Cultural intelligence of chemical engineering students: A demographics study

Beneroso, D.; Alosaimi, Naif Ghazi Awadh Allah

doi:10.1016/j.ece.2020.05.003

Cited by 7 publications

(9 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Şenel [22], with a sample of students from a Turkish institution, found higher values for the cognitive dimension in relation to the metacognitive dimension. Beneroso and Alosaimi [51], in a study with a sample of engineering students in the UK, concluded that the motivational dimension was the one with the highest value, in contradiction with the previous study. However, it was confirmed that the dimension with the lowest value was cognitive.…”

Section: Cultural Intelligence In Higher Education Institutionsmentioning

confidence: 62%

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

et al. 2023

View full text Add to dashboard Cite

The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.

show abstract

Section: Cultural Intelligence In Higher Education Institutionsmentioning

confidence: 62%

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Kamal Abdien and Jacob (2019) evaluate the cultural intelligence (CQ) of students from hotel schools in Egypt and Spain. Beneroso and Alosaimi (2020) examine the cultural intelligence levels of students studying in a chemical engineering department. Velarde et al (2022) discuss the impact of school administrators’ cultural intelligence levels on achieving a healthy school climate.…”

Section: Literature Reviewmentioning

confidence: 99%

Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms

Karataş

Arpacı

Yildirim

2022

Education and Urban Society

View full text Add to dashboard Cite

This study aimed to predict the culturally responsive teacher roles based on cultural intelligence and self-efficacy using machine learning classification algorithms. The research group consists of 415 teachers from different branches. The Bayes classifier (NaiveBayes), logistic-regression (SMO), lazy-classifier (KStar), meta-classifier (LogitBoost), rule-learner (JRip), and decision-tree (J48) were employed in the assessment of the predictive model. The results indicated that JRip rule-learner had a better performance than other classifiers in predicting the culturally responsive teachers based on six attributes used in the study. The JRip rule-learner classified the culturally responsive teachers as low, medium, or high with an accuracy of 99.76% (CCI: 414/415) [Kappa statistic: 0.996, Mean Absolute Error (MAE): 0.003, Root Mean Square Error (RMSE): 0.043, Relative Absolute Error (RAE): 0.663, Relative Squared Error (RRSE): 9.244]. The results indicated that all classifiers had an acceptable performance but JRip rule-learner had a better performance than the other classifiers in predicting the culturally responsive teachers.

show abstract

“…Intercultural competence (ICC) is defined as the ability to interact effectively and appropriately with people from culturally diverse backgrounds (Hammer et al, 2003). It requires the development of Starr et al International Journal of STEM Education (2022) 9:31 attitudes, skills and acquisition of knowledge (Deardorff, 2009) and has been identified as increasingly important for professional and scientific practice in the twenty-first century (Beneroso & Alosaimi, 2020;Davis & Knight, 2018;Demetry & Vaz, 2017;Mazzurco et al, 2020). The development of ICC is regarded as both an imperative for and a potential outcome of the internationalization of STEM education.…”

Section: Introductionmentioning

confidence: 99%

“…Fifty percent of global STEM practitioners surveyed, however, identified STEM graduates to be deficient in soft skills (e.g., intercultural communication skills, teamwork, and interpersonal skills; Hurrell, 2016). Moreover, policymakers and education practitioners have called for higher education to systematically support the development of intercultural skills and knowledge so as to enable students to succeed in an increasingly diverse campus and world (Association of American College and Universities [AAC&U], 2007;Beneroso & Alosaimi, 2020;Deardorff & Arasaratnam-Smith, 2017;Qadir et al, 2020). Disciplines in fields as diverse as engineering, technology, agriculture, and the health sciences have recognized the increasing need for supporting the development of interculturally competent graduates (Lucietto & Russell, 2020;MacCleoud, 2018;Ortiz-Marcos et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Intercultural competence outcomes of a STEM living–learning community

2022

View full text Add to dashboard Cite

Background Living–learning communities and global or diversity learning experiences have been identified as educational practices which often have a “high impact” on student success, as well as providing interpersonal competencies that are greatly valued by employers. Even without a specific intercultural or diversity component, living–learning communities would seem to offer rich settings for the development of the ability to work effectively across cultural difference. Yet intercultural learning outcomes are rarely assessed outside the domain of study abroad or diversity training programs. The purpose of this study was to determine whether participation in a “global science” living–learning community can increase the intercultural competence of first year international and domestic students, as measured by a well-known quantitative instrument, the Intercultural Development Inventory (IDI). Results In the first 2 years of the study, the intercultural learning content focused primarily on ‘dealing effectively with difference’ and produced minimal mean gains in intercultural competence. Examination of qualitative data from these experiences (using a well-known rubric to frame the analysis) as well as a review of the literature around intercultural learning (principally in study abroad contexts) suggested that focusing on similarity and self-awareness, coupled with individualized feedback, was likely to be a more appropriate pedagogy for students’ competency development. Following the curriculum revision, 2 years worth of participants exhibited much higher mean gains in IDI scores, as well as higher rates of shifting to a new stage of effectiveness by semester’s end. Conclusions This study contributes to the STEM education literature by attempting to apply several years of research findings about effective intercultural competence development, principally from study abroad programs, to STEM education in on-campus contexts. In so doing, it has implications for how STEM educators can more effectively work towards cultivating global-ready STEM graduates, and towards reaching STEM students who, for whatever reason, do not typically participate in study abroad.

show abstract

Cultural intelligence of chemical engineering students: A demographics study

Cited by 7 publications

References 41 publications

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms

Intercultural competence outcomes of a STEM living–learning community

Contact Info

Product

Resources

About