Developing Cultural Intelligence for Global Leadership through Mindfulness

Autor/in	Tuleja, Elizabeth A.
Titel	Developing Cultural Intelligence for Global Leadership through Mindfulness
Quelle	In: Journal of Teaching in International Business, 25 (2014) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2014.881275
Schlagwörter	Cultural Awareness; Metacognition; Foreign Countries; Business Administration Education; Cultural Influences; Social Influences; Graduate Students; Masters Programs; Global Approach; Leadership Training; International Trade; Immersion Programs; Study Abroad; Program Effectiveness; Student Attitudes; Writing (Composition); Reflection; Intercultural Communication; Intelligence; China + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Cultural influence; Kultureinfluss; Sozialer Einfluss; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Globales Denken; Führungslehre; Trade; International relations; Handel; Internationale Beziehungen; Immersionsprogramm; Studies abroad; Auslandsstudium; Schülerverhalten; Schreibübung; Interkulturelle Kommunikation; Intelligenz; Klugheit
Abstract	Understanding how businesses function in relation to cultural and societal influences is critical for today's business leader who wants to interact competently across borders. However, developing and evaluating such competence is a challenge. One concept that provides a holistic conceptualization of intercultural competence is the notion of "mindfulness" or the ability to use reflection as a connection between knowledge and action. To facilitate the intercultural learning of a group of MBA students studying global leadership during a cross-cultural immersion experience in China, a model of cultural competence was introduced during their predeparture sessions. In order to demonstrate their understanding of intercultural competence, student papers were analyzed using a coding scheme for reflection. Data show that, overall, students increased their level of "mindfulness" and became more reflective, and in our hopes, more culturally sensitive as a result of this cross-cultural immersion program. Implications of this study can be used for teaching international business and improving study abroad assignments through reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10