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This study investigated if the gender composition of teams impacts performance by examining the relationship between student-level variables of cultural intelligence and global knowledge and team-level variables of team performance. Data were collected from 1,922 students across 40 countries participating in 446 teams. Results of independent samples t-tests, as well as multiple regression analyses at the student and team levels, showed that gender and international status were related to global knowledge and cultural intelligence, whereas gender, global knowledge, and cultural intelligence were all significantly related to team performance. The coefficient of variation was found to be low, suggesting that other variables might be related to team performance, cultural intelligence, and global knowledge. Implications and limitations are discussed.

Corporate employees must interact with people from different cultures in cross-cultural environments. This study examined the extent that cultural intelligence and global knowledge predicted team performance for university students engaged in collaborative team projects resembling the global corporate work environment. The sample for this study was 2,012 students who participated in the X-Culture Global Virtual Team Project during the spring semester of 2015. Participants were members of 412 teams representing 40 countries and attending 95 universities. Study results indicated that global knowledge and cultural intelligence significantly relate to team performance. Cultural intelligence is a significant partial mediation between global knowledge and team performance in international business courses.