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The impact of cultural intelligence levels on community college faculty conflict management preferences: A quantitative study.

机译：文化智力水平对社区大学教师冲突管理偏好的影响：定量研究。

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摘要

The purpose of this study was to discover if a relationship existed between cultural intelligence (CQ) and conflict management style preferences for community college faculty who work with culturally diverse student populations. Drawing from a sample of full- time community college faculty, this study used the 20-item cultural intelligence scale instrument that measures the four components of CQ, including motivational CQ, behavioral CQ metacognitive CQ, and cognitive CQ (Ang et al., 2007). This study used Rahim's Organizational Conflict Inventory Il (Rahim, 2010) to measure five styles of conflict management, including integrating, dominating, compromising, avoiding, and accommodating. The results of this study indicate that of the four factors of CQ, motivational CQ was the highest and cognitive CQ was the lowest in community college faculty. Factors such as number of languages spoken, academic discipline, and travel outside of the United States were predictors of CQ. The results of this study indicate that community college faculty have a preference for an integrating style of conflict management and that academic discipline, gender, and years teaching predict conflict management style preferences. The findings in this study also indicate that the four factors of CQ correlate with faculty conflict management style preferences. When controlling for gender, age, and ethnicity, there are significant correlations among the four factors of CQ and three of the conflict styles. The four factors of CQ combined correlated with integrating, dominating, and compromising conflict styles, and avoiding and obliging were nearing significance. Individually, metacognitive CQ and motivational CQ positively correlated to an integrating conflict style. Motivational CQ negatively correlated to dominating conflict style. Behavioral CQ correlated to a dominating conflict management style. None of the four factors of CQ individually predicted avoiding and obliging conflict style, though in both cases it was approaching significance. Based on the findings of this research study, there are four recommendations for practitioners in higher education: Expand research on cultural intelligence and conflict management within the domain of higher education; integrate cultural intelligence and conflict management into higher education curriculum; establish institutionally supported ongoing professional development in cultural intelligence and conflict management; and develop student-centered campus-level cultural intelligence and conflict management initiatives.
机译：这项研究的目的是发现在文化多元学生群体中工作的社区大学教师，文化智能（CQ）与冲突管理风格偏好之间是否存在关系。本研究从全日制社区大学教师的样本中提取，使用了20个项目的文化智能量表工具，该工具测量了CQ的四个组成部分，包括动机CQ，行为CQ元认知CQ和认知CQ（Ang等，2007 ）。这项研究使用拉希姆的组织冲突清单II（拉希姆，2010年）来衡量冲突管理的五种样式，包括整合，支配，妥协，避免和包容。研究结果表明，社区学院教师的CQ的四个因素中，动机CQ最高，认知CQ最低。口语的数量，学术纪律和在美国以外旅行的因素是CQ的预测因子。这项研究的结果表明，社区大学的教职员工偏爱整合式的冲突管理方式，而学科，性别和任职年限预测了冲突管理方式的偏爱。这项研究的发现还表明，CQ的四个因素与教师冲突管理风格偏好有关。在控制性别，年龄和种族时，CQ的四个因素与三种冲突方式之间存在显着的相关性。 CQ的四个因素与冲突方式的整合，支配和折衷以及避免和强迫相关，具有近乎重要的意义。个体而言，元认知CQ和动机CQ与整合的冲突风格呈正相关。动机性CQ与主导冲突风格负相关。行为CQ与主要的冲突管理风格相关。 CQ的四个因素中没有一个单独预测避免和强迫冲突方式，尽管在两种情况下它都具有重要意义。根据本研究的结果，对高等教育的从业者提出了四点建议：扩大高等教育领域内关于文化智能和冲突管理的研究；将文化情报和冲突管理纳入高等教育课程；在文化情报和冲突管理方面建立机构支持的持续专业发展；并开发以学生为中心的校园级文化智能和冲突管理计划。

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  • 作者

    Hoppe Nagao, Angela K.;

  • 作者单位

    California State University, Fullerton.;

  • 授予单位 California State University, Fullerton.;
  • 学科 Educational leadership.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 253 p.
  • 总页数 253
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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