This study examines how academic pedigree diversity influences team conflict and performance through the mechanism of process conflict, drawing on Stahl et al.’s (2010) information/decision-making perspective. Using SPSS PROCESS Model 9 with data from global virtual teams, results show that academic pedigree diversity does not significantly increase process conflict, nor does conflict mediate performance. IQ and EQ did not meaningfully moderate these relationships. Findings suggest that academic pedigree diversity may not inherently generate harmful process frictions in student GVTs and may operate through alternative pathways beyond conflict mechanisms.
