International experience and cultural intelligence: the role of study abroad
I investigate the relationship between international experience and the development of Cultural Intelligence (CQ) by applying a Social Learning Theory (SLT) lens to examine how the level of immersion of different study abroad program components impact CQ. I separate the components that constitute a study abroad program, and examine differences in CQ between their levels of immersion. The results provide evidence that CQ varies across different study abroad program components as well as between the levels of immersion of the components. In particular, the findings suggest that the level of immersion of the language of instruction used in course-work and the opportunities provided for reflection on the cultural experience program components impact participants’ CQ. Furthermore, based on the results, I conclude that the relationship between international experience and CQ may not be linear with respect to exposure to the host-country language, and that when utilizing international experience for skills development it is necessary to provide multiple information sessions about culture and opportunities for individuals to reflect on the experience. The knowledge generated from my thesis provides new insights about the relationship between international experience and CQ, how the construct of international experience is measured, and potential explanations for the results of previous studies. Proof of variance in CQ dependent on how immersive a study abroad program component is has theoretical implications for future investigations that utilize the international experience construct. Additionally, it provides practical recommendations for International Business (IB) education, when designing study abroad programs, and for International Human Resource Management (IHRM), when selecting future expatriates.
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