The Influence of Cultural Intelligence (CQ) on Faculty Leadership

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 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.