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The purpose of this paper is to examine existing research in Cultural Intelligence (CI), in an attempt to understand the intellectual influences on current research and research trends.

The authors used a bibliometric study of cocitation and bibliographic coupling, supported by factor and network analysis. From a sample of 219 articles, the authors examined selected articles (60 for bibliographic coupling) and the references (32 for citation and cocitation).

The results indicate that Earley and Ang (2003) is the basis for the current research. The intellectual structure of CI was concerned with three themes: the Concept of CI; CI and the Cultural Context; and Operationalization of the CI Concept. This initial research has influenced current research in the Operationalization of the Concept of CI when investigating the effect of CI on cultural diversity and individual skills and abilities. Another front recognizes the relationship between CI and the cultural context, being oriented toward understanding the performance and leadership of individuals.

The authors identified a new research front related to the effect of CI on cultural diversity. It indicates promising new fronts considering culture in a multifaceted and multilevel perspective, and also the possibility of evaluating the construct's cognitive components in the original perspective of Earley and Ang (2003) with neuroscientific methods. From the analysis, the authors suggest that future research presents methodological challenges and the connection of the CI construct and the level of analysis, and the Latin American context, which are explored at the end of this paper.

Resumen

Examinamos la investigación existente en inteligencia cultural (IC) para comprender las influencias intelectuales en la investigación actual y las tendencias de investigación.

Se utilizó un estudio bibliométrico de cocitación y acoplamiento bibliográfico, apoyado en análisis factorial y de redes. De una muestra de 219 artículos, examinamos artículos seleccionados (60 por acoplamiento bibliográfico) y referencias (32 por citación y co-citación).

Los resultados indican que Earley y Ang (2003) es la base de la presente investigación. La estructura intelectual de IC se ocupaba de tres temas: El Concepto de IC; IC y el Contexto Cultural; Operacionalización del Concepto IC. Esta investigación inicial ha influido en la investigación actual sobre la puesta en práctica del concepto de IC al investigar el efecto de la IC en la diversidad cultural y las habilidades y capacidades individuales. Otro frente reconoce la relación entre la IC y el contexto cultural, orientándose hacia la comprensión del desempeño y liderazgo de los individuos.

Identificamos un nuevo frente de investigación relacionado con el efecto de la IC en la diversidad cultural. Indica nuevas frentes prometedoras considerando la cultura en una perspectiva multifacética y multinivel, pero también la posibilidad de evaluar los componentes cognitivos del constructo en la perspectiva original de Earley y Ang (2003) con métodos neurocientíficos. A partir del análisis, sugerimos que futuras investigaciones presentan desafíos metodológicos y la conexión del constructo IC y el nivel de análisis y el contexto latinoamericano, que se exploran al final del artículo.

Resumo

Examinamos as pesquisas existentes em Inteligência Cultural (IC) parade entender as influências intelectuais na pesquisa atual e tendências de pesquisa.

Utilizamos um estudo bibliométrico de cocitação e pareamento bibliográfico, apoiado em análise fatorial e de rede. De uma amostra de 219 artigos, examinamos os artigos selecionados (60 por pareamento bibliográfico) e as referências (32 por citação e cocitação).

Os resultados indicam que Earley e Ang (2003) é a base para a presente pesquisa. A estrutura intelectual da IC preocupou-se com três temas: O Conceito de IC; IC e o Contexto Cultural; Operacionalização do Conceito IC. Esta pesquisa inicial influenciou a pesquisa atual na Operacionalização do Conceito de IC ao investigar o efeito da IC na diversidade cultural e habilidades e habilidades individuais. Outra frente reconhece a relação da IC com o contexto cultural, sendo orientada para a compreensão do desempenho e liderança dos indivíduos.

Identificamos uma nova frente de pesquisa relacionada ao efeito da IC na diversidade cultural. Indica novas frentes promissoras considerando a cultura em uma perspectiva multifacetada e multinível, mas também a possibilidade de avaliar os componentes cognitivos do construto na perspectiva original de Earley e Ang (2003) com métodos neurocientíficos. A partir da análise, sugerimos que pesquisas futuras apresentam desafios metodológicos e a conexão do construto IC e o nível de análise e o contexto latino-americano, que são explorados ao final do artigo.

To apply effective teaching and learning strategies, it is essential to understand the complexity of human groups, especially in educational contexts. To look for the relationship between the contributions that people make, it is critical to understand the singularities of cultures when developing innovations and to foster leadership in education. This chapter presents an experience developed in Higher Education in Chile focused on the ability of preservice teachers to enhance the development of individual talents as an active teaching and learning strategy to create a society made up of integrally developed people in educational contexts. In addition, we use virtual learning environments as a vehicle to connect students between physical and virtual boundaries. This strategy is based on the Talent Management Model which was implemented in intercultural primary schools by professors and preservice teachers from the south of Chile. The virtuality dimension promoted the detection of individual traits of students and contributed to the development of a cultural identity. Additionally, it offered theoretical and practical knowledge that implied an innovation in the training of future teachers.

Since social, emotional and intercultural (SEI) competences can help individuals manage their feelings, deal with stressful situations and build relationships with others, they have become useful tools for university students. The purpose of this study is thus to assess students’ self-perception of their SEI competences in a public higher education institution in Colombia.

For this purpose, we used a cross-sectional quantitative design and a sample of 413 students from different academic programs and levels. The differences across gender, age, socioeconomic stratum and participation in internationalization strategies were examined using statistical and linear regression analysis.

According to the results, students exhibited “satisfactory” or high levels of social, emotional and intercultural competences in general. Self-management, global citizenship and intercultural intelligence had the highest average scores, whereas self-awareness, social awareness and relationship skills had the lowest scores. Remarkably, we found a positive relationship between older students and global citizenship and relationship skills and between internationalization strategies and global citizenship and intercultural intelligence, as well as a low correlation between social awareness and younger students (aged 15 to 25 years).

To offer high-quality academic opportunities and internationalization strategies to university students, this article provides insights into how these students perceive and develop eymotional, social and intercultural competences throughout their academic program, considering their sociodemographic conditions. Finally, we recommend incorporating teaching strategies that favor the development of SEI competences into the curriculum.