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Detailed information |
Pre-requisites |
KS Creating Strategic Advantages
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Original study plan |
Master's programme Management 2024W |
Objectives |
This course aims to:
- Provide with a learning environment that allows for experiencing the benefits and challenges of multicultural and virtual team work.
- Increase students´ sensitivity and awareness about challenges in virtual collaboration.
- Enable the acquisition of holistic picture in an online operating company.
- Enrich students´ understanding of different issues regarding the new ways of working from different perspectives (corporate infrastructure, leadership, etc.).
- Raise awareness and have discussions about the ethical and sustainability aspects of new ways of working and virtual collaboration.
- Enable students to be self-aware and valuable contributors in virtual collaboration.
Learning outcomes
On successful completion of this course, the students will be able to:
- LO1: Discuss and evaluate social, ethical, and sustainability issues relating to new ways of working. [cognitive/analytical]
- LO2: Accurately identify and apply relevant theory within different specific contexts of virtual collaboration and the new ways of working. [cognitive/analytical, remember]
- LO3: Apply decision making skills related to virtual collaboration – managing a business online. [professional/practical skills, apply]
- LO4: Demonstrate the ability to formulate and present concise, insightful analyses which expos issues logically and coherently. [transferable skills, analyse, evaluate, create]
- LO5: Acquiring skill set and frameworks for self-reflection and peer reflection in virtual and face-to-face collaboration. [evaluate]
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Subject |
The content of this course is focused on the following areas:
- Acquiring virtual collaboration competences.
- Understanding the complexity of new ways of working and its impact on organizations, leadership, teams, and individuals.
- Becoming familiar with niche topics in virtual team management (innovation, creativity, tech-savviness).
- Gaining practical, virtual business management experience.
- Acquiring feedback and reflection techniques.
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Criteria for evaluation |
Class participation: Although class participation is not part of the graded component, students are required to attend at least 80% of lessons in order to remain eligible for grading. As each lesson has a portion where students either need to prepare an in-class presentation or have time to work on their group project, students are eager to attend all lessons as they do not want to miss out neither on content nor interaction with their colleagues.
Scoring system:
A total of 100 points can be achieved in this cours.
The 100 points are distributed between individual assessment (60%) and group assessment (40%).
In details:
Individual assessment:
- Assessing LO2, LO5: Virtual simulation assignments (30 points):
Individual reflection essay I (15 points), Individual reflection essay II (15 points) There are two simulation lessons. After each occasion students write their essays, therefore, they can track their own development. These assignments facilitate students in assessing and integrating their own learning throughout the simulation experience – key assessment part in experiential learning. Students also need to incorporate at least 2 pieces of academic references in this paper to create connection between their own learning and the literature.
- Assessing LO1, LO2, LO4: Short tests (30 points):
- Test I: in-class test with open-questions (15 points):
To objectively assess that students have learned and understood the fundamental concepts.
- Test II: take home test – critical essay on a topic assigned by the course instructor (15 points):
To objectively assess that students can demonstrate critical thinking while applying concepts learned in the course.
Group assessment: * Video project (40 points):
- Topics are assigned by the course instructor and closely related to the course content.
- Content of the 10-minute-video:
- Assessing LO1, LO2, LO4: literature review
(15 points – critical analysis of a certain topic, identifying and applying relevant theories),
- Assessing LO1: one interview with an expert in the field of respective video topic
(8 points – enhancing practical skills),
- Assessing LO5: personal reflection of the team on the respective topic
(15 points – Integrating learning experience),
- presentation of how the project was made (2 points).
Plagiarism: Aligned with the department regulations: “As an academic institution, the Department of International Management does not tolerate any form of academic dishonesty. Plagiarism encompasses presenting as one’s own the words, work, opinions, or factual information of someone else without giving that person credit, as well as borrowing the sequence of ideas, the arrangement of material, or the pattern of thought of someone else without proper acknowledgement. All discovered instances will result in an immediate decrease in grade of the assignment or exam. In severe cases, this may result in a failing grade for the assignment or exam. In addition, there will be an automatic decrease in overall grade. Consequently, this may result in the failure of the course. In the case of group work, the consequences will be extended to the entire team. For details see our code of conduct at www.jku.at/iim”
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Methods |
The learning and teaching strategy are designed to develop knowledge and understanding in both theoretical and practical perspectives.
In addition to self-directed learning, the teaching and learning methods include formal lectures (mostly enriched with interactive student presentations), an online business simulation, and one company visit (when circumstances permit).
- 3 hrs x 2 simulation occasions [LO2, LO3, LO4, LO5]
- 3 hrs company visit [LO1]
- 3 hrs x 7 mixture of seminars and lectures [LO1, LO2, LO4, LO5]
- ~41 hrs assessment preparation / revision (est. based on students´ course evaluation data) [all LOs]
- ~70 hrs independent study (est. based on students´ course evaluation data) [LO1, LO5]
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Language |
English |
Study material |
Fischlmayr, I.C. (2011) “Can you hear me?” Technology, computer-mediated communication and other challenges in virtual team collaboration. IfM-Impulse. Hallwang/Salzburg: IfM – Institut für Management. 22-37.
Gera, S. (2013) Virtual teams versus face to face teams: A review of literature. IOSR Journal of Business and Management. 11(2), 01-04.
Kassner, M.P., Wesselmann, E.D., Law, A.T., Williams, K.D. (2012) Virtually Ostracized: Studying Ostracism in Immersive Virtual Environments. Cyberpsychology, Behavior, and Social Networking. 15(8), 399-403.
Kock, N. (2005) Media Richness or Media Naturalness? The Evolution of Our Biological Communication Aparatus and Its Influence on Our Behavior Toward E-Communication Tools. IEEE Transactions on Professional Communication. 48(2), 117-130.
Hall. E. T., Hall. M. R. (2003): Key Concepts – Underlying Structures of Culture in Understanding cultural differences by Edward T. Hall and Mildred Reed Hall.151-162.
Ivanaj, S. & Bozon, C. (2016) Trust Building In Managing Virtual Teams, 115-121. Cheltenham, Glos: Edward Elgar Publishing Limited.
Johns, T. & Gratton, L. (2013) The Third Wave Of Virtual Work. Harvard Business Review. January-February 2013, 66-73.
Ten Brummelhuis, L.L., Bakker, A.B., Hetland, J. & Keulemans, L. (2012) Do new ways of working foster work engagement? Psicothema. 24(1), 113-120.
De Leede, J., Kraan, K.O., den Hengst, M. & van Hooff, M.L.M. (2008) Conditions for innovation behaviour of virtual team members: a ‘high-road’ for internationally dispersed virtual teams. The Journal of E-working. 2, 22-46.
Narain, A. (2014) Are Face-to-Face Teams More Creative than Virtual Teams? Retrieved February 9, 2016 from: http://www.sesp.northwestern.edu/masters-learning-and-organizational-change/knowledge-lens/stories/2014/are-face-to-face-teams-more-creative-than-virtual-teams.html - please use the hyperlink to access the article online.
Wang, E., Myers, M.D. & Sundaram, D. (2012) Digital Natives and Digital Immigrants: Towards a Model of Digital Fluency. ECIS European Conference on Information Systems 2012 Proceedings. Paper 39.
Guillot-Soulez, C. & Soulez, S. (2014) On the heterogeneity of generation Y job preferences. Employee Relations. 36(4), 319-332.
Other materials can be retrieved from Moodle and/or will be announced in class.
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Changing subject? |
No |
Further information |
For quality assurance and improvement purposes, please participate in all JKU course evaluations and surveys!
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Corresponding lecture |
973SMCPIBPS16: International Business Project (6 ECTS)
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Earlier variants |
They also cover the requirements of the curriculum (from - to) 973SIMDVCGS19: SE Virtual Collaboration in a Global Context (2019W-2024S)
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