Abstract-Global virtual teams provide numerous benefits both for corporations employing virtual organizational forms and for individual teams and team members.However, virtual collaboration also presents some well-recognized challenges. A growing body of research has examined the process of virtual teaming and the challenges inherent in that process. This study seeks to address some of the gaps in the existing literature. Specifically, it examines leadership roles, socio-emotional Development to undergraduate and postgraduate students. She has given presentations at international conferences and workshops and her current research interests include the community of inquiry framework, online collaboration for on-campus and distance learning students, and the analysis of financial documents using computational techniques. 3Over the past decade a great deal of research has been conducted on virtual teams.Much of the research has compared the functioning of face-to-face teams with virtual teams. However, in the modern workplace nearly all teams rely on some virtual communication to accomplish their goals. Therefore, instead of comparing face-toface and virtual teams, we need to recognize that all teams are virtual to some degree.In order to understand the functioning of virtual teams, we should focus on the "extent of virtualness" of teams.Martins et al. define virtual teams as "teams whose members use technology to varying degrees in working across locational, temporal, and relational boundaries to accomplish an interdependent task" [1, p. 808]. They point out the fact that recent definitions emphasize virtual teams as teams first and treat virtualness as one team characteristic. In addition to examining the extent of virtualness, there are many other aspects of team functioning that require further investigation.This paper presents a qualitative study of three key aspects of virtual teaming: leadership roles, socio-emotional communication strategies, and technology use.Although many studies of virtual teams have already focused on student participants, leadership roles and socio-emotional communication strategies are issues that have not yet been fully examined. Therefore, the findings of this qualitative study have implications for virtual teams addressing challenges related to leadership and media selection in the workplace. LITERATURE REVIEWA significant portion of the research to date has focused on understanding the process of virtual teaming and on addressing the challenges inherent in the process.Kayworth and Leidner suggest that the challenges faced by global virtual teams can be divided into four major areas: project management, communication, culture, and technology [2]. These areas may interact with one another; for example, communication challenges may be related to cultural differences or to the use of computer-mediated communication technologies. In the sections that follow, we discuss each of these areas; however, we discuss communication and culture together, as they are very closely related. time t...
Background: Many children with spina bifida and/or hydrocephalus use manual wheelchairs. However, training to ensure appropriate wheelchair use is limited and informal, and this negatively impacts daily activity and participation. Evidence suggests formal training can increase children’s confidence and independence, with early intervention being critical for healthy development. In Ireland, like in many other regions internationally, such interventions are not readily available to families. Aim and objectives: The overall aim of the study was to pilot wheelchair skills training for children aged 3–8 years with spina bifida and/or hydrocephalus and their parents, to develop a sustainable program. The objectives were: (1) to develop and evaluate a wheelchair skills information pack; (2) to investigate the impact of training on children’s performance of wheelchair skills; (3) to explore parents’ perspectives on how training influenced their children’s daily participation; (4) to identify beneficial aspects of program delivery for children and parents. Methods: We applied a mixed-methods study design that included three stages: (1) evaluation of the use of a bespoke wheelchair skills information pack; (2) within-subject pre-post analysis of the wheelchair skills test (WST) and individual training goals; (3) qualitative thematic analysis of Photovoice documentary narratives from focus groups with parents. Results: Four children and their parents participated in the study. Parents reported the wheelchair skills information pack to be useful, recommending more child-friendly images, and the provision of the pack when children first receive their wheelchairs. Analysis of the pre/post-WST showed an increase in the performance of skills. Parents’ perspectives and experiences are captured in two Photovoice themes: (1) children developing their skills, (2) supporting parents to support their children. Conclusion: The pilot program was a success for these families, highlighting potential gaps in Irish wheelchair provision services and the need for wheelchair skills education and training to support parents and children.
Research problem: In Ireland, technical communication has developed as an academic and occupational field since the late 20th century. Research on the field in Ireland is limited. Research questions: (1) To what extent do technical communicators in Ireland operate as a community of practice? (2) What steps are Irish technical communicators taking toward professionalization? Literature review:This study uses a theoretical framework that combines symbolic interactionism and communities of practice theories. While traditional Professionalization Theory uses a structural functionalist approach to the study of occupations, characterizing disciplines as professions depending on whether they meet certain traits (including autonomy, market closure, license to practice, and service orientation), symbolic interactionism prioritizes interactions among individuals. In this sense, it overlaps with the concerns of communities of practice. A community of practice involves a group of people working together, and creating meaning through their interactions. Studying an occupation through this lens foregrounds individual and community identity, and how that is formed and informed by work. Methodology: Mixed methods-a survey, focus groups, and interviews-were used to explore Irish technical communicators' perceptions of aspects of their field: practice, education, value and status, and professional and community structures. Results: The findings indicate that Irish technical communicators exhibit traits of communities of practice (such as joint enterprise and shared repertoires). They also identify with their job title and practice. A key finding is that some Irish technical communicators have a keen appetite for community involvement. This enthusiasm notwithstanding, barriers to professionalization include low visibility of the role in Ireland, limited evidence of professionalizing activity, and the potential for career stagnation.
The self-service nature of today's society means that technical communicators are needed more than ever before since users may find themselves struggling to make sense of online documentation with minimal support from the institutions that provide it. Certain demographics within the user population (older adults, disabled persons, non-native speakers) may face serious challenges when trying to use self-service documentation. Technical communication educators should prepare students to function as user advocates for members of these groups. Technical communication students need a thorough understanding of the challenges that may interfere with an audience's ability to use websites and other online documentation. This article suggests ways to help students gain this understanding through course content and by structuring service-learning and virtual team projects in which students can put their newly-developed understanding into practice.
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