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Abstract Cultural intelligence is a key success factor for academics and is required for the effective internationalisation of universities worldwide. The paper introduces the concepts of internationalisation and cultural intelligence. Characteristics of cultural intelligence and its connection to HEIs are described. The objective of the study is to measure the cultural intelligence of Bulgarian university professors according to Soon Ang’s cultural intelligence scale (CQS). Research methods include a questionnaire based on CQS, descriptive statistics and correlational analysis. The questionnaire was given to Bulgarian university professors (N=421) to assess the four components of CQ: metacognitive, cognitive, motivational, and behavioral. Three hypotheses were formulated in relation to CQ assessment. Results were analysed with SPSS software. Findings show that the first hypothesis, Bulgarian university professors do not experience communication difficulties when contacting foreigners and/or teaching foreign students, was confirmed. The second hypothesis that the cultural intelligence among Bulgarian university professors is well developed, was also confirmed. The third hypothesis, that there is an existing correlation between the teaching experience of Bulgarian professors and their cultural intelligence, was rejected. The overall level of CQ among Bulgarian professors is very high and it is not connected to their teaching experience. Professors demonstrate lower results mostly in the cognitive component. The reasons behind these results could be traced in Bulgarian cultural values, according to which being able to adapt and blend in foreign cultures is an asset and a desirable outcome. The paper concludes that cultural intelligence is applicable to internationalisation in higher education institutions (HEIs).
Sokolova et al. (Sat,) studied this question.