Globalization has resulted in the need for not only competent leaders but also leaders who have high levels of cultural intelligence. Currently there is a paucity of empirical research demonstrating causes of cultural intelligence, especially in the educational setting (Haigh, 2002; Knight, 2007; Rivera, Jr., 2010). The purpose of the current investigation is to examine whether educational experience (class level) has an impact on cultural intelligence and whether there is a statistical interaction between levels of cultural exposure and educational experience (class level) on cultural intelligence scores. A causal-comparative quasi-experimental cross-sectional quantitative study was used for the current investigation to describe differences between selected independent variables of educational experience (class level) and cultural exposure (none, minimal, moderate, high) on the dependent variable of cultural intelligence scores as measured by the Cultural Intelligence Scale (CQS) (Ang et al., 2007). Main and interaction effects of the independent variables on the dependent variable indicated that differences in educational experience (class level) and/or cultural exposure level have an impact on cultural intelligence scores. The data were collected from a population consisting of business administration students at a community college in the midwestern United States. A convenience sampling technique was used, drawing from the database of students enrolled in the business administration program. Because differences in cultural intelligence scores were found between class levels in college in the additional analyses, education might impact cultural intelligence positively, and strategies to foster more educational opportunities were recommended. Differences in cultural exposure levels resulted in differences in cultural intelligence scores in both the primary and the additional analysis and additional opportunities for cultural exposure expansion were recommended. The results of this study are useful because institutions of higher education prepare students for a global environment and advance the cultural knowledge of their students. The information from this study corroborates and adds to the literature on education and cultural intelligence and may suggest that institutions of higher learning should promote augmented cultural information/exposure.
|Commitee:||Schumacher, Lillian, Walls, Jeffrey|
|School:||Indiana Institute of Technology|
|School Location:||United States -- Indiana|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Management, Business education, Higher education|
|Keywords:||Career intentions, Emotional intelligence, First-year college students, Global leadership, International students|
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