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The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts.

A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests.

The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance.

This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

The purpose of this paper is to assess the cross-cultural equivalence of the four-dimensional 20-item Cultural Intelligence Scale (CQS) and the two-dimensional 12-item cultural intelligence (CQ) short scale. Furthermore, the study elaborates on the results by discussing the differences between culturally equivalent and culturally non-equivalent items.

Data gathered from 607 students with a Chinese or Dutch background and mature international experience serve to test the cross-cultural equivalence of the CQS.

This study addresses the lack of clarity concerning the cross-cultural equivalence of the CQS in the extended domain of empirical research involving CQ. Furthermore, the consequences of the cultural equivalence tests are discussed.

Comparing CQ scores across cultures is only meaningful with the use of the adjusted, two-dimensional scale. Practitioners must be aware of the emic-etic character of the measurement instrument they use.

This study addresses the lack of clarity concerning the cross-cultural equivalence of the CQS in the extended domain of empirical research involving CQ. Furthermore, the consequences of the cultural equivalence tests are discussed.

The purpose of this study is to determine the interactions between factors such as organizational learning, feedback about errors, punitive response to errors and communication quality in hospitals in the Kingdom of Saudi Arabia and Colombia when adopting a culture of quality and safety (CQS) in patient care.

Based on a literature review, a self-administered questionnaire was developed and used to collect data from 417 Saudi respondents affiliated with hospitals and 483 Colombian respondents at the beginning of the pandemic. Structural equation modeling is used in this study to test the hypothesized relationships.

The results show a solid and significant predictive relationship between feedback about errors and the CQS in both countries (Colombia: b = 0.55, p < 0.001; KSA: b = 0.44, p < 0.001), but a very low and insignificant predictive relationship between no punitive response to errors and CQS (Colombia: b = –0.02, p > 0.05; KSA: b = 0.05, p > 0.05).

This study demonstrates the importance of organizational learning in fostering a CQS in the health-care sector in the Kingdom of Saudi Arabia and Colombia. Recent unprecedented policy actions motivated by the COVID-19 pandemic, such as social distancing, lockdowns and safety practices enforcement, have further highlighted this concern. Moreover, attention to the dimensions addressed in this study is required for accreditation purposes in organizations seeking to promote a CQS. Overall, this research highlights the vital role of safety and quality practices among health-care organizations, which has significant policy implications, especially in the current period of high uncertainty.

This paper contributes to the theory and practice in the health-care sector by extending the current knowledge of the impact of the quality of communications, non-punitive response to errors and feedback about errors in organizational learning and safety culture, and by presenting a novel, quantitative methodology seldom used for these topics.

The purpose of this paper is to investigate the preschool teachers’ cultural intelligence, their attitudes towards multicultural education and the correlation between these two variables.

The sample consisted of 203 preschool teachers working in preschool classes within primary schools administrated by the Ministry of Education in Turkish Republic of Northern Cyprus (TRNC). Data were collected from the teachers by cultural intelligence scale (CQS), teacher multicultural attitude survey (TMAS) and demographic information form.

The analysis revealed that cultural intelligence and attitudes towards multicultural education did not differ according to teaching experience in a foreign country. Significant differences were found in metacognition, motivation and behaviour sub-dimension scores, cultural intelligence total scores and multicultural education attitude scores because of having a friend in foreign country, cognition sub-dimension scores because of having a non-Turkish-speaking student (NTSS) in class and cultural intelligence total scores because of knowing a foreign language. Significant relation was found between cultural intelligence scores and multicultural education attitude scores of the participants.

Despite the increasing cultural diversity in the country, there are no official regulations or efforts to establish arrangements for multicultural education in TRNC. Thus, this research is valuable for clarifying the situation in TRNC, determining the requirements and providing insights for future scientific work and implications.

The purpose of this paper is to investigate the role of cultural intelligence in MBA curricula. Shaping global corporate culture that manifests itself in powerful‐shared values, group behavior, and persists despite changes in‐group membership is decisive to organizational performance. In turn, cultural intelligence (CQ), defined, as an individual's capability to function and manage effectively in culturally diverse settings, has recently emerged as a likely indicator of management ability and leadership potential.

The authors utilized the Cultural Intelligence Scale (CQS) – metacognitive, cognitive, motivational, and behavioral – to capture data from MBA students attending three universities in the USA.

These results, coupled with the open‐ended survey responses, suggest that in general the students have a firm understanding on why CQ is essential in an increasingly globalized business world, as well as a strong desire to interact with other cultures. However, although students appear highly motivated to study about other cultures, the results indicate that many of the MBA students lack an in‐depth knowledge of the values, beliefs, and practices of other cultures. Further, the data suggest that the most important attributes that increase an individual's CQ are international work experience, learning an additional language other than English, and/or obtaining an undergraduate degree from a foreign country.

This is the first empirical study to examine the role of cultural intelligence in MBA curricula.

The purpose of this study is to examine the relationship between cultural intelligence (CQ) and cross-cultural adjustment (CCA) using meta-analytic methods. The paper serves a dual purpose as it critically examines the CQ-CCA literature and provides summary effects using meta-analysis to determine how CQ and its facets affect CCA and its three dimensions.

A meta-analysis of 77 studies involving 18,399 participants was conducted to obtain the summary effects. The studies reporting the relationship of CQ and/or its facets with CCA or any of its dimensions were included in the analysis.

Results revealed that CQ (overall) and all individual CQs were positively and significantly related to CCA and its three subdimensions. Although CQ (overall) had a strong effect on CCA and moderate to strong effects on all the subdimensions of CCA, the strongest effect size was measured for the relationship of motivational CQ with CCA. Not only this, when individual CQs' relationships were assessed with the individual adjustment dimensions, the motivational aspect of CQ happened to be the most influencing factor, having a close to strong effect on interaction adjustment.

Since the study combines the results from numerous empirical research conducted over time, it avoids the limitations that an individual study has, which is carried out at a single point in time and on a limited sample.

This study adds to the academic research by critically reviewing the CQ-CCA literature. It also works as a guiding map for future research in the area. The study highlights the summary effects for each association between CQ and CCA and their dimensions, elucidating the mixed findings reported in previous research.

Collaborative information search (CIS) is a growing and significant research area. Query formulation and reformulation is an important search strategy in information search. However, limited research has investigated query behavior during CIS. The purpose of this paper is to characterize collaborative query reformulation (CQR) by exploring the sources of collaborative query (CQ) terms and the types and patterns of CQR in the context of tourism information search.

An empirical study was designed to investigate search query reformulation as tourists performed CIS on a devised interface. A total of 36 participants (in 18 pairs) took part in the study; data were documented in pre- and post-search questionnaires, search logs and chat logs.

The findings show that participants intermixed individual search and collaborative search during CIS. Participants constructed CQ terms mainly by selecting terms from individual search queries and discussion chat logs. Eight types of CQR were identified, with specialization (82 percent) accounting for the most used search tactics. At most times, participants were found to add terms to the previous query. Findings demonstrated 27 specific CQR patterns; in excess of two-third participants (69 percent) took only one move to reformulate CQ by adding terms, or replacing/using new words.

The results of this research can be used to inform the design of search systems supporting collaborative querying in CIS.

This study is highlighting an important research direction of CQ reformulation in collaborative search while previous studies of the topic are limited, comparing to the vast body of work on query reformulation in individual information search using regular search systems.

The purpose of this research is to examine relationships between emotional intelligence and the four factor model of cultural intelligence – metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ.

Confirmatory factor analyses and hierarchical regression analyses on data from 381 students in Korea are conducted.

The results support discriminant validity of the four factor model of cultural intelligence scale (CQS) in relation to the emotional intelligence (EQ) construct. This study also demonstrates that the EQ factors related to social competence (social awareness and relationship management) explain CQ over and beyond the EQ factors related to self‐competence (self‐awareness, and relationship management). Finally, the results present that specific factors of EQ are related to specific factors of CQ.

The findings of this study demonstrate how CQ and EQ are distinct, but related constructs, which has not been conducted by prior research.

Drawing on the resource-advantage theory, the authors examine the effect of import managers' cultural intelligence (CQ) on their foreign counterpart's psychic distance and relational performance.

Survey data collected from 228 Nigerian automobile import managers were analyzed using structural equation modelling (SEM) to examine the relationship among the study variables. The measure of CQ in this study comprises metacognitive and motivational CQs to examine the relations between metacognitive and motivational CQs on psychic distance and their ultimate effect on relational performance.

This study suggests that metacognitive CQ reduces the effect of psychic distance in buyer–seller exchange relationships, and in the presence of a low-level psychic distance, relational performance increases. Confirming the intervening role of CQ on performance relationship, the study highlights the role of CQ and its influence on psychic distance in facilitating (or impeding) relational exchanges in international buyer–seller transactions.

The authors present the concept of CQ as a human capital that has the potential to improve managerial relational performance. The authors go further to advance the potential significance and relevance of CQ in improving international buyer–seller exchanges.

The purpose of this paper is to report results of testing and validation of the cultural intelligence (CQ) Scale in a new location, the culturally diverse United Arab Emirates (UAE) and in a new sector: public and private school leaders.

This study surveys 167 school leaders from public and private schools in the UAE using the 20-item version of the CQ Scale, which uses a seven-point Likert response scale of strongly agree to strongly disagree. An examination of the dimensionality of the 20 items was conducted using both principal components analysis and confirmatory factor analysis. Demographics were also gathered.

Results from testing and validation of the scale indicated a high level of CQ among school leaders in the Emirate of Abu Dhabi. An examination of the dimensionality of the 20 items showed them to fall into the same structure of four sub-components as conceptually conceived: knowledge, strategy, motivation and behaviour. The mean scores for the four components of CQ in this study indicate high CQ amongst Abu Dhabi school leaders, although the knowledge dimension measured slightly lower. The results confirm previous research that found CQ to be higher in culturally diverse settings, which, according to socio-demographic details gathered in the study applies to the UAE.

This is the first known study to test the Cultural Intelligence Scale in UAE schools. It answers the call from the CQ Scale developers to validate the scale in diverse contexts.