Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions

Abstract

Companies and their executives are concluding that to accomplish their complex tasks and all-encompassing missions and goals, they must step outside the traditional realms of teamwork and partnership and engage in cross-cultural and multinational alliances. One of the principal areas affecting teamwork today, especially in diverse workplaces, is the variety of cultural value orientations that the members relate to. To better prepare students for joining global enterprises, it is necessary to understand their cultural orientations and how those may influence their teamwork interactions. This study used a mixed methods design to characterize computer and information technology undergraduate students’ cultural orientations and their cultural awareness in the context of teamwork experiences. The data for the study was collected in the form of a reflection assignment that was implemented during the first week of classes as a way to promote students’ cultural awareness and how that may play out in their teamwork interactions. The reflection assignment had two parts: (i) a survey and (ii) reflection questions. The study used descriptive statistics and t-tests to analyze the survey (quantitative data), and thematic analysis was conducted to analyze the reflection questions (qualitative data). Our analysis of the quantitative data revealed that students identified the following core values they are Individualism, Equality, Monochronic, Meritocracy, Informality, Personal Efficacy, and Directness, and these values resonated with most of the students in class. Corresponding qualitative themes that emerged regarding students’ beliefs of how those values may play out in their teamwork experience were (a) Treating everyone equally and understanding others, (b) Increasing temporal Awareness, (c) Enacting effective communication, (d) Monitoring the progress of team members and (e) Establishing rules and boundaries.

Students’ Perceived Learning Acquisition of the Enhanced Course for Digital Communication

“…The aforementioned idea has been noticed in the studies of Bahrami et al (2023) and Pereira et al (2023), anchored to the affective learning domain focusing on teamwork and interaction. In comparison, Kingkaew et al (2023) In these latter years, the learning phenomena of Thai students enrolled in English, Chinese, and Japanese programs are more inclined to go online.…”

“…To distinguish the measurement of the ergonomic design of the course, the use of students' perceptions has been manifested in the study of Bahrami et al (2023). Similarly, Boud and Molloy (2013) further substantiated the students' feedback as a sustainable source of real assessment for course delivery.…”

Research on the Influences of Task Interdependence on Team Performance in the Context of the Leader–Member Exchange Differentiation in the Public–Private Partnership Projects

“…In the construction process of PPP projects, the future of PPP projects is still being determined because the projects are under construction for an extended period, affecting the sustainable development of PPP projects. Therefore, to avoid uncertainty risk, the PPP project team needs to accomplish the complex tasks and all-encompassing missions and goals as soon as possible, and they must work together as a team and maintain a good partnership [29]. Based on this, the mediating role of team reflection between task interdependence and team performance is explored to better achieve organizational tasks and project goals, enhance team performance, and promote sustainable development of PPP projects.…”