International virtual teams in higher education

Abstract

TThis three-year study of virtual team leadership offers a view into the inside workings of virtual teams, which are common in large PR consultancies, but lack a research background. It argues that different leadership is needed from face-to-face teams and has significant implications for virtual team leaders. It builds on earlier research regarding team stages as requiring different levels of interaction and leadership. Most significantly, the initial and final team stages are seen as highly active, whereas previously this was only recognised in the initial stage. The development of a virtual team stages model provides more succinct and practice-based functions than seen in other studies. Poor participation is identified as the key issue for team leaders and the study reveals how participation is defined and ways, in which it can be addressed. It also presents communication professionals as taking a lead in developing the theoretical framework for these teams. The study’s in-depth knowledge provides a rich understanding of virtual teams running global programmes. This paper is part of a larger action research project which was undertaken on the collaborative international, experiential, longitudinal and authentic learning initiative, GlobCom (www.globcom. org). This pedagogical project is now embedded in the communications curriculum of 15 universities globally, where student virtual teams collaborate on a joint public relations industry initiative. Furthermore, the study adds to the public relations body of knowledge in developing the understanding of virtual team leadership in global PR projects.