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1

Cultural Intelligence and 3-D FL Grammar Pedagogy

100%
Turula A.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2013
|
issue 7
145-164
EN
The present article addresses the issue of pedagogical instruction in English grammatical tenses at higher levels of language proficiency. It describes a treatment design called 3-D grammar pedagogy or the Organic Approach Dedictivided which consists mainly in teaching the semantics of the said grammatical structures based on the assumption that formal accuracy is already given in the case of advanced learners. The details of the treatment are presented in Section 2, while its implementation as well as the results of the study carried into its effectiveness followed by the resulting conclusions and teaching implications can be found in Section 3. The discussion, however, starts with the theoretical underpinnings of the 3-D/ OAD pedagogy, with particular regard to what it means to teach grammar semantics. These considerations are based on the Cultural Intelligence hypothesis developed by M. Tomasello and collaborators (M. Tomasello 1999 and 2005; H. Moll and M. Tomasello 2007; E. Hermann et al. 2007) stemming from L. S. Vygotsky's (1978) concept of cultural learning and his intelligence hypothesis (Section 1).
2
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Istota i znaczenie inteligencji kulturowej w kontekście kształcenia uniwersyteckiego

100%
Piwowarczyk A. J.
e-mentor
|
2016
|
issue 1 (63)
4-13
EN
Among challenges of the coming century are: growing multiculturalism, internationalization, globalization and glocalization. One of the biggest ones concerning modern education is preparing young people for living in this culturally diverse society - where we are increasingly dealing with differences not only in cultural artifacts, but also in the values and standards. Modern university, open and internationalized, should show how to learn, how to cooperate, how to professionally exist and how to find a way in such a multicultural society. The internationalization of a higher education requires more elaborate and complex pedagogical approaches in order to make a use of the multi-ethnic student groups and to allow each student's own intercultural competence the development of. This article presents conditions of education in a multicultural society and defines the concept of cultural intelligence. This category might help in becoming effective in different cultural conditions, in understanding foreign cultures and also in adopting standards and mastering the unfamiliar rules of conduct. According to this research, cultural intelligence is a major determinant of cultural condition that guarantees success in functioning at the crossroads of cultures. The rest of this article shows the structure of a theoretical model of cultural intelligence consisting of four areas: motivational, cognitive, behavioral and metacognitive. Analysis of literature and empirical research results suggest that college graduates with a high level of cultural intelligence largely determines successes of companies operating in a global environment. Therefore, universities should focus on improving the cultural intelligence of students by offered program, methods and forms of teaching, and also by evaluating learning outcomes.
3

Cultural Intelligence Scale (CQS): Testing Cross-cultural Transferability of CQS in Ukraine

80%
Johnson R. B., Buko S.
Studies of Changing Societies
|
2014
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vol. 2013
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issue 4
52-67
EN
The article examines the cross-cultural transferability of widely accepted cross-cultural assessment tool using research conducted in Ukraine - the Cultural Intelligence Scale (CQS), insights from the American and Ukrainian researchers who translated and adapted the instrument in Ukraine. Within the qualitative focus group study researchers look at the peculiarities of CQS perceptions by the Ukrainian audience sample and identify barriers of these perceptions, peculiarities of perceptions of citizens of Ukraine regarding cross-cultural interaction.
4
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Does cultural intelligence influence management effectiveness and conflict management styles of university managers?

80%
Hassani M., Ahmadi S., Parhizgar J.
The New Educational Review
|
2015
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vol. 40
26-37
EN
The presented study aims to investigate the impact of cultural intelligence on management effectiveness and conflict management styles. The target population of this research includes all senior managers of universities and higher education institutions in Urmia. The nature of the study requires the use of a descriptive-correlational research method. Findings of the study show that there is a significant relationship between cultural intelligence and management effectiveness. Results of stepwise regression analysis show that components of cultural intelligence allow for predicting the avoidance style. Moreover, among the components of cultural intelligence only the metacognitive cultural intelligence allows for predicting management effectiveness.
5

Effect of Cultural Intelligence on the Work Adjustment of PE Teachers in Primary and Secondary Schools in a Large City in Iran

70%
Mirsafian H.
Physical Culture and Sport. Studies and Research
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2016
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vol. 71
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issue 1
14-20
EN
This study aimed to measure the cultural intelligence of physical education (PE) teachers’ work adjustment in primary and secondary schools in a large city in Iran (Isfahan). The method of this research was descriptive (correlation) and the total population included all of the PE teachers at three educational levels in Isfahan in 1393 (2014) (N= 559). Participants (N= 226) were selected by using the stratified random sampling method according to the total population of the PE teachers in all six educational regions of Isfahan. A self-constructed cultural intelligence questionnaire (20 items) as well as a work adjustment scale (Davis & Lofqist, 1991) including 20 items were employed in this research. The regression and correlation tests were used for analyzing data. The results indicated that cultural intelligence significantly affects the PE teachers’ work adjustment. There was also a significant correlation between cultural intelligence and the PE teachers’ work adjustment.
6

Znaczenie inteligencji kulturowej w kierowaniu zespołami międzynarodowymi

70%
Simpson D.
International Business and Global Economy
|
2015
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vol. Volume 34
136–151
EN
In the contemporary world, economically and communicatively interconnected, more and more people live and work in different cultural environment. Expansion of transnational corporations, development of international joint ventures, strategic alliances, mergers and acquisitions, and international project teams cause growing demand for professionals – expatriates and inpatriates – travelling and working worldwide. Sometimes virtual solutions are employed in managing international teams. Business practice shows that international managers have to face much more difficult challenges than domestic ones. Globalization, with the growing mobility of highly educated, talented people, resulted in the development of global labour market, powered by professionals coming from diverse countries and cultures. As a result, the intercultural problems and conflicts become more and more burning, which creates the need for cultural intelligence – an important attribute of expatriates, together with general intelligence, emotional intelligence, and other managerial competencies which was the reason for researching cultural intelligence in international business. The aim of this paper is to identify the essence, the origin, the dimensionsn and the sub-dimensions of cultural intelligence, and to indicate its importance in different types of international teams. Studies and analysis of relevant sources were conducted to complete the task. To present the results of the findings the monographic method was utilized.
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Diagnosis of the level of cultural intelligence among students of economics universities in Poland

70%
Teneta-Skwiercz D.
e-mentor
|
2022
|
vol. 94
|
issue 2
28-35
EN
An analysis of literature shows that higher education institutions can actively influence the development of students' cultural intelligence (CQ) and thus express their social responsibility. The article's main aim is to diagnose the level of cultural intelligence among students of public economics universities in Poland and to determine the relationship between CQ and factors such as field of study, degree, and gender. This article was developed using research methods such as literature analysis, organizational documentation analysis, participant observation, and a Computer-Assisted Web Interview (CAWI) survey. The respondents were second-year full-time students, both bachelor and master’s degree, of two majors: Management and International Economic Relations (in Polish Międzynarodowe Stosunki Gospodarcze – MSG for short). The study shows that the cultural intelligence of students of public economics universities in Poland is relatively high. No influence of gender on CQ was determined. Contrary to assumptions, it was not observed that MSG studies influence students' CQ development. The correlation between the degree of reflection and the level of cultural intelligence differs depending on the field of study. At each of the three universities studied, no significant differences were found in the overall level of cultural intelligence between students of the two studied majors.
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Application of the Three Aspects of Form model in pedagogical diagnosis

70%
TROCHIMIAK B.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2019
|
issue 24
189-210
PL
Barbara Trochimiak, Application of the Three Aspects of Form model in pedagogical diagnosis. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 189-210. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.11 The article presents a model of conducting activities in pedagogical diagnostics in accordance with the assumptions of the author’s method, called Three Aspects of Form (TAF). The concept expands the paradigm of diagnostic activities with therapeutic elements. Universal analytical categories for use in the study of processes with active human involvement are described. The most important element of the TAF model is discussed – a set of four tasks for the pedagogue-diagnostician, under which a simplified version of the first stage of didactic therapy is implemented. The idea of categorical trio-action as a foundation of the Three Aspects of Form of method, its relation to the creation of cultural and mental development are also presented. The scales of phenomenological, missionary and cultural activity as well as the principles of their modification are presented as well.
9

ФОРМУВАННЯ ПОЛІКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ЯК ІНСТРУМЕНТ ЕФЕКТИВНОЇ КРОС-КУЛЬТУРНОЇ ВЗАЄМОДІЇ В УМОВАХ ГЛОБАЛІЗАЦІЇ ВИЩОЇ ОСВІТИ

51%
Дем’яненко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
237-243
EN
The article highlights the issues of future teachers’ training for an effective cross-cultural interaction and professional work in a multicultural society. The improvement and mass distribution of media, globalization and migration processes, which are characteristic for modern society, determine global trends in the development of education. According to the results of the theoretical analysis the interpretation of the key concepts, namely, the «multicultural competence» and its components, «cultural training», «cultural intelligence» is presented. The factors of formation of multicultural competence and cultural intelligence that allows its bearer to carry out cross-cultural communication effectively are analyzed. The analysis of scientific papers suggests the relevance and practical significance of the formation of a multicultural competence, because the globalization of higher education requires the ability to communicate effectively in a particular situation considering cultural characteristics. The aim of the article is to explore the formation of multicultural competence of the future teachers as a means of an effective cross-cultural interaction in the context of globalization of higher education. The study of theoretical works and everyday practice enabled to conclude the modernity of this idea. The goal of multicultural education is a consolidation of human resources, concepts and ideas, the absence of discrimination in education on any ground. A person with knowledge, with a high level of cultural tolerance, motivated to intercultural interaction and therefore the person who knows how to live successfully in different cultural environments, such a person is able not only to act as a mediator between them, but also to understand his/her native culture at a new level. Although as to the unconscious problems we can talk about different prejudices and stereotypes with regard to the representatives of other cultures, raising the level of anxiety in situations of cross-cultural interaction. Unified, generally accepted theory of multicultural education has not been developed yet, but most researchers refer to the important role of cultural diversity of an educational environment for personal and social development of future teachers, expanding the range of their educational opportunities. The prospects for further research are the development of specific methods of future teachers’ training and the formation of their multicultural competence.
10
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The psychological and pedagogical conditions of the cultural intelligence’s development of the of future psychology teachers in the multicultural environment of the university

51%
Turebayeva B.
Intercultural Communication
|
2017
|
issue 3
141-160
EN
The problem of development of cultural intelligence of future psychologists as a necessary quality of personality in the multicultural environment of the university in modern conditions is considered. The experience of creating effective psychological and pedagogical conditions, contributing to the development of cultural intelligence of future psychologists, is presented. Purpose. Searching and using of effective psychological and pedagogical conditions of the development of cultural intelligence of the of future psychology teachers in multicultural education at the university. Methods. The following methods were used during the research: general scientific methods (study of normative, instructive and methodological documents on the problem under study, analysis and study of philosophical, psychological, pedagogical, scientific, methodological, sociological literature, systematization, comparative analysis of theoretical approaches and generalization of literature on the problem of cultural Intellect); empirical: pedagogical and psychological observation of interpersonal relations in student groups; Observation of the pedagogical process, questioning, conversation, analysis of students' work, studying and summarizing the experience of teaching activities, written and oral interviews. Results. Students don’t know enough about the culture of the peoples inhabiting our planet and republic. In the curriculum of the universities there are not enough disciplines that shape the personality with a general planetary consciousness (according to O. Suleimenov) with a global artistic and aesthetic culture. The modern specialist, first of all, is a citizen of the world who can speak many languages, knows the culture of the people of the world, who has a developed cultural intelligence. Because students spend a lot of time in the university, we suppose that only education can form all the necessary skills. Internationalization of education can develops a person’s ability to live in a society, to accept a different culture, value own traditions, transfer all the best that exists in another culture, into the life of its society. In this context, the creation of pedagogical conditions for the development of cultural intelligence of students should be purposeful, multifaceted and multidirectional, ensuring a dialogue of cultures and an integrated approach in the formation of students' self-learning, responsibility, multiculturalism, tolerance and other important qualities of a modern person.
11
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Význam a vnímanie úlohy kultúrnej inteligencie v odbornej cudzojazyčnej príprave

51%
Dančišinová L.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2022
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vol. 13
|
issue 1
7-17
SK
Koncept kultúrnej inteligencie je relatívne nový, avšak ponúka hodnotný prínos aj v cudzojazyčnom vzdelávaní budúcich manažérov. Štúdia definuje pojmy kultúra a kultúrna inteligencia, aby sa vytvoril kontext pre interpretáciu výsledkov dotazníkového prieskumu distribuovaného medzi študentmi v prvom roku magisterského štúdia na Fakulte manažmentu, ekonomiky a obchodu Prešovskej univerzity v Prešove, ktorí navštevovali predmet Aplikovaný cudzí jazyk pre manažérov 2 (anglický). Dotazníkový prieskum bol zostavený tak, aby študenti vyjadrili vlastné presvedčenie ohľadom dôležitosti znalosti kultúrnych špecifík anglicky hovoriacich krajín pre učenie sa anglického jazyka, preukázali znalosť pojmov interkultúrna komunikácia a kultúrna inteligencia a tiež ohodnotili vlastné interkultúrne kompetencie. Výsledky prieskumu ukázali, že zdôraznením interkultúrneho aspektu výučby anglického jazyka sa zvýšilo povedomie študentov o dôležitosti kultúry a aj znalosť vybraných pojmov, avšak zhoršilo sa ich hodnotenie vlastných interkultúrnych kompetencií.
EN
The concept of cultural intelligence is relatively new but it offers valuable benefits for the foreign language education of future managers. The study defines the terms culture and cultural intelligence in order to create a context for the interpretation of the results of a questionnaire survey distributed among the students of Management in the first year of master’s studies at the Faculty of Management and Business of the University of Prešov in Prešov who attended the course Applied foreign language for managers 2 (English). The questionnaire survey was aimed at expressing students’ own opinion on the importance of knowing the cultural specificities of English-speaking countries for learning English, demonstrating the knowledge of the concepts of intercultural communication and cultural intelligence, and assessing their own intercultural competences. The results of the survey show that emphasizing the intercultural aspect of English language teaching increased students’ awareness of the importance of culture and their knowledge of selected concepts, however, their assessment of their own intercultural competences worsened.
12

How Do Management Students Perceive Their Cultural Intelligence?

51%
Dudek A.
Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie
|
2021
|
issue 4(994)
9-23
EN
Objective: The ability to communicate remains one of the most sought-after qualities in university graduates. The globalisation and internationalisation of companies has increased the importance of capabilities allowing for effective cooperation in a culturally diverse environment. This study draws on the theoretical framework of cultural intelligence (cultural quotient – CQ) and utilises the Cultural Intelligence Scale (CQS) to examine the cultural intelligence of students at the Cracow University of Economics. Research Design & Methods: The survey instrument consisted of two sections. The first describes the 20-statement Cultural Intelligence Scale presented by Ang et al. in 2007. A seven-point Likert scale (strongly disagree = 1, strongly agree = 7) was used to rate each statement. The second section presents demographic information and some aspects of the respondents’ international experience (studying abroad and projects promoting international collaboration, for example). Findings: The results show that, of all of the elements constituting CQ, students possess the lowest levels of cognitive CQ. Implications / Recommendations: The literature review allows for a couple of conclusions. First, in order to enhance the CQ, particularly the cognitive component, international experience is crucial. The university should therefore encourage students to participate in exchange programmes and consider increasing the number of such programmes made available to students. Contribution: This paper deepens the understanding of the CQ, especially the areas that should be prioritised for improvement by students who will soon start to work in a culturally diverse environment.
PL
Cel: Umiejętność komunikowania się stanowi jedną z najbardziej poszukiwanych cech u absolwentów szkół wyższych. Globalizacja i internacjonalizacja firm zwiększają znaczenie zdolności pozwalających na efektywną współpracę w zróżnicowanym kulturowo środowisku. W artykule oparto się na podstawach teoretycznych dotyczących inteligencji kulturowej (CQ) oraz wykorzystano skalę inteligencji kulturowej (CQS) do badania inteligencji kulturowej studentów Uniwersytetu Ekonomicznego w Krakowie. Metodyka badań: W badaniu wykorzystano skalę inteligencji kulturowej, opracowaną przez S. Anga i współautorów w 2007 r., do zbadania inteligencji kulturowej studentów Wydziału Zarządzania Uniwersytetu Ekonomicznego w Krakowie. Narzędzie ankietowe składało się z dwóch części. Pierwsza część zawierała 20-elementową CQS. Respondenci musieli ocenić na siedmiopunktowej skali Likerta (zdecydowanie nie zgadzam się = 1, zdecydowanie zgadzam się = 7) własną inteligencję kulturową. Druga część ankiety zawierała pytania dotyczące demografii i pochodzenia uczestników, w tym przedmiotu studiów, płci, wieku oraz niektórych aspektów doświadczenia międzynarodowego (np. studia za granicą i projekty promujące współpracę międzynarodową). Wyniki badań: Wyniki wskazują, że studenci posiadają najniższy poziom poznawczego aspektu inteligencji kulturowej spośród wszystkich innych jej aspektów. Wnioski: Przegląd literatury pozwala stwierdzić, że w celu wzmocnienia inteligencji kulturowej, szczególnie jej aspektu poznawczego, kluczowe jest doświadczenie międzynarodowe, dlatego uczelnia powinna zachęcać studentów do udziału w programach wymiany i rozważyć zwiększenie liczby takich programów. Wkład w rozwój dyscypliny: Artykuł wnosi wkład do literatury na temat inteligencji kulturowej, pozwalając lepiej ją rozumieć. Wskazuje także obszary, które powinny ulec poprawie, co związane jest przede wszystkim ze zmianami postaw studentów, którzy wkrótce zaczną pracować w środowisku zróżnicowanym kulturowo.
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Ewolucja form pracy i zmiany na rynku pracy a wynikające z nich zadania dla psychologów

41%
Hauk M., Wyższa Szkoła Humanistyczno-Ekonomiczna w Łodzi
Acta Universitatis Lodziensis. Folia Psychologica
|
2010
|
vol. 14
EN
The aim of this article is to describe the changes on the job market that have been taking place recently (especially the increasing number and growth of popularity of alternative work arrangements, such as: part time employment, contingent employment, flextime, compressed work weeks and teleworking), and their consequences. Working with nonstandard work arrangements have a great impact on employees (e.g. increasing flexibility connected with work-family interference, workaholism, problems with creating self-concept in the field of work) and employers as well (work decentralization, the growth of popularity of team working, the need to manage the information, the diversity in the organization etc.). In the result there is a strong need to verify and extend the tasks of industrial and organizational psychology and the practice of applied psychologists. This article outlines new demands from the job market and new tasks for the work psychologists.
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