Embedding GVT in Coursework Assessment: Method and Challenges

Embedding GVT in Coursework Assessment: Method and Challenges

See-Kwong Goh, Kelly Pei Leng Tee
Copyright: © 2018 |Pages: 14
DOI: 10.4018/978-1-5225-4080-9.ch012
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Abstract

The chapter provides a general overview of an international collaboration project conducted in an international business module at Taylor's Business School. The international collaboration project is designed to provide students with an experience in working on a cross-cultural virtual team. This study employs a case study that consisted of 34 Malaysian students and the main instrument used in this study is the students' reflective reports. Based on the reflective reports, the chapter discusses the challenges and the synergistic experiences faced by the students. In general, students find it interesting to work in this project; on the other hand, students also found it difficult to communicate with others as well as getting the project ready on time. The chapter also highlights the benefits of working in this project and some recommendations to academics who wish to embark on such activity in class.
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Background

With the intention of providing a more realistic learning experience to students, many higher education institutions are now introducing different methods and interesting experiential learning activities to their students. Their ultimate goal is to enhance learning and strengthen their employability upon graduation. As such, Institutions of higher learning adopt Global Virtual Teams (GVTs) as one of the teaching and learning method in their assessment plan. Zakaria and Al Safi (2013) claim that GVTs are becoming “the most widespread and innovative working structure in Multinational Corporations” (p.166).

A GVT comprises of people from different parts of the world coming together to work on a project (Zakaria and Al Safi, 2013). The difference between a conventional team and GVT is the members of GVT work on a virtual platform and use technology to communicate and perform the required tasks (Egea and Gregor, 2002) as opposed to conventional team where the members meet face-to-face.

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