A guide to global virtual teaming

Purpose - The purpose of this article is to share with readers details of this consortium's multicultural virtual teaming project implementation and the lessons learned from experiences of the participating students and professors.Design methodology approach - To establish a preliminary relatio...

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Bibliographic Details
Published in:Team performance management 2007-01, Vol.13 (1/2), p.47-52
Main Authors: Gatlin-Watts, Rebecca, Carson, Marsha, Horton, Joseph, Maxwell, Lauren, Maltby, Neil
Format: Article
Language:English
Subjects:
Colleges & universities
Consortia
Culture
Curricula
Globalization
International education
Internet
Learning
Multiculturalism & pluralism
Online instruction
Studies
Study abroad
Teachers
Teamwork
University students
Virtual teams
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Summary:Purpose - The purpose of this article is to share with readers details of this consortium's multicultural virtual teaming project implementation and the lessons learned from experiences of the participating students and professors.Design methodology approach - To establish a preliminary relationship, virtual student teams exchange e-mail messages with team mates at participating universities that provide introductions for each member of the team. Each team member uses these individual introductions to write a brief paper that introduces all team mates. Next, the students virtually interview one another to obtain answers to culture-specific questions for each culture that is represented on the team. In some courses, this information is analysed using Hofstede's four dimensions of culture: power distance, individualism versus collectivism, uncertainty avoidance, and masculinity versus femininity.Findings - Based on participants' experiences in these virtual teaming projects, the following recommendations are presented: emphasise relationship building; solicit widespread input for planning; and balance individual control with shared objectives.Originality value - These cultural virtual teaming projects proved to be valuable learning experiences for both the students and faculty who were involved.
ISSN:1352-7592
1758-6860
DOI:10.1108/13527590710736725