Does Cross-cultural Competence Matter when Going Global: Cultural Intelligence and Its Impact on Performance of International Students in Australia

Iskhakova, Marina

doi:10.1080/17475759.2018.1437463

Cited by 21 publications

(17 citation statements)

References 45 publications

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“…This could be particularly true for our sample, where 55 per cent were working part-time and 16 per cent full-time, and no teams consisted of members who were all not working. Our results regarding cognitive CQ are in line with those of Iskhakova (2018) and Malek and Budhwar (2013), and again likely relate to the fact that 71 per cent of our sample worked at least part-time. Van Dyne et al (2012) have strongly recommended considering the sub-dimensions of CQ to differentiate between culture-general and context-specific knowledge, which we did not do, but recommend for future investigations.…”

Section: Resultssupporting

confidence: 91%

“…For example, Ang et al (2007) demonstrated the predictive power of metacognitive CQ on task performance and Oolders et al (2008) found that it has a significant direct effect on adaptive performance. Iskhakova (2018), however, uncovered a negative relationship between individual metacognitive CQ and individual performance. Mannan (2007) suggests a possible compensatory explanation when it comes to the interpretation of the metacognitive CQ and performance relationship where students are effectively integrated into the society and are taking part in many co-curricular activities and employment, which results in less time devoted to their academic progress.…”

Section: Resultsmentioning

confidence: 97%

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Working in culturally diverse teams

Iskhakova

Ott

2020

JIEB

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Purpose The purpose of this paper is to investigate how working in culturally diverse teams influences team-level cultural intelligence (CQ) development and how team-level CQ influences performance. The use of culturally diverse work teams continues to grow within organizations, however, their relationships with team-level CQ are not well understood. CQ is a set of knowledge, skills and abilities that assist in adapting to new and unfamiliar cultural environments and when interacting in culturally diverse situations. At the individual-level, CQ has been demonstrated to positively impact multicultural teams but team-level CQ has rarely been examined to understand how it is developed and whether it impacts team performance. Design/methodology/approach This research uses a quantitative methodology and a longitudinal research design to test two sets of hypotheses. Set 1 of the hypothesis tested the development of team-level CQ after working in culturally diverse teams, and Set 2 tested the influence of team-level CQ on team performance. Findings Data from 23 teams (86 individual participants) support the hypothesis that working in culturally diverse teams develops team-level CQ. In addition, partial support for the hypotheses that team CQ will positively influence academic performance is demonstrated. Research limitations/implications The research contributes to the CQ literature by lifting the level of analysis from the individual to a team-level to consider team-level effects. The authors conclude that working in culturally diverse teams develops team-level CQ overtime. Once team-level CQ has been developed, the authors demonstrated a positive relationship between the motivational facet and team academic performance. Thus, when considering the influence of team-level CQ on performance, it is important to consider the relationship with each of the CQ facets. Few studies have considered how team-level CQ impacts team performance outcomes, and based on the results the authors would suggest additional research that continues to unpack the CQ construct into its constituent parts. Practical implications The results have important practical implications with respect to the development of team-level CQ. Based on the results, the authors support the use of highly culturally diverse teams in business schools for the development of skills because they provide the opportunity for team members to learn from each other. The use of CQ, CQ development and performance relationships provides important insights into how individuals, particularly students, can learn from each other when working in culturally diverse teams about other cultures and then bring this knowledge with them when working in academic teams. Social implications As an important practical social implication, an opportunity to work in cross-cultural teams during international business studies could be considered as an “equalizer” for students who cannot afford to study abroad given the time consuming and costs aspects. So, cross-cultural teamwork could be considered in a wider extent by different business schools worldwide. Additionally, cross-cultural teamwork exposes students to intense interactions with different races and cultures during their study period and makes graduates significantly more work-ready. Originality/value This research contributes to the CQ literature by lifting the level of analysis to consider team-level effects and has important implications for the development and outcomes of team-level CQ.

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Section: Resultssupporting

confidence: 91%

Section: Resultsmentioning

confidence: 97%

Working in culturally diverse teams

Iskhakova

Ott

2020

JIEB

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“…Their results demonstrate that when individuals have “entity beliefs” of culture or that cultural differences are fixed and thus cannot be acquired (p. 263), it leads to intercultural rejection sensitivity “anticipation of rejection and the anxious concern over the experience of rejection due to one’s own cultural group membership” (Chao et al , 2017, p. 264), which adversely impacts CQ development. Essentially, Chao and colleagues (2017) provide evidence that pre-contact beliefs can be powerful barriers to CQ development, which supports recommendations for more attention on the design of IEs (Ott and Michailova, 2017) and pre-study cultural exposure dimensions (Iskhakova, 2018).…”

Section: Literature Analysismentioning

confidence: 86%

“…“Cultural exposure” was the second most popular term after “international experience”, and was used in four studies (Crowne, 2008; Crowne, 2013; Dias et al , 2017; Iskhakova, 2018). Incorporating the word “ exposure ” in the terminology, three additional terms were used within four studies, namely multicultural exposure (Aytug et al , 2018; Chao et al , 2015), international exposure (Eisenberg et al , 2013) and experiential multicultural exposure (Eisenberg et al , 2013).…”

Section: Literature Analysismentioning

confidence: 99%

“…Harrison (2012) includes an element of IE that he refers to as intercultural interaction that was measured through the extent to which participants now had friends from the other cultures. Lastly, Iskhakova (2018) considers three dimensions in her trial measurement of cultural exposure including geographic (number of countries visited, number of countries lived in, and length of time living outside birth country), inherited (whether participants were born in the same country as their parents) and environmental (whether participants had relatives or friends in the country).…”

Section: Literature Analysismentioning

confidence: 99%

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The meaning of international experience for the development of cultural intelligence

Ott

Iskhakova

2019

cpoib

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Purpose This paper aims to contribute to international business research by critically analyzing and evaluating the use of the “international experience” (IE) construct within the specific context of developing cultural intelligence (CQ). Design/methodology/approach Based on 30 studies selected through a systematic literature review, the IE construct is critically analyzed and evaluated with respect to the terminology, definitions, conceptualizations and measurements used. Findings Findings indicate that the existing body of knowledge on the construct of IE is fragmented, uses inconsistent terminology, does not uniformly rely on any underlying conceptual frameworks and uses a variety of measures for investigating IE. Additionally, scholars have largely relied on quantitative measures of IE to explain the development of CQ, despite theoretical arguments specifying conditions and circumstances that must occur for learning and development to take place. Research limitations/implications To move forward with using the IE construct, the authors emphasize the critical need for scholars to pay greater attention to and explicate how they define, conceptualize and measure it. Based on the identified issues, recommendations to improve future research are provided. Originality/value Although IE is frequently assumed to influence the development of CQ, contrary to conventional wisdom and some theoretical arguments, research evidence has demonstrated that the impact of IE on CQ is suggestive rather than conclusive. To understand why this may be the case, the use of the IE construct within previous research is critically analyzed and evaluated.

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Cultural Intelligence in Teaching and Learning

Rajaram¹

2023

Learning Intelligence: Innovative and Digital Transformative Learning Strategies

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Does Cross-cultural Competence Matter when Going Global: Cultural Intelligence and Its Impact on Performance of International Students in Australia

Cited by 21 publications

References 45 publications

Working in culturally diverse teams

Working in culturally diverse teams

The meaning of international experience for the development of cultural intelligence

Cultural Intelligence in Teaching and Learning

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