scholarly journals Effects of Multicultural Teamwork on Individual Procrastination

10.28945/4617 ◽  
2020 ◽  
Vol 16 ◽  
pp. 043-063
Author(s):  
Ruti Gafni ◽  
Anat Goldstein
Keyword(s):  
Higher Education ◽  
Task Performance ◽  
Virtual Teams ◽  
Future Research ◽  
Cultural Perspective ◽  
Multicultural Teams ◽  
Virtual Teamwork ◽  
Global Entrepreneurship ◽  
Different Cultures ◽  
Teamwork Process

Aim/Purpose: The purpose of this study is to discover usage differences in task performance by students of different cultures, by examining procrastination patterns from a national cultural perspective and exploring the effect of multicultural virtual teamwork on students’ individual procrastination. Background: This study aims to examine higher-education entrepreneurial learning in the context of multicultural virtual teamwork, as performed during participation on a Global Entrepreneurship course. Methodology: The methodology consists of quantitative comparative data analytics preceding and subsequent to intercultural team activities. This research is based on analyses of objective data collected by Moodle, the LMS used in the In2It project, in its built-in log system from the Global Entrepreneurship course website, which offers students diverse entities of information and tasks. In the examined course, there were 177 participants, from three different countries: United Kingdom, France and Israel. The students were grouped into 40 multicultural virtual (not face-to-face) teams, each one comprised of participants from at least two countries. The primary methodology of this study is analytics of the extracted data, which was transferred into Excel for cleaning purposes and then to SPSS for analysis. Contribution: This study aims to discover the effects of multicultural teamwork on individual procrastination while comparing the differences between cultures, as there are only a few studies exploring this relation. The uniqueness of this study is using and analyzing actual data of student procrastination from logs, whereas other studies of procrastination in multicultural student teams have measured perceived procrastination, collected using surveys. Findings: The results show statistical differences between countries in procrastination of individual assignments before team working: students from UK were the most procrastinators and Israeli students were the least procrastinators, but almost all students procrastinated. However, the outcome of the teamwork was submitted almost without procrastination. Moreover, procrastination in individual assignments performed after finishing the multicultural teamwork dramatically decreased to 10% of the students’ prior individual procrastination. Recommendations for Practitioners: The results from this study, namely, the decline of the procrastination after the multicultural virtual teamwork, can be used by global firms with employees all over the world, working in virtual multicultural teams. Such firms do not need to avoid multicultural teams, working virtually, as they can benefit from this kind of collaboration. Recommendation for Researchers: These results can be also beneficial for academic researchers from different cultures and countries, working together in virtual multicultural teams. Impact on Society: Understanding the positive effect of virtual multicultural teamwork, in mitigating the negative tendency of students from diverse cultures to procrastinate, as concluded in this study, can provide a useful tool for higher education or businesses to mitigate procrastination in teamwork processes. It can also be used as an experiential learning tool for improving task performance and teamwork process. Future Research: The relation between procrastination and motivation should be further examined in relation to multicultural virtual teams. Further research is needed to explore the effect of multicultural virtual teamwork during the teamwork process, and the reasoning for this effect.

scholarly journals Effects of Multicultural Teamwork on Individual Procrastination[Abstract]

10.28945/4524 ◽  
2020 ◽  
Author(s):  
Ruti Gafni ◽  
Anat Goldstein
Keyword(s):  
Higher Education ◽  
Task Performance ◽  
Virtual Teams ◽  
Future Research ◽  
Cultural Perspective ◽  
Multicultural Teams ◽  
Virtual Teamwork ◽  
Global Entrepreneurship ◽  
Different Cultures ◽  
Teamwork Process

Aim/Purpose: [The full version of this paper is published in the Interdisciplinary Journal of e-Skills and Lifelong Learning (IJELL) https://doi.org/10.28945/4617] The purpose of this study is to discover usage differences in task performance by students of different cultures, by examining procrastination patterns from a national cultural perspective, exploring the effect of multicultural virtual teamwork on student’s individual procrastination. Background: This study aims to examine higher-education entrepreneurial learning in the con-text of multicultural virtual teamwork, as actually performed during participation on a Global Entrepreneurship course. Methodology: In the examined course, there were 177 participants, from 3 different countries: United Kingdom, France and Israel. The students were grouped into 40 multicul-tural virtual (not face-to-face) teams, each one composed of at least participants of two countries. This research is based on analysis of objective data collected by Moodle, the LMS used in the In2It project, in its built-in log system, from the Global Entrepreneurship course website, which offer students diverse entities of information and tasks. The primary methodology of this study is analytics of the extracted data. Contribution: This study aims to discover the effects of multicultural teamwork on individual procrastination, while comparing the differences between cultures, as there are only a few studies exploring this relation. The uniqueness of this study is also by using and analyzing actual data of student procrastination from logs, while other studies of procrastination in multicultural student teams have measured perceived procrastination, collected using surveys. Findings: Results show statistical differences between countries in procrastination of individual assignments before team working: students from UK were the most procrastinators and Israeli students were the least procrastinators, but almost all students procrastinated. However, the outcome of the teamwork was submitted almost without procrastination. Moreover, procrastination in individual assignments performed after finishing the multicultural teamwork, dramatically decreased to 10% of the students' prior individual procrastination. Recommendations for Practitioners: The results from this study, namely, the decline of the procrastination after the multicultural virtual teamwork, can be used by global firms with employees all over the world, working in virtual multicultural teams. Such firms do not need to avoid multicultural teams, working virtually, as they can benefit from this kind of collaboration. Recommendation for Researchers: These results can be also beneficial for academic researchers from different cultures and countries, working together in virtual multicultural teams. Impact on Society: Understanding the positive effect of virtual multicultural teamwork, in mitigating the negative tendency of students from diverse cultures to procrastinate, as concluded in this study, can provide a useful tool for higher education or businesses to mitigate procrastination in teamwork processes. It can also be used as an experiential learning tool for improving task performance and teamwork process. Future Research: The relation between procrastination and motivation should be further examined in relation to multicultural virtual teams. Further research is needed to explore the effect of multicultural virtual teamwork during the teamwork process, and the reasoning for this effect.

Promoting Critical Thinking in Virtual Teams

2014 ◽  
pp. 303-326
Author(s):  
Francesco Sofo ◽  
Michelle Sofo
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Case Studies ◽  
Virtual Environment ◽  
Virtual Teams ◽  
Success Factors ◽  
Student Characteristics ◽  
Influential Factors ◽  
Future Research ◽  
Virtual Teamwork

This chapter aims to raise awareness in leaders and practitioners on how critical thinking is embedded within the performance of virtual teams. The increasingly important nexus between critical thinking and team performance is demonstrated within the specific context of the virtual environment. The chapter is interspersed with brief case studies that demonstrate some of the experiences of Australian-based higher education staff in their efforts to incorporate both critical thinking and virtual teamwork into their pedagogy. A framework of success factors and challenges inherent to virtual teams and critical thinking is provided, which covers five influential factors: technology, student characteristics, educator characteristics, social aspects, and team dynamics. The chapter concludes with some directions for future research.

Virtual Teamwork and the Future Generation

2020 ◽  
pp. 20-34
Author(s):  
Katharina Maak
Keyword(s):  
Higher Education ◽  
Virtual Teams ◽  
Higher Education Institutions ◽  
Future Generation ◽  
Point Of View ◽  
Working Environment ◽  
Young Generation ◽  
Virtual Teamwork ◽  
Competence Training ◽  
Working World

Since key qualifications, such as digital and intercultural competences, are essential prerequisites for success in the working world, higher education institutions are asked to integrate soft skills competence training into their curricula. This chapter will have a closer look at global virtual teams and the educational environment with special emphasis on German higher education institutions and a European point of view, analyzing how well the young generation—Generation Y—is digitally experienced, serving for a better understanding of the challenges of teaching and developing digital communication skills for an international working environment.

Virtual Teams

2008 ◽  
pp. 1687-1701
Author(s):  
Alain Pinsonneault ◽  
Olivier Caya
Keyword(s):  
Virtual Teams ◽  
Group Processes ◽  
Empirical Literature ◽  
Future Research ◽  
Organization Behavior ◽  
Virtual Teamwork

This chapter reviews the extant empirical literature on virtual teams and presents what we know and what we don’t know about them. Drawing upon the literature from both Organization Behavior and IS, we propose a framework that integrates the most important variables affecting virtual teams. The framework is then used to assess the effects of virtual teamwork on group processes and outcomes. The paper also discusses the challenges facing researchers studying virtual teams and presents an agenda for future research.

Virtual Teams

2011 ◽  
pp. 270-289
Author(s):  
Alain Pinsonneault ◽  
Olivier Caya
Keyword(s):  
Virtual Teams ◽  
Group Processes ◽  
Empirical Literature ◽  
Future Research ◽  
Organization Behavior ◽  
Virtual Teamwork

This chapter reviews the extant empirical literature on virtual teams and presents what we know and what we don’t know about them. Drawing upon the literature from both Organization Behavior and IS, we propose a framework that integrates the most important variables affecting virtual teams. The framework is then used to assess the effects of virtual teamwork on group processes and outcomes. The paper also discusses the challenges facing researchers studying virtual teams and presents an agenda for future research.

scholarly journals International Online Collaboration Competencies in Higher Education Students: A Systematic Review

2021 ◽  
pp. 102831532110162
Author(s):  
Alexandra Kolm ◽  
Jascha de Nooijer ◽  
Koen Vanherle ◽  
Andrea Werkman ◽  
Daniela Wewerka-Kreimel ◽  
...  
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Virtual Teams ◽  
Higher Education Institutions ◽  
Empirical Studies ◽  
Online Collaboration ◽  
Education Students ◽  
Virtual Teamwork ◽  
Lower Performance ◽  
Definition Of

The COVID-19 pandemic has been forcing people to work remotely in virtual teams around the globe. Global virtual teamwork will continue, and people are not sufficiently prepared for this, resulting in reduced team commitment and lower performance. Higher education institutions need to equip their graduates with International Online Collaboration Competencies (IOCCs), but research into these is fragmented, lacking even a definition of these competencies. This study was systematically reviewing empirical studies on IOCCs. 516 studies were reviewed, and data from 14 full texts were analyzed. Six competence domains emerged from the literature. Most studies focused on single domains of IOCCs, and none of the studies covered all domains. Results indicate that this preliminary framework for higher education students provides a first overview of the fragmented literature on IOCCs. Methods to teach and evaluate IOCCs acquisition are underdeveloped but urgently needed to equip professionals for global virtual teamwork.

Relative Importance of Leader Influences for Subordinates’ Proactive Behaviors, Prosocial Behaviors, and Task Performance

2014 ◽  
Vol 13 (2) ◽  
pp. 70-86 ◽  
Author(s):  
Dan S. Chiaburu ◽  
Troy A. Smith ◽  
Jiexin Wang ◽  
Ryan D. Zimmerman
Keyword(s):  
Task Performance ◽  
Transformational Change ◽  
Future Research ◽  
Contingent Reward ◽  
Work Effectiveness ◽  
Leader Influence ◽  
Member Exchange ◽  
Proactive Behaviors ◽  
Reported Data ◽  
Transactional Leader

We meta-analytically examine the relationships between three forms of leader influence, contingent reward (transactional), leader-member exchange (LMX; relational), and transformational (change-oriented) on subordinates’ proactive behaviors. Using non-self-reported data from a combined sample of more than 9,000 employees, we confirm positive relationships between leader influences and employee proactive outcomes. We examine the extent to which one leadership influence is stronger than the others in promoting subordinate proactivity. By combining our new meta-analytic data with existing meta-analytic correlations, we further investigate the extent to which various leadership predictors are differentially related to proactive and prosocial contextual performance, and to task performance. For all outcomes, there are only minimal differences between the contingent reward, LMX, and transformational leadership predictors. Using our results, we propose future research directions for the relationship between leader influences and subordinate work effectiveness.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

scholarly journals Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance?

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 887
Author(s):  
Matthew Brooks ◽  
Brad M. Beauvais ◽  
Clemens Scott Kruse ◽  
Lawrence Fulton ◽  
Michael Mileski ◽  
...  
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Performance Outcomes ◽  
Healthcare Management ◽  
Academic Program ◽  
Future Research ◽  
Graduate Degree ◽  
Healthcare Administration ◽  
Professional Certification ◽  
The Impact

The relationship between healthcare organizational accreditation and their leaders’ professional certification in healthcare management is of specific interest to institutions of higher education and individuals in the healthcare management field. Since academic program accreditation is one piece of evidence of high-quality education, and since professional certification is an attestation to the knowledge, skills, and abilities of those who are certified, we expect alumni who graduated from accredited programs and obtained professional certification to have a positive impact on the organizations that they lead, compared with alumni who did not graduate from accredited programs and who did not obtain professional certification. The authors’ analysis examined the impact of hiring graduates from higher education programs that held external accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME). Graduates’ affiliation with the American College of Healthcare Executives (ACHE) professional healthcare leadership organization was also assessed as an independent variable. Study outcomes focused on these graduates’ respective healthcare organization’s performance measures (cost, quality, and access) to assess the researchers’ inquiry into the perceived value of a CAHME-accredited graduate degree in healthcare administration and a professional ACHE affiliation. The results from this study found no effect of CAHME accreditation or ACHE affiliation on healthcare organization performance outcomes. The study findings support the need for future research surrounding healthcare administration professional graduate degree program characteristics and leader development affiliations, as perceived by various industry stakeholders.

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