TY - JOUR
T1 - A global classroom evaluating the effectiveness of global virtual collaboration as a teaching tool in management education
AU - Taras, Vas
AU - Caprar, Dan V.
AU - Rottig, Daniel
AU - Sarala, Riikka M.
AU - Zakaria, Norhayati
AU - Zhao, Fang
AU - Jiménez, Alfredo
AU - Wankel, Charles
AU - Lei, Weng Si
AU - Minor, Michael S.
AU - Bryla, Pawel
AU - Ordeñana, Xavier
AU - Bode, Alexander
AU - Schuster, Anja
AU - Vaiginiene, Erika
AU - Froese, Fabian Jintae
AU - Bathula, Hanoku
AU - Yajnik, Nilay
AU - Baldegger, Rico
AU - Huang, Victor Zengyu
PY - 2013/9/1
Y1 - 2013/9/1
N2 - We evaluate the effectiveness of global virtual student collaboration projects in international management education. Over 6,000 students from nearly 80 universities in 43 countries worked in global virtual teams for 2 months as part of their international management courses. Multisource longitudinal data were collected, including student and instructor feedback, course evaluations, assessment of changes in knowledge, attitudes, and behaviors following the experiential project, and various indicators of individual and team performance. Drawing on experiential learning, social learning, and intergroup contact theories, the effectiveness of the experiential global virtual teambased approach in international management education was evaluated at the levels of reactions, learning, attitudes, behaviors, and performance. The findings show positive outcomes at each level, but also reveal challenges and limitations of using global virtual team projects for learning and education. Implications for international management education and suggestions for future research are discussed.
AB - We evaluate the effectiveness of global virtual student collaboration projects in international management education. Over 6,000 students from nearly 80 universities in 43 countries worked in global virtual teams for 2 months as part of their international management courses. Multisource longitudinal data were collected, including student and instructor feedback, course evaluations, assessment of changes in knowledge, attitudes, and behaviors following the experiential project, and various indicators of individual and team performance. Drawing on experiential learning, social learning, and intergroup contact theories, the effectiveness of the experiential global virtual teambased approach in international management education was evaluated at the levels of reactions, learning, attitudes, behaviors, and performance. The findings show positive outcomes at each level, but also reveal challenges and limitations of using global virtual team projects for learning and education. Implications for international management education and suggestions for future research are discussed.
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U2 - 10.5465/amle.2012.0195
DO - 10.5465/amle.2012.0195
M3 - Article
AN - SCOPUS:84890036589
SN - 1537-260X
VL - 12
SP - 414
EP - 435
JO - Academy of Management Learning and Education
JF - Academy of Management Learning and Education
IS - 3
ER -