Enhancing intercultural effectiveness in international virtual student teams: an exploratory study

Petrovskaya, Irina; Shaposhnikov, Sergei

doi:10.1007/s10671-020-09262-w

Cited by 12 publications

(15 citation statements)

References 54 publications

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“…According to Alam, A., The narratives of the other students, however, did not indicate such conspicuous cultural differences -they noticed and reported much dissimilarity between life in the host country and in India, they were never confronted with behaviours by individuals of other cultures that were inappropriate or a violation of personal space. This corroborates previous studies as Peng, Wu (2016), Pérez-Vidal (2014), Petrovskaya, Shaposhnikov (2020) and Pettigrew (1986).…”

Section: Cultural Shock and Critical Incidentssupporting

confidence: 93%

CONCEPTUALIZATION OF CULTURAL INTELLIGENCE, INTERCULTURAL SENSITIVITY, INTERCULTURAL COMPETENCE, AND NOMOLOGICAL NETWORK: a contact hypothesis study of sociology of education

Alam

2020

movimento-revista de educação

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This paper presents a qualitative research examining the extent to which sojourns abroad engage their partakers in intercultural interactions and explores whether experiences like this translates into intercultural growth in students. The results of this study demonstrated that studying abroad would not suffice for complete immersion into the local community or allow one to discover the nuances of another culture in their entirety. Nonetheless, students who were surrounded by their local and international counterparts were exposed to foreign cultures, and were motivated to explore and interpret the diversity they encountered. They were thus equipped with knowledge of unfamiliar cultures and were sensitised to cultural diversity. Such contact often challenged the students’ established opinions and ideas, which largely stemmed from stereotypes about specific cultures. Rethinking this, to varied extents, resulted in evolved attitudes and values. International engagement also stimulated introspection and a deepened understanding of identity among the students, thereby contributing to their self-awareness. By offering opportunities to experience cultural diversity, the sojourn prompts students to develop coping strategies and draw parallels with their own culture, along with fostering intercultural development to a certain degree, and is therefore of great significance for policy makers, curriculum developers, teachers and tertiary students.

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Section: Cultural Shock and Critical Incidentssupporting

confidence: 93%

CONCEPTUALIZATION OF CULTURAL INTELLIGENCE, INTERCULTURAL SENSITIVITY, INTERCULTURAL COMPETENCE, AND NOMOLOGICAL NETWORK: a contact hypothesis study of sociology of education

Alam

2020

movimento-revista de educação

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“…This segregation is expending on the commonly used boundary for GVTs (Cramton and Webber, 2005). All three groups have a diverse cultural composition which allows out-scoping any potential cultural communication influences, which are generally considered strongly influential (Henderson et al , 2018; Dibble et al , 2019; Presbitero, 2020; Petrovskaya and Shaposhnikov, 2020). Therefore, the data set observations are less likely to be impacted by cultural factors (see Appendices 1 and 2 for full details on team structure and percentage ratios).…”

Section: Methodsmentioning

confidence: 99%

“…Additionally, other findings suggest that social interactions are, in fact, crucial to teams’ affective reactions (Rogers et al , 2021). Furthermore, some of the latest publications accent the importance of cultural intelligence as one of the critical enablers of effective work across globally distributed teams (Henderson et al , 2018; Dibble et al , 2019; Presbitero, 2020; Petrovskaya and Shaposhnikov, 2020). As in another study, the co-located team reported higher perceptions of team effectiveness than the text-chat-only team (Parlamis and Dibble, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is a very limited amount of published research on the behaviour of individuals within virtual teams based on a real business environment, as much of the available research stems from simulated case studies (McDonough et al , 2001; Jarvenpaa and Shaw, 1998; Kayworth and Leidner, 2002). These studies are commonly staffed by university students without real work experience (Kankanhalli et al , 2007; Sarker et al , 2011; Paul et al , 2004b; Dibble et al , 2019; Petrovskaya and Shaposhnikov, 2020; Dai et al , 2019; Sarker et al , 2011; Zaharie, 2021; Killingsworth et al , 2016), while others mix students and employees (Müller and Antoni, 2020). Similarly, there is no comprehensive analysis of team virtuality level impact on multiple KPIs at once.…”

Section: Literature Reviewmentioning

confidence: 99%

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Can performance of modern virtual teams measure up to co-located teams?

Liska

2022

TPM

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Purpose Global virtual teams are omnipresent entities within the majority of international companies. Ongoing research debate presents multiple open questions on the impact of virtuality. Especially whether virtual teams can be as effective as their co-located counterparts. This paper aims to address the performance aspects of fully and semi-virtual in comparison with co-located teams. Design/methodology/approach This paper presents quantitative research based on computer logged data sets tracking the behaviour of individuals in multiple virtual, semi-virtual and co-located teams. The analysis features a comparison of key performance indicators and evaluates teamwork results while putting the observations into the context of virtual organisational behaviour. Findings Findings based on a sample of 42,168 work items from 48 teams of various virtuality levels show that co-located teams still outperform the virtual ones despite technological advances. This comes as an important reminder and practical implication during times of rapid shift towards virtual work in recent years. Originality/value Drawn conclusions are valuable, mainly due to the nature of data set extraction (unbiased and error-free source) from a real business environment with a unique combination of various cross-cultural compositions. The sample includes teams from the same company working on similar tasks, allowing control for many factors limiting previously published papers on virtual team performance.

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“…On the one hand, this is a process taking place within the framework of their native culture. However, in mixed groups (from the position of Russian citizens of jointly studying Russians with international students who have a different culture), on the other hand, it is a process of adaptation to a new environment -to the receiving side (from the position of an international student exploring a new sociocultural space) [15].…”

Section: Literature Reviewmentioning

confidence: 99%

Internationalization of higher education in Russia: sociocultural interaction of students from the BRICS countries (Russia, China)

Novgorodtseva¹,

Belyaeva²

2020

P Sci Edu

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Российское образовательное пространство вузов характеризуется социокультурным взаимодействием в смешанных группах (в которых учатся студенты из разных стран мира). Социокультурное взаимодействие создает условия для формирования таких компетенций, как толенрантность, навык работы с представителями иных стран и культур. В исследовании принятии участие студенты из России и из Китая, обучающиеся в вузах Екатеринбурга (N=1000 студентов) и эксперты в области образования России и Китая (N=20). Для интерпретации данных исследования использовались следующие методы: сравнительный и уровневый анализ результатов исследования; статистические методы: метод описательной статистики, метод парных распределений, шкала Лайкерта, t-критерий Стьюдента. Результаты исследования позволили выявить различия в культуре студентов, основные моменты, затрудняющие повседневное взаимодействие в рамках одного образовательного пространства российского вуза: недостаточное знание социальных нормативно-этических установок новой социальной и культурной среды; несоответствие в некоторых культурных ценностях; проблемы понимания и неоднозначности расшифровки русской речи. Выявлена закономерность, демонстрирующая процесс инкультурации китайских студентов в процессе обучения в социокультурных условиях российских вузов. Так с момента поступления до момента выпуска происходит повышение показателей социокультурного взаимодействия китайских студентов: информационно-аналитическая составляющая (от M = 27,7 до М = 31,8), мотивационнооценочная составляющая (от M = 27,6 до М = 32,3), коммуникативная составляющая (от M = 25,2 до М = 31,6), деятельностная составляющая (от М = 24,2 до М = 32,1). Но для достижения высоких показателей необходимо уделять внимания процессам оптимизации через совместные российско-китайские мероприятия по организации досуга и отдыха, совместные общественные студенческие объединения, экскурсионные программы, направленные на знакомство с культурой принимающей страны, совместном взаимодействии российских и китайских студентов в социальных сетях и мессенджерах. Ключевые слова: интернационализация высшего образования, российские вузы, социокультурное взаимодействие, страны БРИКС, студенты из Китая Перспективы Науки и Образования Международный электронный научный журнал

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Enhancing intercultural effectiveness in international virtual student teams: an exploratory study

Cited by 12 publications

References 54 publications

CONCEPTUALIZATION OF CULTURAL INTELLIGENCE, INTERCULTURAL SENSITIVITY, INTERCULTURAL COMPETENCE, AND NOMOLOGICAL NETWORK: a contact hypothesis study of sociology of education

CONCEPTUALIZATION OF CULTURAL INTELLIGENCE, INTERCULTURAL SENSITIVITY, INTERCULTURAL COMPETENCE, AND NOMOLOGICAL NETWORK: a contact hypothesis study of sociology of education

Can performance of modern virtual teams measure up to co-located teams?

Internationalization of higher education in Russia: sociocultural interaction of students from the BRICS countries (Russia, China)

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