BUILDING BRIDGES BETWEEN CULTURES – AN EXPERIMENT WITH COLLABRATIVE ONLINE INTERNATIONAL LEARNING (COIL)

In today’s internationalized business world professionals are increasingly using technology to work across different cultures, locations, and time zones. Success in such multi-cultural environment depends largely on the team members’ cultural awareness and competence that could ensure smooth interaction and efficient contributions of all persons involved. To prepare future professionals for such communication and work process, the authors of this paper designed and implemented a joint project between 4th year students studying for a degree in International Economic Relations at the University of Economics in Varna, Bulgaria, and 1st year students from the University of Costa Rica (UCR) from the Business Administration major. The paper describes the process of collaboration within the project teams, the outcomes and the lessons learned from this educational experiment.

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4079 Lessons learned from implementing Quality Improvement (QI) in academic clinical research setting

Journal of Clinical and Translational Science ◽

10.1017/cts.2020.241 ◽

2020 ◽

Vol 4 (s1) ◽

pp. 74-74

Author(s):

Chin Chin Lee ◽

DUSHYANTHA JAYAWEERA ◽

Marjorie Godfrey ◽

Matthias Salathe ◽

Jonelle Wright ◽

...

Keyword(s):

Quality Improvement ◽

Clinical Research ◽

Research Unit ◽

Lessons Learned ◽

Research Teams ◽

Team Members ◽

Clinical Research Unit ◽

Study Population ◽

Survey Results ◽

The University

OBJECTIVES/GOALS: We describe here the implementation of a pilot Quality Improvement (QI) program in clinical research processes in order to facilitate translation from bench to community. This presentation will also discuss challenges encountered by the research teams during the implementation of QI activities. METHODS/STUDY POPULATION: Miami CTSI collaborated with University of Kansas’ CTSA to test the implementation of a QI program for clinical research processes. The program has a duration of 1 year and consists of multi-modal training and coaching sessions with different research teams. Six teams comprising of Principal investigators, clinical coordinators, and regulatory specialists participated in the program based in applied clinical microsystem theory science. Team coaches and teams worked together to assess current processes, test new and improved processes, and standardize and disseminate applicable best practices of the QI program. RESULTS/ANTICIPATED RESULTS: The implementation of QI activities in large clinical research settings poses numerous challenges for the research team. We will present survey results from the coaching sessions and follow on feedback from the different teams involved in the program to implement the QI activities. We will describe the modifications and adjustments made to the original conceptual framework of QI program in order for it to be applicable and feasible for the settings of the University of Miami. We will provide recommendations for other academic clinical research centers that are considering implementing a QI program. DISCUSSION/SIGNIFICANCE OF IMPACT: The successful adaptation of a QI process to implement in academic clinical research settings relies on early engagement of the institution leadership, careful selection of team members, as well as developing communication skills to enhance team dynamics as a clinical research unit.

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Micro perceptive on absorptive capacity in joint ICT project teams in Malaysia

Library Review ◽

10.1108/lr-08-2014-0095 ◽

2015 ◽

Vol 64 (1/2) ◽

pp. 162-178 ◽

Cited By ~ 3

Author(s):

Adedapo Oluwaseyi Ojo ◽

Murali Raman

Keyword(s):

Absorptive Capacity ◽

Prior Experience ◽

Mediating Effect ◽

Project Teams ◽

Learning Orientation ◽

Cross Sectional ◽

Learning Capability ◽

Content Type ◽

Joint Project ◽

Team Members

Purpose – This study aims to investigate the micro-antecedents of the multidimensional construct of absorptive capacity (ACAP) from the perspective of the individual characteristics underlying learning capability in joint project information and communications technology (ICT) teams. Specifically, the model proposes prior experience and learning goal orientations as the micro-antecedents and delineates ACAP into four dimensions. Design/methodology/approach – The context of study was the joint project teams, set up to facilitate the transfer of knowledge from expatriate to local employees in Malaysian ICT sector. Data collected through the cross-sectional survey of 205 local team members of joint ICT projects in Malaysia were analyzed using structural equation modelling. Findings – Individual’s prior experience and learning orientation were associated with the ability to assimilate and recognize the value of partner’s knowledge, respectively. Furthermore, the hypothesized relationships among the ACAP dimensions were supported, and the mediating effect of shared cognition was confirmed. Research limitations/implications – The use of cross-sectional and self-reported survey is a major limitation of this study. Practical implications – Managerial implications are offered on the selection of team members and designing the joint project team. Originality/value – This study demonstrates prior experience and learning orientation as antecedents of individuals’ learning capability, thereby extending extant conceptualization on the multifaceted nature of ACAP.

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On Temporal Aspects in Cross-Cultural e-Collaboration Between Finland and Japan Research Teams

International Journal of e-Collaboration ◽

10.4018/ijec.2018040103 ◽

2018 ◽

Vol 14 (2) ◽

pp. 37-54

Author(s):

Anneli Heimbürger ◽

Yasushi Kiyoki

Keyword(s):

Cross Cultural ◽

Cultural Dimensions ◽

Project Teams ◽

Team Members ◽

Cross Cultural Communication ◽

Cultural Research ◽

Collaboration Environment ◽

Temporal Aspects ◽

Cross Cultural Research ◽

The University

Time is an essential dimension in cross-cultural e-collaboration among research project teams. Understanding temporal aspects and project dynamics in cross-cultural research e-collaboration and related processes can improve team members' skills in cross-cultural communication and increase their cultural competence. The present case cultures are Finnish and Japanese, and the case universities are the University of Jyväskylä (Finland) and Keio University (Japan). Three issues are addressed in this article. First, cultural dimensions and time models in the cross-cultural e-collaboration context are discussed. Second, temporal aspects related to e-collaboration activities are introduced. Third, formal, ontological approaches for identifying and describing temporal entities in cross-cultural e-collaboration are presented and examples of applications are given. The objectives of this article are (1) to deepen the knowledge and understanding of temporal aspects (informal and formal) in a cross-cultural e-collaboration environment (CCeCE) and (2) to create know-how for designing CCeCE-like systems.

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The role of prior experience and goal orientation in individual absorptive capacity

Industrial Management & Data Systems ◽

10.1108/imds-05-2015-0187 ◽

2016 ◽

Vol 116 (4) ◽

pp. 723-739 ◽

Cited By ~ 5

Author(s):

Adedapo Oluwaseyi Ojo ◽

Murali Raman

Keyword(s):

Knowledge Acquisition ◽

Absorptive Capacity ◽

Prior Experience ◽

Project Teams ◽

Equation Modeling ◽

Content Type ◽

Joint Project ◽

Team Members ◽

External Knowledge

Purpose – International joint ventures offer the appropriate platform for the host partners in an emerging economy to access the external knowledge embedded in the expatriate from foreign partners. However several factors could constrain the acquisition of this knowledge by the local employees who are engaged in the former. The purpose of this paper is to investigate the underlying differences for the individual’s knowledge acquisition capability. Design/methodology/approach – Individual’s knowledge acquisition capability was conceptualized as the individual dimension of absorptive capacity (ACAP). Given the engagement of employees in joint project teams, the team members are expected to differ in their experience and disposition to task. Thus, these differences are considered as predictors of the local team members ACAP, i.e., abilities to: recognize the value of; and assimilate the external knowledge embedded in the foreign partners. The hypothesized model was validated through the results of structural equation modeling on a cross sectional survey of 248 local team members of joint projects in the Nigerian upstream oil industry. Findings – All the hypothesized relationships were supported, with the exception of that between prior experience and ability to recognize the value of knowledge. Originality/value – This study offers empirical clarification on the underlying differences for individual ACAP within the context of asymmetric joint project teams set up to facilitate knowledge transfer. The findings have implications for academic and practical understanding on the role of individuals in the acquisition of external knowledge.

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Establishing field-based consulting experience for MBA students: Lessons learned by a small-sized university

Knowledge and Performance Management ◽

10.21511/kpm.03(1).2019.04 ◽

2019 ◽

Vol 3 (1) ◽

pp. 31-45

Author(s):

David R. Rink ◽

Gloria L. Preece ◽

Jason E. VanAlstine

Keyword(s):

Positive Influence ◽

Lessons Learned ◽

Full Time ◽

Indiana University ◽

Business World ◽

Team Members ◽

Mba Students ◽

Course Load ◽

Implementation Problems ◽

A Company

Most major universities expect MBA students to take a full-course load each term. Also, as a condition of graduation, MBA students must work full-time in small teams on focused-based consulting (FBC) projects for large-sized corporations. After being given the assignment and deadline, team members work tirelessly to complete their project. Such experiences facilitate the transition of major universities’ MBA students into the real business world. On the other hand, most MBA students at small-sized universities work full-time for a company during the day and take one or two courses in the evening each semester. Despite these constraints, Indiana University Kokomo (IUK) (Kokomo, Indiana, USA) was able to successfully develop and implement a required MBA-level FBC course (C599). In addition to having a positive influence on IUK’s MBA students, this course has had a significant impact upon the economic development of small-sized firms in northcentral Indiana. This paper chronicles the “trials and tribulations” the School of Business encountered in creating and executing C599. After presenting representative comments from client companies and MBA students, six implementation problems with C599 are discussed along with subsequent modifications. Finally, suggestions for small-sized universities like IUK who want to develop and implement their own MBA consultative course are presented.

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