Experiential learning using short-term global virtual team projects

Abstract

Institutions of higher education are facing new challenges when preparing their graduates for today’s global workplace. Digital communication and project management skills as well as intercultural competence are imperative in light of the transitions to remote and virtual teamwork. Global virtual team (GVT) projects provide students with experiential learning opportunities, increasing their chances at employability and professional success. This qualitative study involves a client-based GVT project conducted over the course of four semesters and engaging approximately 400 students enrolled at universities in Germany and the United States. Responses regarding students’ perceptions of the project’s value for self-efficacy and employability confirm the importance of incorporating short-term GVT projects in university curricula in order to offer students opportunities for professional development.

Was transitioning to the virtual environment worth it: effects of different virtual team projects during the COVID-19 pandemic

“…Our study also responds to calls for research on whether the effects of VTPs differ based on the nature of the project (Swartz and Shrivastava, 2021; Swartz, 2023). Interestingly, students working in global teams did not experience a greater, statistically significant impact on ISS when compared to those working in domestic teams, with the exception of the “interaction confidence” ISS component, which improved more for students in the global teams.…”

“…Our findings expand the understanding of the TAM theoretical framework (Sahin and Shelley, 2008) and the ISS Scale (Chen and Starosta, 2000), showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption. Furthermore, our study responds to calls for research providing insight into the kinds of projects that might lend themselves more to some intended learning outcomes than others (Swartz and Shrivastava, 2021;Swartz, 2023). Gaining this knowledge would allow instructors to develop more nuanced projects rather than taking a one-size-fits-all approach.…”

“…After interesting results in the initial Spring of 2020 semester, the study was extended by the initial instructors into the Fall of 2020 and Spring of 2021. To fill a gap in the literature on the different effects by project type (Swartz and Shrivastava, 2021; Swartz, 2023), these additional semesters included VTPs using a different project type in an additional course. Total enrollment was 305 students.…”

“…In addition, the use of technology such as video, virtual reality has been shown to effectively increase ISS (Li et al, 2022). Research has called for a deeper investigation into the effects of various project types, for example global vs domestic teams or tech vs non-techoriented projects, on students' skill development, including ISS (Swartz and Shrivastava, 2021;Swartz, 2023). In H1 we examine the applicability of the aforementioned research, linking VTPs to ISS within our particular study context.…”