Realistic experiences of working with different others
Students in business education often work in international teams on company assignments. The objective of these assignments is to respond professionally and effectively to a real-world management problem. Another objective is to learn from working together in culturally heterogeneous teams. This requires substantial effort, discipline, collaboration and maximum use of each member’s potential.
Yet, teaching staff often sees underperforming teams characterized by low group morale, frustration, conflict, failing communication and poor group cohesiveness. This is due to different expectations, goals and mindsets that students bring to the group.
Because of these problems and tensions that international teams experience, the aim of this project was to offer students a realistic experience of how it is to work with different others on a common task. The project team had the following five objectives in mind:
- Raising awareness about challenges inherent in international student teams.
- Experimenting with ways of dealing with these challenges in a ‘safe format’.
- Offering tools to resolve possible future conflicts and enable students to talk openly about differences.
- Effectively managing conflicts once they emerge, without negative consequences for students’ learning and grades.
- Boost overall confidence and motivation to work and act in international teams.
Different phases led to computer-aided game
The development of the simulation game was divided into different phases. The project team started with a research phase which included exploring team collaboration challenges in student field projects. A game prototype was developed in the next phase. In the test phase, the updated prototype was tested with instructors and with several groups of students. In the next project phase, an instruction video was developed. The new version of the simulation game was tested with a new, larger group of around 60 students in early 2020. This test round clearly showed that running the game for larger groups of students is more challenging because of logistics. The project team concluded that a setup which involves and activates students would be just as effective but less time-consuming.
This process of different phases resulted in a computer-aided game in which international teams engage in a project simulation for 60 minutes. The game can be played at the start of a group project by multiple teams of four to six members. Each team needs to find a solution to the project task and needs to deal with the team issues that emerge during the game. At the end, the students evaluate their solutions, reflect on the experience and develop ideas of how to proceed in their project. At the start of the simulation, students have ten minutes to prepare a group charter to guide them through the simulation. After the game, they are asked to draft a team charter for their group project to consolidate their experience.
Outbreak of covid-19 created new challenges
Due to corona the project team faced a couple of challenges. First, the transition from a physical to a virtual group setting was challenging for student teams. Because of the relocation of students to their home countries, team members were physically separated. They often worked in different time zones. Second, the sudden urgency of developing digital education created a shift in prioritization of tasks across teaching and support staff. Project team members were no longer or less able to work on the project. Third, the transition to completely online education models also exposed the shortcomings of the game. In its present form the game could not be used after corona where most education is done online. For this purpose, the project team has plans to develop an updated version of the game.
The game increased group efficacy and lowers conflicts
The simulation game was evaluated in multiple ways. First, team charters of teams that played the game in 2020 were compared to team charters of teams the year before, in 2019. Second, group dynamics and satisfaction of individual students with their teams in 2020 were compared to results in 2019. Third, peer reviews of teams in 2020 were compared to peer reviews in 2019.
Results show that the game offers an interesting start of the group work. Students find it fun to play. At the same time, the game prepares them for their group project. Evaluation results also show that, after the game, teams develop more realistic and detailed team charters and guidelines for their own team project than did teams the year before. The charters help teams to increase their group efficiency and lower the likelihood of disruptive team conflicts. Overall, satisfaction scores of students were higher than in the previous year.
Realistic experiences of working with different others
Students in business education often work in international teams on company assignments. The objective of these assignments is to respond professionally and effectively to a real-world management problem. Another objective is to learn from working together in culturally heterogeneous teams. This requires substantial effort, discipline, collaboration and maximum use of each member’s potential.
Yet, teaching staff often sees underperforming teams characterized by low group morale, frustration, conflict, failing communication and poor group cohesiveness. This is due to different expectations, goals and mindsets that students bring to the group.
Because of these problems and tensions that international teams experience, the aim of this project was to offer students a realistic experience of how it is to work with different others on a common task. The project team had the following five objectives in mind:
- Raising awareness about challenges inherent in international student teams.
- Experimenting with ways of dealing with these challenges in a ‘safe format’.
- Offering tools to resolve possible future conflicts and enable students to talk openly about differences.
- Effectively managing conflicts once they emerge, without negative consequences for students’ learning and grades.
- Boost overall confidence and motivation to work and act in international teams.
Different phases led to computer-aided game
The development of the simulation game was divided into different phases. The project team started with a research phase which included exploring team collaboration challenges in student field projects. A game prototype was developed in the next phase. In the test phase, the updated prototype was tested with instructors and with several groups of students. In the next project phase, an instruction video was developed. The new version of the simulation game was tested with a new, larger group of around 60 students in early 2020. This test round clearly showed that running the game for larger groups of students is more challenging because of logistics. The project team concluded that a setup which involves and activates students would be just as effective but less time-consuming.
This process of different phases resulted in a computer-aided game in which international teams engage in a project simulation for 60 minutes. The game can be played at the start of a group project by multiple teams of four to six members. Each team needs to find a solution to the project task and needs to deal with the team issues that emerge during the game. At the end, the students evaluate their solutions, reflect on the experience and develop ideas of how to proceed in their project. At the start of the simulation, students have ten minutes to prepare a group charter to guide them through the simulation. After the game, they are asked to draft a team charter for their group project to consolidate their experience.
Outbreak of covid-19 created new challenges
Due to corona the project team faced a couple of challenges. First, the transition from a physical to a virtual group setting was challenging for student teams. Because of the relocation of students to their home countries, team members were physically separated. They often worked in different time zones. Second, the sudden urgency of developing digital education created a shift in prioritization of tasks across teaching and support staff. Project team members were no longer or less able to work on the project. Third, the transition to completely online education models also exposed the shortcomings of the game. In its present form the game could not be used after corona where most education is done online. For this purpose, the project team has plans to develop an updated version of the game.
The game increased group efficacy and lowers conflicts
The simulation game was evaluated in multiple ways. First, team charters of teams that played the game in 2020 were compared to team charters of teams the year before, in 2019. Second, group dynamics and satisfaction of individual students with their teams in 2020 were compared to results in 2019. Third, peer reviews of teams in 2020 were compared to peer reviews in 2019.
Results show that the game offers an interesting start of the group work. Students find it fun to play. At the same time, the game prepares them for their group project. Evaluation results also show that, after the game, teams develop more realistic and detailed team charters and guidelines for their own team project than did teams the year before. The charters help teams to increase their group efficiency and lower the likelihood of disruptive team conflicts. Overall, satisfaction scores of students were higher than in the previous year.
Four most relevant research publications for this project
- Bell,B. S., Kanar, A. M., & Kozlowski, S. W. (2008). Current issues and future directions in simulation-based training in North America. International Journal of Human Resource Management(19), 1416-1434.
- Crose, B. (2011). Internationalization of the higher education classroom: Strategies to facilitate intercultural learning and academic success. International Journal of Teaching and Learning in Higher Education, 23(3), 388-395.
- De Vita, G. (2000). Inclusive approaches to effective communication and active participation in the multicultural classroom. An international business management context. Active Learning in Higher Education, 1(2), 168-180.
- Salas, E., Wildman, J. L., & Piccolo, R. F. (2009). Using simulation-based training to enhance management education. Academy of Management Learning & Education 8(4), 559-573.
Product developed within the project
The educational game that has been developed within the project can be found here: https://www.gripgame.nl/international/
