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The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.

The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.

The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.

By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.

This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

This paper aims to explore the link between the theoretical foundations of intercultural intelligence and a practical application examining a course dedicated to developing Emirati students' intercultural intelligence.

The paper outlines the socio-cultural conditions of the United Arab Emirates as a backdrop to the investigation; establishing the pressing need for intercultural intelligence. The paper provides a theoretical framework to situate the course based on King and Baxter Magolda's trajectory of intercultural maturity (2005) and Davies' theory of “interruptive pedagogy” (2006). Guiding principles for the teaching of intercultural intelligence are given.

Informal feedback through post-course interviews demonstrates a positive self-perceived change in intercultural understanding having taken the course.

The paper concedes that due to socio-cultural constraints the authors are unable to deliver a course with as much practical experience as the authors would like. As a result, students gain more cultural self-awareness and theoretical understandings of intercultural intelligence than practical engagement.

This paper provides a meaningful contribution to the limited body of knowledge on intercultural intelligence training at a tertiary level in the Arabian Gulf and breaks new ground in three ways: first by demonstrating the link between the UAE socio-cultural and political factors on intercultural intelligence training; second by providing a link between intercultural intelligence theory and practice and third by providing practical suggestions as guiding principles and creative ideas for classroom use. The paper will be of value to teachers and trainers teaching in multi-cultural, international contexts and to those providing organizational training in a variety of business contexts.

A dynamic global economy has increased the need for cross-cultural flexibility and cultural intelligence (CQ). While a large literature has examined various means to increase CQ in student and expatriate populations, its importance for teachers in cross-cultural settings has been largely unexamined. This paper aims to use the experiences of a group of professors in an MBA programme in Iran to investigate the effect of their activity on their cross-cultural skills.

Using structured interviews and content analysis, the authors draw on the experiences of business faculty from a Canadian business school who helped deliver an MBA programme in Iran to investigate how their experiences in a country new to them were reflected in the components of CQ.

Using an established model of CQ, the authors find contributions to all three facets, knowledge, mindfulness and behaviour, indicating that such exchanges can be regarded as important for students and teachers alike in an international educational context.

With more and more teaching extending across cultural boundaries in both domestic and international settings, the capacity of instructors to read, interpret and react to the attitudes, beliefs and behaviours of their students is an important factor in the success of these programs. To this point, at least within the business education literature, the influence of such encounters on the instructors involved has been neglected.

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 present study aims to understand context and dynamics of cognitive learning of students as an outcome of the usage of popular movies as a learning tool in the management classroom and specifically in the context of a course on cross‐cultural management issues.

This is an exploratory study based on qualitative analysis of reflection notes of 14 students who participated in an elective course on “managing cross‐cultural issues (MCCI)” in the second year of their MBA programme. Students were asked to submit reflection notes focused on classroom learning as an outcome of the course MCCI with specific reference to used movies Outsourced and My Big Fat Greek Wedding. Students' reactions in their reflection notes were analyzed through qualitative content analysis.

The findings of this study reveal that students found selected movies very relevant and effective in learning cross‐cultural theories, issues and developing cross‐cultural competence. They also enjoyed movies as learning experience in the classroom. Both instructor's observations and students' reactions regarding the effectiveness of movies as classroom learning tool are very positive.

Popular movies, if appropriately selected and included in cross‐cultural training programmes for expatriate managers, immigrant workers and managers who travel to different countries, could be very useful as a learning tool for developing multicultural perspective and cross‐cultural competence.

This paper could be very useful to academicians and researchers who want to use popular movies as an instructional or research tool for exploring the psychodynamics of classroom learning in management and social sciences courses or professional training programmes focused on cross‐cultural management skills, global leadership skills, diversity management.

This study aims to examine the contribution of cultural intelligence (CQ) to the level of adaptive selling behavior and customer-oriented selling behavior of salespeople in a cross-cultural selling context.

This study collected data from a total of 210 Thai salespeople who had been assigned to work at trade shows in Japan (n = 110) and in Vietnam (n = 100).

The findings show that salespeople with higher CQ tend to demonstrate a higher degree of adaptive selling behavior and customer-oriented selling behavior in both countries. The moderating effect analysis shows that the positive relationship between CQ and adaptive selling behavior is significantly higher for Thai salespeople in Japanese trade shows than in Vietnamese trade shows.

This study uses cross-sectional data collection; therefore, the results have been interpreted as associations, but not causations.

The study suggests that CQ development programs could be considered as part of the training that organizations provide to salespeople to develop cross-cultural competencies to deal effectively with foreign customers.

This study provides additional evidence concerning the benefits of CQ in an occupational area that has not been previously explored. More importantly, the result regarding the positive linkage between CQ and adaptive selling behavior was significantly stronger in the country characterized by higher cultural differences. This also contributed to CQ research by showing that differences in a cultural context might also influence the benefits of CQ in relation to the outcome variables.

This article attempts to understand the impact of global consumer culture and ethnocentric consumerism on global citizenship by identifying the mediating effect of cultural intelligence.

The proposed structural equation model explains the relationship between global consumer culture, ethnocentric consumerism, and global citizenship. The empirical analysis involves an online survey targeted young people in Indonesia context.

The empirical evidence broadly supports the view that cultural intelligence strengthens the impact of global consumer culture and ethnocentric consumerism on global citizenship. There is a strong tendency in this study to suggest that global consumerism will not be able to contribute to global citizenship unless cultural intelligence provides as a mediating variable. However, the results do not support the mainstream literature, which suggests that ethnocentric consumerism harms global citizenship.

This study extends the discussion on achieving sustainable development by examining global citizenship leads to a better understanding of consumer culture theory.

Each culture is defined by norms, beliefs and values which influence and complicate individual thoughts and actions. Cultural intelligence (CQ) is a novel concept that reflects the ability of individuals of certain cultures to adapt to the general conditions of a different society. This study aims to explore the relationship between CQ and technology adoption in the form of intention to use the internet.

This quantitative empirical study, based on data from a questionnaire completed by 201 university students, proposes three models to analyse the direct, indirect and moderating influence of the CQ on intention to use the internet.

The study reveals that CQ has an indirect influence on the intention to use the internet.

Most research to date has focused on analysing the influence of CQ in the cross-cultural field. This work contributes to the development of the concept of CQ as a decisive factor in a globalised world and analyses its impact on the internet, a tool that is fundamental at all levels.

Cada cultura posee unas normas, creencias y valores que la definen, lo que influye en el pensamiento y acciones de los individuos que la componen y dificulta el ajuste entre las mismas. Derivado de esto, la inteligencia cultural (CQ) es un concepto novedoso que refleja la capacidad que tienen los individuos de una determinada cultura de adaptarse a las condiciones generales de otra sociedad diferente. En este estudio, se explora la relación existente entre la CQ y la adopción tecnológica en la intención de uso de Internet.

La muestra está conformada por 201 estudiantes universitarios y los datos fueron recolectados a través de cuestionario. Se realizó un estudio empírico cuantitativo, proponiéndose tres modelos para analizar la influencia de manera directa, indirecta y como factor moderador de la CQ sobre la intención de uso de Internet.

El estudio revela que la CQ influye indirectamente sobre la intención de uso de Internet.

La mayoría de las investigaciones hasta el momento se han centrado en analizar la influencia de la CQ en el ámbito cross- cultural. Este trabajo contribuye al desarrollo del concepto CQ como un factor decisivo en el mundo globalizado y analiza su impacto en una herramienta fundamental a todos los niveles como Internet.

This article proposes a new paradigm including the concepts of contextualized multiple intelligences (CMIs) and triplization for reforming education. A pentagon theory is developed as the base for learning and teaching, to help students develop the necessary CMIs in the new century. Then the article illustrates the concepts and processes of triplization, including globalization, localization, and individualization, and explains why they together can provide a completely new paradigm to reform school education, curricula and pedagogy and how they can substantially contribute to the development of CMIs, of not only students, but also teachers and schools. Finally, the implications of the new paradigm for changing curricula and pedagogy are advanced. It is hoped that the new century education can support students becoming CMI citizens, who will be engaged in life‐long learning and will creatively contribute to building up a multiple intelligence society and global village.

This study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.

The data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.

The results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.

The study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.

There are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.

In addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.

Emotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.