Abstract:

To provide experiential learning to their students, business schools keen on preparing graduates for success in a global working environment are turning to alternative classroom approaches. Global virtual team projects reflect a change in teaching methods wherein instructors involve their students in virtual classroom collaborations with peers all across the globe. Collaborative Online International Learning (COIL) activities present relevant opportunities for innovation in the teaching-learning process (Starke-Meyerring, 2007, 2010). These activities provide a very broad set of advantages, including the development of soft skills and increased motivation of students. In addition to enhancing business communication skills, the learning outcomes from these activities indicate an increase in intercultural competencies, virtual teamwork and project management skills.

This study focuses on exploring students’ perceptions and experiences after participating virtually in various international collaboration projects in Europe, the United States and India over the last two years. One of the questions raised is whether a positive relationship exists between COIL projects and students’ intercultural competence as well as later employability. This study provides useful evidence for instructors who are considering an international collaboration activity for their students. It demonstrates the deliverables of such initiatives as well as the clear advantage gained by receiving students’ feedback. Hopefully it will inspire other instructors and contribute to the diffusion of global virtual teams projects as a teaching-learning practice.

Keywords:

Global virtual teams, collaborative online international learning, intercultural skills, international teams, virtual teams, teaching-learning practice.