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Cross-Cultural Competence

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Cultural Intelligence in the World of Work

Abstract

Early research on cultural competence laid the groundwork for the development of the cultural intelligence construct. First, the early sojourner research began with a search for an overseas type, but ultimately shifted the focus to the identification of a dynamic set of skills and abilities. Next, models of cross-cultural effectiveness provided the identification of important elements that have influenced the conceptualization of cultural intelligence. Components models identified numerous factors potentially related to intercultural effectiveness, including some that anticipated the higher order cognitive skills associated with cultural intelligence. Coping and adjustment models presented cross-cultural skills in terms of broad skills dimensions, while also considering the effect of contextual factors. Developmental and learning models highlighted the importance of intercultural experience in the development of intercultural competence, which is reflected in the development of cultural intelligence. Despite the production of numerous instruments designed to tap into the construct of cross-cultural competence or related ideas, no truly satisfactory measure gained widespread acceptance. In this chapter, we review the theoretical development of cross-cultural competence and summarize seven of the most popular measures of this construct.

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Authors and Affiliations

  1. Discipline of International Business, University of Sydney Business School, University of Sydney, Darlington, NSW, Australia

    Yuan Liao

  2. Peter B. Gustavson School of Business, University of Victoria, Victoria, BC, Canada

    David C. Thomas

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  1. Yuan Liao
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  2. David C. Thomas
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Correspondence to Yuan Liao .

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Liao, Y., Thomas, D.C. (2020). Cross-Cultural Competence. In: Cultural Intelligence in the World of Work. Springer Series in Emerging Cultural Perspectives in Work, Organizational, and Personnel Studies. Springer, Cham. https://doi.org/10.1007/978-3-030-18171-0_1

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