Cultural diversity and information and communication technology impacts on global virtual teams: An exploratory study.

Modern organizations face many significant challenges because of turbulent environments and a competitive global economy. Among these challenges are the use of information and communication technology (ICT), a multicultural workforce, and organizational designs that involve global virtual teams. Ad hoc teams create both opportunities and challenges for organizations and many organizations are trying to understand how the virtual environment affects team effectiveness. Our exploratory study focused on the effects of cultural diversity and ICT on team effectiveness. Interviews with 41 team members from nine countries employed by a Fortune 500 corporation were analyzed. Results suggested that cultural diversity had a positive influence on decision‐making and a negative influence on communication. ICT mitigated the negative impact on intercultural communication and supported the positive impact on decision making. Effective technologies for intercultural communication included e‐mail, teleconferencing combined with e‐Meetings, and team rooms. Cultural diversity influenced selection of the communication media

Iowa Health Focus, July 2005

Monthly newsletter for the Iowa Department of Public Healt

Internet Predictions

More than a dozen leading experts give their opinions on where the Internet is headed and where it will be in the next decade in terms of technology, policy, and applications. They cover topics ranging from the Internet of Things to climate change to the digital storage of the future. A summary of the articles is available in the Web extras section

Spartan Daily, April 24, 2003

Volume 120, Issue 57https://scholarworks.sjsu.edu/spartandaily/9853/thumbnail.jp

Management as a system: creating value

Boston University School of Management publication from the 1990s about the MBA programs at BU, aimed at prospective MBA students

New Knowledge in Global Innovation Teams

In multinational enterprises (MNEs), global innovation teams are used increasingly to pool knowledge from different international subsidiaries. While it is fairly well described how subsidiaries fulfill product and know-how mandates, how parents and subsidiaries may/should interact and why team diversity is desirable from the corporate standpoint (i.e. to strengthen corporate culture), little is known about the possible innovation and technology knowledge-related benefits global innovation teams offer. In this paper, it is proposed that resources, customer knowledge, knowledge diffusion, and knowledge protection play a crucial role in a MNEs decision to deploy a global innovation team. Results from four case studies and two expert interviews show that there are indeed significant reasons for a global team deployment within innovation projects.Global Teams; Innovation; Knowledge Creation

Positivity of the English language

Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is broadly invariant with respect to frequency of word use.Comment: Manuscript: 9 pages, 3 tables, 5 figures; Supplementary Information: 12 pages, 3 tables, 8 figure

Spartan Daily, March 15, 2001

Volume 116, Issue 35https://scholarworks.sjsu.edu/spartandaily/9671/thumbnail.jp

Inclusive Ecocentric Education

Global Eco-Trails (GET) is an ecocentric education school based in BC, Canada offering short cross-cultural environmental wilderness expedition programs in Thailand, Ecuador and Spain, and a full time K-9 alternative ecocentric school program in Canada. The organization has decided to take a deep look at the culture and progeny of its programs as it seeks to address the problem of practice of how to redesign their ecocentric education programs to more fully realize the goal of being fully inclusive in access and approach in terms of gender, the environment, non-Euro/Euro-North American cultures, and marginalized identities. The ultimate goal is to bring the programs to the forefront of contemporary education by providing a scalable model that can be adapted around the world providing a fully inclusive education system based on ecocentric and social learning principles and values. GET believes that the earth and society needs a new education model for the Anthropocene/Capitalicene. A multicultural/multi-demographic laboratory in the real-world (LRW) series of programs is proposed as the first step in a process to build a foundation from which to create curriculum and methodologies. These GET programs will practice Indigenous/nonindigenous co-teaching/management and through a critical pedagogy process seek inclusivity for all demographics. LRW programs will be led by students and faculty at partner universities\u27 transdisciplinary environmental humanities, and teacher education departments who will conduct the research projects at each session under the direction of GET staff. Community partners will be drawn from environmental education and sustainable living and local community organizations at each program location. GET will build on its 20-year relationship with four communities, in Spain, Canada, Ecuador, and Thailand for whom the Laboratory ecocentric programs will take place each year in Spain and Canada. The K-9 school program being developed will mirror Environmental Humanities university department transdisciplinary areas of study combined with an evolutionary-based education subject model built on hunter-gatherer and horticultural society sustainable living skills and Indigenous pedagogy. Lab programs will take the form of a living prototype sustainable village where students can learn through experience and build within themselves a future vision, aptitude, and practice for positive sustainable change