Abstract
Global virtual teams (GVT) have emerged as a valuable model for facilitating virtual exchange (VE) in business and educational settings. A comprehensive four-year longitudinal study spanning from 2018 to 2021 investigated a model of self-efficacy that include discernment, resourcefulness, diverse options, creative thinking, fairness, emotional regulation, and culture. Our sample consisted of participants surveyed before the GVT experience (n=584) and after the GVT experience (n=399), representing learners from six countries. The results of the study unveiled several key findings: (a) self-efficacy was influenced by multiple factors, with fairness emerging as a more significant contributor after the GVT experience; (b) irrespective of the GVT experience, learners from individualist countries demonstrated higher levels of self-efficacy compared to those from collectivist countries, suggesting that cultural dimensions play a role in shaping learners' self-efficacy, regardless of their participation in GVT activities; and (c) when controlling for the pandemic, there was a specific impact to the learner as it related to self-efficacy and the experience of global learning. These insights contribute to our understanding of the intricate dynamics of self-efficacy in the realm of virtual exchange and provide valuable implications for educators, organizations, and policymakers seeking to enhance learner outcomes in global virtual team settings.
Subject
Ocean Engineering,Safety, Risk, Reliability and Quality
Cited by
3 articles.
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