Culturally diverse international teams

A comparative analysis of virtual and face-to-face teamwork

Authors

DOI:

https://doi.org/10.14267/VEZTUD.2024.03.05

Keywords:

intercultural competencies, cultural diversity, virtual teamwork, teamwork dynamics, cross-cultural management

Abstract

This paper delves into the significance of cultural diversity and its implications within virtual and face-to-face project team interactions. In international business and management education, comprehending the differing expression of cultural specialities in these settings and enhancing intercultural competencies adapted to each is extremely important. To gain insights into teamwork dynamics regarding cultural diversity, a project involving 65 bachelor students was designed. The project’s progression was closely monitored, and students provided feedback through two stages, yielding a total of 130 feedback sheets for analysis. The research findings underscored that, in virtual teamwork, cultural diversity is often perceived as a risk factor. In contrast, during the face-to-face round of the project, cultural diversity emerged as a valuable asset, contributing to innovative and creative solutions. Ultimately, this study is a critical resource for educators, project managers, and stakeholders seeking to optimise cross-cultural interactions in virtual and face-to-face settings.

Downloads

Download data is not yet available.

Author Biography

Katul Yousef, Corvinus University of Budapest

assistant professor

References

Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, 18(2), 159-174. https://doi.org/10.2307/249763

Allen, S.J. (2020). On the cutting edge or the chopping block? Fostering a digital mindset and tech literacy in business management education. Journal of Management Education, 44(3), 362–393. https://doi.org/10.1177/105256292090307

Au, Y. & Marks, A. (2012). Virtual teams are literally and metaphorically invisible. Forging identity in culturally diverse virtual teams. Employee Relations, 34(3), 271- 287. https://doi.org/10.1108/01425451211217707

Baber, H. (2021). Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea. International Journal of Management in Education, 19(2), 100503. https://doi.org/10.1016/j.ijme.2021.100503

Barnes, S.J. (2020). Information management research and practice in the post-COVID-19 world. International Journal of Information Management, 55, 102175. https://doi.org/10.1016/j.ijinfomgt.2020.102175

Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

Bergiel, M.I., Bergiel, E.B., & Balsmeier, P.W. (2008). Nature of virtual teams: A summary of their advantages and disadvantages. Management Research News, 31(2), 99-110. https://doi.org/10.1108/01409170810846821

Berry, G.R. (2011). Enhancing effectiveness on virtual teams understanding why traditional team skills are insufficient. Journal of Business Communication, 48(2), 186-206. https://doi.org/10.1177/002194361039727

Blaine, A.M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses. Computers & Education, 132, 31–43. https://doi.org/10.1016/j.compedu.2019.01.004

Brett, J. (2018). Intercultural challenges in managing workplace conflict – a call for research. Cross Cultural & Strategic Management, 25(1), 32-52. https://doi.org/10.1108/CCSM-11-2016-0190

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Byram, M. (2018). Intercultural Competence. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-4). Wiley. https://doi.org/10.1002/9781405198431.wbeal0554.pub2

Carrier, L.M., Spradlin, A., Bunce, J.P., & Rosen, L.D. (2015). Virtual empathy: Positive and negative impacts of going online upon empathy in young adults. Computers in Human Behavior, 52, 39-48. https://doi.org/10.1016/j.chb.2015.05.026

Chen, G.M. (1987). Dimensions of intercultural communication competence (Unpublished doctoral dissertation). Kent State University, Ohio.

Chen, N., Chao, M.C., Xie, H., & Tjosvold, D. (2018). Transforming cross-cultural conflict into collaboration: The integration of western and eastern values. Cross Cultural and Strategic Management, 25(1), 70-95. https://doi.org/10.1108/CCSM-10-2016-0187

Chen, G.M., & Starosta, W.J. (1996). Intercultural communication competence: A synthesis. Annals of the International Communication Association, 19(1), 353–383. https://doi.org/10.1080/23808985.1996.11678935

Cheshin, A., Anat, R., & Bos, N. (2011). Anger and happiness in virtual teams: Emotional influences of text and behavior on others’ affect in the absence of non-verbal cues. Organizational Behavior and Human Decision Processes, 116(1), 2-16. https://doi.org/10.1016/j.obhdp.2011.06.002

Chuang, L.M.L., & Suthers, D.D. (2016). Behavioral manifestations of intercultural competence in computer- mediated intercultural learning. In 2016 49th Hawaii international conference on system sciences (HICSS) (pp. 2085–2094). https://doi.org/10.1109/HICSS.2016.264

Collins, N., Chou, Y.M., Warner, M., & Rowley, C. (2017). Human Factors in East Asian Virtual Teamwork: A Comparative Study of Indonesia, Taiwan and Vietnam. The International Journal of Human Resource Management, 28, 1475-1498. https://doi.org/10.1080/09585192.2015.1089064

Davis, H.C., & Fill, K. (2007). Embedding blended learning in a university’s teaching culture: Experiences and reflections. British Journal of Educational Technology, 38(5), 817-828. https://doi.org/10.1111/j.1467-8535.2007.00756.x

Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002

Earley, P.C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press.

Engelhardt-Nowitzki, C., & Blahota, J. (2014). Forschungsinitiative AGTIL 2014: Beiträge zur Stärkung der Veränderungsfähigkeit von Unternehmen (Berichte aus der Logistik). Shaker.

Erez, M., Lisak, A., Harush, R., Glikson, E., Nouri, R., & Shokef, E. (2013). Going global: Developing management students’ cultural intelligence and global identity in culturally diverse virtual teams. Academy of Management Learning & Education, 12(3), 330–355. https://doi.org/10.5465/amle.2012.0200

Eslami, Z., Hill-Jackson, V., Kurteˇs, S., & Asadi, L. (2019). Telecollaboration among Qatari and US undergraduates in a multicultural course: Opportunities and obstacles. Springer International Publishing. https://doi.org/10.1007/978-3-030-13413-6_13

Fantini, A.E. (2020). Reconceptualizing intercultural communicative competence: a multinational perspective. Research in Comparative and International Education, 15(1), 52–61. https://doi.org/10.1177/1745499920901948

Fantini, A.E., Arias‐Galicia, F., & Guay, D. (2001). Globalization and 21st century competencies: Challenges for North American higher education. Western Interstate Commission for Higher Education.

Ferreira, J.J., Fayolle, A., Ratten, V., & Raposo, M. (Eds.) (2018). Entrepreneurial Universities. Edward Elgar Publishing.

Gannon, J., Rodrigo, Z., & Santomà, R. (2016). Learning to work interculturally and virtually: Developing postgraduate hospitality management students across international HE institutions, The International Journal of Management Education, 14(1), 18-27. https://doi.org/10.1016/j.ijme.2016.01.002

Grozdics, A.T. (2022). A home office megítélésének és a pandémia hatásának vizsgálata a szisztematikus irodalomelemzés módszerével. Vezetéstudomány, 53(10), 15–27. https://doi.org/10.14267/VEZTUD.2022.10.02

Hearn, W.M., Turley, F. & Rainwater, L.H., (2017). Virtual versus face to face peer evaluations: On the net, I may not know you, but I know your work. The International Journal of Management Education, 15(3), 539-545. https://doi.org/10.1016/J.IJME.2017.10.003

Hofstede, G., & Bond, M.H. (1984). Hofstede’s Culture Dimensions: An Independent Validation Using Rokeach’s Value Survey. Journal of Cross-Cultural Psychology, 15(4),417-433. https://doi.org/10.1177/0022002184015004003

Hofstede, G., & Bond, M.H. (1991). The Confucius Connection: From Cultural Roots to Economic Growth. Organizational Dynamics, 16(4), 4-21. https://doi.org/10.1016/0090-2616(88)90009-5

Johansson, C., Dittrich, Y., & Juustila, A. (1999). Software engineering across boundaries: student project in distributed collaboration. IEEE Transactions on Professional Communication, 42, 286-296. https://doi.org/10.1109/47.807967

Kang, D., & Park, M.J. (2023). Learner innovativeness, course interaction, and the use of a new educational technology system after the COVID-19 pandemic. The International Journal of Management Education, 21(3), 100824. https://doi.org/10.1016/j.ijme.2023.100824

Kayworth, T. & Leidner, D. (2000) The Global Virtual Manager: A Prescription for Success. European Management Journal, 18, 183-194. https://doi.org/10.1016/S0263-2373(99)00090-0

Kim, M.S., & Ebesu Hubbard, A.S. (2007). Intercultural communication in the global village: How to understand “the other”. Journal of Intercultural Communication Research, 36(3), 223-235. https://doi.org/10.1080/17475750701737165

Lewins, A., & Silver, C. (2014). Using software in qualitative research: A step-by-step guide. Sage Publications. https://doi.org/10.4135/9781473906907

Liu, C.H., Horng, J.S., Chou, S.F., Yu, T.Y., Lee, M.T., & Lapuz, M.C.B. (2023). Digital capability, digital learning, and sustainable behaviour among university students in Taiwan: A comparison design of integrated mediation-moderation models. The International Journal of Management Education, 21(3), 100835. https://doi.org/10.1016/j.ijme.2023.100835

Maznevski, M.L., & Chudoba, K.M. (2000). Bridging space over time: global virtual team dynamics and effectiveness. Organization Science, 11(5), 473–492. http://www.jstor.org/stable/2640340

Palumbo, R. (2022). Thriving in the post-COVID-19 era: A new normality for libraries’ service offering. Library Management, 43(6), 536-562. https://doi.org/10.1108/LM-05-2022-0051

Poor, J., Kollar, C., Szira, Z., Taras, V., & Varga, E. (2018). Central and Eastern European experience of the X-Culture project in teaching international management and cross-cultural communication. Journal of Intercultural Management, 10, 5–41. https://doi.org/10.2478/joim-2018-0001

Qu, S.Q., & Dumay, J. (2011). The qualitative research interview. Qualitative Research in Accounting & Management, 8(3), 238–264. https://doi.org/10.1108/11766091111162070

Ratten, V. (2023a) The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. The International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777

Ratten, V. (2023b). Research Methodologies for Business Management. Routledge. https://doi.org/10.4324/9781003314516

Rauer, J.N., Kroiss, M., Kryvinska, N., Engelhardt- Nowitzki, C., & Aburaia, M. (2021). Cross-university virtual teamwork as a means of internationalization at home. The International Journal of Management Education, 19(3), 100512. https://doi.org/10.1016/j.ijme.2021.100512

Richards, D., & Bilgin, A. (2012). Cross-cultural study into ICT student attitudes and behaviours concerning teams and project work. Multicultural Education & Technology Journal, 6(1), 18-35. https://doi.org/10.1108/17504971211216292

Robey, D., Khoo, H.M., & Powers, C.L. (2000). Situated learning in cross-functional virtual teams. IEEE Transactions on Professional Communication, 47, 51-66. https://doi.org/10.1109/47.826416

Schulze, J., Schultze, M., West, S.G., & Krumm, S. (2016) The knowledge, skills, abilities, and other characteristics required for face-to-face versus computer- mediated communication: Similar or distinct constructs? Journal of Business and Psychology, 32, 283-300. https://doi.org/10.1007/S10869-016-9465-6

Sercu, L. (2002a). Implementing intercultural foreign language education. Belgian, Danish and British teachers’ professional self-concepts and teaching practices compared. Evaluation & Research in Education, 16(3), 150-165. https://doi.org/10.1080/09500790208667015

Sercu, L. (2022b). Internationalization at home as a factor affecting intercultural competence. A study among Belgian university students. European Journal of Higher Education, 13(4), 536-557. https://doi.org/10.1080/21568235.2022.2094815

Sheetal, V.D., Shazi, S.J., Waheed, K.A., & Srinivasa, A.R. (2018). Teaching cross-cultural management: A flipped classroom approach using films. The International Journal of Management Education, 16(3), 405-431. https://doi.org/10.1016/j.ijme.2018.07.001

Stahl, G.K., Maznevski, M.L., Voigt, A., & Jonsen, K. (2010). Unraveling the effects of cultural diversity in teams: A meta-analysis of research on multicultural work groups. Journal of International Business Studies, 41, 690-709. https://link.springer.com/article/10.1057/jibs.2009.85

Swoboda, B., & Batton, N. (2019). National cultural value models and reputation of MNCs. Cross Cultural and Strategic Management, 26(2), 166-198. https://doi.org/10.1108/CCSM-05-2018-0061

Szymanski, M., Stacey, R.F., & Wade, M.D. (2019). Multicultural managers and competitive advantage: Evidence from elite football teams. International Business Review, 28(2), 305-315. https://doi.org/10.1016/J.IBUSREV.2018.10.003

Taras, V., Baack, D., Caprar, D., Dow, D., Froese, F., Jimenez, A., & Magnusson, P. (2019). Diverse effects of diversity: Disaggregating effects of diversity in global virtual teams. Journal of International Management, 25(4), 100689, https://doi.org/10.1016/j.intman.2019.100689

Taras, V., Caprar, D.V., Rottig, D., Sarala, R.M., Zakaria, N., Zhao, F., Jimenez, A., Wankel, C., & Lei, W.S. (2013). A global classroom? Evaluating the effectiveness of global virtual collaboration as a teaching tool in management education. The Academy of Management Learning and Education, 12(3), 414–435. https://doi.org/10.5465/amle.2012.0195

Tiwari, P., Seraphin, S., & Chowdhary, N.R. (2021). Impacts of COVID-19 on tourism education: Analysis and perspectives. Journal of Teaching in Travel & Tourism, 21(4), 313-338. https://doi.org/10.1080/15313220.2020.1850392

Udvari, B., & Vizi, N. (2023). Employing the flipped classroom to raise the global citizenship competences of economics students to a global issue. The International Journal of Management Education, 21(1), 100736. https://doi.org/10.1016/j.ijme.2022.100736

Van Ryssen, S., & Hayes Godar, S. (2000). Going international without going international: multinational virtual teams. Journal of International Management, 6(1), 49-60. https://doi.org/10.1016/S1075-4253(00)00019-3

Venczel-Szakó, T., Balogh, G., & Borgulya, I. (2021). Távmunka, home office: Hogyan érinti a távolról dolgozás a szervezet intern kommunikációját? Vezetéstudomány, 52(2), 73–86. https://doi.org/10.14267/VEZTUD.2021.02.07

X-Culture (2023). X-culture: An international collaborative project where students work in global virtual teams for two months to produce a business plan. https://x-culture.org/

Xu, H. (2009). Cultivation of intercultural communicative competence in College English teaching. China Journal of Adult Education, 12, 131-132

Zemliansky, P. (2012). Achieving experiential cross-cultural training through a virtual teams project. IEEE Transactions on Professional Communications, 55(3), 275–286. https://doi.org/10.1109/TPC.2012.2206191

Downloads

Published

2024-03-14

How to Cite

Yousef, K. (2024). Culturally diverse international teams: A comparative analysis of virtual and face-to-face teamwork. Vezetéstudomány Budapest Management Review, 55(3), 58–71. https://doi.org/10.14267/VEZTUD.2024.03.05

Issue

Section

Studies and Articles