A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students
This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cu...
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| Language: | English |
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Editura ASE
2016-10-01
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| Series: | Revista de Management Comparat International |
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| Online Access: | https://www.rmci.ase.ro/no17vol4/01.pdf |
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| author | Laura BRANCU Valentin MUNTEANU Ionut GOLET |
| author_facet | Laura BRANCU Valentin MUNTEANU Ionut GOLET |
| author_sort | Laura BRANCU |
| collection | DOAJ |
| description | This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ. This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ. |
| format | Article |
| id | doaj-art-50538f9c8c73438da5268c19a5960225 |
| institution | OA Journals |
| issn | 1582-3458 2601-0968 |
| language | English |
| publishDate | 2016-10-01 |
| publisher | Editura ASE |
| record_format | Article |
| series | Revista de Management Comparat International |
| spelling | doaj-art-50538f9c8c73438da5268c19a59602252025-08-20T02:19:07ZengEditura ASERevista de Management Comparat International1582-34582601-09682016-10-01174308319A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian StudentsLaura BRANCU0Valentin MUNTEANU1Ionut GOLET2West University, Faculty of Economics and Business Administration, Timisoara,, RomaniaWest University, Faculty of Economics and Business Administration, Timisoara,, RomaniaWest University, Faculty of Economics and Business Administration, Timisoara,, RomaniaThis paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ. This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ. https://www.rmci.ase.ro/no17vol4/01.pdfcultural intelligenceuniversity studentsromaniahigher educationcross-cultural courses |
| spellingShingle | Laura BRANCU Valentin MUNTEANU Ionut GOLET A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students Revista de Management Comparat International cultural intelligence university students romania higher education cross-cultural courses |
| title | A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students |
| title_full | A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students |
| title_fullStr | A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students |
| title_full_unstemmed | A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students |
| title_short | A Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students |
| title_sort | comparative approach of cultural intelligence profile of management and non management romanian students |
| topic | cultural intelligence university students romania higher education cross-cultural courses |
| url | https://www.rmci.ase.ro/no17vol4/01.pdf |
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