Relevant bibliographies by topics / Cross-cultural virtual teams

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cross-cultural virtual teams'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Cross-cultural virtual teams"

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Anawati, D., and A. Craig. "Behavioral Adaptation Within Cross-Cultural Virtual Teams." IEEE Transactions on Professional Communication 49, no. 1 (March 2006): 44–56. http://dx.doi.org/10.1109/tpc.2006.870459.

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E Cunha, Miguel Pina, and Joao Vieira Da Cunha. "Managing Improvisation in Cross Cultural Virtual Teams." International Journal of Cross Cultural Management 1, no. 2 (August 2001): 187–208. http://dx.doi.org/10.1177/147059580112004.

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Lehtonen, Miikka J., and Constance E. Kampf. "Virtual Teams and Knowledge Communication." International Journal of Sociotechnology and Knowledge Development 6, no. 3 (July 2014): 1–25. http://dx.doi.org/10.4018/ijskd.2014070101.

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How does culture affect virtual teams and the knowledge communication processes in which they engage? As virtual spaces are increasingly used to support teams and establish collaboration in cross-cultural projects, the notion of cross-cultural communication can be understood as shifting from contextual perspective to a semiotic perspective. That is to say, although the team members are using the same vocabulary they might attach different meanings to and have different knowledge about them thus highlighting the importance of approaching virtual teams and collaboration from a semiotic perspective. To look at how knowledge about virtual work is established in a multinational context, the authors interviewed members of a team that connects Finland and India. Results reveal five objects shared between the team members with varying knowledge about them. By making these differences in knowledge visible through semiotics the authors are calling for a more nuanced understanding of cross-cultural collaboration that draws on and extends the existing body of knowledge on virtual teams and collaboration.
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Oertig, Margaret, and Thomas Buergi. "The challenges of managing cross‐cultural virtual project teams." Team Performance Management: An International Journal 12, no. 1/2 (January 2006): 23–30. http://dx.doi.org/10.1108/13527590610652774.

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Gullett, Evelyn, and Karin Sixl- Daniell. "Parameters For Successful Management Of Cross-Cultural Virtual Teams." i-manager's Journal of Educational Technology 5, no. 1 (June 15, 2008): 49–58. http://dx.doi.org/10.26634/jet.5.1.563.

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Krawczyk-Bryłka, Beata. "Intercultural Challenges in Virtual Teams." Journal of Intercultural Management 8, no. 3 (September 1, 2016): 69–85. http://dx.doi.org/10.1515/joim-2016-0017.

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Abstract Virtual teams are usually geographically dispersed and consist of members from different countries and cultures. They influences internal communication processes and can cause personal conflicts, misunderstandings or lack of trust. Intercultural diversity is also significant for goal setting and team effectiveness. The aim of this article is to check if virtual team members appreciate the cultural diversity or rather suffer from lack of team cohesion and mutual understanding. The article presents research conducted among specialists from IT sector who have experience in working in virtual teams. They perceive intercultural collaboration in virtual teams as the opportunity to exploit the potential of specialists from all over the world but they also point to some challenges related to cross-cultural virtual teamwork.
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Zemliansky, Pavel. "Achieving Experiential Cross-cultural Training Through a Virtual Teams Project." IEEE Transactions on Professional Communication 55, no. 3 (September 2012): 275–86. http://dx.doi.org/10.1109/tpc.2012.2206191.

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Glikson, Ella, and Miriam Erez. "Emotion Display Norms in Virtual Teams." Journal of Personnel Psychology 12, no. 1 (January 2013): 22–32. http://dx.doi.org/10.1027/1866-5888/a000078.

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Norms for displaying emotions influence how individuals express their feelings and interpret the emotional expressions of others. Prior research found cross-cultural variation of emotion display norms, but primarily examined face-to-face communication and culturally homogeneous contexts. This study examined perceived emotion display norms for virtual teams, using a sample of 167 MBA students from five countries, who rated the appropriateness of virtually displaying positive and negative emotions for culturally homogeneous and multicultural teams. Results indicate that display norms call for greater expression of positive emotions and suppression of negative emotions in multicultural versus culturally homogeneous teams; national identity influences norms for culturally homogeneous but not multicultural teams, and the strength of norms in multicultural teams is higher among participants with high versus low global identity.
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Krumm, Stefan, Katrin Terwiel, and Guido Hertel. "Challenges in Norm Formation and Adherence." Journal of Personnel Psychology 12, no. 1 (January 2013): 33–44. http://dx.doi.org/10.1027/1866-5888/a000077.

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Due to the growing globalization of business processes, teamwork increasingly requires intercultural skills. Furthermore, many teams rely predominantly on electronic collaboration (virtual teams), requiring team members to develop and adhere to norms in a cue-deprived environment. In the current study, we conducted an online survey with 171 participants who fell into one of two subgroups of cross-cultural teams: members of either traditional or virtual teams. We compared the two groups of team members with regard to their importance ratings of several competencies for team performance. Starting with a large set of intercultural competencies derived from the literature, exploratory factor analyses yielded a four-dimensional solution (working conscientiously, coping with stress and ambiguity, openness and perspective taking, and knowledge about other cultures). Among those clusters, only the cluster working conscientiously yielded substantial differences between traditional and virtual-team members, indicating specific requirements for cross-cultural collaboration for virtual as compared to traditional teams.
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Kohnen, James. "Managing Without Walls: Maximize Success with Virtual, Global, and Cross-Cultural Teams." Quality Management Journal 14, no. 4 (January 2007): 63. http://dx.doi.org/10.1080/10686967.2007.11918049.

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Dissertations / Theses on the topic "Cross-cultural virtual teams"

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Zaugg, Holt. "Communication Patterns Among Members of Engineering Global Virtual Teams." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3314.

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Global virtual (GV) teams provide an opportunity for engineering students to participate in meaningful, cross-cultural learning projects without additional costs of time and money associated with study abroad programs. However, students must learn how to communicate effectively with international team members. Instruction to help students learn which virtual communication technologies to use and how to use them is needed. Training must include cross-cultural training that facilitates team communications and interactions with people from different cultural backgrounds. This study focused on how 10 specialized lessons, Principles of Global Virtual Teams (PGVT), facilitated the communications and interactions of students participating on GV teams in an advanced engineering design course. All GV teams provided evidence that communications and interactions on GV teams are different than Co-located teams. However, teams receiving the PGVT instruction showed indications of increased communication ability on GV teams. These indicators included technology use, vernacular phrase use, communication competence ratings and descriptors from team emails.
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Liška, Radek. "International agile teams in digital and virtual environment." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359367.

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The thesis discusses research on a selected international team that incorporates agile methodology framework. The team is distributed among multiple European states and has off-shore members in India. The research questions include cross-cultural aspects of teamwork, organizational viewpoint as well as other key areas of team cooperation. Analysis is performed based on questionnaire distribution and a series of structured interviews with members of the researched team. Research findings include a list of recommended changes to team organization and evaluation of cross-cultural and factors of cooperation and their impact. Research has provided an action plan and a set of research observations that include deep analysis of teamwork, the area has proven to be attractive for further research, hence the thesis is concluded with suggestions in this area.
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Byström, Hanna, and Marina Jäger. "Knowledge Sharing in Cross-Cultural Virtual Teams of an NGO : Exploring the motivation for knowledge sharing of individuals." Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37614.

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Purpose – This master thesis aims to investigate knowledge sharing within two selected cross-cultural virtual teams of a non-governmental organization. The particular focus of this study is on the motivation for knowledge sharing of the individual team members. Based on the findings, the study provides implications for the development of an organizational knowledge management strategy.Design/Methodology/Approach – The qualitative research approach of this study was based on the conceptual framework of this thesis. Said framework was particularly influ-enced by Swift et al.’s (2010) model on goal orientations and the motivation to share knowledge. After eight semi-structured interviews with participants from the organization, Template Analysis was applied for the data analysis.Findings – It was possible to categorize the participants in learning-prove, learning-avoid and performance-prove goal orientations which showed that the motivation stemmed from both learning and demonstrating competence. Furthermore, contributing was a motivating factor in both goal orientations. In the learning goal orientation, it was demonstrated by wanting to contribute to a better life for youth and children and the performance goal orien-tation focused on contributing to a successful organization. The factors which affected the behaviour towards knowledge sharing were relational and cognitive ones. Structural factors did not have an effect.Practical Implications – The practical contribution of this study was the development of managerial implications for the NGO’s HR department. Based on the identified findings, these implications are to be used for the development of a knowledge management strategy within the organization, as it is currently lacking. These implications focus mainly on infra-structural issues as well as on the promotion of organizational culture.Originality/Value – The value of this study is the focus on cross-cultural virtual teams of an NGO, an area lacking research regarding the motivation of individuals to share knowledge. The authors put a particular focus on team members from Northern and Eastern Europe as well as Africa.
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Maley, Lejla Bilal. "Teaming at a Distance: The Work Experience on Global Virtual Teams." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588265024091539.

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Ball, Aaron Gerald. "A Comparative Evaluation of an Educational Program Designed to Enable Mechanical Engineering Students to Develop Global Competence." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3198.

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The 'flattening of the world', using Thomas Friedman's phraseology, is driving corporations to increasingly use collaborative engineering processes and global teams to operate on a global scale. Globalization of the traditional university engineering curriculum is necessary to help students prepare to work in a global environment. More scalable and economically sustainable program types are needed to enable the majority of students to obtain a globalized education. The purpose of this research was to determine how effectively a global team- and project-based computer aided engineering course provided learning opportunities that enabled students to develop elements of global competence in comparison to existing engineering study abroad programs. To accomplish this, research was necessary to identify, aggregate, and validate a comprehensive set of global competencies for engineering students. From a review of the literature and subsequent analysis, a set of twenty-three global competencies with an associated conceptual model was developed to group the competencies by contextual topics. Two surveys were then developed and distributed separately to academic and industry professionals, each of which groups largely confirmed that it was important for engineering students to develop these global competencies. Next, the traditional ME 471 class was restructured into a Global ME 471 course. A pilot program was conducted from which lessons learned were incorporated into the global course. Selected global competencies were included as new learning outcomes. Course learning materials, labs, and lectures were also updated to reflect the new course emphasis. A survey was developed to be sent to BYU engineering study abroad students and the Global ME 471 course during 2010. A statistical analysis of responses was used to identify significant differences between the response groups. In addition to the global competencies which were identified and validated, global collaborative project-based courses such as Global ME 471 were shown to be effective in enabling students to learn and develop selected global competencies. Study abroad programs and the Global ME 471 course were seen both to be complementary in their emphasis and supportive of global engineering. In addition, global collaborative project-based courses were shown to play an important part of a globalized engineering curriculum.
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Books on the topic "Cross-cultural virtual teams"

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Managing Without Walls: Maximize Success with Virtual, Global, and Cross-cultural Teams. Mc Press, 2006.

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Culture matters: Decision-making in global virtual teams. 2017.

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Weininger, Elliot B., and Annette Lareau. Pierre Bourdieu’s Sociology of Education. Edited by Thomas Medvetz and Jeffrey J. Sallaz. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199357192.013.11.

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Decades after the publication of his key works, Pierre Bourdieu’s sociology of education remains the object of persistent misunderstanding. A coherent account of this work must distinguish, at minimum, two phases to Bourdieu’s thoughts on education. During the early period, Bourdieu asserted the salience of both self-selection and institutional selection in shunting students into class destinations that echoed their class origins. However, these works were uniformly devoted to identifying the peculiarities of the (then) contemporary French system, considered to be an exemplar of a distinct (“traditionalistic”) institutional form. In contrast, Bourdieu’s later work sought to develop a model of the relation between education and social inequality that had significant cross-national scope. This work de-emphasized the role of self-selection, and developed a substantially more nuanced account of the relation between education and social mobility. What Bourdieu terms the “scholastic mode of reproduction” in this period denotes a system in which children from the upper reaches of the class structure are systematically advantaged in the pursuit of social rewards by virtue of their inherited cultural capital, yet nevertheless face a real risk of downward mobility. For this reason, we term it a theory of “imperfect social reproduction.”
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Book chapters on the topic "Cross-cultural virtual teams"

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Sachdeva, Roopam. "Becoming Virtually Skilled: All About Working in Cross-Cultural Virtual Teams." In Cross-Cultural Exposure and Connections, 189–223. Series statement: 21st century business management: Apple Academic Press, 2020. http://dx.doi.org/10.4324/9780429275968-7.

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Sachdeva, Roopam. "Becoming Virtually Skilled: All About Working in Cross-Cultural Virtual Teams." In Cross-Cultural Exposure and Connections, 189–223. Series statement: 21st century business management: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9780429275968-7.

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Shuffler, Marissa L., William S. Kramer, and C. Shawn Burke. "#TeamLeadership: Leadership for Today’s Multicultural, Virtual, and Distributed Teams." In Critical Issues in Cross Cultural Management, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42166-7_1.

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Akhilesh, K. B., C. V. Sindhuja, and Simran K. Kahai. "Extending Role of “I” Virtually – Identity Performance and Their Influence on Individual Behaviour and Team Performance in Globally Distributed Work Virtual Teams." In Cross-Cultural Design. Cultural Differences in Everyday Life, 185–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39137-8_21.

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Magnier-Watanabe, Rémy, Caroline Benton, Harald Herrig, and Olivier Aba. "Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom." In Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity, 71–86. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6137-7_4.

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Nurmi, Niina. "Unique Stressors of Cross-Cultural Collaboration through ICTs in Virtual Teams." In Ergonomics and Health Aspects of Work with Computers, 78–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02731-4_10.

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Zakaria, Norhayati. "What Does It Take? New Praxes of Cross-Cultural Competency for Global Virtual Teams as Innovative Work Structure." In Human Capital and Innovation, 131–60. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56561-7_6.

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Tomovic, Cynthia, Hannah Anderson, Alyssa Anglin, Ligia-Varinia Barreto, Sharron A. Frillman, Tanner J. Georgiades, Scott R. Homan, et al. "Social Issues of Product Lifecycle Management: Developing Cross Cultural Virtual Teams; Supporting Today’s Green Manufacturing Imperative; Educating and Preparing Tomorrow’s Workforce; and Impacting Inter-Organizational Relationships in Supply Chain Management." In Product Realization, 1–33. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09482-3_8.

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Suadamara, Rein, Stefan Werner, and Axel Hunger. "Cross-Cultural Design of a Groupware Application for Global Virtual Team." In Lecture Notes in Computer Science, 104–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21660-2_12.

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Phebus, Alicia M., Beth Gitlin, Marissa L. Shuffler, and Jessica L. Wildman. "Leading Global Virtual Teams." In Cross-Cultural Interaction, 362–84. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch022.

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Given the recent focus on team process and outcome improvements, shared leadership is a promising avenue of research for Global Virtual Teams (GVTs) in terms of its potentially mitigating effects on performance decrements often associated with virtual teamwork. However, effective shared team leadership can be difficult to achieve in global and virtual environments because the geographic distribution of members reduces the ability of individuals to exhibit such influence. Therefore, understanding the factors that may improve the likelihood of successful shared team leadership in these environments is critical. Thus, the purpose of this chapter is to discuss how shared leadership in GVTs can improve team performance. In doing so, the authors define GVTs, discuss how shared leadership can be implemented in a GVT setting, address specific challenges GVTs might encounter in the implementation of shared leadership, and present recommendations for practice drawing on team cognition models and trust research.
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Conference papers on the topic "Cross-cultural virtual teams"

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Horii, Tamaki, Raymond E. Levitt, and Yan Jin. "Cross-Cultural Virtual Design Teams: Cultural Influences on Team Performance in Global Projects." In Construction Research Congress 2005. Reston, VA: American Society of Civil Engineers, 2005. http://dx.doi.org/10.1061/40754(183)49.

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Chow, Isaac, and LiGuo Huang. "An Expert Gamification System for Virtual and Cross-Cultural Software Teams." In Second International Conference on Computer Science, Information Technology and Applications. Academy & Industry Research Collaboration Center (AIRCC), 2017. http://dx.doi.org/10.5121/csit.2017.70115.

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Gallenkamp, Julia V., Jakob J. Assmann, Marcus A. Drescher, Arnold Picot, and Isabell M. Welpe. "Conflict, Culture, and Performance in Virtual Teams: Results from a Cross-Cultural Study." In 2010 43rd Hawaii International Conference on System Sciences. IEEE, 2010. http://dx.doi.org/10.1109/hicss.2010.117.

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Zakaria, Norhayati, and Asmat Nizam Abdul Talib. "What did you say? A cross-cultural analysis of the distributive communicative behaviors of global virtual teams." In 2011 International Conference on Computational Aspects of Social Networks (CASoN 2011). IEEE, 2011. http://dx.doi.org/10.1109/cason.2011.6085910.

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Massetti, B., and B. M. Lobert. "Developing IS competence during cross-cultural collaboration in ad hoc virtual teams: a tale of one case analysis project." In Proceedings of HICSS-29: 29th Hawaii International Conference on System Sciences. IEEE, 1996. http://dx.doi.org/10.1109/hicss.1996.493201.

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Planells-Artigot, Enrique, and Arturo Ortigosa-Blanch. "Do it for the group: Developing digital competencies with Global Virtual Teams." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11885.

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The EU established a framework of digital competencies for citizens aimed at improving their skills in a professional environment. Bearing that in mind, this study observes the implementation of some of the competencies within an academic cross-cultural project. Through the organisation of a Global Virtual Team activity, two Higher Education Institutions, one in Spain and the other one in Belgium, carried out a monitored activity with identical learning objectives in which students had to organise a trip to the partner city. Teachers divided the students (n=127; 72 in Spain and 55 in Belgium) in groups and each group was paired with another one in the partner institutions. The purpose was to support each other in the best manner to reach the goal of preparing the trip for their own peers following some clear-cut requirements. The activity proved to be satisfactory in several areas, demonstrating the convenience of organising Global Virtual Teams as part of the study plan of a course. Previous literature has shown the advantages of putting these activities into practice, as they also facilitate learning required skills within a professional context and allow the creation of international projects without leaving their own institution. Likewise, students in both institutions expressed their satisfaction with the results and performance through the many obstacles encountered. At the same time, this study sheds new light on the importance of monitoring carefully the progress of students and strengthening academic and personal links.
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Klein, R. R., R. Letaief, S. Carter, G. Chabert, J. Lasonen, and T. Lubart. "CSCL for NGO's cross cultural virtual teams in Africa: an Ethiopian children advocacy case study against exclusion and toward facilitation of expression, innovation and creativity." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.97.

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Downes-Martin, Stephen, Mark Long, and Joanna R. Alexander. "Virtual reality as a tool for cross-cultural communication: an example from military team training." In SPIE/IS&T 1992 Symposium on Electronic Imaging: Science and Technology, edited by Joanna R. Alexander. SPIE, 1992. http://dx.doi.org/10.1117/12.59653.

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Qiu, Robin G. "A People-centric Sensing Approach to Transforming Cross-Cultural Practices in a Global Virtual Team Setting." In 2010 WASE International Conference on Information Engineering (ICIE 2010). IEEE, 2010. http://dx.doi.org/10.1109/icie.2010.93.

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Uçak, Olcay. "Towards a Single Culture in Cross-Cultural Communication: Digital Culture." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.007.

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Culture is a multifaceted, complex process which consists of knowledge, art, morals, customs, skills and habits. Based on this point of view of Tylor, we can say that the culture is the human in the society, his learning styles and the technical or artistic products that originate from these learning styles, in other words, the content. In antropology it is argued that when the concept of culture is considered as a component in a social system, the combination of the social and cultural areas form the socio-cultural system. Approaches that handle culture within the socio-cultural system are functionalism (Malinowski), structural-functionalism (Radliffe-Brown), historical-extensionist (Kluckhohn, Krober), environmental adaptive (White), while the approaches that treat culture as a system of thought are cognitive (Goodenough), structural (Levi Strauss) and symbolic (Geertz) approaches. In addition to these approaches that evaluate cultures specific to communities, another definition is made according to the learning time: Margeret Mead, Cofigurative Culture. In order to evaluate today’s societies in terms of culture, we are observing a new culture which has cofigurative features under the influence of convergent technologies (mobile, cloud technology, robots, virtual reality): Digital Culture. This study aims to discuss the characteristics of the digital culture, which is observed after the theoretic approaches that define different cultures in cross-cultural communication (Hofstede’s Cultural Dimension and Cofigurative Culture) and called as network society by Manual Castells and accelerated during the Covid19 pandemic, in other words the common communication culture. Common cultural features will be studied through methods of semiology and text analysis upon digital contents which are starting to take hold of cross-cultural communication, a comparison between cross-cultural communication and communicative ecology will be made, the alteration in the cultural features of the society will be examined via visual and written findings obtained.
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