An examination of two major constructs of cross-cultural competence: Cultural intelligence and intercultural competence

The article offers a critique of the concept of cultural intelligence (CQ) from a semiotic perspective. It addresses three assumptions that underpin the CQ concept: that CQ exists, that conflict and misunderstandings are antithetical to CQ and that metacognition involves a cultural dimension. The analysis focuses in particular on the dimension of cultural metacognition which has recently been claimed to be the CQ concept’s main contribution compared to earlier concepts such as cross-cultural or intercultural competence, a claim which is found to be overstated. The article uses the example of CQ training to illustrate the need for greater attention to context and motivation when CQ is deployed for business purposes, as well as to the role of experience in cultural learning processes. At a broader level, the article urges caution in assuming that all human attributes can be trained for business purposes, especially through short-term interventions.

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Developing Intercultural Competence Through Design Thinking

European Integration Studies ◽

10.5755/j01.eis.1.15.28930 ◽

2021 ◽

Vol 1 (15) ◽

pp. 9-21

Author(s):

Tetiana Hantsiuk ◽

Khrystyna Vintoniv ◽

Nataliia Opar ◽

Bohdan Hryvnak

Keyword(s):

Cultural Competence ◽

Intercultural Competence ◽

Design Thinking ◽

Research Problem ◽

Cross Cultural ◽

Cross Cultural Communication ◽

Intercultural Skills ◽

Intercultural Interactions ◽

Development Of Students ◽

Cultural Interactions

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

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(IR)Reverently Telling the Otherness through Paratextual Narrative

Messages Sages and Ages ◽

10.1515/msas-2016-0009 ◽

2016 ◽

Vol 3 (2) ◽

pp. 7-14

Author(s):

Nicoleta-Loredana Morosan

Keyword(s):

Cultural Differences ◽

Host Country ◽

Intercultural Competence ◽

Cultural Intelligence ◽

Cross Cultural ◽

The Difference ◽

Cultural Belonging ◽

Inherent Component ◽

Cultural Interactions

Abstract An inherent component of relocation narratives is the description of the protagonists’ process of building up their intercultural competence - whose range will vary from one expatriate narrator to another. Closely connected to all the four types of cultural intelligence (CQ), in general, and to the metacognitive CQ, in particular, the account of the sojourn in foreign lands conjures up a raft of reflections on what exactly gives one the sense of cultural belonging. Noticing the difference, analysing it, integrating or dismissing it are as many steps taken during/after cross-cultural interactions. This paper addresses the verbalisation of the cultural differences in accounts that sometimes embrace and other times reject them, by resorting to risqué language in snide remarks meant to perform an evaluation of the received ideas in relation to both the native and the host country of the expatriate. The corpus examined is the construction of the paratext prefiguring the spot-on satire comprised by the text.

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The Effects of Cross-Cultural Competence and Social Support on International Students’ Psychological Adjustment: Autonomy and Environmental Mastery

Journal of International Students ◽

10.32674/jis.v8i2.120 ◽

2018 ◽

Vol 8 (2) ◽

pp. 901-924 ◽

Cited By ~ 2

Author(s):

Norah Fahad Aldawsari ◽

Katharine S. Adams ◽

Lee Edmondson Grimes ◽

Steven Kohn

Keyword(s):

Social Support ◽

International Students ◽

Cultural Competence ◽

Psychological Adjustment ◽

Intercultural Competence ◽

Negative Relationship ◽

Well Being ◽

The United States ◽

Cross Cultural ◽

Environmental Mastery

This study investigated relationships between cross-cultural competence, social support, and international students’ psychological adjustment. Participants included 94 international students studying in the United States. The researchers conducted a series of standard multiple regression analysis to predict autonomy and environmental mastery as measured by the Ryff Scales of Psychological Well-Being (Ryff & Keyes, 1995). They found significant positive relationships between autonomy and cross-cultural competence as measured by the Intercultural Competence Scale (ICCS; Fantini & Tirmizi, 2006), and environmental mastery and social support as measured by the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet, Dahlem, Zimet, & Farely, 1988). A significant negative relationship was also found between length of residency in the host country, autonomy, and environmental mastery.

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Cross-Cultural Competence and Cultural Intelligence in the Workplace

SpringerBriefs in Psychology - Culture, Organizations, and Work ◽

10.1007/978-3-319-47662-9_6 ◽

2017 ◽

pp. 95-101 ◽

Cited By ~ 1

Author(s):

Catherine T. Kwantes ◽

Sharon Glazer

Keyword(s):

Cultural Competence ◽

Cultural Intelligence ◽

Cross Cultural

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Developing cultural intelligence: learning together with reciprocal mentoring

Human Resource Management International Digest ◽

10.1108/hrmid-03-2018-0050 ◽

2018 ◽

Vol 26 (3) ◽

pp. 38-40

Author(s):

Sheetal Desai ◽

Srinivasa A. Rao ◽

Shazi Shah Jabeen

Keyword(s):

Cultural Diversity ◽

Intercultural Competence ◽

Cultural Intelligence ◽

Cross Cultural ◽

Third Party ◽

Research Experience ◽

Cultural Backgrounds ◽

Cultural Training ◽

Content Type ◽

Cross Cultural Training

Purpose This paper aims to focus on how reciprocal mentoring can be used to make employees culturally intelligent. Design/methodology/approach The authors conceptualize and present this framework based on their own experience in the industry and research experience in cross-cultural competence. Findings Workplaces today are characterized by high levels of multiculturalism. In such environments, being able to navigate this cultural diversity can be a challenge to many employees. Investing in cross-cultural training can be costly and time consuming. In such a situation, what better way to learn and appreciate cultural diversity than by bringing together two individuals from different cultural backgrounds. Reciprocal mentoring for developing cultural intelligence can be an effective practice that organizations can follow to develop intercultural competence amongst its employees. Practical implications The concept presented in the paper can help organizations use their own existing resources to develop cultural intelligence company-wide, rather than choosing third-party interventions/training. Originality/value This paper provides executives with a quick glimpse into the concept of cultural intelligence and its development through reciprocal mentoring.

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METHODOLOGY OF USING THE "LANGUAGE PORTFOLIO" TECHNOLOGY AS A MEANS OF FORMING INTERCULTURAL COMPETENCE IN TEACHING ENGLISH LANGUAGE

Bulletin of Kazakh National Women's Teacher Training University ◽

10.52512/2306-5079-2021-85-1-146-156 ◽

2021 ◽

pp. 146-156

Author(s):

А. Q. Zhetpisbay ◽

A. E. Mashrapova

Keyword(s):

Cultural Competence ◽

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Cross Cultural ◽

Cultural Relations ◽

Intercultural Communicative Competence ◽

Cross Cultural Communication ◽

Technology In Teaching ◽

Communication Interaction

The article is devoted to the problem of formation of intercultural communicative competence of students in the process of learning a foreign language. In the context of globalization and growing cross-cultural relations, this problem is very relevant. This article discusses the concept of "cross-cultural competence", as well as the use of the "language portfolio" technology in teaching a foreign language as an effective educational technology for the formation of cross-cultural competence. For full-fledged cross-cultural communication, interaction with representatives of other countries, the student must not only speak a foreign language, but also have cross-cultural competence. In this regard, the "language portfolio" technology allows students to develop language skills and cross-cultural competencies.

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Intercultural Competence of Psychologists: Problems and Prospects of Study and Development

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2020-17-1-79-100 ◽

2020 ◽

Vol 17 (1) ◽

pp. 79-100

Author(s):

Nadezhda M. Melnikova

Keyword(s):

Cultural Competence ◽

Intercultural Competence ◽

Ethical Issues ◽

Professional Community ◽

Training System ◽

Cross Cultural ◽

Cultural Communication ◽

Cultural Training ◽

Cross Cultural Communication ◽

Cross Cultural Training

The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

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