Together We Innovate

Duus, Rikke; Cooray, Muditha

doi:10.1177/0273475314535783

Cited by 26 publications

(12 citation statements)

References 27 publications

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“…In addition, the website served as a repository for course materials, such as publications discussed in classes and for documents produced in regular courses at all partnership institutions, such as reports written as part of student assignments. In this way, a virtual classroom was created, assisting students in experiencing how their opinions on a public health topic fare with peers in other settings who may be more directly involved with the particular problem under discussion (24). These asynchronous communication tools were well received by students and lecturers.…”

Section: Collaboration On Equal Terms: the International Public Healtmentioning

confidence: 99%

Enhancing an International Perspective in Public Health Teaching through Formalized University Partnerships

Brzoska

Akgün

Antia

et al. 2017

Front. Public Health

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Teaching in the field of public health needs to employ a global perspective to account for the fact that public health problems and solutions have global determinants and implications as well. International university partnerships can promote such a perspective through the strengthening of cooperation, exchange, and communication between academic institutions across national boundaries. As an example for such an academic network in the field of public health, we introduce the International Public Health Partnership—a collaboration between a university in Germany and universities in India, Turkey, and Nigeria. Formed in 2005, it facilitated the exchange of information, fostered discussion about the transferability of public health concepts, contributed to the structural development of the universities involved, and promoted an intercultural dialog through a combination of local and distance learning activities. Although well accepted by students and staff, different obstacles were encountered; these included limited external funding, scarce own financial, time and personnel resources, and diverging regulations and structures of degree programs at the partnership sites. In the present article, we share several lessons that we learned during our joint collaboration and provide recommendations for other universities that are involved in partnerships with institutions of higher education or are interested to initiate such collaborations.

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Section: Collaboration On Equal Terms: the International Public Healtmentioning

confidence: 99%

Enhancing an International Perspective in Public Health Teaching through Formalized University Partnerships

Brzoska

Akgün

Antia

et al. 2017

Front. Public Health

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“…Scholars have consistently advocated for virtual education experiences in university management programs (Alavi et al, 1997;Alstete & Beutell, 2004;Duus & Cooray, 2014;Ramanau, 2016;Schwartzman, 2006;Wang & Haggerty, 2011). The ability to collaborate virtually is a necessary skill for increasing virtual competence (Hertel et al, 2006;Humes & Reilly, 2008).…”

Section: The Importance Of Virtual Cross-cultural Teams In Management Educationmentioning

confidence: 99%

“…Thus, researchers have identified the need for students to engage and complete tasks in a virtual format to help improve the skills and virtual competence needed as they prepare for today's workplace (Wang & Haggerty, 2011;Wolf et al, 2014). In a similar vein, Duus and Cooray (2014), in a study about crosscultural teamwork in a virtual environment, emphasized that these types of activities "build confidence in a range of skills and prepares students for future employment" (p. 244). Ramanau (2016) emphasized the need for more "'glocal' approaches to online course curriculum design, intentionally blending global perspectives with locally relevant knowledge" (p. 545).…”

Section: The Importance Of Virtual Cross-cultural Teams In Management Educationmentioning

confidence: 99%

“…Cross-cultural virtual teams continue to grow in importance and ubiquity in business (Mockaitis et al, 2018;Society for Human Resource Management Foundation, 2016). The ability to work effectively on virtual and international teams has increasingly been a topic within the management education discourse (Alavi et al, 1997;Allen & Young, 1997;Alstete & Beutell, 2004;Duus & Cooray, 2014;Montgomery, 2009;Ng et al, 2009;Ramanau, 2016;Schwartzman, 2006;Wang & Haggerty, 2011). Furthermore, scholars are continually challenged to identify ways to sustainably train and evaluate students' ability to succeed in the work environment of today and to prepare for future experiences (Arbaugh & Hwang, 2012;Baldwin & Trespalacios, 2017;Chen et al, 2004;Goodman & Bray, 2015;Hardin et al, 2007;Tchaicha, & Davis, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Teaching Virtual and Cross-Cultural Collaborations: Exploring Experiences of Croatia- and U.S.-Based Undergraduate Students

Vidovic

Hammond

Lenhardt

et al. 2020

Journal of Management Education

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Two important characteristics of contemporary teamwork are working with colleagues from diverse cultural backgrounds and working in virtual teams. Hence, preparing students to successfully navigate through the business world must include developing these two skills. To investigate learning for both cross-cultural and virtual collaboration, we conducted a cross-cultural virtual team experiential exercise with 635 undergraduate students comprising 189 teams. The exercise was part of Organizational Behavior classes at three university campuses—two in the United States and one in Croatia. Data analysis examining skills development and efficacy demonstrated a significant increase in virtual team efficacy for all students and a significant increase in cross-cultural efficacy for students in Croatia. Qualitative results point to differences in key lessons learned between U.S. and Croatian students, such as communication skills, time management skills, and intensity of the experience. We provide a description of the exercise, lessons learned, and suggestions for future use, including adaptations to smaller class sizes.

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“…Today's global entrepreneurial ecosystem involves working in international, multicultural teams, communicating virtually to share knowledge (Duus & Cooray, 2014;Klitmøller & Lauring, 2013). Research shows that cultural diversity in entrepreneurial teams creates challenges during teamwork process (Lans, Gulikers, & Batterink, 2010), generating differences across national and regional boundaries (Mueller & Thomas, 2001).…”

Section: Introductionmentioning

confidence: 99%

Learning Entrepreneurship through Virtual Multicultural Teamwork

2019

InSITE Conference

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: This paper explores the benefits and challenges of experiencing virtual multi-cultural teamwork in order to learn entrepreneurship. Background: Entrepreneurial eco-system usually requires working in international, virtual multi-cultural diverse teams. Higher education institutes are trying to educate future generation of entrepreneurs, coping with challenges derived from the virtual work and cultural diversity. Prior research shows that traditional learning is not effective for entrepreneurial education. Methodology: An explorative study was conducted based on the BIPA project, a Bavarian (German)-Israeli Partnership Accelerator, which was held four times between 2015 and 2017. The project aims to experience entrepreneurial virtual multicultural teamwork via co-creation of tailored-solutions for challenges of German or Israeli corporates. Retrospective interviews with participants were held after finishing their mission, and analyzed. Contribution: This research contributes to the body of knowledge about multicultural diverse participants in virtual entrepreneurial environments, in order to work together. This situation raises new challenges, due to the combination of multicultural teamwork and the use of virtual communication. Findings: The multicultural teamwork was a trigger to participate, specifically in the con-text of entrepreneurship studies with those two cultures, German and Israeli, which were found by participants as complementary, stimulating and fruitful, although challenging. Through experience, participants improved their entrepreneurial skills and mindset. The major teamwork challenges that were found included conflicts concerning free-riding, as well as communication challenges, due to virtual, language and cultural communication competencies. Recommendations for Practitioners: At a practical level, results can be useful for global companies, showing the benefits of virtual teamwork of employees in different locations, both in terms of reducing expenses and improving innovation. Moreover, managers can motivate employees by highlighting personal benefits, such as cultural awareness and improving their entrepreneurial skills and mindset. In addition, faculty may use this kind of experience to enhance entrepreneurial learning skills and mindset. Recommendations for Researchers : At the theoretical level, this research advances the body of knowledge of entrepreneurial multicultural teamwork in a virtual environment. In this research, the teams worked for a short time together (14 weeks) and had a week of face-to-face interaction with their team members. It is recommended to examine long-term teamwork, and how it affects teamwork challenges, as well as entrepreneurial learning. This research found the combination of German-Israeli cultures as stimulating entrepreneurial teamwork. It is recommended to examine other cultural combinations in teams, in order to be able to generalize findings. Impact on Society: Understanding the needs, benefits, and challenges of entrepreneurial multicultural teams working in a virtual environment can be useful to current global entrepreneurial eco-system, which is commonly using this kind of teamwork. Future Research: ‎This study included teams from two cultures: German and Israeli. Research must be expanded to different cultures and to groups compounded from more than two cultures. Moreover, the combination of virtual communication and face-to-face meetings in different milestones during the timeline of the teamwork must be further examined, especially in longer projects.

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Together We Innovate

Cited by 26 publications

References 27 publications

Enhancing an International Perspective in Public Health Teaching through Formalized University Partnerships

Enhancing an International Perspective in Public Health Teaching through Formalized University Partnerships

Teaching Virtual and Cross-Cultural Collaborations: Exploring Experiences of Croatia- and U.S.-Based Undergraduate Students

Learning Entrepreneurship through Virtual Multicultural Teamwork

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