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ERIC Number: EJ1240161
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0951-354X
A Comprehensive Examination of Antecedents of Cultural Intelligence amongst Students: Testing the Moderation Effect of Third Culture Kids
Kadam, Raavee; Rao, Srinivasa; Kareem Abdul, Waheed; Jabeen, Shazi Shah
International Journal of Educational Management, v34 n2 p245-262 2020
Purpose: The purpose of this paper is to investigate the various antecedents that impact the development of cultural intelligence (CQ) among students. The study also explores how growing up as a third culture kid (TCK) or a monoculture kid (MCK) impacts the relationship between the antecedents and CQ. Design/methodology/approach: Using data from 307 students consisting of both TCKs and MCKs, the authors test the direct effects and moderation model amongst the antecedents and CQ. Convenience sampling was employed to choose the participants for the study. Data were collected using a structured questionnaire and administered to the students via e-mail. Findings: The results indicated that short-term trips abroad, undertaking a cross-cultural management course, local culture proficiency, watching films from other cultures, language of work proficiency, having friends from other cultures and interaction with people from different nationalities had a significant effect on CQ. Practical implications: This study provides a list of variables that facilitate the development of intercultural competence amongst students, which can be used as a base by academic institutions to develop various courses, classroom activities and university programs. Also, classifying students as TCKs and MCKs helps us understand which CQ antecedents are more important for which category of students. Originality/value: This is one of the first studies on antecedents of CQ, which explores the impact of being a TCK or MCK on the development of students' CQ.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A