Developing cultural intelligence
AQUICK glance at the advertising of institutions of higher education will reveal a surprising degree of similarity in how we describe ourselves and what we promise our students.
Arguably, one of the most overused claims currently is that studying with a particular institution will enable an individual to become a global citizen and perhaps even a global leader.
I am sure we all believe that this is a good thing to be doing. In our increasingly complex, globalised and often polarised society, we need individuals who can provide leadership in an international environment, who understand the problems our society faces and who are aware of and accept their responsibility to contribute to solutions.
All of this is easy to say but difficult to do. Educating and developing leadership requires universities to go beyond the simple acquisition of technical knowledge and focus their attention on a broader set of personal and generic skills.
Ask anyone what these skills are and they will probably highlight skills such as communication, teamwork, creativity, problem solving and innovation.
And since psychologist
As universities, if we want to realise our stated ambitions to create global citizens and develop the global leaders of the future, then we need to start thinking beyond the traditional skills agenda and how we encourage our students to develop their cultural intelligence.
and science journalist Daniel Goleman’s best-selling book Emotional Intelligence in 1996, some may also emphasise the importance of emotional intelligence (EQ) and the ability to understand and empathise with others.
The ability to engage and understand others (as well as yourself), to see the world from their perspective and support, encourage and motivate are elements of emotional intelligence that contribute to effective management and leadership.
They may be skills that come naturally to some but they are skills that can be developed and learnt.
Recently, observers have begun asking whether we should be expecting more from future managers and leaders, particularly those who will need to operate in an internationalised environment.
The term “cultural intelligence” (CQ) was coined some years ago by academic researchers in the United States and relates to the capacity of individuals to engage effectively across cultures, being sensitive to the challenges and opportunities associated with the diversity that it creates.
Recently, Julia Middleton of Common Purpose, a charity that focuses on leadership and citizenship education, has outlined the significance of cultural intelligence in her book of the same name.
She highlights the importance of leadership that is characterised by a deep and genuine interest in other people, being open to the opportunity to learn and the ability to operate effectively across boundaries.
In her book, Middleton says that leaders with cultural intelligence “are excited by different cultures, not alarmed by them. They don’t just tolerate difference, they actively enjoy it. They trust it, make it a strength and thrive on it. In the process, they also share their enthusiasm, so that it becomes infectious, and that’s how CQ spreads”.
Like EQ, CQ can be learned and Common Purpose has a long tradition of leadership training for students that focuses on developing both EQ and CQ.
As universities, if we really want to realise our stated ambitions to create global citizens and develop the global leaders of the future, we need to start thinking beyond the traditional skills agenda and start to think about how we encourage our students to develop their cultural intelligence.
And that means exposing them to differences, encouraging them to accept and value diversity in all of its forms.
Perhaps one of the most powerful mechanisms we have for doing this is the community of international staff and students that increasingly comprises our university campuses.
Prof Christine Ennew is the chief executive officer and provost of The University of Nottingham Malaysia Campus.