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The Influence of Cultural Intelligence (Cq) on Faculty THE INFLUENCE OF CULTURAL INTELLIGENCE (CQ) ON FACULTY LEADERSHIP by Althia Ellis A Dissertation Submitted to the Faculty of The College of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL December 2017 Copyright by Althia Ellis 2017 ii ACKNOWLEDGEMENTS I extend sincere appreciation and gratitude to my dear husband, children, parents, and in-laws, as well as friends and colleagues who encouraged and supported me along this amazing journey. I owe deepest gratitude to my advisor and committee chairperson, Dr. Valerie Bryan, who has been an exceptional mentor throughout this challenging, yet rewarding dissertation process. Her thoughtful recommendations, excellent guidance, and genuine interest in my work have been encouraging. I am most grateful for my committee members, Dr. Dianne A. Wright and Dr. Michael DeDonno for their wisdom and guidance throughout this learning experience. Dr. Wright has been an outstanding mentor from the start of my academic journey; she continues to be a significant source of motivation. I am very appreciative of Dr. DeDonno’s expert guidance; the analysis phase of my study became much more manageable and meaningful as a result of his help and support. These special individuals helped to make this dissertation possible. iv ABSTRACT Author: Althia Ellis Title: The Influence of Cultural Intelligence (CQ) on Faculty Leadership Institution: Florida Atlantic University Dissertation Advisor: Dr. Valerie Bryan Degree: Doctor of Philosophy Year: 2017 The study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing need for faculty to expand their cultural intelligence to enable them to demonstrate exemplary leadership in 21st century classrooms. The study measured the cultural intelligence of faculty using the Cultural Intelligence Scale (CQS). Faculty members’ leadership was measured using the Leadership Practices Inventory Self (LPI-Self). This quantitative study used associational and survey methods to predict scores and explain associations among v variables. Overall, behavioral CQ and cognitive CQ had a greater influence on the following leadership practices: Model the Way, Inspire a Shared Vision, and Challenge the Process. For the private university, behavioral CQ had a greater influence on the following leadership practices: Model the Way and Inspiring a Shared Vision. The public university did not show preference for any of the five leadership practices. For the state college, cognitive CQ had a greater influence on all leadership practices, except for Model the Way. The results of this study confirmed that cultural intelligence significantly influenced leadership practices of faculty members. These findings provide important information for faculty development programs, curriculum development, and hiring practices. An urgent requirement for advancing teaching and learning in today’s higher education classrooms is a keen understanding of the underlying values, beliefs, and perceptions of students. These qualities affect students’ understanding and how they express themselves in the classroom. The decision to give instructional leaders leadership training in cultural intelligence is highly recommended. While faculty members showed preference for certain leadership practices, their preferences might be incorporated to develop a blended leadership style that may be more suitable for today’s diverse academic community. The association found between cultural intelligence and leadership practices confirms the value of faculty development in cultural intelligence. vi DEDICATION I dedicate this dissertation to my parents, Robert and Norma, who instilled in me the power of perseverance, faith, and integrity, and encouraged me to start this journey. You wholeheartedly believed in my ability to achieve my goal. I also dedicate this work to my wonderful husband, Rohan, for his unconditional love, unwavering patience, and support throughout this amazing learning process; and to my children, Tariq and Oriana, who have been a constant source of inspiration. My brother, Nicholas, remains a devoted supporter of my academic endeavors. THE INFLUENCE OF CULTURAL INTELLIGENCE (CQ) ON FACULTY LEADERSHIP LIST OF TABLES .......................................................................................................... xvii LIST OF FIGURES ......................................................................................................... xix CHAPTER 1: INTRODUCTION ....................................................................................... 1 Statement of the Problem ................................................................................................ 5 Purpose of the Study ....................................................................................................... 8 Research Questions and Hypotheses .............................................................................. 8 Significance of Study .................................................................................................... 10 Conceptual Framework ................................................................................................. 11 Definition of Terms....................................................................................................... 13 Delimitations ................................................................................................................. 14 Limitations .................................................................................................................... 15 Chapter Summary ......................................................................................................... 16 CHAPTER 2: LITERATURE REVIEW .......................................................................... 18 Cultural Intelligence...................................................................................................... 18 Leadership in Higher Education ................................................................................... 23 Culture and Leadership ................................................................................................. 29 viii Globalization ................................................................................................................. 31 Diversity in Higher Education ...................................................................................... 35 Intercultural Competence .............................................................................................. 38 Chapter Summary ......................................................................................................... 40 CHAPTER 3: METHODOLOGY .................................................................................... 41 Research Design............................................................................................................ 41 Survey Sample .............................................................................................................. 42 Sample Size ................................................................................................................... 44 Instrumentation ............................................................................................................. 44 Validity and Reliability of Test Instruments ................................................................. 46 Procedure ...................................................................................................................... 49 Public University ...................................................................................................... 49 Private University. .................................................................................................... 50 State College. ............................................................................................................ 50 Analysis......................................................................................................................... 52 Chapter Summary ......................................................................................................... 53 CHAPTER 4: RESULTS OF THE STUDY ..................................................................... 55 Description of Study Participants ................................................................................. 55 Research Questions ....................................................................................................... 57 Description of Study Variables ..................................................................................... 59 ix Findings......................................................................................................................... 62 RQ1: What is the influence of cultural intelligence on faculty leadership? ................. 62 Overall........................................................................................................................... 62 Assumptions .............................................................................................................
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