The Development of Cultural Intelligence in Situated Learning

Abstract

The development of Cultural Intelligence (CQ) is fundamental for individuals who cross geographic and cultural boundaries to work or to study. Several studies state that the development of Cultural Intelligence (CQ) occurs mainly through the experiences of individuals in contact with other cultures, but there are few studies that demonstrate how this occurs throughout an intercultural experience. This study aims to analyze how the development of Cultural Intelligence (CQ) occurs in situated learning. The research method employed was Netnography, involving the monitoring of an online community (created through a mobile application) composed of 12 undergraduate management students during an international exchange, in different countries. The application allowed the daily monitoring of students through their video, text and photo posts and chat interactions. Three rounds of interviews were also held, one at the beginning of the exchange, one during the exchange, and one after its completion, to understand the Cultural Intelligence (CQ) development process. The main results indicate that the development of Cultural Intelligence (CQ) occurred especially in everyday activities and intercultural interactions not only with local foreigners, but also with foreigners of various nationalities and, mostly, outside the academic environment. The importance of close relationships, friendship, and the materiality of culture are elements that also stand out in the process of situated learning developing Cultural Intelligence (CQ) dimensions, especially the motivational and cognitive dimensions.