Department of Conflict Resolution Studies Theses and Dissertations

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Halmos College of Arts and Sciences - Department of Conflict Resolution Studies

First Advisor

Ismael Muvingi

Second Advisor

Urszula Strawinska-Zanko

Third Advisor

Elena Bastidas

Keywords

adaptive communication, behavioral cultural intelligence, conflict resolution, counseling roles, cultural differences, cultural humility, cultural intelligence, culturally responsive practices, communication styles, cognitive cultural intelligence, decision-making, developmental model of intercultural sensitivity, DMIS, Earley and Ang’s four-factor model, emotional regulation, empathy, experiential themes, higher education, intercultural communication, intercultural competence, intercultural sensitivity, interpretative phenomenological analysis, IPA, lived experience, management roles, metacognitive cultural intelligence, multicultural universities, motivational cultural intelligence, negotiation, ongoing learning, phenomenological research, psychological safety, reflective learning, role play scenarios, scenario-based learning, shared decision-making, staff development, trust-building, university settings

Abstract

As universities become increasingly multicultural, intercultural communication is becoming an essential skill across campus roles. This study examined the role of cultural intelligence (CQ) in conflict resolution within university settings. Using a phenomenological approach, it explored how individuals in administrative, management, or counseling roles applied CQ in communication, negotiation, and conflict resolution. Twelve participants were interviewed, and data collection spanned five months. The study applied Earley and Ang’s four-factor model of CQ, which includes metacognitive, cognitive, motivational, and behavioral dimensions. The developmental model of intercultural sensitivity (DMIS) was also used to interpret how participants’ levels of intercultural sensitivity shaped their practices. Interpretative phenomenological analysis (IPA) guided the data analysis. Seven group experiential themes emerged as well as one sub-theme. Participants described adjusting communication styles, building trust through empathy, and reflecting before responding in high-tension situations. Emotional regulation, setting personal boundaries, and cultural humility supported their work across cultural differences. Psychological safety was considered essential for productive dialogue. Staff reported navigating institutional constraints while advocating for students and supporting culturally responsive practices. These findings highlight CQ as a practical, evolving skill developed through experience and ongoing reflection. This study recommends that universities provide staff with tools that promote ongoing learning and shared decision-making. Role play scenarios were identified as an effective training strategy for developing adaptive communication, emotional regulation, and trust-building skills. Programs that incorporate reflective and scenario-based learning can help university staff respond more effectively in culturally complex situations.

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