This research is about how important emotional intelligence and cross cultural inteligence are to entrepreneurship, and also how global leadership will affect entrepreneauship in subsidiary.

This study is situated in the field of cultural intelligence (CQ) research. It involves expatriate teachers employed at a college for Emirati women in the United Arab Emirates who are all EFL trained native English speakers with a minimum of 5 years overseas teaching experience. This interpretive study explores these teachers’ understandings of cultural intelligence through individual interviews and focus groups. In so doing it contributes to the discussion on expatriate teachers constructs of what it is to be culturally intelligent, and augments knowledge on the cultural intelligence construct itself through rich qualitative data. The research design and subsequent data analysis are informed by Sternberg and Detterman’s (1986) multi-loci of intelligence theory, and Earley and Ang’s (2003) multi-factor construct of cultural intelligence; metacognitive CQ, cognitive CQ, motivational CQ, and behavioural CQ . Results suggest that these four factors of CQ feature in the respondents constructs of cultural intelligence. Metacognitive CQ is evident in the importance placed on being alert to the cultural context and of consciously assessing and reassessing cultural knowledge before making decisions about how to proceed appropriately. Cognitive CQ is displayed in the significance cultural knowledge has for the participants; the data suggest that cognitive CQ is evident in the willingness and the effort made to learn specific cultural information pertaining to the context. For the respondents the desire to travel and engage with different cultures and a confidence in their own ability to manage successfully in novel cultural settings is clear evidence of motivational CQ. The results show that not only do the participants demonstrate behavioural CQ in their actions, they also employ strategies to facilitate accurate acquisition of cultural norms of behaviour through adopting a non-threatening observe and listen approach. In addition the study produced some interesting findings related to the context and attitudes to Arab culture such as the idea of the Arabic language as a cultural ‘gate-keeper’. Other findings that warrant further study include the strong association the respondents made between language learning and CQ, close personal relationships and CQ, age and ‘stage of life’ influences on CQ development, and the correlation these respondents felt exists between EFL teacher qualities and CQ capabilities.

Due to the trend of economic globalization, the new challenge that companies are facing when pursuing growth is the need of internationalization talented persons. To maintain the best competitiveness of organization, the key point lies in looking for the most talented employee. How to choose talented persons multi-nationally and how to train internationalization talented persons is one of the keys for the existence of modern enterprises. The ¡§Expatriate¡¨ so called in this study means the one sent by the company to work in the country or area outside homeland. They are likely to be employees with the nationality of their parent company or third country. However, they must be the appropriate and trustworthy middlemen chosen by their parent company. How do enterprises choose such expatriates? What kind of characteristics should successful expatriates have in competence for their tasks? Herein, this study starts from personality and targets on expatriates to probe into the relationship among personality, cultural intelligence and entrepreneurship. The raw data for further research has 2 parts: pre-survey and formal survey. While Convenience Sampling Method was taken, the researcher picked particular interviewees, delivered the questionnaires, and invited for more interviewees to join. Since the objects are geographically wide-spreaded among the world, the survey forms were distributed through the Internet. 260 copies were sent, and 230 recovered. 88% recovery rate has been obtained. Through the statistics methodology, the variables were defined and calculated. The internal relationships among the variables were explored through tools of descriptive statistics, Pearson analysis, SEM model and Variance analysis. The conclusions are as following: 1. There is a positive and significant correlation between the personality and Cultural Intelligence. Stronger ¡§Extraversion¡¨ personality has highest CQ. Comes the ¡§Openness to Experience,¡¨ then the ¡§Agreeableness¡¨. 2. It is obviously positive and significant correlation between personality and entrepreneurship. People with strong ¡§Openness to Experience¡¨ attitude bear stronger willness and capability on entrepreneurship. Follows the ¡§Extraversion,¡¨ then the ¡§Agreeableness¡¨. 3. CQ is obviously positive and significant correlated to entrepreneurship. People with higher CQ bears better capability on entrepreneurship. 4. The study also discovered that the personality has obvious positive influence on entrepreneurship, directly and indirectly. That is, the personality of dispatched personnel would enhance individual entrepreneurship, via the interaction of higher CQ. 5. Personal attributes (e.g. gender, marital status, age, nationality, education level, reason for dispatch, company scale and industry nature) shall play a significant variant role as personality, CQ and entrepreneurship level.

Employee performance is a constant concern for any manager in a company or organisation. Managers have the unenviable task of balancing the meeting of organisational targets through the resources at their disposal. They must also manage their own responsibilities and personal targets which could be different to targets of the employees. These differences could create divergent priorities and affect the manager-employee relationship. Managers, in an effort to create a healthy work environment, need to show leadership qualities that encourage cooperation from their employees. These qualities must enable employees to form trustworthy relationships with their colleagues and the organisation thereby encouraging employee engagement and improved performance. A specific leadership quality that can create this type of positive and productive environment is authenticity. Authentic leadership can engender employee trust and organisational commitment and improve performance. Authentic leadership encourages improved relationships in the organisational environment by allowing employees and managers to communicate effectively. This encourages understanding of individual and organisational limitations in a non-threatening manner. Cultural intelligence is another quality that can enhance the employee manager relationship and affect the organisational climate. In South Africa’s culturally diverse environment managers from various cultural backgrounds will need to form healthy working relationships with employees and colleagues to encourage cooperation. These challenges and opportunities form the basis for this research study in the hope of informing managers of the relevance of the research topic and encouraging a change of behaviour and further study within the South African work environment.

Our nation’s culturally diverse public school students require transformative social justice school leadership that values, affirms, and includes all cultures. Studies focused on educational leadership for diverse student populations increasingly center around cultural responsiveness just as empirical studies on cultural intelligence (CQ) outside the field of education are also proliferating. This study was built upon a conceptual framework that highlights the overlaps between culturally responsive school leadership (CRSL) and the multi-dimensional framework of CQ. Based upon evidence of CQ as an antecedent to a number of positive outcomes in culturally diverse settings, the purpose was to uncover the extent to which principal CQ predicts Black and Latinx students’ high school graduation rates. Data collection involved the 20-item Cultural Intelligence Scale (CQS) (Ang et al., 2007) and federal data on high school graduation rates for Black, Latinx, and White students. The sample was drawn from 18 of the state’s 67 districts, and included 28 principals with a tenure at their current schools of three years or more. A bivariate correlation analysis, a multiple regression analysis, estimators of cross-validated R2, a test of differences of R2, and moderation tests were conducted using a new program developed by Morris and Lieberman (2021). Four significant correlations were detected. Black student graduation rates positively correlated to metacognitive CQ and the combination of cognitive CQ, motivational CQ, and behavioral CQ. Cognitive CQ and motivational CQ correlated to one another, as were cognitive CQ and metacognitive CQ. Results indicated that CRSL plays a positive role in education, with particular promise for Black students. However, results could not be cross-validated from the sample to the population. Furthermore, race/ethnicity did not moderate the relationship between graduation rates and CQ and its subscales. Limitations included a lack of power related to the small sample, the use of a course metric (graduation rates) with limited variance as an outcome variable, and the challenges inherent in investigating an indirect relationship such as that between principal and students. This study has begun the task of filling the CQ gap in the educational leadership literature, and recommendations for greatly needed additional research are made. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Background and Aim Cultural Intelligence (CQ) is becoming one of the essential competencies for the modern manager who regularly functions in a multi-cultural environment. CQ in essence refers us to the concept of developing those skills, be it through self-development, knowledge gathering or experience, which allows managers to effectively develop strategies to deal with new environments and multi-cultural settings as well as work groups (Earley & Ng, 2006). The concept of CQ can also be divided into 4 specific dimensions identified by Earley and Ang (2003) as a Meta-Cognitive dimension, a Cognitive dimension, a Motivational dimension and a Behavioural dimension. Specifically when one looks at motivational cultural intelligence one can define it as the extent of an individual’s interest and drive to adapt to new cultural situations (Templer, Tay & Chandrasekar, 2006). This study aims to investigate the concept of motivational cultural intelligence in relation to managerial motivation to engage in multi-cultural situations, and specifically focuses on the South African manager. Method A cross-sectional survey research design was used in this study. The Managerial Cultural Intelligence measure developed (Du Plessis, O’Neil & Vermeulen, 2007) was administered amongst a purposive convenience sample of managers in various industries (N = 550). Results There was no statistically significant result between motivation and managerial engagement, however it was found that the middle management and supervisory level had: The highest overall level of motivation in terms of engaging in multi-cultural activities. The highest level of motivation to change their view points when gaining new information about other cultures. There was, however, not a very high level of motivation to plan in advance for multi-cultural engagements. Those on a senior managerial level on the other hand showed: The highest level of motivation in terms of learning more about people from other cultures. The highest level of motivation to learn more about how to deal with people from other cultures. The lowest level of motivation to change their views of other cultures when gaining new information about other cultures. They also showed the lowest level of motivation in terms of preparing in advance for multi-cultural engagements. Based on an ANOVA analysis of the data it was found that: There was no statistically significant result between the overall motivational levels of the managers and their willingness to engage in multi-cultural environment. There was, however, a statistically significant result in terms of managerial motivation to learn more about other cultures in their work groups. Practical Relevance It was clear from the literature review that there is little information available about managerial CQ and motivation to engage in multi-cultural settings, such as those within the South African environment. It was therefore deemed important to investigate this construct and especially the dimension of motivation in order to better understand the role it plays in the South African managerial environment. With a better understanding of how it impacts South African managers, future researchers can look at identifying the other drivers of multi-cultural engagement, as well as developing training and development programs that will be better suited to the South African manager in terms of developing CQ. Lastly this was also seen as an important study in order to advance and fill the gap in South African literature within this specific field. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / MCom / Unrestricted

The study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing need for faculty to expand their cultural intelligence to enable them to demonstrate exemplary leadership in 21st century classrooms. The study measured the cultural intelligence of faculty using the Cultural Intelligence Scale (CQS). Faculty members’ leadership was measured using the Leadership Practices Inventory Self (LPI-Self). This quantitative study used associational and survey methods to predict scores and explain associations among variables. Overall, behavioral CQ and cognitive CQ had a greater influence on the following leadership practices: Model the Way, Inspire a Shared Vision, and Challenge the Process. For the private university, behavioral CQ had a greater influence on the following leadership practices: Model the Way and Inspiring a Shared Vision. The public university did not show preference for any of the five leadership practices. For the state college, cognitive CQ had a greater influence on all leadership practices, except for Model the Way. The results of this study confirmed that cultural intelligence significantly influenced leadership practices of faculty members. These findings provide important information for faculty development programs, curriculum development, and hiring practices. An urgent requirement for advancing teaching and learning in today’s higher education classrooms is a keen understanding of the underlying values, beliefs, and perceptions of students. These qualities affect students’ understanding and how they express themselves in the classroom. The decision to give instructional leaders leadership training in cultural intelligence is highly recommended. While faculty members showed preference for certain leadership practices, their preferences might be incorporated to develop a blended leadership style that may be more suitable for today’s diverse academic community. The association found between cultural intelligence and leadership practices confirms the value of faculty development in cultural intelligence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Since a few decades ago, world seems flat because of globalization, however, cultural diversity also creates challenges and problems for individuals and organizations. Cultural intelligence (CQ), defined as an individual¡¦s capability to function and manage effectively in culturally diverse settings (Earley & Ang, 2003). CQ can explain why some individuals are more effective than others in culturally diverse situations; therefore, it¡¦s important for everyone. Until now, relatively researches mainly focuses on the influence of CQ. To know antecedents of CQ, this study developing and testing a model including external factor and internal factor, and posits differential relationships among the four CQ dimensions (metacognitive, cognitive, motivational and behavioural), employment cross-cultural exposure, and Big Five personality (Conscientiousness, Agreeableness, Emotional stability, Extraversion, and Openness to experience). The results demonstrate employment cross-cultural exposure predicted all of the four CQ dimensions; extraversion and openness to experience predicted metacognitive, motivational and behavioural CQ; and employment cross-cultural exposure has stronger effect on behavioural CQ through moderating effect of conscientiousness.

With the enhancing trend of internationalization and labor globalization, the Global Team¡¦s management is an emerging cross-cultural issue that contemporary enterprises need to manage. Earley and Ang (2006) suggested that Cultural Intelligence (CQ) is an outsider's natural ability to interpret and respond to unfamiliar cultural signals in an appropriate manner. According to National Institute for advanced conflict resolution' research, American managers spend 30% time dealing with the team conflict in average. Brett, Behfar, and Kern (2006) also indicated that global team¡¦s performance will be suffered if team leaders are not able to handle team conflicts properly. Based on the literature review, the aim of the current study is to explore how the global team members adjust the team performance via their CQ under the team conflicts. Accordingly, the author used Case Study and found the six propositions as below after interviewing 10 global team members: Proposition 1: the degree of enterprises¡¦ internationalization will affect the selection principles of the global team members: high degree internationalization of enterprises¡¦ recruitment rule would focus on organization¡¦s requirement and member¡¦s profession, instead the nationality of members. Proposition 2-1: As a global team member belongs to a relatively few nationality owners, the one easily takes task conflict as relationship conflict. Proposition 2 -2: As a global team member belongs to a relatively few nationality owners, the one with high CQ does not easily takes task conflict as relationship conflict. Proposition 3: Global team¡¦s relationship conflict makes lower team performance than task conflict. Proposition 4: The global team¡¦s leader with high CQ could reduce team¡¦s conflict but the subordinate with high CQ could not reduce team¡¦s conflict. Proposition 5: The global team¡¦s leader with high CQ could reduce the negative influence of relationship conflict on team performance. Proposition 6: The global team¡¦s leader with lower CQ could be trained by companies and cultivated by organizational cultures.

Nowadays, human resource management transforms the business into globalization, and globalization trend changes the management of human resource as well. Therefore, given the importance for enterprises to figure out the factors to cultivate competitive advantages among foreign professionals in a cross-cultural working environment and improve the innovation process and work performance in advance, this research will discuss how cultural intelligence and knowledge sharing impact individuals¡¦ innovative behavior. Consequently, from an empirical investigation with 131 foreign professionals supported the notion that with higher cultural intelligence perceived higher innovative behavior. Correspondingly, higher metacognitive CQ, motivational CQ and motivational CQ lead to higher knowledge sharing. In addition, knowledge sharing has positive impact on innovative behavior. Furthermore, the relationships between cognitive CQ and innovative behavior were mediated through knowledge sharing.