360[supercript 0] Approach to Assessing Cross-Cultural Intelligence: Use of Film

Autor/inn/en	Smith, Wilbur I.; Shrestha, Nanda R.; Evans, Charles L.
Titel	360[supercript 0] Approach to Assessing Cross-Cultural Intelligence: Use of Film
Quelle	In: Journal of Instructional Pedagogies, 3 (2010), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3394
Schlagwörter	Films; Cultural Awareness; Business Schools; Global Approach; Curriculum; Business Administration Education; Measures (Individuals); Scoring Rubrics; Student Evaluation; Management Development; Florida + Suchen Sie Ihr Suchwort? Film; Cultural identity; Kulturelle Identität; Globales Denken; Curricula; Lehrplan; Rahmenplan; Messdaten; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung
Abstract	Increasing globalization of the world economy has placed disruptive demands on management education. No longer is it sufficient for B-schools to focus only on developing the traditional, disciplined-based knowledge, abilities, and skills of graduates. For today's global economy, B-schools must also assure that graduates acquire what is commonly referred to as "cultural intelligence," possessing the attitude and skills to work productively and profitably across a wide range of cultural boundaries. Consequently, B-schools are enhancing their curricula--an important part of which involves developing methods to assess the impact of curricular enhancements on students' cultural intelligence. This exploratory research note reports the efforts of the School of Business & Industry to develop an innovative method to assess the effect of its curriculum on MBA students' cultural intelligence--referred to in this study as "cross-cultural intelligence" (CCI). The movie "Crash" is used to measure CCI at two progressive levels: 1) "basic cross-cultural understanding" (i.e., understanding of cross-cultural concepts) and 2) "advanced cross-cultural understanding" (i.e., ability to explain why cross-cultural misunderstandings or conflicts occur). Using student input, an assessment instrument was developed, including the rubric, to assess students' CCI. Then, the assessment results were used to evaluate students' CCI. As a final reflective exercise, participating students evaluated the assessment instrument, process, and their CCI performance to identify areas for improvement. The assessment results show that students performed well in understanding the causes of cross-cultural problems whereas their performance involving basic understanding (i.e., "foundational knowledge") of cross-cultural concepts did not fare as well. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01