Introduction
Cultural intelligence, also known as Cultural Quotient (CQ), is a crucial factor in the success of international communication. The concept involves respecting other points of view, fostering empathy, and developing high conflict-resolution skills. As defined by Istrate (2019), CQ primarily concerns cultural adaptation skills.
CQ is a critical element in building interpersonal relationships in an international business or educational environment (Stoermer et al., 2021). Under the influence of globalization, international communication has become increasingly important, leading to substantial research on the CQ concept. According to Yari et al. (2019), since the late 1990s, the literature on cultural quotient (CQ) has evolved into a well-established body of research aimed at improving cultural adaptation. Majda et al. (2021) state that CQ among nursing students is low and has not changed significantly after an educational intervention. This report proposes research on CQ to analyze the results of a cultural adjustment survey and compare them with those previously reported by other researchers.
Methodology
The primary research method was an anonymous survey of 20 international students, conducted on April 21, 2023, via an online Zoom Class. Questions addressed age, background, cultural experience, CQ awareness, willingness to study CQ, and cultural adjustment skills. The full survey results are presented in Survey Questions and Responses. Twenty participants answered all the questions, except one, who had a missing answer to the age background question. The majority of survey participants were from Asia, with an average age of 30 to 39 years. The majority of respondents had lived in more than one country during their lifetime.
Findings
Figure 1 demonstrates the surveyed students’ awareness of the CQ concept. The results show that the majority of respondents are somewhat aware of this concept, while 8 students reported not being familiar with CQ. The data align with the findings of Majda et al. (2021), which indicate low awareness of CQ among students. However, the concept under consideration primarily concerns cultural adaptation; therefore, further studies should examine this aspect in more detail.
Figure 2 shows students’ plans for interaction when they are aware of the interlocutor’s different cultural background. Almost all students plan their interactions, indicating that they are aware of the need to adapt to different cultural conditions. Planning for a new cultural experience may indicate a high level of reflexivity. Only two people answered that additional planning is not required, which may indicate both a low level of awareness and, conversely, increased adaptability without special training.
Figure 3 illustrates the results regarding the ability to understand the cultural situation. The demonstrated high ability of students to understand what is going right or wrong in the communication process may indicate a high empathy and the ability to listen to interlocutors. Only two people disagreed that they could notice people’s moods in an unfamiliar cultural situation, which is not necessarily an indicator of low CQ.
The results presented in Figure 4 demonstrate students’ ability to build friendships with people of different cultural backgrounds. 70% of the surveyed agreed that they can build friendships regardless of cultural background. Two respondents strongly disagreed and emphasized that a different cultural background can hinder the formation of friendly relations. One interviewee emphasized the view that the success of interaction depends on the interlocutor, not their origin.
Figure 5 illustrates the students’ ability to reflect on the experiences gained in the new cultural environment. 90% of the respondents, the absolute majority, answered that they will use the new information in the future. Students demonstrate a strong willingness to apply what they have learned and to learn more about CQ and its practical application. Most respondents want to understand new cultures and demonstrate strong motivation.
Discussion
Students demonstrated low awareness of the concept of CQ and its practical applicability. However, when answering clarifying questions, students demonstrated medium and high levels of adaptive behavior in new cultural situations. The results obtained partially correlate with those of Majda et al. (2021). Still, the study suggests that awareness of CQ may not be a decisive factor in determining the level of cultural competencies. Caputo et al. (2019) demonstrate that cultural intelligence influences the effectiveness of the negotiation process, specifically in establishing interpersonal connections. Given the high level of students’ ability to establish intercultural connections, this may indicate that their CQ is developed higher than they think.
Motivation plays a crucial role in adaptation. Motivation to receive and reflect on cultural experiences is essential for understanding CQ (Paparoidamis et al., 2019). According to the results, students are highly motivated to study new cultures and apply the knowledge they have acquired in practice. This may suggest that, despite the low awareness of CQ, students can learn and apply this concept in their daily lives. The data obtained during the study suggest a need to increase students’ awareness of CQ and the high potential acceptance of such educational programs, driven by strong motivation.
Conclusion
The conducted survey indicates relatively low student awareness of the concept of CQ. Despite the lack of a theoretical base, the respondents demonstrate strong skills in cultural adaptation in simulated situations. Students are highly motivated to explore new cultural contexts. The data obtained can be used to justify increasing awareness of CQ and the high effectiveness of such interventions. The study suggests that CQ awareness may not be an effective measure of cultural adaptability. Further research may focus on the relationship between theoretical knowledge of CQ and high adaptive behavior.
References
Caputo, A., Ayoko, O. B., Amoo, N., & Menke, C. (2019). The relationship between cultural values, cultural intelligence, and negotiation styles. Journal of Business Research, 99(1), 23-36.
Istrate, A. M. (2019). The impact of cultural intelligence (CQ) on global business. Romanian Economic and Business Review, 14(3), 44-49.
Majda, A., Zalewska-Puchała, J., Bodys-Cupak, I., Kurowska, A., & Barzykowski, K. (2021). Evaluating the effectiveness of cultural education training: Cultural competence and cultural intelligence development among nursing students. International Journal of Environmental Research and Public Health, 18(8), 4002-4012.
Paparoidamis, N. G., Tran, H. T. T., & Leonidou, C. N. (2019). Building customer loyalty in intercultural service encounters: The role of service employees’ cultural intelligence. Journal of International Marketing, 27(2), 56-75.
Stoermer, S., Davies, S., & Froese, F. J. (2021). The influence of expatriate cultural intelligence on organizational embeddedness and knowledge sharing: The moderating effects of host country context. Journal of International Business Studies, 52(1), 432-453.
Yari, N., Lankut, E., Alon, I., & Richter, N. F. (2020). Cultural intelligence, global mindset, and cross-cultural competencies: A systematic review using bibliometric methods. European Journal of International Management, 14(2), 210-250.
Survey Questions and Responses
