Cultural Intelligence Growth in UK, Polish, and Malaysian HE Students: The Role of Satisfaction in a COIL Intervention

Description

These datasets were generated as part of a study investigating whether participation in an international, collaborative learning experience—specifically the “Global Classroom Project”—would lead to increases in students’ Cultural Intelligence (CQ) and their satisfaction with the learning experience. The main hypothesis was that students involved in this project would show significant increases in overall CQ and its sub-dimensions (motivational, cognitive, metacognitive, and behavioural), and that higher levels of CQ would be positively associated with greater student satisfaction. Two datasets are included: Intervention Group Dataset: This dataset contains matched pre- and post-intervention data from 56 undergraduate psychology students who participated in the Global Classroom Project across three academic years (2021/2022, 2022/2023, and 2023/2024) at three institutions: Opole University (Poland), Leeds Trinity University (UK), and Taylors University (Malaysia). Students worked in intercultural teams and completed an online presentation comparing psychological concepts across the three cultures. Control Group Dataset: This smaller dataset includes matched pre- and post-data from 6 students in a control group at the UK university who did not participate in the international project. In both datasets, participants completed two instruments: Expanded Cultural Intelligence Scale (E-CQS) (Van Dyne et al., 2012), a validated 39-item self-report tool measuring four CQ dimensions on a 7-point Likert scale: motivational, cognitive, metacognitive, and behavioural. Student Satisfaction Scale, a self-developed 18-item measure assessing satisfaction with the international learning experience (administered only in the intervention group), using a 5-point Likert scale. Statistical analyses showed that participants in the intervention group experienced significant gains in overall CQ and various sub-dimensions, as well as a positive relationship between CQ and satisfaction. No significant changes were found in the control group, except a small increase in behavioural CQ. These datasets can be used to explore the development of Cultural Intelligence through international education. The intervention dataset is particularly suited for secondary analyses of trends across cohorts, countries, and CQ dimensions, while the control dataset supports comparison of outcomes for students without intercultural exposure. Both datasets are anonymised, clearly labelled, and formatted for compatibility with common statistical software.

Steps to reproduce

The data were collected as part of a longitudinal, survey-based study assessing changes in Cultural Intelligence (CQ) and student satisfaction following participation in the Global Classroom Project—an intercultural learning initiative embedded in undergraduate psychology programmes. The study used a pre-post, between-groups design conducted over three academic years: 2021/2022, 2022/2023, and 2023/2024. Participants were recruited through purposive sampling. The intervention group included psychology students from three universities—Leeds Trinity University (UK), Opole University (Poland), and Taylors University (Malaysia)—who participated in the Global Classroom Project as part of their coursework. The control group included Forensic Psychology students from the UK university, who were not exposed to the international component. Procedure: Participants in both groups completed an online survey at two time points: before the project and after completion (10–12 weeks apart). Participation was voluntary and anonymous, with institutional ethics approval obtained. Instruments: Expanded Cultural Intelligence Scale (E-CQS) (Van Dyne et al., 2012): A 39-item validated scale measuring four CQ sub-dimensions—motivational, cognitive, metacognitive, and behavioural. Each item used a 7-point Likert scale. Student Satisfaction Scale: An 18-item, author-developed questionnaire assessing satisfaction with the Global Classroom experience. Items covered learning, clarity of instruction, and intercultural engagement, scored on a 5-point Likert scale. Administered to the intervention group only. Survey Administration: Surveys were distributed online using Microsoft Forms. Pre- and post-surveys used identical CQ items to allow matched comparisons. A unique identifier was used to match pre- and post-responses while maintaining anonymity. Data Preparation and Analysis: Data were exported to Excel and analysed using IBM SPSS Statistics (Version 29). Normality checks and reliability testing (Cronbach’s alpha) were conducted. Paired-samples t-tests and ANOVAs assessed changes in CQ and satisfaction. Pearson correlations explored associations between CQ and satisfaction. Reproducibility Notes: The study design and instruments can be replicated using similar cohorts. Survey items are included in the data files. Replication requires access to the E-CQS, ethical approval, and a structured intercultural learning experience. Both datasets are anonymised, cleaned, and formatted for statistical analysis.

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