Cultural Intelligence for Optimal Outcomes: Diaries, the Violin, and Existential Knowledge

Cultural Intelligence for Optimal Outcomes: Diaries, the Violin, and Existential Knowledge

Michael Dent
Copyright: © 2021 |Pages: 19
DOI: 10.4018/978-1-7998-5514-9.ch003
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Abstract

Four types of intelligence are relevant to any discussion relating to the future of graduate education: basic IQ (or intelligence quotient), emotional intelligence, artificial intelligence, and cultural intelligence (CQ). All of these will have an increasing impact on the roles of both university students and academics in the future. The difficulty is in assessing what changes these are likely to bring to the educational landscape. This chapter attempts to understand the drivers of change and the likely outcomes. Some small proposals are then made as to how both universities and students should plan for their future. This chapter will not assist you on learning how to play the violin.
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Intelligence

CQ has been defined in the literature as a set of intercultural capabilities that enables an individual to function effectively in the presence of cultural diversity (Ang et al., 2007; Thomas et al., 2008).

Figure 1.

Components of cultural intelligence

978-1-7998-5514-9.ch003.f01

Cultural intelligence (CQ) can be broken down into four components basically interest (drive) understanding (knowledge), personal approach (or strategy) and finally whether the individual actually wishes to engage or use these capabilities (action). Another very similar concept is that of Inter-cultural Competence, which is applied in the area of services marketing to help understand the drivers of customer satisfaction (Sharma et al, 2012).

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