Cultural Intelligence (CQ) and Transformational Leadership

Cultural Intelligence (CQ) and

Transformational Leadership

Althia Ellis

Cultural Intelligence (CQ) and Transformational Leadership

Althia Ellis ADE 6930-001 Seminar in Adult/Community Ed. 2

Althia Ellis Florida Atlantic University

Davie

Ellis Publishing

Copyright © 2014 by Althia Ellis All rights reserved. Ellis Publishing, Davie, Florida Printed in the United States of America


Research Topic

Cultural Intelligence (CQ) and The Transformational Leadership of Faculty at One Four-Year State College in Florida


Purpose Statement

The purpose of this research study is to determine what relationship exists, if any, between cultural intelligence (CQ) and the transformational leadership of faculty at one four-year state college in Florida.


Research Question

What relationship exists, if any, between cultural intelligence and the transformational leadership of faculty at one four-year state college in Florida?


Factors Influencing Topic Selection

The increase in cultural and racial diversity among students in today’s higher education classrooms

The importance of faculty exercising appropriate leadership strategies and behaviors in today’s learning environments

Opportunity to influence the development and execution of educational policy, productivity and professional development of faculty, and delivery of instruction


Hypothesis

The purpose of this research study is to determine if a relationship exists between cultural intelligence (CQ) and leadership styles of women leaders at four-year institutions in Florida

Research Hypothesis:

Ha1: A significant relationship exists between cultural intelligence (CQ) and the transformational leadership of faculty at one four-year state college in Florida.

Null Hypothesis:

H01: There will be no relationship between cultural intelligence (CQ) and the transformational leadership of faculty at one four-year state college in Florida.


Participants

Study population: faculty at one four-year state college in Florida

Random sample of 20 faculty members from one four-year state college selected to ensure generalization to population

All participants were volunteers


Methodology

Primary recruitment tool: Email

Consent obtained from participants

Data collection instruments:

Cultural Intelligence Scale (CQS) (Van Dyne, 2005)

Transformational Leadership Survey (modified) (Clark, 2012)

Supplemental demographic questionnaire

Data collected through Qualtrics

Use of quantitative and correlational methods to focus on randomly selected faculty


Variables

Independent

Cultural Intelligence

Motivational CQ (Drive)

Cognitive CQ (Knowledge)

Metacognitive CQ (Strategy)

Behavioral CQ (Action)

Dependent

Transformational Leadership

Charisma

Social

Vision

Transactional

Delegation

Execution


Analysis

Pearson’s Correlation Analysis was conducted to determine the possibility of a relationship between cultural intelligence and transformational leadership

All p-levels must be > 0.05 to reject null hypothesis

A simple Linear regression analysis was conducted for the hypothesis to answer the research question and determine a reasonable correlational relationship between the variables


Demographics


37%

63%

Sex

Male Female

73%

36% 27%

45-54 35-44 25-34

Age Range

Ages

Master's 64%

Doctorate 36%

Degree Type

African American

Hispanic American

White American

Other

2

1

5

3

Cultural/Racial

Heritage

Demographics

Findings


N M SD Skewness Statistic Standard Error

Mot. CQ 11 5.78 0.827 -0.667 0.637

Cog. CQ 11 4.08 1.446 -0.245 0.637

Met. CQ 11 5.50 0.898 -0.210 0.661

Beh. CQ 11 4.69 1.295 -0.615 0.661

Trans. Leadership

11 3.39 0.681 -0.870 0.661

Descriptive Statistics for Study Variables

Findings Cont’d


Model No. Mean Square F Sig

Motivational CQ 11 3.826 4.876 .099

Cognitive CQ 11 2.169 2.050 .223

Metacognitive CQ 11 3.537 6.000 .153

Behavioral CQ 11 0.799 0.788 .500

Regression Results

Null hypothesis could not be

rejected!

Findings Cont’d

Positive relationship between motivational CQ (Drive) and transformational leadership

Social - help others learn by coaching and mentoring; create challenging environments to help individuals reach their highest potential (p=.01)

Delegation - delegate task and authority to get things accomplished

Positive relationship between metacognitive CQ (strategy) and transformational leadership (p=.01)

Vision - provide challenging visions and help people understand them so that they are motivated to join in (p=.00)


Discussion and Conclusion

The simple linear regression analysis did not yield enough evidence to reject the null hypothesis.

results showed p-levels greater than 0.05, which means they are not statistically significant.

Study results are dissimilar to other studies that have been done using similar variables. Literature review showed a positive relationship between CQ and transformational leadership.

Suggest further analysis of these variables


References

Ang, S., Van Dyne, L., & Koh, C.S.K. (2005). Personality correlates of the four factor model of cultural intelligence. Group and Organization Management; vol. 31, 1: pp. 100-123. DOI: 10.1177/1059601105275267. Retrieved from http://gom.sagepub.com.db03.linccweb.org/content/31/1/100.full.pdf+html

Ang, S., Van Dyne, L., Koh, C.K.S., Ng, K.Y., Templer, K.J., Tay, C., & Chandrasekar, N.A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation, and task performance. Management and Organization Review, 3: 335-371. Retrieved from http://www.linnvandyne.com/papers/MOR%20Ang_Van%20Dyne%20etc.%202007 .pdf.

Clark, D.R. (2012). Design Methodologies: instructional, thinking, agile, system, or x problem? Retrieved from http://nwlink.com/~donclark/design/design_models.html

Creswell, John. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Cultural Intelligence Center. (2012). In Cultural Intelligence Center website. Retrieved from http://culturalq.com.

Daft, R. L. (2011). The leadership experience (5th ed.). Mason, OH: South-Western.


http://www.linnvandyne.com/papers/MOR Ang_Van Dyne etc. 2007.pdf





http://nwlink.com/~donclark/design/design_models.html

References

Ang, S., Van Dyne, L., & Koh, C.S.K. (2005). Personality correlates of the four factor model of cultural intelligence. Group and Organization Management; vol. 31, 1: pp. 100-123. DOI: Earley, P. & Ang, S. (2003). Cultural Intelligence: Individual interactions across cultures. Stanford, CA: Stanford University Press.

Florida Legislative Office of Economic and Demographic Research (EDR). (2012). Table 3C – Total Population by Race and Hispanic or Latino. Retrieved from http://edr.state.fl.us/Content/population-demographics/2010- census/data/index.cfm

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

The data analysis for this paper will be generated using Qualtrics software, Version 54348 of the Qualtrics Research Suite. Copyright © 2014 Qualtrics. Qualtrics and all other Qualtrics product or service names are registered trademarks or trademarks of Qualtrics, Provo, UT, USA. http://www.qualtrics.com.


http://edr.state.fl.us/Content/population-demographics/2010-






http://www.qualtrics.com/


Althia Ellis is a student in the Educational Leadership doctoral program - Adult and Community Education (ACE) at Florida Atlantic University in Boca Raton, Florida. She is enrolled in ADE 6930 - Seminar in Adult Community Education: Using Technology in Adult & Community Educational Research. This course is taught by Professor Merideth Dee, Ph. D.

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Cultural Intelligence (CQ) and Transformational Leadership

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Cultural Intelligence (CQ) and Transformational Leadership