The Impact of Students’ Cultural Intelligence on Their Psychological Safety in Global Virtual Project Teams

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in International Business Pub Date : 2019-01-02 DOI:10.1080/08975930.2019.1627980
Rebekah Dibble, Linda S. Henderson, Zachary C. Burns
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引用次数: 13

Abstract

ABSTRACT This study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students’ cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long global, virtual team project. We also examined the students’ people-focused (PF) and task-focused (TF) behaviors as mediators of the CQ-PS relationship. The results of mediation analyses provide support for our hypothesis that the relationship between cultural intelligence and psychological safety will be mediated by people-focused behaviors. Finally, we provide a model and suggestions for virtually bringing together students from different countries to collaborate on a global virtual project, and avenues for future research. Here we encourage a focus on a curriculum that educates students about their cultural intelligence and ways to develop psychologically safe learning environments. We also highlight the potential learning for faculty teaching such courses, and note how our experience collaborating with our counterpart in Peru constituted a fractal of what our students were experiencing on their global projects.
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全球虚拟项目团队中学生文化智力对心理安全的影响
摘要本研究呼吁设计和实施课程,让学生培养CQ,并在全球虚拟项目团队中获得与同行合作的经验。在为期一个月的全球虚拟团队项目中,我们探讨了美国和秘鲁学生的文化智商(CQ)如何影响他们的心理安全感(PS)。我们还考察了学生以人为中心(PF)和以任务为中心(TF)的行为作为CQ-PS关系的中介。中介分析的结果为我们的假设提供了支持,即文化智力和心理安全之间的关系将由以人为中心的行为来中介。最后,我们提供了一个模型和建议,可以将来自不同国家的学生虚拟地聚集在一起,在全球虚拟项目中进行合作,并为未来的研究提供途径。在这里,我们鼓励将重点放在教育学生文化智力和发展心理安全学习环境的方法的课程上。我们还强调了教授此类课程的教师的潜在学习机会,并注意到我们与秘鲁同行的合作经验如何构成了我们学生在全球项目中所经历的分形。
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
期刊介绍: The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.
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