Shows that a cross-cultural simulation increased self-efficacy and some aspects of CQ in undergraduate and graduate students, but the simulation did not influence communication effectiveness.

Shows a mediating role for motivational CQ in positively linking core self-evaluation and negatively linking ethnocentrism with self-reported success after study abroad.

Shows that a short-term study abroad program (11-12 days) increased metacognitive, cognitive, and motivation CQ, but did not change behavioral CQ. Posited that reflective observation may explain the increases in CQ.

Shows increases in metacognitive and cognitive CQ for business students over one semester in a non-native language university show. Cross-validates findings with a cultural knowledge quiz on cognitive CQ and a multiple choice cultural assimilator assessment.

Describes a case study that tracked self-awareness and cultural-awareness based on MBA student journals during a two-week business immersion experience in China.

Shows increases in all four factors of CQ! Based on a 6-month international assignment for military personnel. Extraversion strengthens the effect of the international assignment on metacognitive and behavioral CQ and openness to experience strengthens the effects on motivational CQ.

Shows that T1 motivational CQ predicts increases in T2 psychological well-being in intercultural settings based on study abroad. Cultural identity moderates the effect of motivational CQ on peer-rated suitability for overseas work. Suitability is lowest for individuals with low motivational…

Reports incremental explained variance in the commitment to the study of international business based on classroom CQ climate (above and beyond effects of individual-level metacognitive and motivational Q).

Shows a counter-intuitive positive relationship between psychic distance and multicultural team performance. Motivational CQ strengthens this relationship when perceived psychic distance is high, leading to greater team effort and higher team performance.

Shows that 6 hours of pre-departure training (based on Allport’s four optimal conditions) increases overall CQ for most students in a 7-12 day study abroad service program, but there were no changes in control group CQ.