INNOVATIONS IN STUDENT LEARNING OUTCOMES Developing intercultural intelligence: Dubai Style Aleya James and Nicole M. Shammas Business Department, Higher Colleges of Technology – Dubai Women’s Campus, Dubai, United Arab Emirates Abstract Purpose – This paper aims to explore the link between the theoretical foundations of intercultural intelligence and a practical application examining a course dedicated to developing Emirati students’ intercultural intelligence. Design/methodology/approach – The paper outlines the socio-cultural conditions of the United Arab Emirates as a backdrop to the investigation; establishing the pressing need for intercultural intelligence. The paper provides a theoretical framework to situate the course based on King and Baxter Magolda’s trajectory of intercultural maturity (2005) and Davies’ theory of “interruptive pedagogy” (2006). Guiding principles for the teaching of intercultural intelligence are given. Findings – Informal feedback through post-course interviews demonstrates a positive self-perceived change in intercultural understanding having taken the course. Research limitations/implications – The paper concedes that due to socio-cultural constraints the authors are unable to deliver a course with as much practical experience as the authors would like. As a result, students gain more cultural self-awareness and theoretical understandings of intercultural intelligence than practical engagement. Originality/value – This paper provides a meaningful contribution to the limited body of knowledge on intercultural intelligence training at a tertiary level in the Arabian Gulf and breaks new ground in three ways: first by demonstrating the link between the UAE socio-cultural and political factors on intercultural intelligence training; second by providing a link between intercultural intelligence theory and practice and third by providing practical suggestions as guiding principles and creative ideas for classroom use. The paper will be of value to teachers and trainers teaching in multi-cultural, international contexts and to those providing organizational training in a variety of business contexts. Keywords United Arab Emirates, Cultural intelligence, Cross-cultural communication, Intercultural intelligence, Measuring cultural intelligence, Teaching cultural intelligence Paper type Case study Introduction Wallah Miss, why did you mark me absent [...] I was at the hospital [...] my mother is very sick [...] This phrase is typical of those heard regularly by faculty at Higher Colleges of Technology-Dubai (HCT-Dubai). It speaks volumes about intercultural variances; from beliefs about time and regulations to broader concepts concerning individual or community loyalty. These variances are inevitable in the socio-cultural context of the United Arab The current issue and full text archive of this journal is available at www.emeraldinsight.com/2046-469X.htm Both authors contributed equally to this article. The authors would like to acknowledge Patrick Devitt for his valuable insight. Received 24 May 2013 Revised 18 August 2013 Accepted 19 August 2013 Journal of International Education in Business Vol. 6 No. 2, 2013 pp. 148-164 q Emerald Group Publishing Limited 2046-469X DOI 10.1108/JIEB-05-2013-0021 JIEB 6,2 148