Adapting to global business and interpersonal differences is a challenge in both higher education and industry. International education generally seeks to improve student intercultural competence; that is, improving an individual’s ability to work with an international mix of colleagues, customers, and suppliers. Nevertheless, there are many examples where these educational efforts fail. This paper explores virtual team projects, where team members at partner schools in Germany and the U.S. worked together on a joint project, as a mechanism to enhance international education and development of intercultural competence. Using interview and qualitative survey data, we find that these virtual projects offer the opportunity to access different perceptions of problem statements, products and procedures, and apply unique resources and knowledge. We add to the literature by exploring both tools and processes to address improved virtual team collaboration through the lens of intercultural competence. Currently, there are many tools which allow cost-effective communication and document exchange (e.g. Slack, Google Drive, Skype) and facilitate virtual projects. We explore several challenges: the geographical distance (e.g. time zones) combined with cultural distance (e.g. different norms, values, and language) make it hard to establish an intensive, trusting work environment. As global networking increases, universities can better prepare students using cross-cultural project-based learning – a process – that involve university partnerships beyond reciprocal on-campus residencies. We offer a process model and four experiential project-based learning ideas designed to develop cultural competence and virtual team skills, and that address challenges such as differences in academic calendars, student work styles, time zones, and educational norms.
Knowledge sharing in virtual teams: A research in information technology companies in Vietnam
