Cultural Intelligence Scale Research Articles

AN EMPIRICAL VERIFICATION OF THE SCALE TO MEASURE INTRA-CULTURAL ACCULTURALIZATION IN US ENTERPRISES

ABSTRACT Since its development by Ang et al. (2007) the use of the Cultural Intelligence Scale has rapidly increased due to its ability to analyze inter-cultural acculturalization processes. However, there is a paucity in the literature for the intra-cultural acculturalization processes. This paper will expand the understanding of subculture cultural intelligence by testing the psychometric properties of the Cultural Intelligence Scale. Further, the purpose of this research is to review and test the consistency and legitimacy of the scale when it is used to measure the ability of individuals to acculturate into majority cultures. Allowing for expansion into subculture research, which would further the research stream of acculturation processes. This study, an analysis of intra-cultural acculturalization process, used African American graduates from Historically Black Colleges and Universities (HBCUs), that were currently working in predominately white organizations. The study used 243 individuals and found that all four of the sub dimensions were unidimensional, factor loadings were above 0.7, and that the sub dimensions were reliable individually and as a composite variable. Study results further show an improved outcome of the complete Cultural Intelligence Scale when refined. It reflects that all of the sub dimensions exceed the threshold for Average Variance Extracted. Suggesting that it would be a better measure of the intra-cultural acculturation processes than the inter-cultural scale to measure acculturalization of the sub cultures. Hence, we could use the original scale to measure inter-cultural acculturalization process and the purified scale to measure intra-cultural acculturalization process. The remainder of the paper identifies the limitations of the study and discusses future research opportunities. Keywords Culture; Subculture; Acculturation; Cultural Intelligence; Inter-cultural; Intra-cultural; Unidimensionality

Kecerdasan Budaya dan Gaya Belajar Mahasiswa yang Merantau di DKI Jakarta

Indonesia is a developing country with an uneven educational infrastructure development. It impacts the number of students from rural areas to big cities to get a decent education. Many of those students are experiencing difficulties when entering a new culture, thus disrupting their adjustment, especially in learning styles. The purpose of this study is to investigate any possible correlation between cultural intelligence and Grasha learning style. Participants in this study were 121 students in DKI Jakarta. Cultural Intelligence Scale and Grasha-Riecment Learning Scale Style were used as instruments in this study. Using regression analysis, it was found that 2 of 6 learning style (Collaborative learning style and Independent learning style) were found to have significant role in Cultural Intelligents.

The Mismeasure of Culture Self-Report Questionnaires and Positivist Analysis in Intercultural Communication Research

The use of self-report questionnaires has been one of the most prevalent methods of data collection in Intercultural Communication research since as early as the 1950s. Yet, the method has received widespread criticism from a range of academic disciplines. For the field of Intercultural Communication, there is the added concern that self-report data and its epistemological companion, quantitative analysis, succeed only in reducing complex intercultural issues to an overly-simplistic numerical summary. Despite these criticisms, the number and influence of self-report questionnaires in Intercultural Communication research continues to grow. Therefore, this paper seeks to remind researchers of the many problems existing when asking respondents to self-report on complex intercultural issues. By way of an example, Ang et al’s (2007) Cultural Intelligence Scale (CQS) will be analysed through a critically interpretive approach.

The Cross-Cultural Competence Inventory: Validity and psychometric properties of the Polish adaptation.

BackgroundDue to changes in Polish society resulting from a significant inflow of immigrants to Poland, the need to develop the cultural competences of various professional groups who have contact with immigrants in their work has increased. These groups should include healthcare professionals, especially because of the significant increase in the number of culturally diverse patients. Therefore, medical education in Poland has had to rapidly adapt to this novel situation. For instance, the teaching process should be now more focused on the development and evaluation of the cultural competences of prospective health care workers. However, there is still a lack of standardized, valid and reliable instruments to assess cross-cultural competences among healthcare professionals. The purpose of the present paper was to describe, for the first time, the translation, adaptation, and psychometric evaluation of the Polish version of the Cross-Cultural Competence Inventory.MethodsAcross two studies, we examined psychometric properties of the Cross-Cultural Competence Inventory (CCCI) such as reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first study, 408 participants (75% were healthcare professionals) completed the Polish version of the CCCI and the Positive/Negative Attitude Towards Culturally Divergent People Questionnaire. In the second study, 317 participants (97% were healthcare professionals) completed the CCCI twice, with an interval of at least 22 days. In addition, across two study sessions, participants completed questionnaires constructed to measure (a) cultural intelligence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, and (g) personality. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the CCCI during a one-session study.ResultsOur findings confirm the reliability and validity of the CCCI. More precisely, in study 1 we proved the theoretical validity and reliability (i.e. internal consistency) of the CCCI. While the assumed structure did not fit the data well, all items were significantly related to the general factor, thus providing strong support for the usage of the total score of the CCCI. In study 2, we additionally estimated the test-retest reliability and theoretical, criterion and convergent validity. Across two studies we were able to successfully confirm these psychometric properties. The reliability was satisfactory and ranged from .83 to .86. We also observed a high and significant positive correlation between CCCI and the Cultural Intelligence Scale, which measures a concept similar to the one measured by CCCI. In addition, a significant relationship between intercultural competences (CCCI) and other variables such as personality, empathic sensitivity, emotional intelligence, self-esteem (positive correlations) and the need for cognitive closure (mainly negative correlation) were demonstrated.ConclusionsThe obtained results support the usage of the CCCI questionnaire in scientific research, such as, for example, among healthcare professionals (nurses, doctors) and students of medical fields (nursing, medicine).

On the Factors Influencing EFL Students’ Intercultural Competence

Abstract Cultural intelligence (CQ) as a micro-level construct describing intercultural competence has garnered growing attention in academic literature recently, resulting in an increase in research. This paper reports on the empirical research which, using as a survey instrument the Cultural Intelligence Scale (CQS) developed by Earley and Ang (2003), examined intercultural competencies of Polish EFL students at the tertiary education, measured by the level of CQ. In addition, the investigation aimed to analyze whether individual difference variables such as gender, educational level, linguistic proficiency, multilingualism, motivation to study English, and study abroad experience are significant predictors of students’ level of CQ. The results show that the respondents’ intercultural competence has been developed only to a small degree. Further, CQ is positively related to gender, educational level, foreign language proficiency, the number of foreign languages known, motivation to study English, and study abroad experience. Some practical applications of the study findings for the Polish tertiary education have been presented.

Comparative study of Third Culture Individuals (TCI) and non-Third Culture Individuals in relation to Cultural Intelligence

Third Culture Individuals (TCIs) are individuals who spent a significant part of their developmental years outside of their passport country, often associated with having cultural intelligence and intercultural communication competence. While TCIs are naturally exposed to various cultures as a result of their mobility, non-TCIs do not necessarily share the same traits and experiences growing up. However due to globalization this may no longer be the case and may perhaps be the reason why despite the differences, TCI and non-TCIs are similar in some way. TCIs are known for their ability to be accepting of different cultures; a characteristic often associated with cultural intelligence, from this it can be assumed that TCIs have a higher level of Cultural Intelligence than non-TCIs. So far there hasn’t been sufficient research regarding TCIs in general, which also applies in theIndonesian context. This study compares the level of Cultural Intelligence of both Indonesian TCIs and non-TCIs through a quantitate research using the Cultural Intelligence (CQ) scale thatmeasures four dimensions; metacognitive, cognitive, motivational and behavioral. Data in this research were gathered from an online survey, from a total of 140 Indonesian TCI and non-TCI respondents that are currently living in Indonesia. Results showed that TCI samples have a higher level of Cultural Intelligence than non-TCIs, with motivational CQ being the dimension scored highest for both TCI and non-TCI samples.

Study on Relationship between Cultural Intelligence Level and Academic Self-Efficacy of Undergrads

Aim of this study is to determine the relationship between cultural intelligence and academic self-efficacy of undergrads, in terms of different variables. A total of 169 people, (101 male/68 female) participated in the research. Cultural Intelligence Scale and Academic Self-Efficacy Scale were used in the research. Mann-Whitney U test was used for paired comparisons and Kruskal Wallis H test was used for multiple comparisons in the statistical analysis. Spearman correlation test was utilized to determine relationship between the scales. As a result of the research, it was determined that there were significant differences according to department of education and year of education variable and there were not significant differences according to other variables that are gender, place of accommodation and status of being interested in sports. When the relationship between academic self-efficacy and cultural intelligence was examined, it was concluded that there was a significant and positive relationship below the medium level.

Association between cultural intelligence and cultural sensitivity in nursing students: A cross-sectional descriptive study

BackgroundBecause of the multicultural composition of the Turkish population, healthcare providers encounter and serve individuals from various cultural backgrounds. AimTo determine the relationship between cultural sensitivity and cultural intelligence levels among nursing students. MethodsThis study was performed with 336 students attending the Nursing Department of a state university in Turkey. Data were collected using a sociodemographic data form, the Intercultural Sensitivity Scale, and the Cultural Intelligence Scale. ResultsMean age of the Nursing Department students was 20 ± 1.76 years. Mean total scores on the Intercultural Sensitivity Scale and Cultural Intelligence Scale were 90.49 ± 12.68 (maximum 120) and 95 ± 15.8 (maximum 140), respectively. Total scores in both the Intercultural Sensitivity Scale and the Cultural Intelligence Scale were higher among those nursing students who had encounters with people with different cultural backgrounds for any reason and those who wanted to work abroad. The nursing students’ Intercultural Sensitivity Scale and Cultural Intelligence Scale total scores were positively correlated (p < .001). ConclusionIntercultural sensitivity increased with higher cultural intelligence. Enhancing nursing education with programs that improve the students’ cultural sensitivity and cultural intelligence will help them to successfully manage cultural differences and provide culturally appropriate care in their nursing practice.

The Impact of Cultural Intelligence on Social Skills among University Students

This study aims to examine the impact of cultural intelligence on social skills among the students of the School of Physical Education and Sports. The research population consists of randomly selected 377 students. As data collection tools, the study uses Cultural Intelligence Scale, Social Skills Inventory and &amp;quot;Personal Information Form&amp;quot;. The data obtained through the Personal Information Form, Cultural Intelligence Scale and Social Skills Inventory was statistically analyzed using SPSS 20.0 package program. The information about and inventory total scores of the candidates and factor points were presented by finding frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (&amp;beta;)&#x0D; &#x0D; In the study, we found positive significant relationships between cultural intelligence dimensions -cognitive, metacognitive, motivational and behavioural skills- and social skills dimensions -emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control. An examination of the prediction of social skills by cultural intelligence reveals that cognitive, metacognitive, motivational and behavioural dimensions are predictor of social skills, and students&amp;rsquo; social skills improve with the increase in their cultural intelligence level. &#x0D; &#x0D; Consequently, the significance of cultural intelligence and social skills is increasingly growing for maintaining successful, healthy and peaceful relationships between people. Individuals with higher cultural intelligence and sociability are expected to be more active in the education system while having a high level of willingness in learning activities. Particularly in the universities where various cultures coexist, students who can establish social relationships with their friends and professors will be more successful and enthusiastic about accepting positions to participate in international activities. The development of cultural intelligence and social skills will naturally improve students in social and cultural aspects, thus contributing to form the basis of a healthier world. For these reasons, it will be useful to provide training that enhance social skills in educational and training settings and carry out activities that increase interaction with other cultures such as student exchange programs and overseas educational tours in order to enhance cultural intelligence level.

Impact of a Global Engineering Course on Student Cultural Intelligence and Cross-Cultural Communication

This paper explores the impact of a global engineering course on student development of cultural intelligence and cross-communication skills. Although traveling abroad can lead to these outcomes, engineering students face several barriers to traditional study abroad, including highly structured course sequences and financial challenges. Thus, there is a growing need to identify a variety of methods to help students develop these skills without leaving the country. The program that is the focus of this study combines a global engineering course with a short-term international module. This structure gives us the chance to compare student learning related to different components of the program. In this study we analyzed student results on the Cultural Intelligence Scale (CQS) across three administrations (pre-course, post-course, and post-trip), revealing larger growth post-course than post-trip. We further studied student reflections at the end of the program to understand which experiences were most meaningful to them. A majority of students highlighted experiences where they needed to communicate with someone who did not speak English as a key learning opportunity. However, the depth of learning that students recognized from these experiences varied significantly. Together, these results suggest that students can develop cultural intelligence without traveling abroad, and that creating activities that mimic the cross-cultural communication situations students experience abroad may further assist in such development. Our findings have implications for the development of global engineering programs, including both support for the creation of entirely domestic programs as well as suggested program features to enhance student development of cultural intelligence.

Cultural intelligence of educational counselors

The study aimed to know the Cultural intelligence of educational counselors. The researcher used a descriptive approach using the cultural intelligence scale's (Livermore, 2010). The study sample consisted of (300) educational counselors. Results showed that the average cultural intelligence of counselors is higher than the theoretical average. The study also showed that there were no statistically significant differences between the counselors in the level of cultural intelligence because of gender differences or length of service.

EMPIRICALLY TESTING THE VALIDITY AND RELIABILITY OF THE CULTURAL INTELLIGENT SCALE TO STUDY INTRA-CULTURAL ACCULTURALIZATION

ABSTRACT The application of the Cultural Intelligence Scale has rapidly increased since its development by Ang et al. (2007). However, the focus of the research related to cultural intelligence has neglected subcultures and the related impacts that acculturation has on them. There is a paucity in the literature for the intracultural relations. Hence, this paper looks at the validity and reliability of the Cultural Intelligence Scale to measure intracultural acculturation process. This would allow future researchers to expand the cultural intelligence research to the vast amount of subcultures that exist. This study uses factor analysis, average variance extracted, and Cronbach’s alpha to determine the validity and reliability of the Cultural Intelligence Scale. This study has a sample of 100 African American graduates from Historically Black Colleges and Universities (HBCUs). They work in an organization where most of the employees are non-African Americans. The results of the factor analysis, factor loadings over .50 and no cross loadings, reflect a very strong underlying factor structure. The average variance extracted of 0.535 means that more variance is explained than error remaining in the latent construct and the Cronbach’s alpha of .933 reflects the strong reliability of the Cultural Intelligence Scale when applied to subcultures. These findings suggest the high level of validity and reliability of the Cultural Intelligence Scale when applied to subcultures. Implications from this research as well as limitations and future research directions are also discussed. Keywords Culture; Subculture; Acculturation; Cultural Intelligence; Intercultural; Intracultural

Factorial Validity and Measurement Invariance of the Slovene Version of the Cultural Intelligence Scale.

This study examined the factorial validity of the Slovene version of the cultural intelligence scale (CQS) in a representative sample of 1,000 Slovenian participants (49% were female). The results of confirmatory factor analysis supported the factorial validity of the Slovene CQS and the existence of a general (second-order) cultural intelligence factor. The four scales and the overall (general) CQS scale showed satisfactory internal consistency. The results of multiple-group confirmatory factor analyses supported the hypotheses of partial measurement invariance across gender, and full measurement invariance across type of settlement (urban vs. rural).

Are accounting academics culturally intelligent?: An empirical investigation

Cultural diversity within accounting university classrooms creates a number of educational challenges that have been little investigated. This study draws on the theoretical framework of cultural intelligence (CQ), which is new to accounting research, to enhance understanding of the intercultural capabilities of accounting academics. CQ is comprised of four interrelated capabilities: metacognitive, cognitive, motivational and behavioural. The previously validated cultural intelligence scale (CQS) survey was used to identify CQ levels and results were compared to demographic variables and other factors in order to explain differences. The results indicate that accounting academics display levels of CQ at the lower end of comparable studies on other professionals. Results also show that academics who have lived abroad for longer than one year and who have taught transnationally in Southeast Asia are likely to possess significantly higher levels of total CQ. Female accounting academics are more likely to possess higher levels of behavioural CQ indicating a propensity to more easily adapt their behaviour in culturally diverse situations. This paper contributes to the growing literature on CQ by increasing our understanding of the antecedents that influence CQ levels in the area of international experience, through the examination of the potential impact of overseas teaching experiences and overseas residency. Furthermore, this study introduces and examines new measures capturing the breadth and depth of international experience; that of long-term overseas residency and cultural distance.

Relationship of emotional intelligence with cultural intelligence and change readiness of Indian managers in the service sector

PurposeThe purpose of this paper is to establish the relationship of emotional intelligence with the cultural quotient (CQ) and change readiness of Indian managers in the service sector.Design/methodology/approachUsing purposive sampling, data were collected from 109 middle-level managers of the Indian service sector, comprising of top five contributing industries to the GDP of India (retail, real estate, banking and insurance, information technology and tourism). Emotional quotient (EQ) was measured by using the Emotional Intelligence Scale by Singh (2004), Cultural Intelligence Scale by Ang and Dyne (2008) was used to calculate CQ, and for measuring change readiness, Change Readiness Questionnaire developed by Kriegel and Brandt (1996) was used.FindingsEQ has a significant and positive relationship with CQ (r=0.537) and the subscales of CQ are positively related with EQ. EQ is significantly positively related with change readiness (r=0.513) and the subscales of change readiness are also positively related with EQ.Research limitations/implicationsThe research is limited to only 109 middle-level Indian managers of the service sector.Originality/valueTraining of managers on Emotional Intelligence can lead to better handling of conflict and erase misunderstandings because of cultural diversities and could also help managers to deal with change more effectively and appropriately.

The Cultural Intelligence Scale (CQS): A Contribution to the Italian Validation.

In the current globalized working context, professionals are asked to be able to implement specific competences. Cultural Intelligence is a construct referring to an individual’s ability to function and manage effectively in culturally diverse settings and is conceived as an aggregate multidimensional construct. Purpose of this study was to examine the validity of score interpretations of the Italian version of the Cultural Intelligence Scale (CQS). CQS is aimed to measure individual ability to understand, act and manage effectively in culturally diverse settings. Participants were 755 professionals (females = 64.2%) from different organizational contexts, ranging from 20 to 63 years old (M = 40.4; SD = 10.29). Data were collected with the Italian translated version of the CQS. Results of confirmatory factor analysis (CFA) suggested good data-model fit. As proposed in the original version, CQS is composed of 20 items and four different theoretical dimensions (Metacognitive, Cognitive, Motivational, and Behavioral) that correlate with each other. This study could be considered a first contribution to fill the lack of self-report measure concerning cultural intelligence in the Italian context with a scale showing promising results.

Towards an understanding of the culturally intelligent behaviour of hotel service employees

In a highly complex and culturally diverse hospitality context, service employees are expected to perform high levels of culturally acceptable behaviour to culturally different guests, both verbal and non-verbal, during times of service interaction to boost guest satisfaction. Unarguably, cultural intelligence (CQ) is pivotal to both service employees and hospitality organisations. Nevertheless, there has been no empirical study of CQ conducted in the hospitality industry. The present study aims to investigate the performance and behaviour of hotel service employees’ CQ by employing a 14-item Cultural Intelligence Scale (CQS) in a questionnaire survey. A total of 719 valid responses from 10 hotels in Hong Kong were collected. The results suggest that the hotel service employees generally possess CQ in all four dimensions, namely metacognitive, cognitive, motivational and behavioural, which enables them to appropriately interact with hotel guests from different cultural backgrounds even though their cognitive CQ scored lower than the overall CQ. Furthermore, the specific CQ behaviours of the hotel employees in each dimension were scrutinised. In view of the importance of CQ in the hospitality industry, hospitality practitioners are duty-bound to nurture and develop the CQ of their service employees in the hope of attaining guest satisfaction in cross-cultural service encounters.

Cross-Cultural Adaptation of Research Tools: A Study on the Cultural Intelligence Scale Adaptation in Slovenian.

The article examines the cross-cultural transferability of a widely accepted cross-cultural assessment tool – the Cultural Intelligence Scale (CQS) – using research conducted in Slovenia and insights from the American and Slovenian researchers who translated the tool into Slovene and adapted it for use in Slovenia. In the context of a qualitative focus group based study, the researchers look at the specific characteristics of CQS perceptions within the Slovenian sample (two focus groups – one in the capital and the other in the south of the country) and identify barriers to these perceptions and the specific characteristics of the perceptions of Slovenian citizens regarding cross-cultural interaction.

Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

Kültürel Zeka Ölçeğinin (KZÖ) Türk Akademisyenler Üzerinde Geçerlik ve Güvenirlik Çalışması

Bu arastirmada Ang ve vd. (2007) tarafindan gelistirilen Kulturel Zekâ Olcegi'nin (KZO) Turk akademisyenler uzerinde Turkce'ye uyarlamasi ile gecerlik ve guvenirlik calismalari yurutulmustur. Arastirma Turkiye'deki cesitli universitelerde gorev yapan ve kartopu orneklem yontemiyle secilmis 212 akademisyen ile gerceklestirilmistir. Orijinali Ingilizce olan ve 20 madde dort boyuttan olusan olcek oncelikle her iki dile hakim dort alan uzmaninin goruslerinden yararlanilarak Turkce'ye cevrilmistir. Olcegin yapi gecerligi Acimlayici Faktor Analizi (AFA) ve Dogrulayici Faktor Analizi (DFA) ile guvenirligi ise Cronbach alfa ic tutarlilik katsayisi ile incelenmistir. AFA sonuclari, uyarlamasi yapilan olcegin orijinal formundaki gibi dort alt boyuttan olustugunu gostermis, DFA sonuclari ise bu bulguyu dogrulamistir. Guvenirlik katsayilari ise KZO'nun dort alt boyutunun da yuksek duzeyde guvenilir olcumler urettigini ortaya koymustur. Arastirma sonuclari, Turkceye uyarlanan KZO'nun akademisyenlerin kulturel zekâsini degerlendirmede kullanilabilecek gecerli ve guvenilir olcumler ureten bir olcme araci oldugunu gostermektedir.