Open AccessEvaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design
Author(s) -
Kristofer Chang Alexander,
Luke T Ingersoll,
Charles A. Calahan,
Monica L. Miller,
Cleveland G. Shields,
John A. Gipson,
Stewart C. Alexander
Publication year - 2021
Publication title -
frontiers
Language(s) - English
Resource type - Journals
eISSN - 2380-8144
pISSN - 1085-4568
DOI - 10.36366/frontiers.v33i1.497
Subject(s) - journaling file system , metacognition , psychology , cultural intelligence , cognition , plan (archaeology) , medical education , mathematics education , medicine , social psychology , computer science , data file , archaeology , database , neuroscience , history
This study used a quasi-experimental design to compare the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention. Social Learning Theory guided a 9-week student-centered cultural learning course focused on attention, retention, and reproduction of each CQ domain. After the course, students had opportunities to practice their CQ abilities while studying abroad. Pre-assessment CQ determined an
individualized learning plan. Reflective journaling and cultural mentoring were used to maximize student CQ growth. Using multi-level modeling, we observed a statistically significant increase in three CQ domains compared to the comparison control group: cognitive (p<.01), metacognitive (p<.01), and behavioral CQ (p<.01). Motivation CQ scores did not significantly improve (p=0.08). Our results suggest that a university intercultural
development program that intentionally combines a cultural learning course with a study abroad experience may improve students’ CQ.