CEPA Presentation
- 1. Exploring the Relationship between Multicultural Experiences, Cultural Intelligence, and Effective Global Leadership Elisabeth Cuadros, Hector Martinez, Jose Rodriguez, Marcus Tinajero, and Lizette Yanes Our Lady of the Lake University 1
- 2. Content • Overview • Research Questions • Assessment • Design • Recommendations 2
- 3. Overview 3
- 4. Our Inquiry An increase in globalization and multinational organizations has created a significant academic indication for higher education to become more conscious of cross cultural studies, to further prepare students for working with diverse multicultural groups. “ At college level, the best preparation is a liberal arts education...in short, leaders must understand culture.” John W. Garder 4
- 5. Background • International experience and/or foreign studies is not a requirement for many degrees and/or certificates. • World financial markets have experienced an increase in globalization where capital flow fluctuation has shifted from 6% of the world GDP (1980-1995) to 14.8% (2006) • Countries that embrace globalization can potentially experience significant income increases and countries that reject can fall behind. Witte, A. (2010). The global awareness curriculum in international business programs: A critical perspective. Journal of teaching in international business, 101-131. Di Giovanni, J., Gottseling, G., Jaumotte, F., Ricci, L., Tokarick, S., Yang, M., & Rees, M. (2008, May 2). Globalization: A brief overview. IMF Brief. 5
- 6. Background • Transformational leadership concepts contribute to leader performance and behavior: idealized influence through role modeling, inspirational motivation through vision, and individualized consideration through mentoring and coaching. • Study findings support four key cultural intelligence concepts that enhanced cross cultural leadership effectiveness: cultural awareness, motivational cultural adaptation, adaptive behavior, and effective cross-cultural communication. Deng, L., & Gibson, P. (2009). Mapping and modeling the capacities that underlie effective cross-cultural leadership. Cross Cultural Management, 347-366. 6
- 7. Statement of Problem • Development of global competencies, shortage of global leaders in the corporate world, organizations lack of understanding to develop global leaders, lack of investment in global leadership training, and the need to understand the relationship between global leadership and managerial competencies. • Higher education plays an important role in resolving the leadership skills crisis. Suutari, V. (2002). Global leaders development: An emerging research agenda. Career Development International, 218-233. Lowe, K. B., & Gardner, W. L. (2000). Ten years of the leadership quarterly contributions and challenges for the future. The leadership quarterly, 459-514. 7
- 8. Purpose of the Study Explore the relationship between multicultural experiences stimulated by higher education institution course work and levels of cultural intelligence and global leadership. Specifically, which experiences could potentially have a greater impact on increasing cultural intelligence and global leadership 8
- 9. Global Leadership Defined Visionary Leadership The capacity to create and express visions that are both meaning and purposeful to an organization. Diplomatic Leadership The ability to globally build productive relationships, negotiate between two or more disagreeing parties, behave in agreeance with core values, and gain advantages without force. Team Integrator This person has the capacity to engage others in dialogue and show a genuine interest for the views and concerns of others. Nanus, B. (1992). Visionary Leadership: Creating a compelling sense of direction for your organisation. San Francisco, CA: Jossey-Bass Publishers. House, R., Dorfman, P., Javidan, M., Hanges, P., & Sully de Luque, M. (2014). Strategis leadership across cultures: The GLOBE study of CEO Leadership Behavior and Effectiveness in 24 Countries.Thousand Oaks, CA: Sage. 9
- 10. Cultural Intelligence Defined Cultural Awareness The ability to always be mindful of oneself, others and Cultural Intelligence: The cultural circumstance. Including our own cultural values, beliefs and perceptions. Cultural Understanding The exposure to information about culture and the ability to identify and understand the similarities and differences, in addition to the significance of the information. Cultural Skills The ability to perform well on a multicultural platform as a result of culture exposure, experience and training. Earley, P. C., & Mosakowski, E. (2004, 10). Cultural Intelligence. Retrieved from Harvard Business Review: https://hbr.org/2004/10/cultural- intelligence 10
- 11. Dependent Variables Visionary Leadership Diplomatic leadership Team Integrator 11
- 12. Independent Variables Cultural Intelligence Cultural Awareness Cultural Understanding Cultural Skills 12
- 13. Independent Control Variables Age Gender Ethnicity Leadership Role Organizational Type Income Multicultural Experience (course level, course type) 13
- 15. Research Question 1 Is there a relationship between cultural intelligence (awareness, understanding, and skills) and global leadership vision? 15
- 16. Research Question 2 Is there a relationship between cultural intelligence (awareness, understanding, and skills) and global leadership diplomacy? 16
- 17. Research Question 3 Is there a relationship between cultural intelligence (awareness, understanding, and skills) and global leadership team integrator? 17
- 18. Literature Review Summary Leadership and Age Mixed results ● younger leaders found to be more attentive ● older leaders found to be better delegators ● positive correlation for age and global business savvy ● positive correlation between age and diplomacy ● negative correlation between age and transformational leadership Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73. 18
- 19. Literature Review Summary Leadership and Gender Mixed results ● female leaders found to be more engaged differences in gender, education and leadership behaviors ● no significant correlation between gender and transformational leadership ● female hispanics score higher than male hispanics in transformational leadership factors 19
- 20. Literature Review Summary Leadership and Ethnicity Mixed results ● no significant effect on servant leadership followers more likely to give leaders of their own race more favorable scores 20
- 21. Literature Review Summary Leadership and Leadership Roles Mixed results ● negative correlation between hierarchy and global business savvy, hierarchy and diplomacy, and hierarchy and intercultural empathy ● no significant correlation between executive position and transformational leadership (TL) or occupational status and TL 21
- 22. Literature Review Summary Leadership and Education Mixed results ● positive correlations between education and global education and global business savvy, diplomacy, intercultural empathy ● no significant correlation between TL and education positive correlation between servant leadership and education 22
- 23. Literature Review Summary Leadership and Income Mixed Results ● no significant correlation found between income and TL ● no significant correlation between income and middle- level servant leadership ● negative correlation between income and top-level servant leadership 23
- 24. Literature Review Summary Leadership and Cultural Experiences Mixed results ● no significant correlation between global leadership and non-work experiences or organization-initiated experiences ● cultural experiences had little to no effect on intercultural development scores 24
- 25. Literature Review Summary Cultural Experiences and Global Awareness Study abroad trips are not optimal for gaining discipline-specific knowledge. Cultural intelligence survey taken before and after the study abroad trip indicate that overall (96%) students enjoyed interaction between the different cultures. A cross cultural music program can offer an international learning opportunity, such as music in relation to history, culture and language. In a study sixteen music students experienced Korean culture from learning about cross-cultural music. Kamdar, N., & Lewis, T. (2015). Deriving Long-Term Benefits from Short-Term Study-abroad Programs. The Journal of Management and Engineering Integration, 1-10. Yang, K., & Chung, S. (2015). Key factors for developing a cross-cultural education program. International Journal of Educational Management, 222-233. 25
- 26. Assessment 26
- 27. Demographic Survey 1. Age 2. Gender 3. Highest level of education 4. Ethnicity 5. Leadership role 6. Income range 7. Tenure 8. Organization type 27
- 28. Multicultural Experience Survey 1. Institution Name 2. Course Name 3. Course Type 4. Academic Area 5. Total Multicultural Credits Available for 3 entries 28
- 29. GLOBE – Phase 3 Project Phase 3 Instruments (2014) House, Dorfman, Javidan, Hanges, de Luque GLOBE Phase 3 Research Survey Vision Survey B (3 questions), Cronbach Alpha 0.73 Diplomatic Leadership Survey B (3 questions), Cronbach Alpha 0.72 Team Integrator Survey B (3 questions), Cronbach Alpha 0.77 29
- 30. Cultural Intelligence – Self Test Developed by Richard D. Bucher Self-Rated Instrument 18 Items Measures the cultural intelligence (CQ) Cultural Awareness Cultural Understanding Cultural Skills 30
- 31. Design 31
- 32. Participants • Participants (Convenience Sample) • Pulled from alumni directories, of a variety of universities within the United States. • These universities have been identified as having offered cross cultural courses, studying a variety of cultures. • Surveys will be distributed and collected electronically by way of Qualtrics survey. • Participation will be completely voluntary and informed consent will be obtained prior to the survey distribution. Once consent is given, the participant will be able to begin demographic and the survey portions of the questionnaire. 32
- 33. Non-Experimental Research Design Multiple Regression Used to determine whether the leaders’ multicultural experiences stimulated by higher education institution course work relate to levels of cultural intelligence and global leadership. ANOVA Used to determine whether the leaders’ controlled variables relate to levels of cultural intelligence and global leadership. 33
- 34. Null Hypothesis 1. There is no relationship between cultural intelligence (awareness, understanding, and skills) and global leadership vision? 2. There is no relationship between cultural intelligence (awareness, understanding, and skills) and global leadership diplomacy? 3. There is no relationship between cultural intelligence (awareness, understanding, and skills) and global leadership team integrator? 34
- 35. Ethical Considerations ● Confidential ● Voluntary ● Ability to Withdraw Consent without Penalty ● Informed Consent ● IRB Approval ● Access to Alumni data will be obtained from each College/University 35
- 36. Limitations • curriculum goals vary by institution it is important to understand the instrumental function of the multicultural course offered • institutions standards and how the grades are recorded along with a curriculum comparison • outside cultural experiences such as personal cultural experiences cannot be accounted for from each participant • a pretest, post-test model should be considered to establish a baseline CQ before the cultural experience is administered 36
- 38. Recommendation Provide statistical data and interpretation to encourage higher education core curriculum committees to incorporate a multicultural course in general education curriculum. These courses will provide global experiences to students. 38
- 39. Questions? 39
Editor's Notes
- #5: Cross cultural skills such as behavioral expectations, communication, and adjustment to and knowledge of cultural values have been noted as being critical skills in order to be effective across cultures.
- #7: Deng & Gibson 2009: This study interviewed 32 Western expatriate managers and 19 Chinese managers working in an Australian business operating in China living a working in China anywhere from 2 months to 16 years. The average age of all managers was 40 years of age. Interviews were also conducted with 51 individuals from Australian organizations representing a variety of managerial levels where Australian investment business in China were involved. Their work experience ranged from 2 months to 16 years. Transformational leadership (TL), emotional intelligence (EQ) and cultural intelligence (CQ) are interconnected contributing factors to effective cross cultural leadership
- #8: In a review of existing literature geared toward the need for global leadership development, (Suutari, 2002) concluded to the following five factors These five described factors can be addressed by integrating standard global competencies into higher education core curriculum. BULLET POINT 2: Lowe and Gardner, 2000; Hodgkinson, 2006, Healy, 2008; Baldwin, 2011) and can develop curriculum and programs to develop competent, culturally intelligent, and dynamic global leaders. CBS Inc. also agrees. 1984, the corp. council on liberal arts representing 12 major companies, was established with a 750k grant from CBS in assoc. with the american academy of arts and sciences with the purpose of “heighten the awareness of a liberal arts education--insight, perception, critical inquiry and imagination and to understand the relationship between liberal arts learning and leadership in the corporate world.
- #9: The increase in globalization and multinational organizations has created a significant academic indication for higher education institutions to become more conscious of cross cultural events and studies, to further prepare students for working with multicultural groups. Quality leadership shortages have been further complicated by increased globalization and has reinforced the need for quality leadership practices that translate across diverse cultures.
- #10: GLOBE leadership traits Visionary: Leaders ranked higher in vision often anticipate and are prepared for possible future events. They build and communicate a bright vision of the future, make the plans and take the appropriate steps to achieve the vision. Diplomatic: Leaders ranked higher in diplomacy have a strong world outlook and identify solutions that satisfy diverse interests (House, Dorfman, Javidan, Hanges, & Sully de Luque, 2014). Team Integrator: They combine the expertise of others in order to build a collaborative team. Leaders ranked higher in team integrator are in constant communication and remain open and with their subordinates. They work diligently at getting team member to work together to build cohesiveness (House, Dorfman, Javidan, Hanges, & Sully de Luque, 2014)
- #11: An outsider’s seemingly natural ability to interpret unfamiliar and ambiguous gestures as a person’s compatriots. Overall cultural intelligence will be determined by the following concepts: cultural awareness, cultural understanding, and cultural skills.
- #12: Multicultural experiences for our research purpose is defined as any multi-cross cultural course that studies the significance of culture in society, including the relationship between culture, consciousness, the global economy, identity and history. May also include cross-cultural feminist theories, multi-cultural theory, cross-cultural media studies, ethics and globalization, global and comparative management, and study abroad/immersion programs.
- #13: Multicultural experiences for our research purpose is defined as any multi-cross cultural course that studies the significance of culture in society, including the relationship between culture, consciousness, the global economy, identity and history. May also include cross-cultural feminist theories, multi-cultural theory, cross-cultural media studies, ethics and globalization, global and comparative management, and study abroad/immersion programs.
- #14: Multicultural experiences for our research purpose is defined as any multi-cross cultural course that studies the significance of culture in society, including the relationship between culture, consciousness, the global economy, identity and history. May also include cross-cultural feminist theories, multi-cultural theory, cross-cultural media studies, ethics and globalization, global and comparative management, and study abroad/immersion programs.
- #31: This survey has not been utilized for quantitative research, therefore there is no standard measure for internal consistency. We anticipate a Cronbach Alpha score of 0.5 or greater from our testing and will validate the reliability to ensure items within the test are measuring the same construct.