Bringing global sourcing into the classroom: experiential learning via software development project
Proceedings of the 2007 ACM SIGMIS CPR conference on Computer personnel research: The global information technology workforce
Proceedings of the 2007 ACM SIGMIS CPR conference on Computer personnel research: The global information technology workforce
Making knowledge work in virtual teams
Communications of the ACM
Missing links: building critical social ties for global collaborative teamwork
Communications of the ACM - The psychology of security: why do good users make bad decisions?
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As globalisation extends computing, information, and communications technologies across an increasing number of cultural boundaries, generating a corresponding need for cross-cultural education partnerships, the need for cultural sensitivity and understanding becomes paramount. It becomes paramount, not only in cross-cultural teams negotiating collaborative agreements, but also in cross-cultural teaching situations. It is imperative, therefore, that such crossing cultural boundaries is grounded in the ideals of intercultural competence (IcC), including an understanding of and adaptation to culturally-based norms and values. Underlying cultural assumptions affect the different negotiating teams' approach to the negotiation process, to teacher-student interaction techniques and relationships and to group work. This paper explores both the theoretical background and the actual experiences of a New Zealand and Vietnamese negotiating team, and the subsequent experiences of a New Zealand teacher in a Vietnamese classroom. This is but one of a plethora of examples of global intercultural collaboration in practice.