From Contact to Development in Experiential Cultural Intelligence Education: The Mediating Influence of Expectancy Disconfirmation

TLDR

Cultural intelligence (CQ) is a promising capability for intercultural effectiveness, yet little is known about the factors and processes that support its development. The study aimed to examine how perceptions of optimal cross‑cultural contact and expectancy disconfirmation influence CQ development. A longitudinal experiment with 212 management students and professionals in an experiential CQ education program that incorporated cross‑cultural contact within a university management course was used. The results showed that expectancy disconfirmation mediates the relationship between perceived optimal cross‑cultural contact and CQ development, indicating that optimal contact conditions foster disconfirmation experiences that enhance CQ growth.

Abstract

Cultural intelligence (CQ) has emerged as a promising capability that allows individuals to enhance their intercultural effectiveness. However, little is known about factors and processes supporting its development. In a longitudinal study involving pre- and postintervention measures of CQ, we explored the role of the individual perception of optimal cross-cultural contact and the experience of expectancy disconfirmation. The study was conducted among 212 management students and professionals who partook in an experiential CQ education intervention encompassing cross-cultural contact as part of a university management course. The results of our work reveal that the relationship between participants' perception of optimal cross-cultural contact and CQ development is mediated by the experience of expectancy disconfirmation. When participants perceived optimal cross-cultural contact, which involved a number of conditions including equal status among participants, personalized contact, establishment of common goals, and support of the contact by authorities, they were more likely to experience expectancy disconfirmation. In turn, greater experience of expectancy disconfirmation was associated with greater CQ development. Researchers, educators, and managers who understand the factors and processes supporting CQ development are better equipped to prepare individuals for greater effectiveness in a variety of cultural contexts.