ERIC Number: EJ1074214
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
How Are Task Reflexivity and Intercultural Sensitivity Related to the Academic Performance of MBA Students?
Lyubovnikova, Joanne; Napiersky, Uwe; Vlachopoulos, Panos
Studies in Higher Education, v40 n9 p1694-1714 2015
Higher education in business school environments is increasingly focused on how to best equip students with the skills necessary for leadership in the global workplace. This paper examines the impact of two particularly important cognitive capabilities--task reflexivity and intercultural sensitivity, on academic performance in an MBA programme. It was hypothesised that in an intercultural learning environment, task reflexivity would be associated with higher academic performance, and that this relationship would be mediated via intercultural sensitivity. Questionnaire data from 77 MBA students was analysed alongside academic performance. Results demonstrated that task reflexivity was indirectly related to academic performance through intercultural sensitivity. These findings suggest that engagement in task reflexivity enables students to develop greater levels of intercultural sensitivity, allowing them to reap the positive effects of diversity in their peer group for their own learning and performance. Limitations and practical implications of the research for professional practice are discussed.
Descriptors: Cultural Awareness, Business Administration Education, Academic Achievement, Masters Programs, Skill Development, Leadership, Global Approach, Cognitive Ability, Correlation, Questionnaires, Student Attitudes, Peer Groups, Task Analysis, Graduate Students, Case Studies, Organizational Climate, Foreign Countries, Cultural Pluralism, Group Dynamics, Regression (Statistics), Hypothesis Testing
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom