Abstract:

Globalisation has profoundly reshaped higher education by increasing the international mobility of students and transforming many universities into spaces of intercultural (IC) encounter. Since the late twentieth century, the global expansion of companies and markets has required professionals capable of operating across geographical, administrative, and, especially, cultural boundaries. This need has given rise to the concept of cultural intelligence (CQ), highlighting the ability to function effectively in culturally diverse – and often challenging – environments.

Growing mobility has accelerated the internationalisation of higher education, enabling students even from the most remote, economically disadvantaged, or politically unstable regions to access international study opportunities and become highly skilled professionals. For many, studying abroad marks their first major journey, often to another continent, making culture shock, linguistic, social and religious differences inevitable.

Universities have thus emerged as IC melting pots, serving as informal "brand ambassadors" for their nations, while fostering cultural intelligence. International dormitories are particularly sensitive microsocieties where students from diverse cultural and sometimes complex political backgrounds live side by side. In such environments, empathetic guidance and strong cross-cultural competence are essential to help students navigate differences and maintain respectful coexistence.

Consequently, IC understanding, inclusivity, and openness have become essential elements of institutional quality and reputation. Universities that successfully create supportive multicultural environments strengthen their own international attractiveness and contribute to shaping the image of the host country.

This paper explores how IC awareness can develop from a pedagogical value into an element of both institutional and national branding. It examines the relationship between globalisation, IC competence, and higher education internationalisation. It also discusses how universities may influence country perceptions through their IC practices.

Using Hungary as a case example, the study argues that fostering IC sensitivity in higher education can help develop globally competent professionals and promote mutual understanding in an increasingly polarised world. In times of growing political tension, IC-aware campuses have the potential to cultivate not rivals but collaborative global citizens, demonstrating how cultural inclusivity can help position nations as vibrant hubs of international talent.

Hungary’s strategy of combining strong technical education with sholarship programmes, positions its internationally ranked institutions as bridges between East and West. Yet, perceptions of inward focus may challenge the country’s international image.

Drawing on case studies, focus group interviews and questionnaires, the paper proposes a structured framework linking CQ, university branding and national soft power.

Keywords:

Globalisation, intercultural competence, cultural intelligence, higher education internationalisation, university brand, national image.