Journal of Teaching in International Business最新文献

ABSTRACT

The paper presents the results of an investigation into the virtual teamwork of culturally mixed teams engaged in common projects in international settings. Data was collected from students attending four different universities on four continents (Asia, Europe, North America, and South America). They worked for a semester, in virtual teams, to solve problems for real businesses in Asia and/or Latin America. Each team worked with a specific client that asked them to make recommendations and develop action plans. A model was developed to understand the way satisfaction with teamwork outcome, as dependent variable, is fostered on antecedents such as global identification, collective mind, and team cohesiveness. The analysis, exploratory as structured, was conducted using the partial least squares method provided by SmartPLS. Results show the similarities and differences in behavior for different groups of students coming from different countries and their implications for teaching teams in a multicultural virtual environment.

ABSTRACT

Scant research exists on international student status and global virtual teams (GVTs). Yet, study abroad post-COVID-19 Pandemic is rebounding and GVTs are frequently used in classrooms and workplaces. This article fills this literary gap through developing and testing models examining student status, performance, creativity, and leadership, while investigating the impact of English language ability in order to inform the international business education (IBE) field. Specifically, the focus here is to understand how international student status affects a student’s individual performance on GVTs. Hypotheses were generated that English language ability would moderate the relationship between international student status and creativity, as well as international student status and leadership. Results showed support, although weak, for these hypotheses. However, the most significant finding was the direct impact of English language ability on the dependent variables. Furthermore, an important contribution here is evidence that international students provide creativity and leadership on teams as long as their language ability is perceived to be good. Instructors may use these findings to design mechanisms to aid cross-cultural teams to work more effectively by providing a better understand how English language ability may influence the team and control for this ability when including peer evaluations scores in grades.

ABSTRACT

This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes’ exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein.