Learning to Work in Partially Distributed Teams: An Analysis of Emergent Communication Structures and Technology Appropriation

Abstract

A partially distributed team is a virtual team, in which two or more co-located subteams use communication technology to collaborate across distance. Due to factors such as globalization and mergers, an increasing number of IT projects are conducted in partially distributed teams (PDTs). However, students lack experience in how to work effectively in such situations. This field study involved more than 500 students from seven U.S. and seven international universities, working together in PDTs. Through the lens of the Fit-Appropriation Model, quantitative and qualitative analyses were conducted regarding three emergent communication structures (hub-and-spoke, moderate network, and high-network) Findings indicate significant differences in terms of communication technology usage and self-reported learning outcomes. The communication structures differed along two appropriation dimensions --inclusivity and adaptiveness --which mediated learning outcomes.

Communications Management in Partially Distributed Teams

“…In addition the most common communication structures adopted when the leadership structure is decentralised (hub and spoke and moderate network), were the ones that did not facilitate the most communication inclusiveness (Ocker et al, 2010). The communication structures that facilitated the most communication inclusiveness were the high network (as defined by Ocker et al), or the low impact, (as defined by Panteli and Davison), yet these were the least common in their respective studies.…”

“…This correlates with the hub and spoke structure Ocker et al (2010) describe, although note is made that in Panteli and Davison's study the teams did not necessarily appoint sub group leaders. At the other end, the low impact teams were more inclusive with communication, and comments were directed to the team as a whole rather than through a subgroup consensus, corresponding to the high network of Ocker et al (2010). Moderate impact teams attempted inclusive communication, but merged to subgroup working as the study progressed.…”

The Development Process Towards Achieving a Framework for Incorporating Virtual Teams into Projects in Engineering Courses

“…Further, many online courses include both students who are located on campus and other students who are geographically-dispersed 14 . In a team project in such courses, this can lead to an unbalanced or hybrid situation in which a portion of the team is co-located, and thus can meet face-to-face, while other team members are geographically isolated and can interact only virtuality with the Page 26.1516.2 rest of the team; this is also referred to as a "partially-distributed team" configuration.…”