The purpose of this study was to discover if a relationship existed between cultural intelligence (CQ) and conflict management style preferences for community college faculty who work with culturally diverse student populations. Drawing from a sample of full- time community college faculty, this study used the 20-item cultural intelligence scale instrument that measures the four components of CQ, including motivational CQ, behavioral CQ metacognitive CQ, and cognitive CQ (Ang et al., 2007). This study used Rahim's Organizational Conflict Inventory Il (Rahim, 2010) to measure five styles of conflict management, including integrating, dominating, compromising, avoiding, and accommodating. The results of this study indicate that of the four factors of CQ, motivational CQ was the highest and cognitive CQ was the lowest in community college faculty. Factors such as number of languages spoken, academic discipline, and travel outside of the United States were predictors of CQ. The results of this study indicate that community college faculty have a preference for an integrating style of conflict management and that academic discipline, gender, and years teaching predict conflict management style preferences. The findings in this study also indicate that the four factors of CQ correlate with faculty conflict management style preferences. When controlling for gender, age, and ethnicity, there are significant correlations among the four factors of CQ and three of the conflict styles. The four factors of CQ combined correlated with integrating, dominating, and compromising conflict styles, and avoiding and obliging were nearing significance. Individually, metacognitive CQ and motivational CQ positively correlated to an integrating conflict style. Motivational CQ negatively correlated to dominating conflict style. Behavioral CQ correlated to a dominating conflict management style. None of the four factors of CQ individually predicted avoiding and obliging conflict style, though in both cases it was approaching significance. Based on the findings of this research study, there are four recommendations for practitioners in higher education: Expand research on cultural intelligence and conflict management within the domain of higher education; integrate cultural intelligence and conflict management into higher education curriculum; establish institutionally supported ongoing professional development in cultural intelligence and conflict management; and develop student-centered campus-level cultural intelligence and conflict management initiatives.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Keywords:||Community College, Conflict, Cultural Intelligence, Diversity, Faculty, Student Engagement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be