June 23, 2013
June 23, 2013
June 26, 2013
23.1113.1 - 23.1113.10
Many engineering programs are working to provide international experiences to their students with a key objective being to foster the ability of students to work effectively in cross‐cultural situations. Traditional study abroad programs have a strong record of promoting this ability, but their capacity is often limited by costs and resource needs. Some institutions are taking steps to expand their capacity to provide students cross‐cultural experiences via the use of Global Virtual (GV) teams. However, questions remain regarding the efficacy of GV team approaches in achieving selected global competence outcomes – especially those associated with meaningful cross‐cultural experiences. Furthermore, many questions remain on how to best design and operate GV team‐based courses to achieve desired outcomes. A key question is to determine which type of team communication patterns are most effective at producing strong trust within team interactions which are essential to a meaningful cross‐cultural experience. This paper presents three findings from a study involving engineering students on study abroad and GV teams. First, evidence is presented indicating students on GV teams report similar significant increases in cross‐cultural competence as students attending SA programs. Second, two team communication patterns were identified within GV team communications. Advantages and disadvantages of each pattern are explained. Finally, evidence is presented supporting the use of targeted lessons and activities to improve communication patterns on GV teams.
Zaugg, H., & Parkinson, A. R., & Magleby, S. P., & Davies, R. (2013, June), Summary Findings on the Use of Global Virtual Teams to Achieve Selected Global Competence Learning Outcomes for Engineering Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22498
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