Utilizing virtual teams in a management principles course

Abstract

Purpose

The purpose of this paper is to describe development of a component in a management principles course to develop university students' virtual team skills. There were several challenges in creating and implementing this new component. The paper aims to describe how these challenges were addressed and discusses outcomes associated with this virtual team component.

Design/methodology/approach

This paper primarily presents a case study of the evolution of a virtual team education module. Descriptive data and regression analysis are presented to support specific outcomes.

Findings

After completing the course, participants indicated the virtual team experience helped them gain useful professional skills. Hierarchical regression analysis indicated satisfaction with the virtual experience and perceptions that the virtual team experience built useful skills that were related to willingness to use this technology in the future (controlling for age, gender, working experience, and team performance).

Research limitations/implications

The training method was implemented in only one institution. Additionally, limited empirical data is presented.

Practical implications

Results can be used by others interested in implementing a virtual team training/education component in a university setting. Non‐educational organizations may find the information helpful in successfully introducing virtual teams to employees.

Originality/value

While computer mediated technology is increasingly utilized to educate and train students and employees, the process of effectively training people to optimally utilize technology, especially in a team setting, is not well documented. Additionally, this paper highlights factors that influence the acceptance of technology and willingness to use technology in the future.

Citation

Olson‐Buchanan, J.B., Rechner, P.L., Sanchez, R.J. and Schmidtke, J.M. (2007), "Utilizing virtual teams in a management principles course", Education + Training, Vol. 49 No. 5, pp. 408-423. https://doi.org/10.1108/00400910710762968