Instructors in four countries (the USA, Scotland, Germany and Portugal) ran a 6 week cross-cultural virtual teams project. Responses before and after the project were analyzed according to five tendencies of intercultural sensitivity and communication competence. 1) Increased awareness of verbal, non-verbal and para-verbal communication. 2) Increased appreciation of cultural differences. 3) Reduction of ethnocentristic tendencies and stereotypes. 4) Reduction of fears and increase in confidence in dealing with other cultures. 5) Increased awareness of difficulties in dealing with other cultures

Barbosa, Bellem

Crawford, Izzy

Luck, Susan

Swartz, Stephanie

Open Access Institutional Repository at Robert Gordon University

SWARTZ, S., LUCK, S., BARBOSA, B. and CRAWFORD, I. 2018. Building intercultural competence through virtual team collaboration across global classrooms. Presented at the 83rd Association for Business Communication (ABC) annual international conference: celebrating diversity and culture in business communication, 24-27 October 2018, Miami, USA. Building intercultural competence through virtual team collaboration across global classrooms. SWARTZ, S., LUCK, S., BARBOSA, B., CRAWFORD, I. 2018 This document was downloaded from https://openair.rgu.ac.uk Building Intercultural Competence through Virtual Team Collaboration across Global ClassroomsABC 83rd Annual International Conference in Miami, Florida, October 24-27, 2018.Stephanie Swartz, PhD   Mainz University of Applied Sciences, GermanySusan Luck, PhD Pfeiffer University, North Carolina, USABelem Barbosa, PhD      University of Aveiro, PortugalIzzy Crawford, MA         Robert Gordon University, Scotland, UKResearch questionDo experiential international classroomprojects using virtual teamcollaborations increase interculturalsensitivity and interculturalcommunication competence in students?Literature ReviewIntercultural sensitivity is “the ability to recognize differences in behavior, perceptions and feelings during the process of intercultural communication.” (Chen and Sarosta, 1998)Intercultural Sensitivity Scale (Chen and Starosta, 2000) Intercultural communication competence is “the ability to communicate effectively and appropriately across culturally diverse environments.” (Arasaratnam, 2009) Intercultural Communication Competence (ICC) scaleMethods• Instructors in four countries (the USA, Scotland, Germany and Portugal) • A 6-week cross-cultural virtual teams project • Students in business programs and disciplines ranging from organizational communication, multicultural teamwork to digital marketing, public relations and fashion management• online survey based on Intercultural Sensitivity and ICC scales taken before and after project• post-project qualitative questions as to their feelings towards the projectsMethodsResponses pre- and post- project were analyzed according to five tendencies of intercultural sensitivity and communication competence: 1. increased awareness of verbal, non-verbal and para-verbal communication; 2. increased appreciation of cultural differences; 3. reduction of ethnocentristic tendencies and stereotypes; 4. reduction of fears and increase in confidence in dealing with other cultures;5. increased awareness of difficulties in dealing with other cultures. Challenges of the project• each university had different semester schedules and varying requirements for each course• built-in project vs. add-on• evaluation of students • students differed in age, family status, professional careers, ethnic backgrounds as well as English language abilities • courses involved various disciplines within undergraduate and graduate business programs and were taught either online or seatedLearning outcomesIn addition to increasing students´intercultural sensitivity and interculturalcommunication competence, learning outcomes included:improving students’ collaborative writing and speaking skillsdeveloping teamwork skillsusing digital channels in cross-border communication developing skills in communicating with individuals whose native language is different from the other team membersfamiliarizing students with common business communication practiceshoning their project management skillsThe assignment• Students investigated potential difficulties that companies experienced on the foreign market, such as ALDI or LIDL in the United States, HUGO BOSS in the UK or Walkers Shortbread in Germany• Difficulties could encompass brand recognition, human resource policies or competitors.• Students analyzed these difficulties with the help of modals such PESTLE or SWOT and agreed on possible solutions.• Their analyses as well as suggestions for changes were presented to the classroom; the other students functioning as a board of directors and ideally subjecting the presenters to critical questioning.Team interaction in three phases: Phase 1• Students formed local teams of approximately 2-3 members and created a team identity with logo, slogan as well as a short video clip introducing themselves. Instructors randomly assigned their local teams to those of their international partners (two nationalities per team). • Teams exchanged information about themselves and held their first icebreaking skype meeting with their counterparts in other countries.• They agreed to a collaborative platform such as Google Drive, SLACK, Facebook group etc. where they uploaded their information and shared files, divided up tasks amongst themselves and agreed to benchmarks along the project timeline. The assignment: Phases 2 and 3• The teams focused on the assignment, exchanged information and created presentations as well as wrote debriefings on the results.• Students presented the results and gave feedback on the collaboration.Research method• Students completed an online intercultural sensitivity survey based on the Intercultural Sensitivity Scale created by Chen and Starosta (2000), which comprised 24 items divided into five factors: Interaction Engagement, Respect of Cultural Differences, Interaction Confidence, Interaction Enjoyment and Interaction Attentiveness and were asked to respond to each item on a five-point Likert scale of 5 = strongly agree, 4 = agree, 3 = uncertain, 2 = disagree and 1 = strongly disagree. • Items from the Intercultural Communication Competence (ICC) scale were utilized in the survey (Arasaratnam, 2009). Students were asked to respond along the same five-point scale to statements concerning the cognitive, affective and behavioral dimensions of intercultural communication.Examples of questions:Intercultural Sensitivity ScaleISS_F1_33[I often give positive responses to my culturally different counterpart during our interaction]ISS_F1_35[I am open-minded to people from different cultures]ISS_F1_39[I often show my culturally-distinct counterpart my understanding through verbal or nonverbal cues]ISS_F1_41[I have a feeling of enjoyment towards differences between my culturally-distinct counterpart and me]ISS_F1_42[I enjoy interacting with people from different cultures]ISS_F1_43*[I avoid those situations where I will have to deal with culturally-distinct persons]ISS_F1_44[I tend to wait before forming an impression of culturally distinct counterparts]ISS_F2_6*[I don't like to be with people from different cultures]ISS_F2_14*[I think my culture is better than other cultures]Examples of questions:  ICC ScaleICC_Cognitive_6[I often notice similarities in personality between people who belong to completely different cultures.]ICC_Affective_2[I feel that people from other cultures have many valuable things to teach me.]ICC_Affective_4*[I feel more comfortable with people from my own culture than with people from other cultures.]ICC_Affective_7*[I usually feel closer to people who are from my own culture because I can relate to them better.]ICC_Affective_10[I feel more comfortable with people who are open to people from other cultures than people who are not.]ICC_Behavioral_3*[Most of my friends are from my own culture.]Post-project qualitative questions• Students were asked about their personal feelings towards the project, what they found most difficult, their satisfaction with the project, and what they would do differently next time.• They were asked to rate the activity and evaluate both their own and their team members, both at home and abroad, concerning commitment and active participation. • Their answers were compared between native team members and also between international counterparts to see whether tendencies arose concerning positive or negative attitudes towards the project.ResultsIncreased awareness of verbal, non-verbal and para-verbal communication• Students reported increased sensitivity towards subtle meanings conveyed by their counterparts during intercultural interaction.• Students displayed a greater understanding for the need to watch their counterpart’s behavior more closely to determine their meaning.• Students placed more importance on making affirmative responses during communicating.ResultsIncreased appreciation of cultural differences• Students reported a positive if slight increase in enjoyment towards differences between culturally-distinct counterparts and selves.• Students displayed an increase in respect for the way people from different cultures behave.• A tendancy to avoid those situations where students will have to deal with culturally-distinct persons marginally increased.• Students reported slightly more antipathy towards interacting with people of another culture.• Students stated that they felt more comfortable with people from their own culture and preferring friends from own cultures.ResultsReduction of ethnocentristic tendencies and stereotypes• Students registered less openness to diversity and foreign ways of thinking and behaving• Students displayed less value for opinions different from their own.• Students affirmed less difficulty differentiating between similarities in cultures such as Asians, Europeans, Africans, etc.• Students displayed a marginal increase in their feelings that people from other cultures have many valuable things to teach them.ResultsReduction of fears and increase in confidence in dealing with other cultures• Students responded that they found it less difficult to talk in front of culturally different people.• They felt less discouraged or useless when engaging with people of different cultures.ResultsIncreased awareness of difficulties in dealing with other cultures• Students reported that they enjoyed the interaction with people from different cultures less and would avoid such interactions more.• Students signaled a decrease in respecting the values of those people after the project.• Students also noted a decrease in informing themselves more when interacting with other cultures.• Students reported an increase in frustration when dealing with people of other cultures.• Students responded that they were less open-minded to people of other cultures.Results of qualitative investigationThe most difficult or negative aspects of project were:• the different time zones• coordinating appointments to meet due to different time zones and schedules• language barriers• coordinating tasks through social media• technological issues (different levels of internet savviness)• differing expectations and deadlines as well as difficulties agreeing on what to do• varying degrees of engagement and reliability between teams• working remotely instead of face to face• lack of communication and/or organization in and between the teams.Results of qualitative investigationWhat students would have done differently:• Students criticized their own, their teams’ and/or their counterparts’ lack of effort in managing time, assigning roles and delegating tasks. • They stated they would have planned better, engaged members more, set up more frequent meetings and prioritized the project higher.• They expressed the disappointment that they did not value the experience as highly as they should have.• In future collaborations they would learn more about the other cultures and enjoy the opportunity of working with foreign students more. Results of qualitative investigationPositive aspects of the project:• The students considered it a new experience and opportunity to work and exchange perceptions on the topic with people from another country and another culture.• They appreciated the friendly and inviting atmosphere interacting with the foreign counterparts. • Students valued working in a multicultural team in a real scenario, finding solutions and solving problems.• They appreciated being “forced” to work with different people.• The experiential learning aspect was considered as the most valuable part of the project as well as …• … meeting new people, discussing cultural differences, engaging with another culture and hearing other points of view.• They recognized meaningful changes in their own approach to other cultures.Discussion• Positive developments in the areas of Interaction Attentiveness and Interaction Engagement went hand in hand with statistically marginal but nevertheless negative developments in Interaction Engagement and in Respect for Cultural Differences after interacting with people of other cultures.• While many of the negative responses in the areas of Interaction Engagement and Respect for Cultural Differences would appear to defeat the goals of increasing intercultural competence, there are results which give support to belief that intercultural collaborative projects such as this one can impact students positively and more effectively than classroom instruction.Discussion• When comparing the results before and after the project, students appear to have gained an understanding of cultural differences through their interactions and experienced a rise in sensitivity concerning their own communication styles as well as the differences in styles of their counterparts. • The difficulties of the project itself, the pressure of wanting a good grade on the project for some, whereas others not receiving a grade at all, the disparities in motivation among team members as well as language skills etc., could all have had an influence on the positive or negative perception of the culturally distinct counterparts and thus on the values reported in the surveys. Discussion• Seemingly negative tendencies in some of the results after the collaborative project may indicate a rise in consciousness concerning the difficulties of real interaction with other cultures. What appears simple in theory to students before the project becomes more daunting when put to the test in a real-life situation. • Further reasons for negative trends proceeding the project may be found in the results concerning what students disliked most about the project (time zones, diverging deadlines and expectations) as well as what they would do differently (invest more time) and their suggestions for future collaborations.• Nevertheless, the negative results certainly run counter to the objectives of an intercultural collaborative project and need to be investigated further.Conclusion• If intercultural competence can be seen as involving an understanding that cultural differences do exist, that there are potential pitfalls involved in interacting across cultures and that awareness of these factors can better facilitate successful collaboration (Deardorff, 2006), the findings confirm that a virtual team collaboration, however short and small in scope, develops intercultural sensitivity and intercultural communication competence in students.• While the project was time-consuming and sometimes difficult to embed it into an already demanding curriculum, the instructors consider the project a valuable contribution in experiential learning and will continue to incorporate the project in their courses.Future research• Future collaborations will ensure more equal conditions among the teams: aligning the project content, syncing the time line and assignment deadlines better and adjusting the assessment criteria so that demands on students are similar. • Tasks should be divided across locations, creating a closer dependence on each other for project success. Inclusiveness should be promoted with the help of digital means, for example through the use of a single platform, SLACK, to collaborate as well as using ZOOM to record teleconferencing sessions in future projects. • After improving project conditions, data from pre- and post surveys from future collaborations will be compared with the results of initial data to examine whether there are significant differences in results.ReferencesArasaratnam, L. A. (2009). The Development of a New Instrument of Intercultural Communication Competence. Journal of Intercultural Communication, 20, n.p.  http://www.immi.se/intercultural/Chen, G.M. & Sarosta, W. J. (1998). Foundations of intercultural communication. Boston: Allyn & Bacon.Chen, G.M. & Sarosta, W. J. (2000). The Development and Validation of the Intercultural Sensitivity Scale. Providence: The University of Rhode Island Digital Commons http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1035&context=com_facpubsDeardorff, D. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education.10 (3), 241-266.

Building intercultural competence through virtual team collaboration across global classrooms.

The world is global whether we like it or not. The Fortune 500 leading global companies employ 67 million people in 34 countries. Tertiary-level teaching within this global context presents instructors with several challenges. Through easy accessibility to information throughout the world, instructors of all disciplines must continually keep up with new developments, as well as impart critical thinking skills and fundamental subject knowledge to their students. Furthermore, technical savviness, knowledge of foreign languages and intercultural competence are prerequisites for graduates today. These skills are no longer exclusively for global careers but also for positions in middle-sized companies. To compete and be successful in these world businesses, no matter the level of employment, employees need intercultural communication competency skills

Crawford, Isabella

Barbosa, Belem

CRAWFORD, I., SWARTZ, S., LUCK, S. and BARBOSA, B. 2019. Building intercultural competence through virtual team collaboration across global classrooms. Presented at the 2019 Learning, teaching and student experience conference of the Chartered Association of Business Schools (LTSE 2019), 14-15 May 2019, Manchester, UK. Building intercultural competence through virtual team collaboration across global classrooms. CRAWFORD, I., SWARTZ, S., LUCK, S. and BARBOSA, B.  2019 This document was downloaded from https://openair.rgu.ac.uk Building intercultural competence through virtual team collaboration across global classroomsCABS Chartered Association of Business SchoolsLTSE 2019 Learning, Teaching & Student Experience 14-15 May, etc. venues, ManchesterIsabella Crawford Robert Gordon University, Aberdeen,  Scotland Stephanie Swartz University of Mainz Applied Sciences, Mainz, Germany Susan Luck Pfeiffer University, North Carolina, USA Belem Barbosa University of Aveiro, Aveiro, PortugalThe Global WorkplaceIn 2016, the Fortune 500 earned two-thirds of the US GDP and 37% of the global GDP, with 28 trillion in revenue and 1.5 billion in profits. These companies employ 67 million people in 34 countries. The number of US workers employed by foreign-owned companies rose 22% over an eight-year period; compared to an average 3.6% increase in employment in U.S.-owned firms (Pew Research Trust 2017).Intercultural competency shortfall?Theory vs competencyIntra-university projects, UK based clientsMismatched student and employer perceptionsNeed for more intercultural, experiential student projectsCollaborative Online International Learning (COIL)Globally Networked Learning (GNL)Experiential LearningHeterogenous GroupsProblem solving and innovationEmerging communication and learning technologiesCost effective and inter-disciplinaryCOIL Project Learning OutcomeTo develop intercultural communication knowledge, sensitivity, understanding and competencyProject Aims• Improve English language skills • Improve the ability to work with non-native English language speakers• Promote the use of digital channels in cross-border communication•Cultivate team project management skills•Develop an understanding of the communication challenges facing companies operating in a global context• Improve collaborative writing and speaking skillsInternational, virtual collaborationFour countries: Scotland, Germany, USA, PortugalOctober to November 2017 and 2018 – six week projectOver 100 students in virtual teamsGlobal industry clients / brandsStephanie Swartz, Professor of English and US-American Culture at Mainz University of Applied Sciences in Mainz, GermanyThe Student Brief:In virtual teams:Research a named company operating in more than one countryIdentify corporate communication issues and solutionsPrepare team presentation Submit individual reflective summaryThe ProcessThe project involved three main phases:• Initial team building and role allocation• Secondary research into the client• Information sharing among the team and creating the combined presentationProject ChallengesDifferent university schedules Varying course requirements Built-in project vs. add-on activityDiverse student backgroundsVarious UG/PG and online/offline disciplinesDifferent evaluation needsResearch QuestionDo experiential international classroom projects using virtual team collaborations increase intercultural sensitivity and intercultural communication competence in students?Literature ReviewIntercultural Sensitivity (Chen and Starosta, 2000) Intercultural Communication Competence (Arasaratnam, 2009)Mixed Methods Approach• Online survey based on IS and ICC scales taken before and after project• Post-project qualitative questions to ascertain feelings towards the project and identify areas for improvementMeasurement Criteria1. increased awareness of verbal, non-verbal and para-verbal communication; 2. increased appreciation of cultural differences; 3. reduction of ethnocentristic tendencies and stereotypes; 4. reduction of fears and increase in confidence in dealing with other cultures;5. increased awareness of difficulties in dealing with other cultures. Survey Results Increased awareness of verbal, non-verbal and para-verbal communication Increased appreciation of cultural differences Reduction of ethnocentristic tendencies and stereotypes Reduction of fears and increase in confidence in dealing with other cultures Increased awareness of difficulties in dealing with other culturesQualitative Responses - Positives new experience and opportunity to work with people from another culture friendly and inviting atmosphere real life scenario, finding solutions and solving problems ‘forced’ to work outside comfort zone experiential ‘learning through doing’meeting new people, discussing cultural differences, engaging with another culture and hearing other points of viewmeaningful changes in their own approach to other culturesQualitative Responses - Negatives coordinating appointments due to different time zones and schedules language barriers coordinating tasks through social media technological issues (different levels of internet savviness) differing expectations and deadlines and difficulty agreeing what to do varying degrees of engagement and reliability between teamsworking remotely instead of face-to-face lack of communication and/or organisation in and between the teamsQualitative Responses – Future Learningmore effort in managing time, assigning roles and delegating tasks plan better, engage members more, set up more frequent meetings and prioritise the project value the experience more highly  learn more about the other cultures and enjoy the opportunity of working with foreign students moreConclusionVirtual team collaboration can develop intercultural sensitivity and intercultural communication competenceValuable contribution to experiential learning pedagogySignificant potential for enhanced employability and graduate preparedness for the workplace.Future Projects and Research Improve timing, composition, task distribution and support for student teamsStrengthen communication platforms and preparationDevelop more consistent, integrated assessment criteriaInclude more frequent multi-way tutor communicationEvolve and refine evaluation methodsRelevant LiteratureArasaratnam, L. A. (2009). The Development of a New Instrument of Intercultural Communication Competence. http://www.immi.se/intercultural/nr20/arasaratnam.htmChen, G.M. & Sarosta, W. J. (1998). Foundations of intercultural communication. Boston: Allyn & BaconChen, G. and William J. Starosta (2000). The Development and Validation of the Intercultural Sensitivity Scale. The University of Rhode Island Digital Commons. http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1035&context=com_facpubsDeardorff, D. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education.10 (3), 241-266.Deardoff, D. (2009) Theory Reflections: Intercultural Competence Framework/Model. http://www.nafsa.org/_/file/_/theory_connections_intercultural_competence.pdfHall, E.T. (1990). Understanding Cultural Differences, Boston: Nicholas Brealey PublishingHofstede, G. (1991). Cultures and Organizations: Software of the Mind, Intercultural Cooperation and Its Importance for Survival, Maidenhead: Mc Graw-HillLewis, R.D. (2006). When Cultures Collide. Leading Across Cultures, Boston: Nicholas Brealey PublishingMehrabian, A. (1972). Nonverbal Communication. Chicago, IL: Aldine-AthertonMeisek and Haefliger (2011) cited in Essig, L., (2013). Frameworks for educating the artist of the future: teaching habits of mind for arts entrepreneurship. Artivate: A Journal of Entrepreneurship in the Arts, 1 (2), pp65-77.Thank You!QuestionsSusan Luck, Professor of Business in the Graduate School at Pfeiffer University in North Carolina

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