Establishing Effective Global Virtual Student Teams. / Davison, Robert; Panteli, Niki; Hardin, Andrew; Fuller, Mark.

In: IEEE Transactions on Professional Communication, Vol. 60, No. 3, 09.2017, p. 317-329.

Research output: Contribution to journalArticlepeer-review

Published

Standard

Establishing Effective Global Virtual Student Teams. / Davison, Robert; Panteli, Niki; Hardin, Andrew; Fuller, Mark.

In: IEEE Transactions on Professional Communication, Vol. 60, No. 3, 09.2017, p. 317-329.

Research output: Contribution to journalArticlepeer-review

Harvard

Davison, R, Panteli, N, Hardin, A & Fuller, M 2017, 'Establishing Effective Global Virtual Student Teams', IEEE Transactions on Professional Communication, vol. 60, no. 3, pp. 317-329. https://doi.org/10.1109/TPC.2017.2702038

APA

Davison, R., Panteli, N., Hardin, A., & Fuller, M. (2017). Establishing Effective Global Virtual Student Teams. IEEE Transactions on Professional Communication, 60(3), 317-329. https://doi.org/10.1109/TPC.2017.2702038

Vancouver

Davison R, Panteli N, Hardin A, Fuller M. Establishing Effective Global Virtual Student Teams. IEEE Transactions on Professional Communication. 2017 Sep;60(3):317-329. https://doi.org/10.1109/TPC.2017.2702038

Author

Davison, Robert ; Panteli, Niki ; Hardin, Andrew ; Fuller, Mark. / Establishing Effective Global Virtual Student Teams. In: IEEE Transactions on Professional Communication. 2017 ; Vol. 60, No. 3. pp. 317-329.

BibTeX

@article{7e01252fac69465499e21276fe6aaf6b,
title = "Establishing Effective Global Virtual Student Teams",
abstract = "Research problem: In the educational arena, virtual teams made up of students who are located in more than one country are becoming increasingly commonplace. However, studies of the technological, social, and organizational factors that contribute to the success of these global virtual student teams (GVSTs) have yet to be systematically identified and discussed. In this paper, we seek to address this gap in our knowledge, drawing on several years of experience with GVSTs and addressing the following research question: How can university instructors establish effective GVST projects? Situating the case: The cases that we explore in this paper involve GVSTs with team members located variously in Hong Kong (all four cases), the USA (two cases), the UK (one case), and Singapore (one case). Students are a mix of undergraduate and graduate. How the case was studied: Our pedagogical purpose for running the GVST projects was to expose students to international communication and negotiation practices. The case designs involved situations where the student team members had to work collaboratively on a variety of tasks. We collected observational data and survey data, and required the team members to submit individual reflective reports about their learning experiences. About the case: We examine cultural differences among teams. We also note how issues of time and space vary across these teams, and consider how sufficient trust may be developed between team members to ensure productive work. Conclusion: From the four cases, we elicit 10 pertinent operational factors that should be of value to educators planning GVST projects.",
author = "Robert Davison and Niki Panteli and Andrew Hardin and Mark Fuller",
year = "2017",
month = sep,
doi = "10.1109/TPC.2017.2702038",
language = "English",
volume = "60",
pages = "317--329",
journal = "IEEE Transactions on Professional Communication",
issn = "0361-1434",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
number = "3",

}

RIS

TY - JOUR

T1 - Establishing Effective Global Virtual Student Teams

AU - Davison, Robert

AU - Panteli, Niki

AU - Hardin, Andrew

AU - Fuller, Mark

PY - 2017/9

Y1 - 2017/9

N2 - Research problem: In the educational arena, virtual teams made up of students who are located in more than one country are becoming increasingly commonplace. However, studies of the technological, social, and organizational factors that contribute to the success of these global virtual student teams (GVSTs) have yet to be systematically identified and discussed. In this paper, we seek to address this gap in our knowledge, drawing on several years of experience with GVSTs and addressing the following research question: How can university instructors establish effective GVST projects? Situating the case: The cases that we explore in this paper involve GVSTs with team members located variously in Hong Kong (all four cases), the USA (two cases), the UK (one case), and Singapore (one case). Students are a mix of undergraduate and graduate. How the case was studied: Our pedagogical purpose for running the GVST projects was to expose students to international communication and negotiation practices. The case designs involved situations where the student team members had to work collaboratively on a variety of tasks. We collected observational data and survey data, and required the team members to submit individual reflective reports about their learning experiences. About the case: We examine cultural differences among teams. We also note how issues of time and space vary across these teams, and consider how sufficient trust may be developed between team members to ensure productive work. Conclusion: From the four cases, we elicit 10 pertinent operational factors that should be of value to educators planning GVST projects.

AB - Research problem: In the educational arena, virtual teams made up of students who are located in more than one country are becoming increasingly commonplace. However, studies of the technological, social, and organizational factors that contribute to the success of these global virtual student teams (GVSTs) have yet to be systematically identified and discussed. In this paper, we seek to address this gap in our knowledge, drawing on several years of experience with GVSTs and addressing the following research question: How can university instructors establish effective GVST projects? Situating the case: The cases that we explore in this paper involve GVSTs with team members located variously in Hong Kong (all four cases), the USA (two cases), the UK (one case), and Singapore (one case). Students are a mix of undergraduate and graduate. How the case was studied: Our pedagogical purpose for running the GVST projects was to expose students to international communication and negotiation practices. The case designs involved situations where the student team members had to work collaboratively on a variety of tasks. We collected observational data and survey data, and required the team members to submit individual reflective reports about their learning experiences. About the case: We examine cultural differences among teams. We also note how issues of time and space vary across these teams, and consider how sufficient trust may be developed between team members to ensure productive work. Conclusion: From the four cases, we elicit 10 pertinent operational factors that should be of value to educators planning GVST projects.

U2 - 10.1109/TPC.2017.2702038

DO - 10.1109/TPC.2017.2702038

M3 - Article

VL - 60

SP - 317

EP - 329

JO - IEEE Transactions on Professional Communication

JF - IEEE Transactions on Professional Communication

SN - 0361-1434

IS - 3

ER -