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

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Content• Overview • Research Questions• Assessment• Design• Recommendations

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Overview

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Our InquiryAn 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

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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.

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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.

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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.

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Purpose of the StudyExplore 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

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Global Leadership DefinedVisionary LeadershipThe capacity to create and express visions that are both meaning and purposeful to an organization. Diplomatic LeadershipThe 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 IntegratorThis 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.

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Cultural Intelligence DefinedCultural 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 UnderstandingThe 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 SkillsThe 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

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Dependent VariablesVisionary Leadership

Diplomatic leadership

Team Integrator

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Independent VariablesCultural Intelligence

Cultural Awareness

Cultural Understanding

Cultural Skills

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Independent Control VariablesAge

Gender

Ethnicity

Leadership Role

Organizational Type

Income

Multicultural Experience (course level, course type)

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Research Questions

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Research Question 1

Is there a relationship between cultural intelligence (awareness, understanding, and skills) and global leadership vision?

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Research Question 2

Is there a relationship between cultural intelligence (awareness, understanding, and skills) and global leadership diplomacy?

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Research Question 3

Is there a relationship between cultural intelligence (awareness, understanding, and skills) and global leadership team integrator?

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Literature Review SummaryLeadership and AgeMixed 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.

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Literature Review SummaryLeadership and GenderMixed 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

Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73.

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Literature Review SummaryLeadership and EthnicityMixed results● no significant effect on servant leadership followers

more likely to give leaders of their own race more favorable scores

Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73.

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Literature Review SummaryLeadership and Leadership RolesMixed 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

Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73.

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Literature Review SummaryLeadership and EducationMixed 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

Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73.

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Literature Review SummaryLeadership and IncomeMixed 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

Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73.

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Literature Review SummaryLeadership and Cultural ExperiencesMixed 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

Jadivan, M., Bullough, A., & Dibble, R. (2016). Mind the gap: Gender differences in global leadership self-efficacies. Academy of management perspectives, 59-73.

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Literature Review SummaryCultural Experiences and Global AwarenessStudy 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.

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Assessment

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Demographic Survey1. Age2. Gender3. Highest level of education4. Ethnicity5. Leadership role6. Income range7. Tenure8. Organization type

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Multicultural Experience Survey1. Institution Name2. Course Name 3. Course Type4. Academic Area5. Total Multicultural Credits

Available for 3 entries

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GLOBE – Phase 3Project Phase 3 Instruments (2014)House, Dorfman, Javidan, Hanges, de Luque

GLOBE Phase 3 Research SurveyVision

Survey B (3 questions), Cronbach Alpha 0.73Diplomatic Leadership

Survey B (3 questions), Cronbach Alpha 0.72Team Integrator

Survey B (3 questions), Cronbach Alpha 0.77

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Cultural Intelligence – Self TestDeveloped by Richard D. BucherSelf-Rated Instrument18 ItemsMeasures the cultural intelligence (CQ)

Cultural AwarenessCultural UnderstandingCultural Skills

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Design

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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.

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Non-Experimental Research Design

Multiple RegressionUsed to determine whether the leaders’ multicultural experiences stimulated by higher education institution course work relate to levels of cultural intelligence and global leadership. ANOVAUsed to determine whether the leaders’ controlled variables relate to levels of cultural intelligence and global leadership.

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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?

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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

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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

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Recommendation

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RecommendationProvide 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.

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Questions?

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