(SGH) ROGER BELL ESADE Business School The rapid increase in courses dealing with cross-cultural management (CCM), brought about by economies' globalization and increased workforce mobility motivated us to examine the impact of cross-cultural management courses on cultural intelligence. Cultural intelligence (CQ) refers to individual's abilities and skills to effectively manage interactions in cross-cultural situations. It includes four dimensions: metacognitive, cognitive, motivational and behavioral. In two multinational longitudinal studies using matched samples and pre-postintervention measures, we assessed the effects of academic CCM courses on students' CQ. We found that after the courses, students' overall CQ was significantly higher than at Time 1. No effects on CQ were detected in the control group, where students worked in multicultural settings but did not take a CCM course. Cross-cultural management courses had stronger effects on metacognitive and cognitive CQ than on motivational and behavioral CQ. We found an interesting pattern regarding students' international experience: While international experience in Time 1 positively related to students' CQ, at Time 2, this relationship became nonsignificant (Study 1). These findings contribute to understanding the antecedents of cultural intelligence and how educational interventions affect it, with practical implications for designing and developing international management education and training programs.

Concerned with individual differences in allocentrism-idiocentrism with reference to the family, Study 1 describes the assessment of an initial item pool of statements. Selection of good items was based on several criteria met by both an "Eastern" cultural group and a "Western" cultural group, thereby providing cross-cultural comparability at the item selection stage of test development. Scores on the Family Allocentrism Scale were positively related to a measure of norm-oriented identity style in both "Western" and "Eastern" samples (Study 2). With a "Western" sample (Study 3), individuals with higher levels of family allocentrism exhibited a greater sense of relatedness to their ethnic origins. In Study 4, with a group of Vietnamese immigrant university students, family connectedness moderated the relation between daily hassles and depression. In Study 5, with Russian immigrants, the relation between family allocentrism and depression depended on the level of bicultural competence. Future research plans and needs are considered.

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Recent research has shown that the relationship between rewards and creative performance is complex: while rewards increase creativity in some situations, they are detrimental to creative performance in others. The present paper explores the role of cross-cultural differences in moderating some effects of rewards on creativity and innovation. I focus on individualismcollectivism and its related differences in motivation, cognition and emotion. I then propose five ways in which differences in I-C between Japan and the US moderate the effects of incentives on creative performance and innovation in these nations. Specifically, I claim that organizations in individualistic and collectivist cultures differ on: Effects of rewards on intrinsic motivation, effects of in-group versus out-group controlled rewards, effects of group vs. individual based incentives, reactions to in-group and out-group competition, and the effects of members' identification with the organization on their innovation efforts. The notion of`congruence' is offered as a theoretical framework for explaining the proposed ideas. Recommendations and implications of these prepositions for management of creativity in a cross-cultural work force are discussed.