cultural identity, have self -awareness of potential ethnocentricity ("my culture is the best!"), have understanding of the limitations of stereotypes of cultures (not all people in a country act uniformly), have understanding of the dynamics of cultural cooperation and of concepts like e. g. culture shock. Cultural knowledge includes (1) culture specific knowledge about values, beliefs and behaviours in general; (2) individual values and beliefs of someone, and (3) knowledge about processes used to evaluate cross-cultural differences and interactions (Earley and Ang, 2003;Thomas et al, 2008;Van der Zee and van Oudenhoven, 2013). It is important to recognize someone's own social identity before adapting to and connecting with others. ...
... Earley and Ang, two researchers from the London School of Business were the first to coin the term cultural intelligence in 2003 (Earley & Ang, 2003). Ang et al. (2006) formally defined cultural intelligence (CQ) as an individual's capacity to participate effectively in cross-cultural interactions, recognizing the importance of the cultural background of both the individual and others involved. ...
... Prior research has emphasized the influence of cultural factors on individuals' tendencies to share knowledge (Jones, Cline, & Ryan, 2006). This emphasizes the link between cultural intelligence and knowledge sharing, where cultural intelligence is delineated into four dimensions according to Earley and Ang (2003). Metacognitive Cultural Intelligence (CQ) specifically involves an individual's cultural awareness when engaging with team members from diverse cultural backgrounds (Ang et al., 2006). ...
This empirical work focuses on the impact of Leaders Cultural Intelligence (LCI) on employee’s innovative work behavior, meanwhile also probing into the mediating effect of knowledge sharing on the association between LCI and innovative work behavior. It also examines how strongly workforce diversity moderates the mediating process. Employing survey data gathered from a sample of 319 employees employed in Pakistani telecommunications contact centers, the current study provides evidence of a positive relationship between leader cultural intelligence and employee innovative work behavior. The mediation of knowledge sharing further elucidates the connection. As well as in this study the moderating effect of workforce diversity was examined as a factor affecting the relationship between knowledge sharing and innovative work behavior. This research has useful theoretical and practical implications for organizations in multicultural environments, where people of very different cultural backgrounds work closely.
... As such, it aligns with the study's objective of designing more effective, inclusive, and customized training programs that reflect the socio-cultural contexts of Chinese workers, thereby fostering their success in global business communication (Vygotsky, 1978). (Earley& Ang, 2003). Cultural Intelligence (CQ) Theory highlights the ability to adapt and function effectively in culturally diverse environments. ...
... By emphasizing adaptability and personal interpretation of cultural differences, CQ aligns with the study's goal of developing English language learning approaches that not only address linguistic proficiency but also enable Chinese employees to navigate cross-cultural interactions. CQ theory supports the idea that English language training for Chinese workers should incorporate cultural intelligence components to foster effective communication in international markets (Earley& Ang, 2003). ...
This study aimed to identify strategic approaches to English language training for Chinese industry workers to enhance their global market position. It addressed key questions about industry-specific language requirements, the effectiveness of non-Chinese-informed training programs, demographic influences on program design, barriers to cross-cultural communication, and potential language learning approaches. A systematic literature review was conducted to synthesize existing research, identify gaps, and evaluate methodologies. The review focused on industry-specific language needs, the effectiveness of current training programs, and cultural factors influencing communication. The findings contributed to developing new, tailored language learning strategies for Chinese professionals. Key approaches include Task-Based Language Teaching (TBLT), which emphasizes real-world tasks like negotiations and business communication, tailored to industry-specific needs. Blended learning combines online modules with in-person instruction, offering flexibility while addressing industry-specific language and cross-cultural communication. Cultural sensitivity training helps employees adapt to diverse communication styles, focusing on differences such as hierarchy and negotiation tactics. English for Specific Purposes (ESP)tailors courses to professional roles, ensuring employees develop skills relevant to their industries. Immersive language learning through virtual exchanges and exposure to English media accelerates fluency. Finally, leadership development programs that integrate language and cultural competence help senior managers lead diverse teams and manage international negotiations.
... cultural conflicts, and find innovation in cross-cultural environments (Ang, Van Dyne, & Koh, 2006;Earley & Ang, 2003).Within Chinese MNCs, CQ's significance intensifies given their navigation of markets marked by divergent cultural norms and operational practices. While CQ's value is acknowledged, scholarly inquiry remains scarce regarding its specific effects on employee performance metrics, workplace inclusiveness, and innovation outputs within these organizational contexts. ...
... Cultural Intelligence (CQ) is defined as an individual's capability to adapt, communicate, and function effectively in culturally diverse team settings (Earley & Ang, 2003). Cultural Intelligence (CQ) synthesizes Gardner's theory of multiple intelligences and Sternberg's triarchic theory of intelligence, transcending conventional IQ and EQ assessment paradigms to tackle the multifaceted challenges inherent in cross-cultural team dynamics. ...
Introduction: With the rapid rise of economy of China, Chinese multinational corporations have gradually gained significant advantages in global market competition. Cross-cultural teams play a crucial role in addressing global challenges and maintaining high market share. However, such teams often face three major challenges: internal communication barriers, differences in work styles among employees with diverse cultural backgrounds, and leadership decision-making disagreements caused by cultural diversity. These issues may have a negative impact on the overall performance of the enterprise. Objectives: This study aims to explore how cultural intelligence mediates employees' perceptions of inclusiveness, knowledge sharing , and innovative behavior, ultimately affecting their work performance. The ultimate goal is to provide theoretical basis and practical recommendations for cross-cultural teams in Chinese multinational corporations to address these challenges. Methods: A questionnaire survey was conducted to randomly select a sample of 500 employees from Chinese multinational corporations. A total of 407 valid questionnaires were collected, and data analysis was conducted based on partial least squares structural equation modeling (PLS-SEM). Results: The research findings indicate that: (1) cultural intelligence has a significant positive impact on employees' perception of inclusiveness, knowledge sharing , and innovation behavior; (2) The employees' perception of inclusiveness, knowledge sharing , and innovative behavior also show a significant positive impact on work performance; (3) The above three mediating variables play a chain mediating role between cultural intelligence and work performance. Conclusions: Employees with higher cultural intelligence are more likely to perceive team inclusivity, actively participate in knowledge exchange and practice innovative behaviors, thereby improving overall work performance. It is recommended that enterprises systematically optimize the effectiveness of cross-cultural team management by strengthening cultural intelligence training, building an inclusive team atmosphere, and incentive mechanisms.
... Younger employees (20-35) demonstrated higher motivational and behavioral CQ, consistent with findings from Ang et al. (2007), who suggest that global exposure in early career stages enhances cultural adaptability. However, metacognitive CQ was higher among senior employees, likely due to accumulated experience (Earley & Ang, 2003). Data confirmed Hofstede's (1980) dimensions remain relevant: employees from high power distance cultures (e.g., India, UAE) reported lower satisfaction with flat communication structures, aligning with findings from Kirkman et al. (2009). ...
In an era of rapid globalization, multinational corporations (MNCs) are increasingly reliant on culturally diverse teams to maintain their competitive advantage. However, cultural diversity presents a complex matrix of challenges in communication, leadership, conflict resolution, and employee expectations. This study investigates the cross-cultural management challenges faced by MNCs using a mixed-methods approach. Combining qualitative interviews and focus groups with a quantitative survey of 300 employees across diverse cultural backgrounds, the research identifies key variables influencing cultural synergy and friction. Statistical techniques, including regression and Structural Equation Modeling (SEM), reveal significant relationships between cultural intelligence (CQ), leadership adaptability, and team performance. Findings indicate that while cultural diversity fosters creativity and innovation, the lack of cultural sensitivity and effective communication structures hampers productivity and cohesion. The study concludes that adaptive leadership, targeted cultural training, and contextspecific HR practices are vital for optimizing performance in multicultural environments. The insights gained hold theoretical and practical significance for international business strategy, organizational development, and leadership training.
... The Developmental Model of Intercultural Sensitivity (DMIS), introduced by Bennett, outlines a continuum from ethnocentrism to ethno relativism, helping individuals progress through stages of cultural awareness [3]. The Cultural Intelligence (CQ) Model, proposed by Earley and Ang, highlights four key components: cognitive, metacognitive, motivational, and behavioral intelligence [6]. Additionally, the Intercultural Development Inventory (IDI), a psychometric assessment tool based on the DMIS framework, measures an individual's intercultural competence [8]. ...
This article explores models and approaches for developing intercultural competence, a critical skill in today’s globalized world. Using a mixed-methods research design, the article examines the effectiveness of the Developmental Model of Intercultural Sensitivity (DMIS) and the Cultural Intelligence Model in enhancing the cognitive, affective, and behavioral dimensions of intercultural competence. Data were collected from 150 participants through surveys, interviews, and document analysis. Quantitative findings revealed that structured intercultural training programs significantly improved empathy and communication skills, while qualitative findings highlighted the importance of immersive experiences and reflective practices. The article concludes with recommendations for improved training programs, institutional support, technology integration, continuous assessment, and collaboration to promote intercultural competence.
... illustrates the conceptual model underpinning this study, grounded in the CQ Theory introduced byEarley and Ang (2003). The framework is self-developed and informed by prior research on intercultural communication, workforce integration, and team performance in diverse organisational settings. ...
Effective communication and teamwork are essential for operational success in multicultural manufacturing environments. This study investigates the influence of Cultural Intelligence (CQ) training on enhancing communication and teamwork among foreign workers in Malaysia’s manufacturing sector. Using a quantitative descriptive design, data were collected through a structured questionnaire from a sample of 377 foreign workers, selected using a stratified random sampling technique across manufacturing firms in Melaka. The study employed Pearson correlation and multiple regression analyses to evaluate relationships among CQ training, communication, and teamwork. Results showed that CQ training significantly improves communication (r = 0.692, p < 0.01) and teamwork (r = 0.677, p < 0.01), and together they account for 54.3% of the variance in CQ training outcomes (R² = 0.543). Reliability testing using Cronbach’s Alpha yielded acceptable values: Communication (α = 0.755), Teamwork (α = 0.766), and CQ Training (α = 0.754), confirming the internal consistency of the instruments. These findings reinforce the strategic importance of CQ training in improving interpersonal effectiveness and fostering collaborative work environments. The study offers practical guidance for human resource development in multicultural industrial settings and contributes context-specific evidence to the literature on cross-cultural workforce integration. Future research should consider longitudinal approaches and examine the role of organisational support and leadership in sustaining CQ training use.
... 1 Lecturer, Department of Psychology, Dire Dawa University. Validation of the Tromso… The rising curiosity in exploring new types of intelligence has resulted in discovering new and specific forms of intelligence, such as Cultural Intelligence (Earley & Ang, 2003), Practical Intelligence (Sternberg et al., 2000;Wagner & Sternberg, 1985), Emotional Intelligence ( Bar-On, 2000;Mayer & Salovey, 1993), Fluid and Crystallized Intelligence (Cattell, 1987), and Social Intelligence (Thorndike & Stein, 1937, cited in Weis & SuB, 2005. Even though its inception dates back to the 1920s, social intelligence has recently become a relevant area of study that takes many researchers' attention (e.g., Boyatzis, 2009;Boyatzis, et al., 2014;Durlak et al., 2011;Honeywill, 2016;Zautra et al., 2015Zautra et al., , 2016. ...
This study aimed to validate the psychometric properties of the Tromso Social Intelligence Scale (TSIS) in its Amharic version. Employing a random sampling method, year three and above undergraduate public university students (n = 343) in the full-time academic program of Dire Dawa and Wollo universities participated in the study. We examined factor structure, model fitness, reliability, and validity of the construct. After removing two poorly functioning items, the result of exploratory factor analysis showed that the measure is a three-factor structure: social information processing, social skills, and social awareness. The result of the confirmatory factor analysis revealed that all the observed variables were significantly represented by their latent variables. A good model fit was finally obtained as indicated in a relative chi-square test (x2/df = 1.576), IFI = .968, TLI = .962, NFI = .917, CFI = .968, RMSEA = .058 (PCLOSE = .178), SRMR = .053. The explained variance ranged from 22.4% (social information processing) to 72.6% (social awareness). Internal consistency reliability of the social information processing, social awareness, and social skills factors yielded .94, .91, and .92 respectively. The average variance extracted (AVE) was also found to be .67, .66, and .65, indicating convergent validity. The square root of AVE was .82, .81, and .80, confirming the discriminant validity of the measurement model. The overall result of the study demonstrated that the Tromso social intelligence scale is reliable and valid enough to measure social intelligence among senior undergraduate students of Ethiopian public universities.
... ten report enhanced motivation and a more profound understanding of the social and ethical dimensions of business leadership, which traditional training programs may overlook.Lastly, the globalized nature of modern entrepreneurship demands that immersive training environments incorporate cultural intelligence (CQ) as a fundamental learning outcome.Earley and Ang (2003) highlight CQ as an individual's capability to function effectively across various cultural contexts, an increasingly vital skill in the international business arena. The Billion Trilogy, by simulating diverse markets, regulatory landscapes, and multicultural negotiations, exposes emerging entrepreneurs to these cross-cultural challenges ...
As global entrepreneurship evolves, immersive experiential training environments such as The Billion Trilogy have emerged as innovative platforms for developing the next generation of elite entrepreneurs. By simulating billionaire-level challenges and decision-making contexts, these immersive experiences foster critical skills including strategic thinking, risk tolerance, and social capital development. Grounded in experiential learning, social learning, and cognitive psychology theories, The Billion Trilogy leverages virtual and augmented reality technologies to create psychologically safe yet challenging environments that promote mindset shifts, creativity, and cross-cultural competence. This article examines how immersive billionaire environments transform entrepreneurial learning, preparing individuals to navigate complex, uncertain, and globalized markets successfully.
... development of intercultural competencies can be measured via two main concepts: Cultural Intelligence and Worldmindedness. Cultural Intelligence measures an individual's ability to function effectively in culturally-diverse situations (Earley & Ang, 2003). Worldmindedness measures the extent to which the person values global perspectives on a multitude of issues (douglas & Jones-Rikkers, 2001). ...
... 1. Cultural intelligence training: Developing cultural intelligence amongst personnel and leaders can decorate go-cultural information and collaboration (Earley & Ang, 2003). ...
This study critically analyzes the diversity management strategies Coca-Cola Nigeria has put in place and seeks to measure their success in supporting an inclusive working environment and contributing to better organisational performance. Relatively evaluate the strengths and weaknesses of each of the strategies and its relationship to business and employee-derived results. This was achieved through quantitative research that incorporated surveys and interviews of staff and management at various levels within the organisation. The two theoretical bases of this study; the Organisational Inclusion Framework and Diversity Management Model, offered a solid ground from which the impact of embedded diversity practices within organisational culture could be assessed. Result showed that Coca-Cola Nigeria has been able to push effective diversification with 78% subjects of the opinion that the company has been able to considerably enhance its inclusiveness. Some remaining weaknesses, however, are concerning inadequate training and policy and practice loopholes regarding divergent thinking. These problems have brought forth different effects, from which employee satisfaction levels vary and which affect the company's organisational performance differently. This in itself makes the generalizability of the research findings limited, concerning the level of the study and the sample size. According to the conclusion of the dissertation, Coca-Cola Nigeria must defeat cultural barriers to effective diversity, improve training systems, and bring all policies into practice consistently to achieve maximum success within these diversity management strategies.
... As such, the concept of cultural intelligence has been validated and refined across different social settings, organizations, education institutions, and interpersonal interactions as well as different countries and populations (Wang & Goh, 2020). Cultural Intelligence (CQ) is defined as an individual's capability to function and manage effectively in culturally diverse settings (Earley & Ang, 2003). The development of this construct was based on contemporary theories of intelligence (Sternberg & Detterman, 1986), and it focuses on situations involving cross-cultural interactions that arise due to differences in race, ethnicity, and nationality. ...
Racial microaggressions are a problematic but common occurrence, that lead to a host of problems, including distress and poor mental health among people of color, and reduced quality of interracial relationships. This form of racism functions to maintain racial hierarchies. Research has shown that microaggressions are positively correlated to both racial bias and aggression. However, it has also been theorized that racial microaggressions occur as a cultural faux pas, and may be caused at least in part by a lack of cultural knowledge rather than racial prejudice. We test this hypothesis by collecting data from a national sample of White adults (N=235) to determine if low cultural intelligence (CQ) is a predictor of the tendency to commit anti-Black microaggressions, even after accounting for aggressive tendencies and negative affectivity. Using a hierarchical linear regression, we found that aspects of cultural intelligence (as measured by the Cultural Intelligence Scale - CQS) and aggressive tendencies (as measured by the Buss Perry Aggression Questionnaire - BPAQ) were significant predictors of microaggressive tendencies (as measured by the Cultural Cognitions and Actions Scale - CCAS). Specifically, aspects of cultural intelligence focused on increased awareness of a situation’s cultural needs (termed metacognitive and motivational cultural intelligence) was related to a lower tendency to microaggress, however feeling secure in one’s existing cultural knowledge (termed cognitive cultural intelligence) was related to a higher tendency to microaggress. As such, cultural humility may be an important consideration in facilitating harmonious interracial interactions. Discussed are implications for reducing microaggressions and the role of cultural intelligence and cultural humility.
... Most studies on CQ development have used Earley and Ang's (2003) framework, which conceptualizes CQ as a four-dimensional first-order aggregated construct comprising correlated cognitive, metacognitive, motivational, and behavioral dimensions. This model has also underpinned the most widely used measure of CQ -the 20-item self-report CQ scale (CQS;Ang et al., 2007). ...
Cultural intelligence (CQ) plays a crucial role in enabling individuals to operate and interact effectively in a variety of multicultural environments. In this paper, we examine how prior intercultural exposure and personality factors shape the development of CQ during international student mobility. Two waves of data were collected from 549 engineering students over a nine-month period. Measures included the eleven subdimensions of expanded cultural intelligence (E-CQ), information on prior intercultural exposure (migration background, prior residence abroad, and number of countries visited), personality factors (openness and extraversion), and gender. Results from latent change score models revealed that nine of the eleven subdimensions of E-CQ increased significantly following international mobility. Students with lower initial E-CQ levels demonstrated greater growth compared to their peers with higher initial E-CQ levels. Openness and extraversion were positively associated with higher initial levels of metacognitive, cognitive, and motivational CQ but were related to smaller gains in motivational CQ (self-efficacy) and behavioral CQ (speech acts). Prior intercultural exposure was associated with higher initial E-CQ levels but was generally related to lower CQ growth, except for metacognitive CQ (planning). Our results show that international mobility significantly enhances CQ, with the most significant improvements observed among students with lower levels of openness, extraversion, or prior intercultural exposure. They highlight the importance of designing mobility programs that foster CQ while taking into account different levels of prior intercultural exposure.
... Within this dynamic landscape, cultural intelligence (CQ) emerges as a critical tool for navigating the complexities of tradition, innovation, and sustainability. CQ, defined as the ability to effectively interact and work across diverse cultural settings (Earley & Ang, 2003), provides a transformative framework for stakeholders in the coffee industry. This article examines how CQ -grounded in theoretical principles of metacognition, motivation, and behaviour -can redefine leadership, foster equity, and ensure sustainability in the coffee value chain. ...
The Brew of Nations: Coffee, Culture, and the Human Connection reveals how coffee has become a powerful bridge connecting people across the globe. This book is the result of author’s lifelong enthusiasm for coffee and my constant pursuit of understanding its significant impact on human civilization. This book is built around three central themes: coffee as a cultural crossroads, sustainability as a moral imperative, and the human connection that coffee fosters. Each chapter delves into coffee’s rich and complex background. The impact of social media on coffee culture, the role of local wisdom in building resilient coffee businesses, and how Gen Z is redefining the coffee value chain are also explored. May this book serve as a call for readers to see coffee as a common experience that unites, inspires, and drives people toward an increasingly sustainable and connected future.
... This requires a complex interplay of cognitive, emotional, and social skills, often encapsulated in the concept of "cultural intelligence," or CQ. Defined as an individual's capability to function and manage effectively in culturally diverse settings (Earley & Ang, 2003), cultural intelligence is 1 a multifaceted construct (Rockstuhl et al., 2011;Triandis, 2006). It encompasses metacognitive CQ (an awareness of one's own cultural assumptions and biases), cognitive CQ (knowledge of different cultures and their values, beliefs, and practices), motivational CQ (the intrinsic interest and willingness to engage with other cultures), and behavioral CQ (the ability to adapt one's behavior appropriately to different cultural contexts). ...
This paper argues that organizations face a strategic need for talent, and that embracing neurodiversity is crucial for the future of leadership. It moves beyond a simplistic view of inclusion to a critical examination of the systemic barriers that prevent neurodivergent individuals from reaching leadership positions. The paper begins by defining neurodiversity within the framework of the social model of disability, highlighting the often-overlooked cognitive strengths associated with various neurodivergent conditions, such as autism spectrum disorder, ADHD, dyslexia, and dyspraxia. It presents compelling evidence linking these strengths to enhanced organizational performance, particularly in areas requiring pattern recognition, attention to detail, systems thinking, and innovative problem-solving. Traditional Strategic Human Resource Management (SHRM) practices, however, often inadvertently create exclusionary environments. The paper analyzes how recruitment, selection, training, performance management, and
This comprehensive analysis presents Droupadi Murmu as an exemplary leader whose extraordinary journey from a tribal village to India's highest constitutional office represents the pinnacle of democratic achievement and leadership excellence. Through the integration of over twenty global leadership theories spanning Western and Eastern philosophical traditions, this paper demonstrates how Murmu embodies the highest ideals of transformative, authentic, ethical, and spiritual leadership while simultaneously revolutionizing federal governance excellence. Her remarkable trajectory—from overcoming profound personal tragedies to breaking centuries-old barriers of caste, class, and gender—exemplifies universal principles of leadership that transcend cultural boundaries. This analysis applies multiple theoretical frameworks including Transformative Federal Leadership (Pallathadka & Roy, 2025), Authentic Leadership Theory (Avolio & Gardner, 2005), Spiritual Leadership Theory (Fry, 2003), Ethical Leadership (Brown et al., 2005), Cultural Intelligence (Earley & Ang, 2003), Indigenous Knowledge Systems (Smith, 2012), and Eastern philosophical frameworks including Dharmic Leadership and Gandhian principles. The paper conclusively establishes that Murmu represents not merely a symbolic appointment but the most qualified, deserving, and transformational president in India's history—a beacon of hope demonstrating that true leadership emerges from service, resilience, and an unwavering commitment to uplifting the marginalized while maintaining the highest standards of constitutional integrity.
Purpose: The purpose of this study is to examine the influence of cultural intelligence on leadership effectiveness through knowledge sharing behaviour of pharmaceutical leaders, particularly in Malaysia. Methodology: This study was conducted among the pharmaceutical leaders, who are from nine (9) pharmaceutical companies located in Klang Valley in Malaysia. A questionnaire with 53 items with a Likert scale was distributed among the target populations of pharmaceutical leaders. Data was collected from an effective sample size of 502 respondents. The collected data was analysed using SEM-SMART-PLS via SMART-PLS 3.0. Findings: The study found that knowledge sharing behaviour has significantly positive mediating influence on the relationship between all the dimensions of cultural intelligence and leadership effectiveness, except behavioural cultural intelligence and leadership effectiveness. Furthermore, the finding indicated that knowledge sharing behaviour is a full mediator between cognitive cultural intelligence and leadership effectiveness, while acts as partial mediator between metacognitive and leadership effectiveness as well as motivational cultural intelligence and leadership effectiveness. Moreover, the study found that metacognitive, cognitive and motivational cultural intelligence has significantly positive influence on knowledge sharing behaviour, while metacognitive and motivational cultural intelligence has significantly positive influence on leadership effectiveness. In addition, knowledge sharing behaviour has significantly positive influence on leadership effectiveness. Implications for theory and practice: This study has contributed to establish the link between cultural intelligence and leadership effectiveness through knowledge sharing behaviour. Also, this study contributed to establish the relevance of cultural intelligence in predicting leadership effectiveness and knowledge sharing behaviour among the pharmaceutical leaders. Therefore, managers should focus on developing and designing effective training programs to cultivate and build capacity among the leaders through cultural intelligence to improve leadership effectiveness. Originality and value: The novelty of this research is that this research was carried out among the pharmaceutical leaders in Malaysia as first empirical research that examined the influence of mediating effect of knowledge sharing behaviour among the relationship between cultural intelligence and leadership effectiveness. This research contributed to close the research gap by establishing the fact that only metacognitive and cognitive cultural intelligence influences leadership effectiveness.
La relevancia del estudio de la competencia intercultural y sus mecanismos de evaluación deriva de la creciente internacionalización de las Instituciones de Educación Superior, la migración, la conformación del mercado laboral, movilidad estudiantil, viajes al extranjero, colaboración en tareas grupales de equipos multiculturales y el aprendizaje virtual que propician la interacción con otras culturas extranjeras. El objetivo del estudio es mostrar evidencia de las escalas y metodologías de evaluación de la competencia intercultural. Bajo una metodología cualitativa no experimental documental que alcanza un nivel descriptivo se realiza una revisión documental a través del resumen analítico especializado. Se encuentra que la evaluación de la competencia intercultural es un insumo para el maestro reciba retroalimentación del progreso del estudiante y la adquisición de la competencia intercultural en espacios formativos multiculturales. Se concluye que existen escalas y metodologías como; inventario de competencias culturales, adaptación del big five inventory, escala de satisfacción con la vida, cuestionario de apertura al otro, entre otros. Que permiten valorar el grado de alcance del estudiante desde las dimensiones metacognitivo, cognitivo, motivacional y conductual.
This article explores the role of Cultural Intelligence (CQ) in enhancing employee engagement among women in the Information Technology (IT) sector. In an era of globalization and increasing workforce diversity, CQ has emerged as a critical competency for fostering inclusive and high-performance work environments. Despite the significant contributions of women to the IT industry, they continue to face unique challenges such as gender bias, limited career advancement opportunities, and work-life balance issues. This paper examines how culturally intelligent organizations and leadership practices can address these barriers by promoting an inclusive culture that values diversity and fosters employee engagement. Drawing on existing literature, the article highlights the link between CQ and engagement, emphasizing how cultural intelligence can improve communication, collaboration, and support for women in the workplace. Furthermore, it provides practical recommendations for IT organizations to invest in CQ development programs, implement supportive policies, and create an environment conducive to greater engagement and retention of female employees. The findings suggest that enhancing CQ in the workplace not only benefits women but contributes to overall organizational success by creating a more inclusive, motivated, and engaged workforce.
У овом раду, посветићемо пажњу културној интелигенцији, односно скали за мерење културне интелигенције (CQS) као инструменту који од почетка 21. века добија на значају не само у академским круговима, већ и међу менаџерима људских ресурса у међународним компанијама, а у контексту мултинационалних тимова и повећаном броју конфликата у истим у доба глобализације и брисања просторних граница. Такође ћемо се осврнути на примену скале за мерење културне интелигенције у науци о језику и подршку овог инструмента у учионици, у раду како са децом тако и са студентима. Циљ овог истраживања јесте да представи релативно млад концепт културне интелигенције и да упозна читаоце са четири димензије културне интелигенције, као и да прикаже широку примену овог модела у друштвеним наукама, како би се подстакла употреба скале за мерење културне интелигенције у хетерогеним срединама, тимовима или колективима, у светлу побољшања интеркултурног разумевања у вишенационалним друштвима.
Кључне речи: културна интелигенција, CQS, друштвене науке
Intercultural Communicative Competence (ICC) connects language with culture. Its pioneering writer was Byram, and many scholars had also approached it. ICC basically helps avoid any conversation breakdowns in a culture other than the individual's. Thus, the study addressed the ICC and its implications in the EFL classroom. The researcher defined ICC, and many models of ICC were surveyed and explained. Moreover, the study suggested many instruments to measure how individuals move from ethnocentrism to ethnorelatoivism. EFL classroom strategies were also included, and selected empirical studies in the fields of ICC and classroom were approached. The study concluded that this study's theoretical and empirical implications would improve EFL teaching in the classroom and dispel cultural misconceptions. These aspects will help improve EFL classroom teaching consequently, dispel cultural misconceptions about other cultures.
สังคมพหุวัฒนธรรมมีพลังเกินกว่าที่ปัจเจกบุคคลจะเข้าใจ อันเป็นผลจากการเปลี่ยนแปลงของช่วงสมัย วัฒนธรรมมีการเลื่อนไหล ยากที่จะวัดหรือจัดการ การเรียนรู้และเข้าใจชุดความรู้ทางวัฒนธรรมจะช่วยเสริมสร้างคุณภาพชีวิตของบุคคลได้ โดยเฉพาะกระบวนทัศน์ที่เชื่อว่า อนาคตเป็นหนึ่งเดียวนั้นจะกลายเป็นอนาคตที่มีความหลากหลาย อันเกิดจากการไหลบ่าของวัฒนธรรมทั่วโลกที่มีการแพร่กระจายและลื่นไหลอย่างต่อเนื่องถึงปัจจุบัน บทความวิชาการฉบับนี้จึงมุ่งนำเสนอให้เห็นว่า การสร้างความเป็นพลเมืองในสังคมพหุวัฒนธรรมจำเป็นต้องอาศัยการเรียนรู้เกี่ยวกับแนวคิดทางวัฒนธรรม การตื่นตระหนกทางวัฒนธรรม การปรับตัวทางวัฒนธรรม และการสื่อสารข้ามวัฒนธรรม อันเป็นชุดความรู้เพื่อการดำรงตนภายใต้ความหลากหลายทางวัฒนธรรมและความซับซ้อนของพลเมืองโลกในปัจจุบันได้เป็นอย่างด
Built on the Conservation of Resources (COR), Multiple Intelligence (MI), and Social Exchange (SET) theories, this study investigates how cultural intelligence, emotional intelligence, and perceived organizational support influence newcomers’ task performance and error reduction. The research also explores the mediating effects of emotional exhaustion and the moderating effects of cognitive diversity. Data were collected from 476 participants in organizations employing newcomers, using census, stratified, and simple random sampling techniques. Structural Equation Modeling (SEM) was employed to test the research hypotheses. The results reveal that higher levels of cultural and emotional intelligence are negatively associated with emotional exhaustion, while an increase in perceived organizational support reduces emotional exhaustion. Emotional exhaustion was found to be linked to higher error rates and lower task performance. The mediation analyses showed that emotional exhaustion mediated the relationship between cultural intelligence, emotional intelligence, and perceived organizational support and both task performance and error reduction. Furthermore, cognitive diversity moderated the relationships between cultural intelligence and emotional exhaustion, as well as between emotional intelligence and emotional exhaustion. These findings underscore the critical roles of cultural and emotional intelligence, along with organizational support, in mitigating emotional exhaustion, reducing errors, and enhancing task performance, while emphasizing the importance of cognitive diversity in shaping organizational outcomes.
This paper explores the intellectual landscape of African international communication scholarship through a thematic and methodological synthesis. It examines the evolution of global communication within the African context, highlighting significant themes such as globalization, media representation, de-westernization, and the role of technology in shaping communication practices. The paper identifies key trends and gaps in the literature by analyzing various scholarly works and interviews with academics, emphasizing African scholars’ unique challenges and opportunities. Methodologically, the study employs a mixed-methods approach to map the scholarly discourse. It analyzes publications from academic journals and assesses the methodological rigor and theoretical frameworks utilized in the field. Conversely, this study is grounded in multiple comprehensive theoretical perspectives, including Afrocentricity, Decoloniality, and the Sociology of Knowledge, which collectively enrich the understanding of African international communication scholarship. The findings reveal a growing body of work that interrogates the dynamics of power, agency, and representation in African communication contexts yet underscores the need for more localized methodologies and interdisciplinary approaches. This synthesis contributes to a deeper understanding of African international communication scholarship and calls for a reconceptualization of research priorities that reflect the continent's diverse realities. Ultimately, the paper advocates for increased collaboration among academics and practitioners to foster a more inclusive and representative communication scholarship that addresses both local and global issues effectively. Through this exploration, the study aims to provide a foundation for future research, encouraging the development of innovative frameworks that resonate with Africa's unique socio-cultural environment.
Shared governance through popular participation and social oversight represents a significant challenge and opportunity in combating corruption and enhancing public policy effectiveness. This study, which involved a survey of 35 interviews with students from Peru and Venezuela (University Mayor de San Marcos, Lima y University Carabolo, Valencia) and employed Structural Equation Modeling, proposed a theoretical model titled Popular Participation and Cultural Chage to reduce Corruption -PMRC. Considering Venezuela's position as one of the largest oil producers in the world, the research focused on the following central question: What is the impact of Venezuelans' social participation in public policies related to gasoline supply? Despite receiving financial aid from China and Russia to support both the public and private sectors, the Venezuelan government charges 0.035 per liter. The study's key conclusion is that the governments of Venezuela and Peru are exploiting societal ignorance by closing educational institutions and restricting access to comprehensive knowledge, limiting citizens to only basic information. The research model suggests that promoting knowledge-sharing within society and with other nations holds transformative potential for national cultural change, ultimately contributing to the reduction of corruption. The study emphasizes that combating corruption requires shifting from a purely legalistic approach to fostering an ethical cultural transformation, beginning with exemplary governance practices.
The psychological mechanisms underlying process-control effects—the tendency to evaluate a decision-making process more favorably when given an opportunity to express one's views before the decision is made—were examined. The hypothesis was that process-control effects would disappear for the favorable component of an outcome. This pattern was confirmed in a survey of Hong Kong citizens who were affected by a new subway-fare scheme. Several critical conditions that may qualify process-control effects were also tested. For perceived procedural fairness, the belief that citizens' views were considered and that the subway authority acted in good faith were found to be critical factors. For distributive fairness and reactions to the new fare scheme, the perceived favorableness of the new fare scheme was the critical factor. Implications of these findings for theories of procedural justice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Argues that the typical psychometric model of human intelligence is limited because the database fails to take account of the many manifestations of intelligent behavior that are displayed in the world outside the testing room. It is contended that data for factor-analytic studies of intelligence are generally restricted to scores on academic tests that employ only the multiple-choice format and are administered under standard conditions. A review of research studies involving tests that simulate real-world problem situations suggests that the cognitive processes involved in taking a test are influenced not only by test format but also by the situation or setting in which the test is administered and by such personal characteristics as the examinee's level of expertise. It is proposed that the structure of intelligence of the future may not be a static model, but one that varies as subjects change and as circumstances are altered. (35 ref)