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    <pageLast>592</pageLast>
    <pageNumber>16</pageNumber>
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    <volume>53</volume>
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    <title language="eng">Standing strong amid a pandemic: How a global online team project stands up to the public health crisis</title>
    <abstract language="eng">The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education.</abstract>
    <parentTitle language="eng">British Journal of Educational Technology</parentTitle>
    <identifier type="doi">10.1111/bjet.13189</identifier>
    <enrichment key="opus.import.data">@articlelogemann_standing_2022, title = Standing strong amid a pandemic: How a global online team project stands up to the public health crisis, volume = 53, issn = 1467-8535, shorttitle = Standing strong amid a pandemic, url = https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13189, doi = 10.1111/bjet.13189, abstract = The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education. Practitioner notes What is already known about this topic The modern workplace calls for cross-cultural, digital collaboration skills, and this need has increased potentially after the impacts of the pandemic on moving a lot of work to remote settings—permanently. While instructional virtual teams are being used as part of diverse curricula to add an international, experiential element for students, universities still struggle helping students to acquire the whole spectrum of skills needed for the global digital workplace: virtual teamwork, project management, and comfort on working with digital business collaboration platforms. Virtual team research has studied impacts of the pandemic on organizational teams but there is little research on instructional online teams during the pandemic crisis. What this paper adds This paper adds evidence-based knowledge how virtual instructional teams, and their instructors navigated the broken connectivity situation when a global external health crisis forced students to transition from campuses to home environments in the middle of the collaboration project. It offers practical ideas how faculty used technology to connect with students and maintain class community in cases of inequal access to technology from home environments by using multiple platforms, and both, computer, and mobile enabled communication. It offers examples of student-centered, coaching-like teaching strategies and how these were applied when the global health crisis affected students in instructional teams. Implications for practice and policy The study offers implications for development of digital pedagogies for future; specifically, how to develop students’ virtual intelligence and to promote intercultural awareness and collaboration skills in future higher education. The pandemic experiences shed additional light on the need to develop and acquire soft skills among students, for them to be able to navigate struggles and crisis in global, digital real workplace., language = en, number = 3, urldate = 2022-11-23, journal = British Journal of Educational Technology, author = Logemann, Minna and Aritz, Jolanta and Cardon, Peter and Swartz, Stephanie and Elhaddaoui, Terri and Getchell, Kristen and Fleischmann, Carolin and Helens-Hart, Rose and Li, Xiaoli and Palmer-Silveira, Juan Carlos and Ruiz-Garrido, Miguel and Springer, Scott and Stapp, James, year = 2022, note = _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13189, keywords = collaborative learning, communication, digital competences, distance learning, experiential learning, higher education, team working, virtual world, pages = 577–592, file = Full Text PDF:CUsersjach208ZoterostorageUPUEU8Z3Logemann et al. - 2022 - Standing strong amid a pandemic How a global onli.pdf:application/pdf;Snapshot:CUsersjach208ZoterostorageMU6UAGHSbjet.html:text/html,</enrichment>
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    <author>Minna Logemann</author>
    <author>Jolanta Aritz</author>
    <author>Peter Cardon</author>
    <author>Stephanie Swartz</author>
    <author>Terri Elhaddaoui</author>
    <author>Kristen Getchell</author>
    <author>Carolin Fleischmann</author>
    <author>Rose Helens-Hart</author>
    <author>Xiaoli Li</author>
    <author>Juan Carlos Palmer-Silveira</author>
    <author>Miguel Ruiz-Garrido</author>
    <author>Scott Springer</author>
    <author>James Stapp</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>collaborative learning</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>communication</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>digital competences</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>distance learning</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>experiential learning</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>higher education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>team working</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>virtual world</value>
    </subject>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
  </doc>
  <doc>
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    <title language="eng">The Influence of Psychological Safety and Personality on Technology Acceptance of Team-Based Technology in Global Virtual Teams</title>
    <abstract language="eng">Collaboration platforms for teams, such as Slack, are increasingly used in virtual teams. Conventional wisdom suggests attitudes about adopting these types of platforms is primarily driven by their affordances. Our project emerged from the premise that psychological safety and personality traits can also significantly influence attitudes related to technology adoption. This research of roughly 300 global virtual teams showed that psychological safety influences views of collaboration platforms in terms of performance expectancy, effort expectancy, and hedonic motivation. In addition, this research showed that personality traits influence views of collaboration platforms. These findings about psychological safety and personality traits suggest a team-development approach is an integral component of the technology adoption process. Recommendations for future research are provided.</abstract>
    <parentTitle language="eng">Proceedings of the 55th Hawaii International Conference on System Sciences</parentTitle>
    <identifier type="url">http://hdl.handle.net/10125/79406</identifier>
    <enrichment key="opus.import.data">@bookcardon_influence_2022, title = The Influence of Psychological Safety and Personality on Technology Acceptance of Team-Based Technology in Global Virtual Teams, isbn = 978-0-9981331-5-7, url = http://hdl.handle.net/10125/79406, abstract = Collaboration platforms for teams, such as Slack, are increasingly used in virtual teams. Conventional wisdom suggests attitudes about adopting these types of platforms is primarily driven by their affordances. Our project emerged from the premise that psychological safety and personality traits can also significantly influence attitudes related to technology adoption. This research of roughly 300 global virtual teams showed that psychological safety influences views of collaboration platforms in terms of performance expectancy, effort expectancy, and hedonic motivation. In addition, this research showed that personality traits influence views of collaboration platforms. These findings about psychological safety and personality traits suggest a team-development approach is an integral component of the technology adoption process. Recommendations for future research are provided., language = eng, urldate = 2022-11-23, author = Cardon, Peter and Fleischmann, Carolin and Aritz, Jolanta and Ma, Haibing and Springer, Ann and Springer, Scott, month = jan, year = 2022, file = Full Text PDF:CUsersjach208ZoterostorageSJHBA5ZCCardon et al. - 2022 - The Influence of Psychological Safety and Personal.pdf:application/pdf;Snapshot:CUsersjach208ZoterostorageVAFR6IGIdd64b557-bbaa-431a-8c33-a1cb9b54f71f.html:text/html,</enrichment>
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    <author>Peter Cardon</author>
    <author>Carolin Fleischmann</author>
    <author>Jolanta Aritz</author>
    <author>Haibing Ma</author>
    <author>Ann Springer</author>
    <author>Scott Springer</author>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
  </doc>
  <doc>
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    <pageFirst>7</pageFirst>
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    <issue>1</issue>
    <volume>85</volume>
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    <title language="eng">Artificial Intelligence in Business Communication: The Changing Landscape of Research and Teaching</title>
    <abstract language="eng">The rapid, widespread implementation of artificial intelligence technologies in workplaces has implications for business communication. In this article, the authors describe current capabilities, challenges, and concepts related to the adoption and use of artificial intelligence (AI) technologies in business communication. Understanding the abilities and inabilities of AI technologies is critical to using these technologies ethically. The authors offer a proposed research agenda for researchers in business communication concerning topics of implementation, lexicography and grammar, collaboration, design, trust, bias, managerial concerns, tool assessment, and demographics. The authors conclude with some ideas regarding how to teach about AI in the business communication classroom.</abstract>
    <parentTitle language="eng">Business and Professional Communication Quarterly</parentTitle>
    <identifier type="doi">10.1177/23294906221074311</identifier>
    <enrichment key="opus.import.data">@articlegetchell_artificial_2022, title = Artificial Intelligence in Business Communication: The Changing Landscape of Research and Teaching, volume = 85, issn = 2329-4906, shorttitle = Artificial Intelligence in Business Communication, url = https://doi.org/10.1177/23294906221074311, doi = 10.1177/23294906221074311, abstract = The rapid, widespread implementation of artificial intelligence technologies in workplaces has implications for business communication. In this article, the authors describe current capabilities, challenges, and concepts related to the adoption and use of artificial intelligence (AI) technologies in business communication. Understanding the abilities and inabilities of AI technologies is critical to using these technologies ethically. The authors offer a proposed research agenda for researchers in business communication concerning topics of implementation, lexicography and grammar, collaboration, design, trust, bias, managerial concerns, tool assessment, and demographics. The authors conclude with some ideas regarding how to teach about AI in the business communication classroom., language = en, number = 1, urldate = 2022-11-23, journal = Business and Professional Communication Quarterly, author = Getchell, Kristen M. and Carradini, Stephen and Cardon, Peter W. and Fleischmann, Carolin and Ma, Haibing and Aritz, Jolanta and Stapp, James, month = mar, year = 2022, note = Publisher: SAGE Publications Inc, pages = 7–33, file = SAGE PDF Full Text:CUsersjach208ZoterostorageRJ68WVVZGetchell et al. - 2022 - Artificial Intelligence in Business Communication.pdf:application/pdf,</enrichment>
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    <author>Kristen M. Getchell</author>
    <author>Stephen Carradini</author>
    <author>Peter W. Cardon</author>
    <author>Carolin Fleischmann</author>
    <author>Haibing Ma</author>
    <author>Jolanta Aritz</author>
    <author>James Stapp</author>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
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    <completedYear>2022</completedYear>
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    <language>deu</language>
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    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue>03</issue>
    <volume>2022</volume>
    <type>contributiontoperiodical</type>
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    <belongsToBibliography>0</belongsToBibliography>
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    <title language="deu">Algorithmische Auswertung von Mitarbeiterdaten: zwischen Vertrauen und Kontrolle</title>
    <parentTitle language="deu">PERSONALquarterly</parentTitle>
    <enrichment key="RS_Correlation">Ja</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <author>Carolin Fleischmann</author>
    <author>Peter W. Cardon</author>
    <author>Haibing Ma</author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>KI</value>
    </subject>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
    <thesisPublisher>Technische Hochschule Rosenheim</thesisPublisher>
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    <id>2057</id>
    <completedYear>2023</completedYear>
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    <title language="eng">The Effects of Multimodal Elements on Success in Kickstarter Crowdfunding Campaigns</title>
    <abstract language="deu">This article investigates multimodal elements—images, links, gifs, videos, and galleries—of crowdfunding campaigns on the platform Kickstarter to develop an understanding of characteristics of successful campaigns. The authors scraped 327,586 campaign pages, analyzing the multimodal elements of successful and unsuccessful campaigns. They found that successful campaigns featured more images, links, and gifs and more frequently included a project video than did unsuccessful campaigns. Images, links, and the presence of a project video had a positive impact on success while gifs and project galleries did not. These findings give business communicators practical guidance, develop theoretical aspects of Kickstarter research, and validate previous findings with a larger data set.</abstract>
    <parentTitle language="eng">Journal of Business and Technical Communication</parentTitle>
    <identifier type="doi">10.1177/10506519221121699</identifier>
    <enrichment key="opus.import.data">@articlecarradini_effects_2023, title = The Effects of Multimodal Elements on Success in Kickstarter Crowdfunding Campaigns, volume = 37, issn = 1050-6519, url = https://doi.org/10.1177/10506519221121699, doi = 10.1177/10506519221121699, abstract = This article investigates multimodal elements?images, links, gifs, videos, and galleries?of crowdfunding campaigns on the platform Kickstarter to develop an understanding of characteristics of successful campaigns. The authors scraped 327,586 campaign pages, analyzing the multimodal elements of successful and unsuccessful campaigns. They found that successful campaigns featured more images, links, and gifs and more frequently included a project video than did unsuccessful campaigns. Images, links, and the presence of a project video had a positive impact on success while gifs and project galleries did not. These findings give business communicators practical guidance, develop theoretical aspects of Kickstarter research, and validate previous findings with a larger data set., language = en, number = 1, urldate = 2023-03-06, journal = Journal of Business and Technical Communication, author = Carradini, Stephen and Fleischmann, Carolin, month = jan, year = 2023, note = Publisher: SAGE Publications Inc, pages = 1–27, file = SAGE PDF Full Text:CUsersjach208ZoterostorageEFB54PX6Carradini und Fleischmann - 2023 - The Effects of Multimodal Elements on Success in K.pdf:application/pdf,</enrichment>
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    <author>Stephen Carradini</author>
    <author>Carolin Fleischmann</author>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
  </doc>
  <doc>
    <id>2058</id>
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    <title language="eng">Fostering Psychological Safety in Global Virtual Teams: The Role of Reminder Nudges and Team-based Interventions</title>
    <abstract language="eng">Psychological safety, the feeling of being comfortable to express one’s ideas or opinions in teams, is a key determinant of successful global virtual teams. Even though there exists considerable knowledge about its antecedents, it is unknown how team-based (e.g., clarification of deliverables and deadlines) and technology-based (e.g., digital reminder nudges/ DRN) interventions foster psychological safety given cultural variations of team members. Based on a survey involving 148 participants, our data shows that both team-based interventions (TBI) and digital nudges foster psychological safety in global virtual teams. TBI are even more effective for high-context, indirect communicators than for low-context, direct communicators. However, digital nudges were equally effective across cultures for building psychological safety. These findings contribute to the literature on psychological safety as we show that not all antecedents hold equally across cultures and to the literature of digital nudges as we show the effectiveness of technology-based interventions in a team context.</abstract>
    <parentTitle language="eng">Proceedings of the 56th Hawaii International Conference on System Sciences</parentTitle>
    <identifier type="url">https://hdl.handle.net/10125/102673</identifier>
    <enrichment key="opus.import.data">@inproceedingsfleischmann_fostering_2023, title = Fostering PsychologicalSafety in GlobalVirtual Teams: The Role of Reminder Nudges and Team-based Interventions, isbn = 978-0-9981331-6-4, shorttitle = Fostering PsychologicalSafety in GlobalVirtual Teams, url = https://hdl.handle.net/10125/102673, abstract = Psychological safety, the feeling of being comfortable to express one’s ideas or opinions in teams, is a key determinant of successful global virtual teams. Even though there exists considerable knowledge about its antecedents, it is unknown how team-based (e.g., clarification of deliverables and deadlines) and technology-based (e.g., digital reminder nudges/ DRN) interventions foster psychological safety given cultural variations of team members. Based on a survey involving 148 participants, our data shows that both team-based interventions (TBI) and digital nudges foster psychological safety in global virtual teams. TBI are even more effective for high-context, indirect communicators than for low-context, direct communicators. However, digital nudges were equally effective across cultures for building psychological safety. These findings contribute to the literature on psychological safety as we show that not all antecedents hold equally across cultures and to the literature of digital nudges as we show the effectiveness of technology-based interventions in a team context., language = eng, urldate = 2023-03-06, author = Fleischmann, Carolin and Seeber, Isabella and Cardon, Peter and Aritz, Jolanta, month = jan, year = 2023, file = Full Text PDF:CUsersjach208Zoterostorage85JVTYE4Fleischmann et al. - 2023 - Fostering PsychologicalSafety in GlobalVirtual Tea.pdf:application/pdf,</enrichment>
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    <author>Carolin Fleischmann</author>
    <author>Isabella Seeber</author>
    <author>Peter Cardon</author>
    <author>Jolanta Aritz</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Cross-Organizational and Cross-Border IS/IT Collaboration</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>chatbot</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>conversational agent</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>learning outcomes</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>pedagogical agent</value>
    </subject>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
  </doc>
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    <id>2327</id>
    <completedYear>2023</completedYear>
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    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>13</pageNumber>
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    <title language="eng">Speech-to-text technology for global virtual teams: A SWOT analysis</title>
    <abstract language="eng">Virtual team meetings are increasingly supported with advanced technology. This study investigates the extent to which Al-enabled speech technology can be useful for global virtual teams (GVT). A survey was conducted in GVTs in 2020 and 2021, when people's lives were primarily dominated by the pandemic. A transcription software was used to support the collaboration. A total of 530 survey responses were analyzed using a structured approach- qualitative content analysis. The data was structured using the SWOT framework that aimed at comprehensively answering the research question "To what extent is the use of Al-supported speech technology in GVTs useful?". Al-generated transcripts are helping to overcome language and time zone barriers in GVT. Yet, they also cause misunderstandings and impact openness of communication. Further results and implications for GVT are discussed.</abstract>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Anna-Lena Sigl</author>
    <author>Carolin Fleischmann</author>
    <author>Peter Cardon</author>
    <author>Jolanta Aritz</author>
    <author>Tamara Koße</author>
    <series>
      <title>Rosenheim Papers in Applied Economics and Business Sciences</title>
      <number>9</number>
    </series>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Speech-to-text technology</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>global virtual teams</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>NLP</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>SWOT analysis</value>
    </subject>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
    <thesisPublisher>Technische Hochschule Rosenheim</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-rosenheim/files/2327/SWOT_speech_to_text_Working_paper_final.pdf</file>
  </doc>
</export-example>
