Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

Alexander, Kristofer Chang; Ingersoll, Luke T; Calahan, Charles A.; Miller, Monica L.; Shields, Cleveland G.; Gipson, John A.; Alexander, Stewart C.

doi:10.36366/frontiers.v33i1.497

Cited by 6 publications

(6 citation statements)

References 56 publications

(67 reference statements)

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“…We found that a combined cultural development course and short-term study abroad experience can have a significant impact on students' CQ development in all four CQ domains. Our results are consistent with the two previous studies (Chang Alexander et al, 2021;Engle & Crowne, 2014). Our study extends upon this previous work by examining various short-term study abroad program lengths and CQ growth.…”

Section: Discussionsupporting

confidence: 92%

“…Several studies suggest metacognitive CQ may be linked to cultural contact experiences (Chang Alexander et al, 2021;Engle & Crowne, 2013;Li et al, 2013;Reichard et al, 2015;Shokef & Erez, 2008;Taras et al, 2013;Varela & Gatlin-Watts, 2014;Wood & St. Peters, 2013) such as those encountered while studying abroad. According to Varela and Gatlin-Watts (2014), shorter program length and smaller cultural distance between home country and the study abroad location appeared to moderate the effects of metacognitive CQ growth.…”

Section: Discussionmentioning

confidence: 99%

“…Chang Alexander et al taught a nine-week cultural development course followed by a three-week faculty led, study abroad experience. Their program showed improvements in three CQ domains (cognitive, metacognitive and behavior CQ) (Chang Alexander et al, 2021). Both studies suggest that combining both modalities (teaching culture and cultural immersion abroad) are effective at increase students' CQ.…”

Section: Combined Study Abroad and Cultural Development Programsmentioning

confidence: 98%

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Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ

Alexander

Ingersoll

Shields³

et al. 2022

Frontiers

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Some colleges, departments, and study abroad offices have developed cultural development courses and study abroad opportunities designed to help improve students’ cultural awareness, knowledge, and skills. Some evidence suggests combining these approaches can be effective at helping students increase their Cultural Intelligence (CQ). This study examined the effects of a combined semester long, on-campus cultural development course followed by either a three- or six-week faculty-led study abroad program on student CQ. Students in both short-term programs increased in all four CQ domains (motivation, cognitive, metacognitive and behavior CQ) relative to a comparison group. No differences were found between the three- and six-week program for motivation, cognition, and behavior. However, there was a significant difference in metacognitive CQ between the two programs. Our study suggests participating in a semester-long cultural development course prior to a short-term study abroad increases undergraduate students’ motivation, cognitive, metacognitive, and behavior CQ.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Combined Study Abroad and Cultural Development Programsmentioning

confidence: 98%

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Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ

Alexander

Ingersoll

Shields³

et al. 2022

Frontiers

Self Cite

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“…The lowest value obtained for the cognitive dimension, confirmed in other studies [49][50][51][52], should serve as a guideline in the development of strategies to promote CQ in higher education institutions.…”

Section: Level Of Cqsupporting

confidence: 68%

“…However, it was confirmed that the dimension with the lowest value was cognitive. In another study with students from New Zealand, Australia and Japan, Alexander et al [52] confirmed these results.…”

Section: Cultural Intelligence In Higher Education Institutionsmentioning

confidence: 77%

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

et al. 2023

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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.

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Intercultural Learning through Study Abroad

Goldstein

2022

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Over the past three decades, the population of international students throughout the world has steadily increased. Although university students choose to study in locations other than their home country for a variety of reasons, including professional development and disciplinary training, nearly all education abroad programs have intercultural learning as a central goal. In this Element, perspectives derived from cross-cultural psychological research are applied to an investigation of the effectiveness of study abroad as a mechanism for intercultural learning. Effectiveness is broadly defined and includes not only overall favorable program outcomes, such as gains in intercultural skills, knowledge, attitudes, and awareness, but also a recognition that study abroad experiences and outcomes may vary depending upon participants' diverse and intersectional identities. Best practices for facilitating intercultural learning through study abroad are identified and strategies are outlined for addressing the methodological challenges of research in this area.

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Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

Cited by 6 publications

References 56 publications

Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ

Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ

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

Intercultural Learning through Study Abroad

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