Exploring cultural intelligence in multicultural project teams in a selected South African university

Abstract

Multicultural project teams in HEIs operate within complex environments shaped by cultural diversity, institutional structures, and varying communication norms. The aim of this study was to explore how CQ is perceived and practised by project team members working in a multicultural South African university. In doing so, the study sought to understand participants' lived experiences of navigating cultural differences in project work, and how these experiences inform team dynamics and project delivery. The research was guided by an interpretivist paradigm, and followed a qualitative approach and an exploratory design to understand how meaning is constructed within multicultural project settings. Semi-structured interviews were conducted with nine project team members across academic and support roles, all of whom were actively involved in project work at the selected university. Data were analysed using Braun and Clarke's reflexive thematic analysis (2021:66) to identify key themes and sub-themes that reflected patterned meanings in participants' accounts. The findings demonstrated that CQ is experienced as a dynamic, collectivist practice-based capacity rather than a static, individual attribute. Participants described CQ as emerging through reflective awareness of cultural difference, intentional inclusion, adaptive communication, and sensitivity to relational strain within teams. Where CQ was consistently practised, participants reported improved co-ordination, stronger interpersonal trust, and reduced misunderstandings. In contrast, inconsistent CQ practices were associated with communication breakdowns, emotional fatigue, and avoidable project delays. The study contributes to the understanding of CQ in higher education (HE) by illustrating how culturally intelligent practices could enhance resilience, cohesion, and collaboration in multicultural project teams. It also provides practical recommendations for enhancing CQ in project environments, thereby supporting both team effectiveness and more inclusive institutional cultures within South African universities.