This paper describes the practice of students enrolled in an undergraduate Global Leadership course taking a Cultural Intelligence (CQ) assessment. The results of the assessment provided insight into the students’ development across various dimensions of CQ, as well as their scores relative to their peers and global averages. This information was incorporated into the course instruction to assist students in developing a more concrete understanding of their own capacities in otherwise ambiguous or abstract behavioral dimensions. Results of the practice indicate that it is beneficial to the students, particularly from a self-efficacy and motivational standpoint. A sample lesson plan and debriefing questions are provided to assist educators desiring to incorporate a CQ assessment into their teaching.
Article - campus only
Journal of Leadership Education
Notice: This material may be protected by copyright law (Title 17 U.S. Code).
Whitaker, B. L., & Greenleaf, J. P. (2017). Using a Cultural Intelligence Assessment to Teach Global Leadership. Journal of Leadership Education, 16(1), 169–178. https://doi.org/10.12806/V16/I1/A1