ABSTRACT This study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students’ cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long global, virtual team project. We also examined the students’ people-focused (PF) and task-focused (TF) behaviors as mediators of the CQ-PS relationship. The results of mediation analyses provide support for our hypothesis that the relationship between cultural intelligence and psychological safety will be mediated by people-focused behaviors. Finally, we provide a model and suggestions for virtually bringing together students from different countries to collaborate on a global virtual project, and avenues for future research. Here we encourage a focus on a curriculum that educates students about their cultural intelligence and ways to develop psychologically safe learning environments. We also highlight the potential learning for faculty teaching such courses, and note how our experience collaborating with our counterpart in Peru constituted a fractal of what our students were experiencing on their global projects.

中文翻译：

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全球虚拟项目团队中学生的文化智力对其心理安全的影响

摘要本研究旨在呼吁设计和实施课程课程，以帮助学生发展自己的CQ并获得与全球虚拟项目团队的同行合作的经验。在为期一个月的全球虚拟团队项目中，我们探讨了美国和秘鲁学生的文化智力（CQ）如何影响他们的心理安全感（PS）。我们还研究了学生作为CQ-PS关系的中介者的以人为本（PF）和以任务为主（TF）的行为。调解分析的结果为我们的假设提供了支持，即文化智力与心理安全之间的关系将由以人为本的行为来介导。最后，我们提供了一个模型和建议，可以将来自不同国家/地区的学生虚拟地聚集到一起，共同开展全球虚拟项目，和未来研究的途径。在这里，我们鼓励关注课程，以教育学生关于他们的文化智慧以及发展心理安全学习环境的方法。我们还着重介绍了教师在此类课程中的潜在学习内容，并注意我们与秘鲁同行合作的经验如何构成了学生在全球项目中所经历的分形。