Comparative Assessment of Pedagogical techniques for their impact on cultural intelligence Page - Developments in Business Simulation and Experiential Learning, Volume 45, 2018 EXTENDED ABSTRACT Background As pressure increases for business schools to prepare students for entry into the workplace, career readiness is expected to be a critical component of the educational process (Williams, Green & Diel, 2017). The Association to Advance Collegiate Schools of Business (AACSB) requires business schools to prepare students for the challenges faced by global economies, as part of the accreditation process (AACSB, Standard 9). Graduates from business programs need the knowledge, skills and abilities to perform effectively in intercultural and international environments (Mikhaylov, 2014). The landscape of business is also changing. Organizations and their employees must think globally if they want to sustain themselves. A recent survey of potential employers for the Association of American Colleges and Universities by Hart Associates (2013) indicated that nearly 95% of the respondents acknowledged that intercultural skills play an important role in hiring decisions. There is an increasing need for managers to develop cross-cultural skills to be effective business professionals (Kurpis & Hunter, 2016). Organizations are finding the value in managers who are able to adapt to all different types of cultures and people (Clawson, 2014). Many employers would agree that business students who have had global experience tend to be more adaptable to change, and understand the complexities associated with working in a global work environment. Such confidence can lead to success when faced with obstacles, failures, or setbacks working in multi-cultural environments (Earley & Mosakowski, 2004). According to Ahn & Ettner (2013), an individual’s ability to function in culturally diverse environments is an indicator of leadership potential and management ability. Preparing students to face the challenges of globalization when entering the business world has become a responsibility of business schools. This is leading business schools to adapt their programs to incorporate the development of students' cultural intelligence into their curriculum. As the expectation for business students to be culturally intelligent continually increases, there is a growing need for cross-cultural education to prepare students for a multi-cultural and complex world (MacNab, 2012). Kolb’s model on experiential learning describes the four processes and the skill development associated with each process. Our overall objective is to identify the processes involved and skill development that different pedagogies can impart to students thereby enhancing various components of cultural intelligence like attitude, motivation, cognition and behavior (Kumar & Bhandarker, 2017), and the role that experiential learning plays in developing these competencies in business students. Our Study Nolan & Kurthakoti (2017) conducted an exploratory study that looked at the differential impact of pedagogy on students' cultural intelligence (CQ) in higher education. Results from their study indicate that experiential learning resulted in improved cultural intelligence. Our study is aimed to extend the findings of Nolan & Kurthakoti (2017) in meaningful ways. First, our study aims to employ a more elaborate assessment of the CQ dimensions using the Cultural Intelligence Scale (Van Dyne, Ang &Koh, 2008). Second, our study uses personal characteristics and predispositions as control variables to isolate the true effect of pedagogy on CQ. Our study will use variables like prior international travel, ethnocentrism, personality traits ("Big 5"), in addition to various demographic variables. Third, our study plans to employ a wider variety of pedagogical approaches in assessing their impact on cultural intelligence (Short- and long-term study abroad, lecture, experiential learning, etc.). Next Steps Currently, we have gathered data from one pedagogical approach, and are in the process of analyzing this data. We plan to extend the data collection to other pedagogical approaches by late Fall/early Spring. We plan to discuss our preliminary findings at the ABSEL Conference in Seattle in 2018. Comparative Assessment of Pedagogical Techniques for their Impact on Cultural Intelligence Margaret A. Nolan Arcadia University nolanm@arcadia.edu Raghu Kurthakoti Arcadia University kurthakotir@arcadia.edu mailto:nolanm@arcadia.edu mailto:kurthakotir@arcadia.edu Page 249 - Developments in Business Simulation and Experiential Learning, Volume 45, 2018 Clawson, J.G. (2014). 11 key characteristics of a global business leader. University of Virginia Darden School of Business. Retrieved from https:// ideas.darden.virginia.edu/2014/01/11-key- characteristics-of-a-global-business-leader Hart Associates (2013). “It Takes More Than a Major: Employer Priorities for College Learning and Student Success” Report of an Online Survey Among Employers Conducted on Behalf of The Association of American Colleges and Universities. Retreived from https://www.aacu.org/sites/default/files/files/ LEAP/2013_EmployerSurvey.pdf Kumar, S., & Bhandarker, A. (2017). Experiential Learning and Its Relevance in Business School Curriculum. Developments in Business Simulation and Experiential Learning, 44(1), 244-51. Kurpis, L.H & Hunter, J. (2016). Developing students’ cultural intelligence through an experiential learning activity: A cross-cultural consumer behavior interview. Journal of Marketing Education, 1-17. Mikhaylov, N. (2014). International business students’ cross- cultural competence development: The influence of the educational environment. Sage Open, 2014. Retrieved from http://www.academia.edu/26176496/ International_Business_Students_Cross- Cultural_Competence_Development_The_Influence_o f_the_Educational_Environment Nolan, M. A., & Kurthakoti, R. (2017). Experience Matters: The Differential Impact of Pedagogy on Students' Cultural Intelligence-An Exploratory Study. Journal of Higher Education Theory and Practice, 17(3), 103-12. Van Dyne, L., Ang, S., & Koh, C. (2008). Development and validation of the CQS: the Cultural Intelligence Scale. In S. Ang & L. Van Dyne (Eds.), Handbook of cultural intelligence: Theory, measurement, and applications (pp. 16-38). Armonk, NY: M.E. Sharpe. Williams, S. G., Green, R. F., & Diel, K. (2017). A Speed Networking Event: Allowing Business Students to Apply Classroom-Taught Professional Networking Skills in a Fast-Paced Setting. Developments in Business Simulation and Experiential Learning, 44(1), 40-43. 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