Does cultural intelligence matter?

2016 ◽  
Vol 10 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Kathy S. Collins ◽  
Ibrahim Duyar ◽  
Carolyn L. Pearson
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Standardized Tests ◽  
Cultural Intelligence ◽  
Latino Students ◽  
Achievement Scores ◽  
Content Type ◽  
Latino Student ◽  
Latino Student Achievement ◽  
Convergent Validation

Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

Promoting Latino Student Achievement and Development through the ASCA National Model®

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000
Author(s):  
José A. Villalba ◽  
Patrick Akos ◽  
Kara Keeter ◽  
Abigail Ames
Keyword(s):  
School Reform ◽  
Student Development ◽  
Latino Students ◽  
Culturally Appropriate ◽  
Asca National Model ◽  
Latino Student ◽  
Latino Student Achievement ◽  
National Model ◽  
Demographic Shifts ◽  
K 12

This article provides a contemporary view of assisting the large and growing Latino student population in K-12 schools, particularly as it relates to current demographic shifts, school reform, and the ASCA National Model®. The article highlights concerns for Latino students and families, culturally appropriate school counseling strategies for promoting Latino student development and achievement, and methods for incorporating Latino students’ strengths and concerns into the four elements of the ASCA National Model.

An alternative evaluation: online puzzle as a course-end activity

2015 ◽  
Vol 12 (3) ◽  
pp. 169-182 ◽  
Author(s):  
Zülfü Genç ◽  
Emrah Aydemir
Keyword(s):  
Student Achievement ◽  
Information Technologies ◽  
Traditional Instruction ◽  
Control Group ◽  
Content Type ◽  
Learning Retention ◽  
Alternative Evaluation ◽  
Usability Tests ◽  
Positive Attitudes ◽  
Experimental Group

Purpose – The purpose of this study is to determine whether the use of online puzzles in the instructional process has an effect on student achievement and learning retention. This study examined students ' perception and experiences on use of puzzle as an alternative evaluation tool. To achieve this aim, the following hypotheses were tested: using puzzle activities in lessons increases student achievement, using puzzle activities in lessons increases retention of information learned by the students and students have positive attitudes toward using puzzle activities in lessons. This study uses an online puzzle system (OPS) by which instructors can prepare puzzle activities for students to solve online. The technical and functional properties of the OPS developed and used are beyond the scope of this study. Design/methodology/approach – A pre- and post-test with control group experimental research design was implemented. Study participants were tenth-grade students in the Information Technologies Department of Gazi Anatolia Technical and Industrial Vocational School in Elazig during the 2011-2012 year. Thirty students each were chosen for the experimental and control groups, totaling 60 students. During the study, a traditional instruction method was used for the control group, while the experimental group received both traditional instruction and performed activities using the OPS. The subject Fundamentals of Networking was chosen, and the implementation period lasted six weeks. Four weeks after completion of the study, the achievement level of students was calculated again to test learning retention. Findings – The first hypothesis of the study is, “Using puzzle activities in the lessons increases the achievement of the students”. In the teaching of the Networking Fundamentals Module of Information Technologies Course for tenth graders, a significant difference in favor of the experimental group was seen, where online puzzle activities were used in terms of student achievement. The second hypothesis of the study is, “Using puzzle activities in the lessons increase the retention of the information learned by the students”. Four weeks after completion of the study, the achievement levels of the students were calculated again to test learning retention. The learning retention of the students in the experimental group is higher than that of the students in the control group. In addition, students in the experimental group had positive attitudes toward online puzzle activities. Doing online puzzle activities accelerates learning for students and helps them learn networking terms by creating an enjoyable environment. Research limitations/implications – The current study was limited to six weeks of implementation during the 2011-2012 school year at Gazi Anatolia Technical and Industrial Vocational High School in Elazig. Similar studies could be conducted in other schools for longer periods and at different levels, so the findings can be compared with those of the current study. This study is further limited to an Information Technologies Course. Studies can be conducted with various courses using appropriate online puzzle activities. Puzzle types other than the crossword used in the OPS of the current study should be developed and added. The system should also be developed by visual multimedia objects, allowing it to be more interactive. Moreover, in the development process of such an OPS, educators, software designers, psychologists and scholars from other fields should work together. Usability tests should be conducted to improve user-friendliness of the system by adding various features related to functionality and visuality. Practical implications – From the findings of the study, it can be concluded that online puzzle activities help students understand subjects better and aid in exam preparation. Moreover, these activities are effective for students in terms of increasing understanding and retention of learned terms in and outside class, forming valuable learning experiences. Doing online puzzle activities in class as a course-end activity can be said to be more effective in students’ learning than doing them outside of class. Crossword puzzles offer opportunities for students to accelerate learning by quickly mastering new words and phrases and by directing students to more actively interact with computer-related vocabulary and terminology as compared with the rote learning method. Originality/value – Paper-based puzzles are frequently used, and there are few Web-based puzzles. Despite their frequent use, preparing and evaluating paper-based puzzles can require a significant time investment; another disadvantage is the lack of immediate feedback. Based on the literature review, there is no dynamic OPS used for educational purposes. This study uses an OPS by which instructors can prepare puzzle activities for students to solve online. The originality of this study is OPS features and puzzle generation mechanism. The system presents a user-friendly interface with Turkish character (or any language) support and number-writing properties.

scholarly journals Emergence of cultural intelligence and global mindset capital: a multilevel model

2016 ◽  
Vol 24 (2) ◽  
pp. 106-122 ◽  
Author(s):  
Jase R. Ramsey ◽  
Amine Abi Aad ◽  
Chuandi Jiang ◽  
Livia Barakat ◽  
Virginia Drummond
Keyword(s):  
Multilevel Model ◽  
Cultural Intelligence ◽  
The Other ◽  
Global Mindset ◽  
Firm Level ◽  
Content Type ◽  
Individual Level ◽  
Other Hand ◽  
Underlying Mechanisms ◽  
Conceptual Study

Purpose The purpose of this paper is to establish under which conditions researchers should use the constructs cultural intelligence (CQ) and global mindset (GM). The authors further seek to understand the process through which these constructs emerge to a higher level and link unit-level knowledge, skills and abilities (KSAs) capital to pertinent firm-level outcomes. Design/methodology/approach This paper is a conceptual study with a multilevel model. Findings This paper differentiates two similar lines of research occurring concordantly on the CQ and GM constructs. Next, the authors develop a multilevel model to better understand the process through which CQ and GM emerge at higher levels and their underlying mechanisms. Finally, this paper adds meaning to the firm-level KSAs by linking firm-level KSAs capital to pertinent firm-level outcomes. Research limitations/implications The conclusion implies that researchers should use CQ when the context is focused on interpersonal outcomes and GM when focused on strategic outcomes. The multilevel model is a useful tool for scholars to select which rubric to use in future studies that have international managers as the subjects. The authors argue that if the scholar is interested in an individual’s ability to craft policy and implement strategy, then GM may be more parsimonious than CQ. On the other hand, if the focus is on leadership, human resources or any other relationship dependent outcome, then CQ will provide a more robust measure. Practical implications For practitioners, this study provides a useful tool for managers to improve individual-level commitment by selecting and training individuals high in CQ. On the other hand, if the desired outcome is firm-level sales or performance, the focus should be on targeting individuals high in GM. Originality/value This is the first theoretical paper to examine how CQ and GM emerge to the firm level and describe when to use each measure.

Impact of linguistic ostracism on knowledge sharing, hiding and hoarding and the moderating role of cultural intelligence

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammad Jamal Albana ◽  
Mehmet Yeşiltaş
Keyword(s):  
Knowledge Sharing ◽  
Cultural Intelligence ◽  
Causal Link ◽  
Equation Modeling ◽  
Content Type ◽  
Knowledge Hoarding ◽  
Knowledge Hiding ◽  
The Impact ◽  
Moderating Role

PurposeDrawing on the theory of belongingness, this study scrutinizes the impact of linguistic ostracism on knowledge sharing, knowledge hiding and knowledge hoarding and the moderating role of cultural intelligence (CQ) in a diverse and multi-cultural work setting.Design/methodology/approachA two-phase sampling of judgmental and random sampling techniques was used to recruit local and foreign workers in the Jordanian service industry. The present study empirically analyzes the sample of 394 employees' responses by applying variance-based structural equation modeling (VB-SEM).FindingsVB-SEM results indicate that linguistic ostracism lessens knowledge sharing behavior and heightens knowledge hiding and hoarding. CQ moderates two of the said associations, specifically by buffering the causal link between linguistic ostracism and knowledge hiding, as well as linguistic ostracism and knowledge hoarding. Consequently, CQ did not moderate the causal link between linguistic ostracism and knowledge sharing.Practical implicationsThe study's findings can help managers and decision-makers in such workplaces better understand the deleterious effects of linguistic ostracism and how CQ functions as a buffer. The study concludes with theoretical and managerial implications.Originality/valueVery few investigations have been conducted to determine the consequences of linguistic ostracism in today's multi-cultural and diverse work environment. This paper is among the first to unveil the association of linguistic ostracism and CQ with various knowledge management (KM) concepts.

The impact of organizational position level and cultural flow direction on the relationship between cultural intelligence and expatriate cross-border adaptation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Zhang ◽  
Yuran Li ◽  
Mark Frost ◽  
Shiyu Rong ◽  
Rong Jiang ◽  
...  
Keyword(s):  
Cultural Intelligence ◽  
Flow Direction ◽  
Power Distance ◽  
Cultural Adjustment ◽  
Data Set ◽  
Content Type ◽  
Cross Border ◽  
Organizational Position ◽  
The Impact ◽  
The Relationship

PurposeThis paper aims to examine the critical role played by cultural flow in fostering successful expatriate cross-border transitions.Design/methodology/approachThe authors develop and test a model on the interplay among cultural intelligence, organizational position level, cultural flow direction and expatriate adaptation, using a data set of 387 expatriate on cross-border transitions along the Belt & Road area.FindingsThe authors find that both organizational position level and cultural flow moderate the relationship between cultural intelligence and expatriate adaptation, whereby the relationship is contingent on the interaction of organizational position status and assignment directions between high power distance and low power distance host environments.Originality/valuePrevious research has shown that higher levels of cultural intelligence are positively related to better expatriate adaptation. However, there is a lack of research on the effect of position difference and cultural flow on such relationship. Our study is among the first to examine how the interaction between cultural flow and organizational position level influences the cultural intelligence (CI) and cultural adjustment relationship in cross-cultural transitions.

scholarly journals How to use C-OAR-SE to design optimal standard measures

2016 ◽  
Vol 50 (11) ◽  
pp. 1924-1941 ◽  
Author(s):  
John R. Rossiter
Keyword(s):  
Future Research ◽  
Alternative Measure ◽  
Single Item ◽  
Content Type ◽  
Multiple Item ◽  
Measure Design ◽  
Alternative Measures ◽  
Accepted Practice ◽  
Meta Analyses ◽  
Convergent Validation

Purpose This paper aims to extend Rossiter’s C-OAR-SE method of measure design (IJRM, 2002, p. 19, p. 4, pp. 305-335; EJM, 2011, p. 45, p. 11, p. 12, pp. 1561-1588) by proposing five distinct construct models for designing optimally content-valid multiple-item and single-item measures. Design/methodology/approach The paper begins by dismissing convergent validation, the core procedure in Nunnally’s (1978) and Churchill’s (1979) psychometric method of measure design which allows alternative measures of the same construct. The method of dismissal is the mathematical demonstration that an alternative measure, no matter how highly its scores converge with those from the original measure, will inevitably produce different findings. The only solution to this knowledge-threatening problem is to agree on an optimal measure of each of our major constructs and to use only that measure in all future research, as is standard practice in the physical sciences. The paper concludes by proposing an extension of Rossiter’s C-OAR-SE method to design optimal standard measures of judgment constructs, the most prevalent type of construct in marketing. Findings The findings are, first, the mathematical dismissal of the accepted practice of convergent validation of alternative measures of the same construct, which paves the way for, second, the proposal of five new C-OAR-SE-based construct models for designing optimal standard measures of judgment constructs, three of which require a multiple-item measure and two of which a single-item measure. Practical implications The common practice of accepting alternative measures of the same construct causes major problems for the social sciences: when different measures are used, it becomes impossible, except by remote chance, to replicate findings; meta-analyses become meaningless because the findings are averaged over different measures; and empirical generalizations cannot be trusted when measures are changed. These problems mean that we cannot continue to accept alternative measures of the constructs and that, for each construct, an optimal standard measure must be found. Originality/value The ideas in this paper, which have untold value for the future of marketing as a legitimate science, are unique to Rossiter’s C-OAR-SE method of measure design.

scholarly journals Promoting educational opportunity and achievement through 1:1 iPads

2017 ◽  
Vol 34 (5) ◽  
pp. 409-427 ◽  
Author(s):  
Gayle Y. Thieman ◽  
Tatiana Cevallos
Keyword(s):  
Student Achievement ◽  
Survey Data ◽  
Low Income ◽  
Technology Use ◽  
Administrative Support ◽  
Educational Opportunity ◽  
White Female ◽  
Technology Access ◽  
Content Type ◽  
Instructional Use

Purpose The purpose of this paper is to expand the growing body of research on the educational impact of 1:1 mobile devices, investigating the iPad’s potential to reduce the disparity of access to high-quality instructional technology and achievement for low income, racially, and linguistically diverse students. Design/methodology/approach This three-year, mixed-method study investigated the degree to which a 1:1 iPad initiative reduced the disparity of technology access and instructional use and improved student learning and attendance. The research design included survey data on student technology skills, experiences and use and teacher focus groups to confirm and contextualize the survey data. Findings Across all three years, ninth graders and students who were white, female, eligible for free/reduced lunch and those with stable enrollment were more likely to have an individual iPad (THP). Having a THP was associated with greater satisfaction, ease and frequency of technology use, higher attendance and GPA. Research limitations/implications Inequitable distribution, inconsistent administrative support, and uneven faculty support for iPads limit generalizability. Practical implications This research identifies barriers to successful technology integration and impact on student achievement including inequitable access, inconsistent administrative and teacher support, and limited professional development. Originality/value This research focuses on an issue of digital equity that has not yet been studied in depth with 1:1 iPads and investigates students’ technology access, experiences and use to support student achievement in a high poverty, highly diverse high school.

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