Cultural Intelligence - PowerPoint Presentation

Slide1

Cultural Intelligence

Higher Education’s New Foreign Language Requirement

“It is useful in education to continually ask ourselves

whether or not our methods are getting us closer to our goals.”

(Shaw, 1999, p. 325)Slide2

What is CQ?

Defined as the “capability to function effectively across national, ethnic, and organizational cultures” (Livermore, 2010, p. 170).

“Enables the individuals to represent appropriate behaviors in varied cultures without getting confused or distracted about how the others behave them” (

Soltani

&

Keyvanara

, 2013, p. 41).

N

ot a personality trait, but a learned quality or individual capability that requires flexibility and training (Livermore, 2010).

First identified in 2003 (Van Dyne et al., 2012).

Key founding contributors include

Ang

,

Earley

, and Van Dyne.

Current contributors extend to Livermore,

Rockstuhl

, Ng and others.Slide3

The Sub-Dimensions

Meta-cognitive -- the level of awareness an individual brings to cultural interaction (

Rockstuhl

et al, 2011)

Cognitive -- the knowledge of a culture’s beliefs and norms, customs and practices, taboos and conventions (

Rockstuhl

et al, 2011; Westby, 2012)

Motivational -- the directed effort a student makes in mastering and applying cultural knowledge (

Rockstuhl

et al, 2011)

Behavioral -- the application of the cultural knowledge attained (

Rockstuhl

et al, 2011) Slide4

R1: How

should cultural intelligence be considered in Higher education?

Second language proficiency cannot be the justification of a college foreign language requirement that is only one or two years in length.

English

instruction of further cultures is a much more effective way to introduce cultural values and beliefs to college students.

Eliminating

the ineffective language component allows in-depth study of a culture’s values and belief systems leading to true understanding of their people

.

(Weingartner,1992)

Higher education is answering the call for increased demands of CQGlobal understandingCross-border and travel abroad experiences for students and faculty focuses on internationalization embraces cultural differencesacknowledges cultural lawsenhances international relationships (Haber and Getz, 2011)

A shifting away from the mere hiring of diverse staff and a focus on the need for staff to be able to interact with people from diverse cultures

(Bennett, 2009)Slide5

Haber and Getz (2011

)graduate student global study course to Doha, Qatar

Muslim faith differs extremely from Catholic

beliefs

Trapped

by the norms of marital status and careers for women

Faith

in God and her religion’s desire to help the vulnerable with the Muslims’ desire to do the

sameModesty and respect afforded to Arab women

SimilaritiesConnectionsSlide6

R2: Why is CQ Important for College Graduates?

So What?

Soltani

and

Keyvanara

(2013) report that many highly intelligent people fail in cultural interactions due to their lack of adaptability, not their lack of language skill.

Exposure to cultural instruction would alleviate the failures that come with not being culturally

intelligent (Groves

and

Feyerherm, 2011).In forming leaders, Neumann (1995) added that leaders “should take, as their point of departure, the thinking and beliefs - the culturally ingrained understandings and values- of those whom they wish to lead” (p. 271).Slide7

So What Else?

Ultimately, high levels of CQ allow people to surpass pretend respect and gain a genuine deference and value for people from other cultures (Livermore, 2010

).

Motivation, evaluations and human resource strategies vary by cultural group, and effective leaders need to respect and allow individual and cultural identity while maintaining organizational

culture (Livermore, 2010).

Dong and Wang (2010) insist that “national security can only be strengthened by the mutual understanding of the nations” (p. 172

).

And further argue that…

P

rejudice needs to be replaced with unity and diversity; best achieved on a global basis with CQ. Slide8

R3:

What is the Reality of Attainment for culture or foreign language course?

Fluency attainment takes 6-8 years (Eaton, 2012;

Suderman

&

Cisar

, 1992;

Demie

, 2011)Pragmatics inhibit even fluent speakers (Rafieyan et al, 2013)Cultural exposure necessary for success (Wenli, 2005)College requirements generally stop at 2 semesters (Shaw, 1999)

Success dependent on native language ability (Shaw, 1999)Allows prompt attainment of cultural norms, beliefs and taboos (Westby, 2012)Culture and fact basedSimultaneously applicable to multiple cultures Taught in EnglishLanguage AcquisitionCQ InstructionSlide9

R4: CQs Impact on America and Its People

More than 300 languages acknowledged on the

U

S Census.

21

% of the

population over

the age of five

speaks a language other than English at home (Ryan, 2013). Teachers?

Exposure to and meaningful contact with diverse groups helps to reduce the bias and tensions apparent in multi-cultural circumstances (Tatum, 2003). A true understanding of cultural differences eradicates barriers, resulting in inclusive communities and improved relationships among multi-cultural groups (Westby, 2012). To create this sense of cultural inclusion in American schools, Petrovic (2011) recommends an increase of teacher CQ through teacher training curricula which emphasizes intercultural collaboration and cultural diversity.What does this mean for…Slide10

The Impact of CQ

Marketing and Advertisers?

Speech and Language Pathologists?

Cheng (2007) emphasized that speech and language pathologists “need to shift our theoretical paradigm from reduction of accent to enhancement of communication” (p. 39).

Cheng’s

research uncovered that some families within the Asian cultures feel great shame in children who have disabilities and choose to avoid these issues as opposed to addressing them.

Furthermore

, this avoidance of professional intervention due to the apparent shame felt over their child’s speech delay resulted in years of documented peer bullying for Cho.

Medical Professionals?

Psychologists, Counselors and Social Workers?Business Leaders?Slide11

R5: Should CQ Replace the

Traditional Collegiate Foreign Language Requirement?

IQ

and

EQ do not

impact success in multi-cultural situations

(

Ang

& Van Dyne, 2008; Rockstuhl, Seiler, Ang, Van Dyne, & Annen, 2011).

158% increase in foreign language speakers vs. 38% increase in population(Ryan, 2013)The workforce is changing! 44 percent increase in Asian-Americans, 36 percent increase in Hispanic and Latin Americans21 percent increase in African-Americans (as cited in Groves & Feyerherm, 2011).

2

years of intensive language study

= intermediate level

(as cited by

Sudermann

and

Cisar

, 1992).

While

not the official world language, English has rooted itself

internationally (

Panetta, 1999).

F

oreign language acquisition an understanding of culture (Petrovic,2011). Slide12

Conclusion and Discussion

Though longevity in America increases the likelihood that an immigrant will adopt English as their main spoken language (Ryan, 2013), fluency does not equate to shared beliefs, values and taboos.

The

stated goals for language study are better achieved through direct instruction of English, critical thinking skills, and cultural differences rather than instruction in a foreign

language.

(

Baron, 1982;

Weingartner

, 1992)