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The purpose of this paper is to provide a framework that can be used to enhance the effectiveness of global teams.

The objectives of this paper are to provide a practical, concise framework for organizations that are using or considering global virtual teams. Based on extensive consulting research and literature review, the paper describes how global virtual teams can use Diversity & Inclusion, structure and processes to promote desired outcomes.

With globalization and skill shortages, global virtual teams are required to meet critical organizational objectives. Often these teams fall short of their promise, due to the complexity and lack trust and formal processes. This paper presents a framework to address these challenges.

Global virtual teams can use the proposed framework presented in this paper to promote high performance in both results and relationships.

This paper presents an original framework for optimal global team functioning.

This paper aims to examine interrelations of the team environment factors of trust and affiliation and the motivation factors of perceived reciprocal benefits and importance of enjoyment to determine how they influence knowledge sharing within loose-linked global virtual teams.

The study involved 115 business students from three large universities located in the USA, China and Peru being assigned to global virtual teams of between three and four members in one phase and between four and seven members in a second phase. Students were required to work in virtual teams using telecommunication tools to complete assigned cases.

Trust, reciprocal benefits and enjoyment are significantly related to positive attitude toward knowledge sharing. Positive attitude, enjoyment, age, nationality and computer experience are positively related to knowledge sharing behavior. Affiliation is not found to significantly affect positive knowledge sharing attitude. Gender is not related to knowledge sharing behavior.

Understanding how trust, affiliation and motivation influence positive attitude and knowledge sharing behavior can assist managers in developing intervention strategies that improve team environments to support knowledge sharing behavior.

This paper contributes to the advancement of theory by extending the current knowledge sharing research to virtual team environments with diverse cultural backgrounds and by considering both extrinsic and intrinsic motivation factors, including the importance of enjoyment in loose-linked environments of global virtual teams.

Current trends such as a steadfast movement toward globalization, increased connectivity and use of networks in business relationships, rapidly changing technology, increased pressure for economic profitability, and economic concern create an environment where a focus on global team effectiveness is imperative. This study provides greater clarity on the workings of global hybrid team effectiveness including an examination of accelerators and decelerators. It also proposes a new model of Global Working behaviors to be applied systematically to all McKinsey 7-S areas – Strategy, Structure, Systems, Shared Values, Style, Skills, and Staff – in order to accelerate global hybrid team effectiveness.

We conceptualized the novel phenomenon of COVID-induced virtual teams and its implications and provided researchers with the required information on how to conduct a phenomenon-based study for conceptualizing novel phenomena in relevant ways.

This article stems from phenomenon-based and, thus, theory-building and grounded qualitative research in the German industrial sector. We conducted 47 problem-centered interviews in two phases (February–July 2021 and February–July 2022) to understand how team members and team leaders experienced COVID-induced virtual teamwork and its subsequent developments.

Empirically, we found COVID-induced virtual teams to be characterized by a high relevance of shaping positive team dynamics via steering internal moderators; crisis is a novel external moderator and transformation becomes the key output factor to be leveraged. Work-from-home leads to specific configuration needs and interrelations between work-from-home and on-site introduce additional dynamics. Methodologically, the phenomenon-based approach is found to be highly suitable for studying the effects of such novel phenomena.

This article is explorative. Thus, we advocate further research on related novel phenomena, such as post-COVID-hybrid and work-from-home teams. A model of how to encourage positive dynamics in post-COVID-hybrid teams is developed and lays the groundwork for further studies on post-COVID teamwork. Concerning methodology, researchers are provided with information on how to conduct phenomenon-based research on novel phenomena, such as the COVID-induced virtual teams that we studied.

Companies receive advice on how to encourage positive dynamics in post-COVID teamwork, e.g. on identifying best practices and resilient individuals.

In a country such as Germany that faces labor shortages, our insights might facilitate better labor-market integration for those with care-work obligations and international workers.

We offer a first conceptualization of a relevant novel phenomenon, namely COVID-induced virtual teams. We exemplify the phenomenon-based approach as a suitable methodology that serves to build relevant theory using active categorization.

Global virtual teams (GVTs) – composed of members in two or more countries who work together primarily using information and communication technologies – are increasingly prevalent in organizations today. There has been a burgeoning of research on this relatively new organizational unit, spanning various academic disciplines. In this chapter, we review and discuss the major developments in this area of research. Based on our review, we identify areas in need of future research, suggest research directions that have the potential to enhance theory development, and provide practical guidelines on managing and working in GVTs.

This paper aims to examine how students can learn how to work in multi-cultural global virtual teams in a classroom-based setting using experiential learning. The students from two graduate programs in France and Japan were given relevant reading materials, individual and joint team assignments on virtual team work and were asked to evaluate their work using previously identified global virtual team key success factors.

Text-mining and co-word analyses of students’ assignments, and correlations of keyword frequencies with student culture scores provide insights on how students first experience this novel setting, raising their awareness and providing them skills for future application in an organizational setting.

The process experienced by virtual student teams has many similarities with the team formation stage in virtual teams in organizational settings. Such experiential learning is useful for global virtual team education, as students will have already experienced and solved typical challenges in a safer non-work-related setting.

This study is based on a small sample of respondents and therefore presents inherent limitations in terms of significance and generalizability.

The rise of information and communication technologies has facilitated the creation of new approaches for coordinating work and, subsequently, for new collaborative organizational forms. Little research has been conducted to address education or training for these new and essential forms of collaboration.

This paper examines the aspect of designing global virtual teams and the key factors that impact team design. Examines how design impacts team performance. Proposes a conceptual model for designing such teams to deliver optimal performance. The model contains four major elements: virtual team structure, strategic objectives, work characteristics and situational constraints. The impact of the last three elements on team structure and their relationship to team performance are examined. Proposes a multi‐dimensional measure for virtual team structure, and considers how situational demands and performance constraints can impact team design. Highlights the fact that performance of teams too is multi‐dimensional and design has to consider the tradeoff involved in these factors. Proposes that global virtual teams be designed with a holistic approach considering an optimal fit between the team structure and the key impacting factors like objectives, work characteristics and situational constraints to deliver performance.

The purpose of this paper is to present and examine the use and effects of global virtual teams as a tool in the logistics and supply chain management classroom to prepare students in a simulation environment for the demands of their future careers in the profession.

Literature of logistics and supply chain management education is combined with streams from management learning literature. The way the tool of global virtual teams was applied is explained, followed by an analysis of quantitative and qualitative participant response data. From the data analysis the effects of individual factors in the design and application of the global virtual team are isolated and recommendations are extracted for future use of the tool.

The paper finds that the application of global virtual teams helped participating students to develop the management skills required for a career in logistics and supply chain management. Although students perceived the international nature and the lose frame provided by the tool as challenges, most learning effects were caused by these challenges. The paper also shows that the set up by the involved educators is crucial for the learning effect in particular toward similar weights of the assessments and the number of group members from each geographical area.

The paper does not examine all potentially amendable factors but focuses on those that were seen as relevant and practically achievable under the available resources to ensure the tool can be easily scaled up by adding further institutions and participants.

The paper is the first application of global virtual teams in logistics and supply chain management education. It provides the theoretical foundations and rationale for its application and is relevant to educators by giving them access to this tool for improvement of their students’ career preparedness.

Global virtual teams include members from multiple nations and cultures who must work together while being separated by time and space. We discuss leadership in global virtual teams and how distance influences the full range of leadership required at multiple levels of the organization. We use research literature devoted to virtual teams as well as our own data collected from interviews with leaders and members of global virtual teams to highlight factors related to global team effectiveness, satisfaction and commitment. We provide a model of leadership in global virtual teams that integrates previous research findings and may be used to guide future research and practice.