Chapter 22: On the Importance of Cultural Intelligence in Higher Education Leadership: Through the Lens of Neo-institutionalism

Societal, institutional, and technological forces transform workplace structures, including those of universities. The global pandemic forced academics to work remotely, accelerating the implementation of digital business strategies and legitimising remote work environments and distance appointments. This chapter examines the nature of cultural intelligence (CQ) and its value in this new dynamic higher education context, viewed through the lens of neo-institutionalism. The discussion covers the dimensions of CQ – cognitive, metacognitive, motivational, and behavioural. This is followed by a closer look at the value of CQ in an institution of higher learning, particularly how it manifests in enhanced leader–subordinate relationships, strategic alliances, and harmonious engagements, which, in turn, build trust, and commitment, engagement, and job satisfaction. These impacts culminate in improved performance, both individually and institutionally, and greater opportunities for generating and transferring knowledge through global engagement and collaboration. This is particularly relevant as higher education institutions increasingly adopted digitalisation to allow remote and distance appointments post-COVID. CQ practices are grounded in neo-institutionalist theory, serving as the foundation for multi-cultural engagement and practice recommendations. These recommendations emphasise the role of leadership in higher education in promoting awareness of CQ and fostering a supportive workplace culture at all levels of the institution. This is supported by training interventions that take a holistic approach, engaging academic and administrative staff, students, alumni, and external stakeholders.