Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Golge Citak Seferoglu

Abstract

This qualitative comparative case study explored how e-leaders implement subcomponents of Cultural Intelligence (CQ) when interacting with virtual team members from diverse cultural backgrounds or dispersed geographic locations, within both higher education and business contexts. Data were collected from six participants, two from higher education and four from business, based in various locations across the United States. The data were gathered through multiple recorded online interview sessions, and all transcripts were reviewed by the participants for accuracy. The participants were experienced e-leaders, each with three to five years of practice leading virtual teams in culturally diverse environments. The analysis revealed eight key themes, grounded in two theoretical frameworks: e-leadership, as conceptualized by Avolio et al, and cultural intelligence, as developed by Earley and Ang. Findings indicated that e-leaders utilized a range of practices to lead their multicultural virtual teams, with their strategies shaped by various contextual and organizational factors. Communication between e-leaders and their teams relied heavily on digital technologies to coordinate responsibilities and maintain collaboration. Moreover, cultural diversity significantly influenced the nature and effectiveness of virtual communication. This study recommends further research on e-leadership and CQ implementation, particularly with a broader participant pool that includes virtual team members and organizations operating across multiple countries, to better understand global virtual leadership dynamics.

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