An examination of the role of experiential learning in the development of cultural intelligence in global leaders

2009 ◽  
pp. 251-271 ◽  
Author(s):  
Ming Li
Keyword(s):  
Experiential Learning ◽  
Cultural Intelligence

If only cultural chameleons could fly too

2012 ◽  
Vol 12 (2) ◽  
pp. 229-245 ◽  
Author(s):  
Maribel Blasco ◽  
Liv Egholm Feldt ◽  
Michael Jakobsen
Keyword(s):  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Learning Processes ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cultural Dimension ◽  
Short Term ◽  
Semiotic Perspective ◽  
Human Attributes

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.

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.

Ecological Identity, Empathy, and Experiential Learning: A Young Child's Explorations of a Nearby River

2018 ◽  
Vol 34 (2) ◽  
pp. 143-158 ◽  
Author(s):  
Chloe Humphreys ◽  
Sean Blenkinsop
Keyword(s):  
British Columbia ◽  
Experiential Learning ◽  
Environmental Education ◽  
West Coast ◽  
Natural World ◽  
Ecological Identity ◽  
The West ◽  
Working Together ◽  
Journal Entries

AbstractThis article uses an unconventional format to explore the role of parent and nature and the development of a young child's ecological identity. It follows journal entries from a mother observing her young son, Julian, as he explores, interacts with, and learns from the Stawamus River on the west coast of British Columbia. By creating questions, discussing and analysing these written observations, we explore the role of parenting and nature and the implications this might have for environmental education. Some of the ideas explored in this article include early ecological identity, empathy, relational existence, experiential learning, and affordances in the natural world. We further suggest that nature and parent working together might become key educators for a child.

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