Exploring the limits of mindfulness during the COVID-19 pandemic: qualitative evidence from African context

Purpose

This paper is one of the first studies to examine specificities, including limits of mindfulness at work in an African organisational context, whilst dealing with the ongoing COVID-19 pandemic. It specifically addresses the role of organisational and managerial support systems in restoring employee wellbeing, social connectedness and attachment to their organisations, in order to overcome the exclusion caused by the ongoing pandemic.

Design/methodology/approach

The study uses a qualitative research methodology that includes interviews as the main data source. The sample comprises of 20 entrepreneurs (organisational leaders) from Ghana and Nigeria.

Findings

The authors found that COVID-19-induced worries restricted the practice of mindfulness, and this was prevalent at the peak of the pandemic, particularly due to very tough economic conditions caused by reduction in salaries, and intensified by pre-existing general economic and social insecurities, and institutional voids in Africa. This aspect further resulted in lack of engagement and lack of commitment, which affected overall team performance and restricted employees’ mindfulness at work. Hence, quietness by employees even though can be linked to mindfulness was linked to larger psychological stress that they were facing. The authors also found leaders/manager’s emotional intelligence, social skills and organisational support systems to be helpful in such circumstances. However, their effectiveness varied among the cases.

Originality/value

This paper is one of the first studies to establish a link between the COVID-19 pandemic and mindfulness limitations. Moreover, it is a pioneering study specifically highlighting the damaging impact of COVID-19-induced concerns on leader–member exchange (LMX) and team–member exchange (TMX) relationships, particularly in the African context. It further brings in a unique discussion on the mitigating mechanisms of such COVID-19-induced concerns in organisations and highlights the roles of manager’s/leader’s emotional intelligence, social skills and supportive intervention patterns. Finally, the authors offer an in-depth assessment of the effectiveness of organisational interventions and supportive relational systems in restoring social connectedness following a social exclusion caused by COVID-19-induced worries.

Developing intercultural competence through a cultural metacognition-featured instructional design in English as a foreign language classrooms

The soaring demand for intercultural competence (IC) in the globalized world has made it a key concern in foreign language education. Most existing training on IC has often focused on providing immersive intercultural experiences, equipping learners with cultural knowledge, and simulating intercultural situations. However, some of these approaches may not be feasible in English as a foreign language (EFL) classrooms, nor are they effective to prepare learners to cope with the complexities and uncertainties in novel intercultural situations unless there specifically involves higher-order thinking. Thus, this study took a perspective of cultural metacognition and examined whether and how could an instructional design that highlighted cultural metacognition facilitate learners' IC development in an EFL classroom at the tertiary level in Chinese mainland. Fifty-eight undergraduate students enrolled in an English Listening, Viewing, and Speaking course were involved in the instruction, and questionnaires and focus groups were employed for the data collection. A paired sample t-test revealed that there was a significant enhancement in students' intercultural competence in terms of affective, metacognitive, and behavioral dimensions, but not in the knowledge dimension. Thematic analysis indicated that the instructional design was effective in supporting students' intentional knowledge acquiring, developing positive intercultural attitudes, and promoting the translation of cognition into actions. The findings thus confirmed that the instructional design featuring cultural metacognition can be used in domestic EFL contexts, such as College English classrooms at the tertiary level in Chinese mainland, as an effective way of enhancing learners' IC. This study also offered additional evidence of how students' IC development was achieved through a range of metacognitive processes, which may provide implications for teachers to design their IC instructions in similar EFL educational settings.

The Relevance of Social Intelligence for Effective Optimization of Retirement and Successful Ageing

Retirement is a psycho social process. It refers to the phase of life when a person leaves his job and withdraws from active working life. Proper optimization of retirement is only possible when a person has pre planned his life with proper finances and saving or the government is providing him with a lot of social security benefits. However, such conditions rarely occur as a person is preoccupied in his pre retirement phases. But proper optimization of retirement can also take place when a person has high social intelligence which affects physical and mental health. Hence, this paper is an endeavor to look into the relevance of social intelligence which helps the people in their retirement process in the people. Thus, a survey was done to find the level of Social Intelligence in the people who are ageing and are going to be retired soon. Around 252 people between 55 to 70 years were studied from Delhi and NCR. The result indicated that middle aged and just retired people had high social intelligence as compared to older adults and the former were also able to optimize their retirement effectively for successful ageing. The older adults were not able to cope up with the various issues of retirement due to low social intelligence. Hence, further studies can be carried out to design proper training for enhancement of social intelligence in aged people for their effective optimization of retirement.

Performing in diverse settings: A diversity, equity, and inclusion approach to culture

Diversity, equity, and inclusion (DEI) are being built into the fabric of today’s organizations, and utilizing such a lens is vital to understanding cross-cultural performance. Yet, most of the culture and diversity literature has grown in silos and is therefore not leveraging the many benefits that their integration could provide. To counter this gap, we advance a theoretical framework featuring a new definition of cross-cultural performance (CCP) from a DEI perspective, as a new angle for doing work across cultures. Specifically, CCP is defined as the integration of multiple cultural perspectives of individuals who work together with the goal of enabling a diverse, inclusive, and equitable work environment. By applying the DEI lens to CCP, we elevate the meaning of performance due to added consideration of compositional differences, the possible barriers to employees’ success, and the extent to which others’ perspectives are indeed valued. Accordingly, our framework identifies three main components of CCP: catalyzing cultural differences, taking part in engaging communication, and promoting allyship activities. Furthermore, we specify emotional management as the glue of these three components, and key outcomes at different levels of analysis. Last, we discuss the implications of our framework to both theory and practice as well as directions for future research.

Assessing cross-cultural performance: beyond just “being there”, revisited

As a review of the literature, this paper highlights how three dimensions - task performance, skill development, and cross-cultural adjustment, have been used to understand cross-cultural performance. With respect to task performance, two criteria should be measured for all those working cross-culturally, including remote or virtual cross-cultural work: (1) how accurately employees read the unique contextual demands of a cross-cultural context and (2) how effectively they respond given the contextual and strategic demands of the task. Focusing on development of cross-cultural competencies as a performance goal we highlight the dimensions most important for assessment, focusing on self- and relationship management competencies. Regarding cross-cultural adjustment, we offer a more precise and nuanced approach which accounts for the person-environment fit in the context of working in cultural novelty.

Interpersonal Mindfulness, Intergroup Anxiety, and Intercultural Communication Effectiveness Among International Students Studying in Russia

In modern psychology, mindfulness is an important resource for psychological well-being and intergroup relations, but its role in intercultural communication effectiveness has not been sufficiently studied. This research aims to identify the interrelationship between interpersonal mindfulness, intergroup anxiety, and intercultural communication effectiveness among international students. The sample includes 337 (M_age = 22.93, SD = 3.11) international students (41.5% of females) from different countries studying in Russian Universities. Interpersonal mindfulness was measured using the Interpersonal Mindfulness Scale, Intergroup anxiety using ten items adapted from Stephan and Stephan and used in Gudykunst and Nishida, and Intercultural communication effectiveness using the eight items adapted from Gudykunst’s Perceived Effectiveness of Communication measure. Descriptive analysis, correlations, and mediation analyses were used to process the data. The research findings showed that interpersonal mindfulness has both a direct effect on intercultural communication effectiveness and a mediation effect on intercultural communication effectiveness through intergroup anxiety among the international students.

Cultural intelligence in the choice of international assignments

We investigated the relationship between expatriate candidates' cultural intelligence (CQ) and organizational attractiveness, and examined the moderating role of the host location as a boundary condition of this relationship. Korean participants (N = 407) randomly took one of two assignment locations (Vietnam or US) and answered questions on individual ability in acceptance of cultures, and willingness to be assigned to an expatriate position in each location. Results show that CQ was positively related to organizational attractiveness, and applicants with high CQ were more positive in their choice of an assignment in Vietnam (vs. US). Therefore, to recruit talented expatriates to emerging countries, in particular, managers should consider the CQ of expatriate candidates.

Mindfulness in Intercultural Communication: A Qualitative Analysis Experience

The study of intercultural communication has recently become one of the topical issues in the psychology of intergroup relations, intercultural communication and social psychology. Intercultural communication is considered within the framework of communication theory and describes the features and mechanisms underlying effective communication. The integrative communication model, previously described by the authors of this article, made it necessary to test the role of mindfulness in intercultural communication. The aim of this research is to analyze the contribution of mindfulness to the situation of intercultural interaction using qualitative research methods. The research was carried out based on the theoretical model of interpersonal mindfulness described at the following levels: (1) concentration on the present, presence; (2) attentive awareness of both oneself and the other; (3) acceptance of the other without condemnation, and (4) inhibition of automatic responses. Using the method of in-depth interviews and subsequent thematic and phenomenological data analysis, the authors were able to describe the mechanisms of mindfulness in intercultural communication in general and at each of the four analytical levels separately. The data obtained as a result of the analysis made it possible to reveal the content of each of the levels of mindfulness. Conclusions were also made about the content of the goals and values of intercultural communication, the motives for specific practices in the life and communication of informants. Methods for controlling reactivity in a situation of uncertainty in intercultural communication were analyzed and the roles of attitudes towards accepting the other without condemnation were described. The results of this study can serve as a basis for the development of an integrative model that will describe the role of anxiety and uncertainty in intercultural communication and allow the data to be operationalized into measuring scales for quantitative research in the field of assessing the role of mindfulness in intercultural communication.

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

Purpose

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.

Design/methodology/approach

The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.

Findings

This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.

Originality/value

In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

Cultural learning process: lesson from microhistory

Purpose

The purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938.

Design/methodology/approach

This study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena.

Findings

This paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby’s CQ development, which was a time-consuming process.

Originality/value

The study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs.

Variables Associated With Negotiation Effectiveness: The Role of Mindfulness

Negotiation is the main mean of conflict resolution. Despite its capital importance, little is known about influencing variables or effective interventions. Mindfulness has shown to improve subjects’ performance in different settings but until now, no study has shown its impact in negotiation. The aim of this study is to analyze which variables are associated with effectiveness and to determine if meditators are more effective in negotiation. A cross-sectional descriptive study was carried out. The study variables were: socio-demographic variables, negotiation effectiveness (Negotiation Effectiveness Questionnaire), mindfulness (Five Facets of Mindfulness Questionnaire), emotional intelligence (Trait Meta-Mood Scale Questionnaire), personality (NEO-FFI personality inventory), motivation (McClelland Questionnaire), and negotiation style (Rahim Organizational Conflict Inventory-II). A correlational study and a multivariate model were developed. Negotiation effectiveness was associated with age, mindfulness, emotional intelligence, extraversion, openness, conscientiousness, achievement motivation, integrating, dominating, and compromising negotiation styles and inversely correlated toward neuroticism. The effectiveness of the negotiation is explained by the variables clarity, age, conscientiousness, dominating, and compromising style. Meditators were found to be more effective than non-meditators.

Moderating role of addiction to social media usage in managing cultural intelligence and cultural identity change

Purpose

This paper aims to investigate the adverse effects of addiction to social media usage on expatriates' cultural identity change in cross-cultural settings.

Design/methodology/approach

A questionnaire survey was conducted in two public universities in China. Among the questionnaires distributed, 333 useful responses were obtained from international students for data analysis.

Findings

Regression results show addiction to social media usage exerts adverse effects by negatively moderating the relationship between associations with locals and the three dimensions of cultural intelligence. Addiction to social media usage impairs expatriates from developing cultural intelligence from associations with locals, which in turn affects their cultural identity change.

Research limitations/implications

Research findings suggest that expatriates, administrators and educators should be highly aware of the adverse effects of addiction to social media usage in complex cross-cultural settings wherein expatriates are more dependent on information technology. The important role of cultural intelligence should also be highlighted for its bridging role in managing cultural identity change for acculturation purpose. No causal relationships between variables can be established considering the cross-sectional design of the research. Longitudinal or experimental design could be a promising methodology for future efforts.

Originality/value

The current research contributes to the knowledge on information management applied to cross-cultural settings. The present study combines an IT contingent view with cross-cultural study to explore the adverse effects of addiction to social media usage on the development of expatriates' cultural intelligence from associations with locals, thereby influencing cultural identity change. The research provides new perspectives to expand the nomological framework of cross-cultural studies by combining the enabling roles of information technology.

Individual bicultural identity and cultural intelligence

Purpose

This paper aims to examine the relationship between individual bicultural identity and attitudes toward diversity. The authors also theorize and test the mechanism through which individual bicultural identity will be more likely to result in positive attitudes toward diversity.

Design/methodology/approach

The authors collected survey data drawing from two different samples and two different measures of attitudes toward diversity. To test the hypotheses, the authors conducted structural equation modeling analyses.

Findings

The authors found that individual bicultural identity increases positive attitudes toward diversity and cultural intelligence partially mediates this relationship. Individual bicultural identity increases positive attitudes to others not necessarily known to us.

Originality/value

The authors integrate the cultural intelligence framework and the common in-group identity model in assessing the role of cultural intelligence in both individual bicultural identity and attitudes toward diversity.

The contribution of cultural intelligence to the interaction involvement and performance of call center agents in cross-cultural communication

Purpose

This paper aims to investigate the contribution of cultural intelligence (CQ) to the interaction involvement and job performance of call center agents in the Philippines.

Design/methodology/approach

Data were collected from 213 call center agents from five business process outsourcing firms in the Philippines. Partial least squares structural equation modeling was used for data analysis.

Findings

CQ was found to be positively associated with the quality of interaction involvement and job performance of the call center agents. Moreover, the positive contribution of CQ to interaction involvement and job performance was significantly greater for those that had less call center work experience than those that had more work experience.

Originality/value

This study indicates that CQ not only matters in face-to-face communication but also is beneficial for non-personal communication, as with telephone conversation for example. In addition, this study showed new evidence –possessing high CQ tends to be more beneficial for agents that have less work experience.

Perceptions of intercultural competence and institutional intercultural inclusiveness among first year medical students: a 4-year study

BACKGROUND

This study sought to examine the awareness/perception of intercultural competence and institutional intercultural inclusiveness among first year students at an Australian medical school over four consecutive years (2014-2017); to identify existing gaps in the curriculum and proffer recommendations.

METHODS

The study employed an adapted 20-item questionnaire for data collection. The reliability and interrelations of the survey items were examined. Descriptive statistics was used to examine students' perceptions, while Mann-U Whitney and Kruskal-Wallis tests were used to assess items scores in relation to participant characteristics.

RESULTS

Over the 4 years of study, there were 520 respondents with between 53 to 69% response rates per year. Cronbach's alpha for the instrument was 0.88 and factor analysis showed all items loading strongly on two components. Participants' mean score on self-reported intercultural competence levels ranged from 3.8-4.6 out of 5; indicating relatively high awareness, valuing and understanding of cultural differences among this group of students. However, their mean scores (3.4-4.2) for institutional intercultural inclusiveness were slightly lower.

CONCLUSION

The instrument used in this study is effective in assessing level of intercultural competence among medical students. However, the results highlight the need for increased institutional support and professional development for faculty members to foster institutional intercultural inclusiveness.

Cultural intelligence effects on expatriates’ adjustment and turnover intentions in Mainland China

Purpose

Expatriates’ cross-cultural adjustment is one of the crucial factors for multi-national corporations’ (MNCs’) global success, which if neglected can lead to poor performance and increased turnover rates. On the other hand, cultural intelligence (CQ) is an important perspective for understanding international business success. Utilizing a relatively large sample of foreign professionals (n = 402) working in Mainland China, this study aims to test the effects of cultural intelligence on expatriates’ cross-cultural adjustment and their turnover intentions.

Design/methodology/approach

Data were collected via a cross-sectional survey, and the hierarchical multiple regression technique was used to test the hypotheses. The facets of cross-cultural adjustment were treated as potential predictors of turnover intentions and mediators in the relationship between CQ and turnover intentions.

Findings

With the exception of CQ-behavioral, the other three dimensions of CQ had varying positive effects on the three facets of expatriates’ cross-cultural adjustment. When the variable of turnover intentions was regressed on the four dimensions of CQ, the motivational dimension was the only predictor. Also, general and work adjustment facets had strong effects on turnover intentions, thus when they entered in the third step after CQ-motivational, they provided full mediation.

Practical implications

Given the strong and positive effects of all CQ dimensions on all facets of cross-cultural adjustment, MNCs should assess and select individuals with high CQ levels for international assignments. Based on the correlations of the control variables, age and level of education, MNCs should keep an eye on those who are young and those with higher levels of education as they are more likely to leave their international assignments prematurely. Expatriates themselves should set long-term personal plans for acquiring the needed cultural knowledge.

Originality/value

This research extends the relationship between CQ and cross-cultural adjustment to expatriates’ turnover intentions, a very costly problem for MNCs, yet barely researched in the context of CQ. This study also extends the geographical validity of CQ to Mainland China, a very lucrative market for global MNCs, yet a challenge for Western expatriates in particular.

The Roles of Social Complexity Belief and Perceived Contact Characteristics in Cultural Intelligence Development Among Individuals Receiving Contact-Based Training

Contact-based cross-cultural training (CCT) is essential in cultural intelligence (CQ) development; however, little is known about how individual differences and training characteristics influence CQ development. This work argues that in the context of contact-based CCT, a participant’s social complexity belief predicts the perception of disconfirmation in culturally shaped expectations, and ultimately his or her CQ development. Furthermore, using person–situation interactionist research, this study explores the interaction of social complexity belief with perceived optimal contact characteristics: common goals, personalized contact, equal status, and support of authorities. The hypotheses were tested in a pre- and postdesign study involving 174 management students who participated in a multiweek contact-based CCT. The results reveal that social complexity belief is positively associated with CQ development and that the perception of disconfirmation mediates this relationship. The perception of common goals by a CCT participant during contact attenuates the positive effect of his or her social complexity belief on the perception of disconfirmation. These findings highlight the importance of considering individual differences and training characteristics in CCT design and selection.

The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching

Orientation: Research on cultural intelligence (CQ) is increasingly used to evaluate, explain and predict the cross-cultural efficacy of management behaviour in everyday cross-cultural interactions. However, there is limited evidence in cross-cultural coaching of the use of a CQ-based approach incorporating metacognition and experiential learning theory (ELT).Research purpose: This article explored the theoretical linkages, benefits and directions of CQ for enhancing cross-cultural coaching.Motivation for the study: Exploration of theoretical perspectives of CQ for application in cross-cultural coaching.Research design, approach and method: A critical interpretative synthesis research methodology was employed to identify and study key concepts. The methodology is sensitive to the emergence of meaning in a diverse body of literature from adjacent disciplines.Main findings: This research suggests four findings motivating a CQ-based approach for cross-cultural coaching: firstly, the recognition of the use of metacognitive strategies in (cross-cultural) coaching; secondly, the usefulness of metacognition to cross-cultural coaching for grasping and transforming cultural experience and insights into culturally appropriate behaviour; thirdly, an understanding of the significance of suitability and predisposition of certain learning styles to cross-cultural learning effectiveness and lastly, acknowledging the importance of a heightened focus on the experiential learning process within the cross-cultural coaching engagement.Practical and managerial implications: Key concepts and insights from research on CQ have application in cross-cultural coaching in pursuit of the transformation of cultural awareness and insight into culturally appropriate behaviour.Contribution/value-add: This research motivates the use of a CQ-based approach incorporating metacognition and ELT to cross-cultural coaching.

Mindfulness and leadership flexibility

Purpose

In a context of great complexity, many authors have focused on the beneficial effects of leadership flexibility (Denison et al., 1995), a capacity theoretically associated with mindfulness. The purpose of this paper is to better understand the relationship between mindfulness and behavioral flexibility in leaders.

Design/methodology/approach

Data were collected from two samples: 100 active leaders from diverse economic sectors and 62 students pursuing an executive MBA degree.

Findings

The results show that mindfulness is positively associated with the overall score for leader flexibility, and with its two dualities: self-assertive and directive vs collaborative and supportive, and long-term strategy vs short-term execution. Specifically, four of the five dimensions of mindfulness (nonreactivity, nonjudging, acting with awareness and describing) were positively correlated with the overall flexibility score.

Practical implications

The results suggest that by developing mindfulness, managers might be better able to adapt their leadership style to the demands of different situations. To that end, interventions based on mindfulness are worthwhile options for use within organizations, particularly in the context of leadership development programs.

Originality/value

While most models of leadership assume a linear relationship between certain leadership behaviors and performance, other voices suggest that effective leaders need to possess great behavioral flexibility so that they can adapt with agility to the multiple needs of the people and situations around them. Few studies have examined the factors that may play a role in leadership flexibility.

Linking international experience and cultural intelligence development

Purpose

The purpose of this paper is to critically examine the literature on the relationship between international experience (IE) and cultural intelligence (CQ) development, and advocate for the utilization of theory to explain this relationship.

Design/methodology/approach

On the basis of the premise that CQ can be developed through IE, the authors review existing empirical research in regards to this relationship. The authors conducted a search of the main business, education, and psychology databases for articles published from 2003, the year when the CQ construct was introduced, through 2017. The search focused on studies where CQ was tested as a dependent variable or as a mediator between IE and a dependent variable, and resulted in 15 empirical articles and three book chapters.

Findings

A critical analysis of the relationship between IE and CQ reveals considerable variation and inconsistencies among findings within the extant empirical literature. The authors argue that this is mainly because most studies fail to apply a theory to explain the link between these two constructs. The authors draw from social learning theory (SLT) to illustrate how it can be utilized to detail the relationship between IE and CQ development. The authors also suggest how future research can advance the understanding of this relationship, and outline the implications of such examinations for practice.

Originality/value

While substantive knowledge has been generated to understand CQ as an antecedent, the authors investigate CQ development as the dependent variable. The critical review of this literature identifies a specific weakness within previous research and the authors offer a way to resolve it. SLT, which views learning as being affected by both observation and experience, and includes attention, retention, and participative reproduction, is one potentially powerful tool that can explain why and how IE can lead to CQ development. This is a far more fine- grained and detailed approach to understanding and explaining the relationship between the two constructs than provided by previous studies.

Emotional and cultural intelligence in diverse workplaces: getting out of the box

Purpose

The purpose of this paper is to explore how cultural intelligence (CQ) and emotional intelligence (EI) can assist with navigating the complexities associated with diversity in the workplace.

Design/methodology/approach

This paper was developed through a comprehensive literature review related to the constructs of EI and CQ.

Findings

The authors focused on the conceptualization and evolution of the intelligence types as reflected in the literature, examine research that connects the intelligence types with issues of the workplace, and its contributions when used in a diverse workplace for improving organizational outcomes and access and inclusion of underrepresented cultural and social groups.

Originality/value

This paper explores the constructs of EQ and CQ and specifically the value the constructs may provide to individuals and organizations. Further, means of developing CQ and EI are discussed

Cultural intelligence and leadership style in the education sector

Purpose

Schools in UAE are multicultural in nature. In this context, cultural intelligence (CQ) is a tool, which can increase an individual’s ability to interact with people outside his/her culture. The purpose of this paper is to explore the perceptions of the school leaders regarding the key influences of cultural intelligence on their ability to adapt their leadership style in the Abu Dhabi Education Sector.

Design/methodology/approach

An extensive review of the literature was carried out to acknowledge the cultural intelligence and leadership style adaptability concepts. This research has adopted a qualitative method of inquiry. Data for the study have been collected from three focus groups with 14 schools leaders in the Emirate of Abu Dhabi.

Findings

This pilot study reveals that cultural intelligence has some influence on the school leaders’ ability to adapt their leadership style within a diverse work environment. This influence is complex in nature and multiple factors have been identified.

Research limitations/implications

The main limitations of this study are associated with the small sample size. Regarding the implications, while this study was conducted in a UAE cultural context, it can be extended to other Gulf countries. Future research should prompt educational leaders, administrators, students, and research academics to further consider the impact of cultural intelligence on leadership style.

Practical implications

This study contributes towards cultural intelligence literature. Schools should provide cultural training to managers before appointing them to leadership positions, which helps in understanding the culture which they are going to operate in, and effectively manage their drives, workforce, students, and the community.

Originality/value

The paper highlights six core factors that influence the ability of school leaders to adapt their leadership style in culturally diverse environments. These preliminary factors need to be examined further to validate the dimensions of leadership adaptability in various contexts.

Adaptation versus authenticity

Previous research on leader effectiveness in intercultural encounters has focused on the ‘cultural congruence proposition’ which indicates that leaders from one culture encountering followers from a different culture should modify their behaviour away from their own values towards the collective values of the followers in order to enhance their effectiveness. This proposition appears to contradict the basic tenets of authentic leadership theory which indicate that effective leaders align their behaviour strictly with their own values. This article proposes a theoretical model which draws upon each perspective and integrates them to reconcile this apparent conflict. The model suggests that effective cross-cultural leaders use both self-regulation and their cultural intelligence to engender optimum ratings from their followers.

Exploring cultural intelligence truths: A systematic review

Orientation: To identify and report on cultural intelligence truths.Research purpose: To explore cultural intelligence truths by means of a systematic review of the cultural intelligence literature.Motivation for the study: Cultural intelligence truths must be systemised if the business and academic communities are to derive optimal value from the diverse knowledge base.Research design, approach and method: The research was qualitative in nature, comprising a systematic literature review. The period covered was from 01 January 2002 to 31 May 2015. The final number of included studies was 76, representing 48 different journals. Cultural intelligence hypotheses were identified and thematically categorised. Validated hypotheses constituted truths (i.e. truth statements). Key findings are both reported and commented on.Main findings: Cultural intelligence hypotheses may be classified into 13 separate themes plus a ‘not categorised’ group. In total, 60% of the hypotheses on cultural intelligence have given rise to truth statements. Accordingly, there remains some divide between theorised cultural intelligence relationships and how these have played out under empirical investigation.Practical managerial/implications: Business professionals will find it easier to consume the cultural intelligence literature, thereby facilitating their understanding of how best to leverage the knowledge in equipping the workforce to function optimally in cross-cultural interfaces. Scholars will be better positioned to tailor the focus and structure of cultural intelligence studies going forward.Contribution: Cultural intelligence truths have been systematically identified, organised and reported on.

Leadership styles: The role of cultural intelligence

Orientation: Within both the South African context and abroad, leaders are increasingly being required to engage with staff members whose cultures differ from their own. As the attractiveness of different leadership styles varies in line with staff member cultural preferences, the challenge leaders face is that their behaviours may no longer be apposite. To this end, it is mostly unknown whether those leaders who are deemed culturally intelligent behave in a specific manner, that is, display the empowering and directive leadership styles.Research purpose: The purpose of this study was to explore the relationship between leader cultural intelligence and the empowering and directive styles of leadership, as perceived by subordinates.Motivation for the study: To operate successfully, leaders need to adopt and display those leadership styles that best match the cultural expectations of their staff members. Cultural intelligence may assist in this respect. Most of the studies on leader cultural intelligence and leadership styles have concentrated on the transformational leadership style. There is, thus, a requirement to examine how leader cultural intelligence relates to other leadership styles.Research design, approach and method: The study was quantitative in nature and made use of a cross-sectional survey design. Data were collected from 1140 staff members spread across 19 diverse organisations carrying on business activities in South Africa. Correlation and regression techniques were performed to identify relationships.Main findings: Leader cultural intelligence was found to have a stronger relationship with empowering leadership than it had with directive leadership. With empowering leadership, leader metacognitive and motivational cultural intelligence acted as important antecedents, whilst for directive leadership, leader’s motivational, cognitive and metacognitive cultural intelligence played a predictive part that carried a medium effect.Practical/managerial implications: The findings can be used by organisations to guide the selection of leaders and to focus initiatives for their development.Contribution and value-add: The study adds to the cultural intelligence and leadership literature by offering empirical evidence of the relationship between leader cultural intelligence and the empowering and directive leadership styles.

Not Just How Much You Know: Interactional Effect of Cultural Knowledge and Metacognition on Creativity in a Global Context

The ability to think and solve problems creatively in a multicultural environment is critical for success in the 21st century. Integrating research on creative cognition and cultural intelligence, we examine the interactional effects of two cognitive capabilities – cultural knowledge and cultural metacognition – on individuals’ creativity in multicultural teams. We propose that although cultural knowledge is useful for creativity, too much knowledge can be detrimental because of cognitive overload and entrenchment. This inverted U-shaped relationship however, is moderated by cultural metacognition. Results of our study support our hypothesis of an inverted U-shape relationship between cultural knowledge and creativity. As expected, we found that the curvilinear effect of cultural knowledge occurs only for individuals with low metacognition. For high cultural metacognition individuals, cultural knowledge has no effect on creativity. These findings offer new insights and practical implications for creativity in today's global environment.

Robustness and cross-cultural equivalence of the Cultural Intelligence Scale (CQS)

Purpose

The purpose of this paper is to assess the cross-cultural equivalence of the four-dimensional 20-item Cultural Intelligence Scale (CQS) and the two-dimensional 12-item cultural intelligence (CQ) short scale. Furthermore, the study elaborates on the results by discussing the differences between culturally equivalent and culturally non-equivalent items.

Design/methodology/approach

Data gathered from 607 students with a Chinese or Dutch background and mature international experience serve to test the cross-cultural equivalence of the CQS.

Findings

This study addresses the lack of clarity concerning the cross-cultural equivalence of the CQS in the extended domain of empirical research involving CQ. Furthermore, the consequences of the cultural equivalence tests are discussed.

Practical implications

Comparing CQ scores across cultures is only meaningful with the use of the adjusted, two-dimensional scale. Practitioners must be aware of the emic-etic character of the measurement instrument they use.

Originality/value

This study addresses the lack of clarity concerning the cross-cultural equivalence of the CQS in the extended domain of empirical research involving CQ. Furthermore, the consequences of the cultural equivalence tests are discussed.

Influence and Political Processes in Cyberspace

The ways team members choose to influence each other and the political processes that take place within the team have important implications for the team’s effectiveness. We present an exploratory investigation of the ways both phenomena occur in global virtual teams. Based on interviews with team members and managers, combined with existing knowledge of these processes, we present a preliminary model that includes familiarity, team centrality and task focus as variables mediating the relationship between the multicultural and virtual aspects of the teams and the use of influence and politics. Our findings also suggest that the use of hard influence tactics and political actions is milder in global virtual teams in relation to collocated teams.

Developing cross-cultural awareness through foreign immersion programs

Purpose

– The purpose of this paper is to investigate the efficacy of foreign immersion programs in terms of increasing cross-cultural awareness among university students in business, accounting, human resources and agriculture. The authors extrapolate from their population to the practice of developing business professionals on international assignments.

Design/methodology/approach

– This paper presents findings of a four-year, government-sponsored university exchange program involving 40 professional management and agriculture science students from four US and Brazilian top research universities who participated in a semester-long study abroad experience. Pre-departure and post-exchange data were collected using the well-established Intercultural Development Inventory (IDI). In addition, the authors collected academic performance data and verbal mid- and end-project personal assessments. Two of the authors of this paper served as project directors, the third as evaluation specialist.

Findings

– Despite intensive pre-departure preparation, in-country support and cultural immersion, the research subjects failed to attain significant and consistently higher levels of intercultural awareness. Students tended to overestimate their own level of cross-cultural competence both before and after the program. While students tended to perform well academically and voiced high levels of satisfaction with their own overseas stay, objective measures of cross-cultural awareness did not mirror these outcomes.

Research limitations/implications

– Multiple measures of cross-cultural competence exist, and it is possible that the development in areas other than those measured by the IDI did take place. It is also sensible to assume that cognitive development might take longer and was not captured by the post-test right after return.

Practical implications

– The paper suggests that cross-cultural development requires carefully designed interventions, feedback and mentoring/coaching. Simply sending individuals on overseas assignments, no matter how well prepared and supported by the institution, does not guarantee the development of multi-cultural attitudes and cognitive frames of mind.

Social Implications

– The development of cross-cultural competence has been described as a central concern for universities and workplaces alike. The burgeoning research literature on cross-cultural development reflects not only the importance of the topic but also the struggle to find effective pedagogical and andragogical approaches to fostering such development in university students, expatriate managers, working professionals and members of the workforce in general.

Originality/value

– The paper presents evaluation findings of a carefully designed and well-supported exchange program over a period of four years and involving three cohorts of students. These students are at the cusp of moving into the workplace, where many will assume professional and leadership positions in international settings. Given the high failure rate of international development and placement and the increasing global interconnectedness of academic and business organizations, the paper suggests the need for carefully designed and well-supported overseas programs to maximize cross-cultural development.

Measuring organizational cultural intelligence

This study presents a five-factor, 21-item measure of cultural intelligence (CQ), at the organizational level of analysis. This instrument builds on the conceptual model espoused by Ang and Inkpen (2008). The scale included items elicited through a literature review, the use of the Delphi technique with a panel of experts, and tested on 234 full-time employees of 10 North American nonprofit organizations. The five factors are: (a) leadership behavior, (b) adaptability, (c) training and development, (d) organizational intentionality, and (e) organizational inclusion. The findings of this study contribute to a small, but growing body of literature on organizational CQ not based on aggregate individual-level data or referent-shift data. The findings provide insights for both researchers and practitioners, and they have implications for leadership appointments and leadership development in organizations seeking to develop organizational CQ.

Measuring cultural intelligence (CQ)

Despite an increasing number of publications on cultural intelligence (CQ), the operationalization and conceptualization of this construct demand further attention. In this replication study among 308 experienced overseas Chinese respondents, a two-dimensional structure seems to better represent the data than the original four-dimensional CQ scale. The results of the analysis identify two new dimensions: internalized cultural knowledge and effective cultural flexibility, both of which exhibit satisfactory levels of reliability and validity. A series of regression analyses also provide assessments of the nomological validity of the new CQ dimensions in relation to their antecedents and consequences.

Cultural intelligence and mindfulness in two French banks operating in the US environment

Purpose

– The purpose of this paper is to develop the mindfulness construct in Thomas’ (2006) cultural intelligence (CQ) model and identify three mindfulness facets based on the mindfulness literature: empathy, open-mindedness and using all senses. Relationships among mindfulness, cross-cultural knowledge and cross-cultural behavioral ability are explored.

Design/methodology/approach

– A case study of two French banking institutions operating in the USA is used incorporating multiple sources of data: participant observations, primary public and private documentation sources, archival records, secondary data and open-ended interviews with a key informant.

Findings

– The two organizations showed similar emphasis on cross-cultural knowledge but differences in cross-cultural behavioral ability. These differences were traced to the posited mindfulness components of empathy, open-mindedness and using all senses.

Research limitations/implications

– The two-sample case only provides emerging evidence of the role of mindfulness in linking cross-cultural knowledge to behavioral ability and will require validation through empirical studies to test for significance of relationships among these CQ facets.

Practical implications

– Thomas’ (2006) CQ model and the authors’ understanding of its underlying mindfulness components provide insight in predicting cross-cultural potential of employees and designing customized employee training to help organizations meet the needs of a globally diverse workplace.

Social implications

– The development of mindfulness qualities should improve interactions among individuals in any organizational setting, with added benefit of bridging cross-cultural differences.

Originality/value

– This paper helps extend research on CQ facets using a qualitative method incorporating multiple sources of evidence to explore the mindfulness CQ construct.

Cultural intelligence of entrepreneurs and international network ties

Purpose

– This paper aimed to investigate whether the cultural intelligence (CQ) of entrepreneurs is associated with the quality of the relationships firms develop with foreign networks.

Design/methodology/approach

– The samples include small and medium manufacturing firms in Thailand. Data were collected with a self-administered questionnaire survey. A list of 1,000 firms was randomly selected from the directory of Thai exporters. A total of 129 surveys were returned. Partial least square regression was used to analyze the data.

Findings

– The results revealed a positive association between the CQ of entrepreneurs and the quality of the relationships that small and medium enterprises (SMEs) had with foreign customers, foreign suppliers and foreign competitors. The quality of the relationships was also associated positively with export performance. However, there was no significant evidence for the role of the quality of relationships with foreign competitors in export performance.

Research limitations/implications

– The use of cross-sectional data makes it difficult to claim causality between the constructs. Moreover, the CQ and export performance measures that use subjective evaluation may cause bias. The small sample size also limits the generalizability of the results.

Practical implications

– The results suggested that CQ is a key capability entrepreneurs must develop to conduct business more successfully in foreign markets.

Social implications

– Because SMEs are considered a key driver of a country’s economic development, CQ training could be an important choice on which the government should focus. Furthermore, as the world economy is more integrated, CQ training can significantly help people improve cross-cultural communication skills which are essential for them to be successful in today’s globalized economy.

Originality/value

– Despite the increasing popularity of CQ research, evidence for its contribution to the ability of entrepreneurs to develop good relationships with foreign firms is lacking. The main contribution of this study is to bridge this research gap by providing empirical evidence.

Assessing cultural intelligence, personality and identity amongst young white Afrikaans-speaking students: A preliminary study

Orientation: Cultural intelligence (CQ) is a relatively new construct to academia that has recently gained increasing attention. Its relevance in a multicultural context like South Africa is apparent since cultural interaction between different ethnic groups is unavoidable.Research purpose: The objective of this research is to determine the relationship between personality, identity and CQ amongst young Afrikaans-speaking South Africans.Research approach, design and method: A quantitative research design was used in this study. This study was cross-sectional in nature. For the purpose of this study, a sample of young South African university students (N = 252) was used. The personal identity subscale from the Erickson Psychosocial Stage Inventory, the Multi-Ethnic Identity Measure, the Religious Identity Short Scale, the South African Personality Inventory questionnaire and the Four Factor Model of Cultural Intelligence Scale were applied as the measuring instruments.Main findings: Religious identity and ethnic identity have a relationship with cognitive CQ. Soft-heartedness and conscientiousness have a relationship with behavioural CQ. Also, soft-heartedness, facilitating, extroversion and religious identity have a relationship with motivational CQ.Practical/managerial implications: Organisations within South Africa will gain a better understanding of CQ and the benefits of having a culturally intelligent workforce as a strengths-based approach. Culturally intelligent employees will be able to adjust to working with co-workers from another culture, not feel threatened when interacting with co-workers and clients and be able to transfer knowledge from one culture to another, which will aid the organisation in completing overseas assignments, cross-cultural decision-making, leadership in multicultural environments and managing international careers.Contribution/value-add: CQ is a relatively new concept and empirical research on positive subjects is still very limited. Research on personality, identity and CQ within the South African context is still very limited. Therefore, this study will contribute to literature on positive psychology and cultural intelligence.

Organizational Cultural Intelligence: A Competitive Capability for Strategic Alliances in the International Construction Industry

Cultural intelligence (CQ) on the organizational level is an organization's capacity to reconfigure its capability to function and manage effectively in culturally diverse environments and to gain and sustain its competitive advantages. This study aims to present a model, examining how organizational CQ through competitiveness framework might potentially affect the strategic alliancing ability of contracting firms operating abroad. The research involves a questionnaire survey conducted with the contracting firms. The research findings support the contracting firms leveraging their cultural intelligence as their main cross-cultural competence for establishing and increasing the performance of international strategic alliances.

Working in the “Global Village”: The Influence of Cultural Intelligence on the Intention to Work Abroad

Firms' international activities require an early identification of potential employees with an intention to work abroad. Based on social cognitive theory the current study examines the influence of prior international exposure and cultural intelligence on the individual intention to work abroad. In particular, we examine the influence of language skills, international experience, and networks abroad on the intention to work abroad through cultural intelligence and the moderating role of cultural distance on this mediated relationship. Utilizing a sample of 518 German business students we show that networks abroad have a direct influence on the intention to work abroad, while cultural intelligence fully mediates the relationship between language skills as well as international experience and the intention to work abroad. Cultural distance moderates this mediation for two of the four cultural intelligence dimensions.

Cultural exposure, emotional intelligence, and cultural intelligence

This study examines the influence of cultural exposure on emotional intelligence and cultural intelligence. Because of the importance of international experience in organizations, and the ease of travel, understanding the impact of exposure to other cultures is critical. In this study, cultural exposure is examined in a variety of ways, such as a binary measure, breadth measure, and depth measure, as well as the interaction between breadth and depth. The sample included 485 participants from a large university in the northeast part of the United States. Regression analysis was conducted and findings indicated that cultural exposure in all forms had an impact on cultural intelligence, while it did not have an impact on emotional intelligence.