Journal of Management Information Systems
Journal of Global Information Management
Global software teams: collaborating across borders and time zones
Global software teams: collaborating across borders and time zones
Distance, dependencies, and delay in a global collaboration
CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
Bridging Space Over Time: Global Virtual Team Dynamics and Effectiveness
Organization Science
Research issues related to exchanging information from heterogeneous data sources
dg.o '06 Proceedings of the 2006 international conference on Digital government research
Journal of Management Information Systems
A training tool for global software development
ITHET'10 Proceedings of the 9th international conference on Information technology based higher education and training
Computers in Human Behavior
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This paper discusses results of a case study from an on-going project to investigate how cultural factors, as identified by the Cultural Perspectives Questionnaire (CPQ), affect the performance of distributed collaborative learning teams. The results indicate that a team's cultural composition is a sign1ificant predictor of its performance on programming projects. Cultural attributes most strongly correlated to group performance included those related to attitudes about organizational hierarchy, organizational harmony, trade-offs between future and current needs, and beliefs about how much influence individuals have on their fate. Moreover, the type of programming task affected the strength of the relationship between individual cultural attributes and performance. Participants in the study included computer science students from the University of North Texas (Texas, USA) and students from the Middle East Technical University in Ankara, Turkey. Students were divided into culturally diverse work-teams and assigned programming projects to be completed using special collaborative software. The programming tasks ranged from simple design projects to more complicated programs that required extensive collaboration. Cultural distinctions between work-teams were based upon the students' responses to the CPQ. Project performance was evaluated with respect to programming accuracy, efficiency, completeness, and style. The results presented here have important implications for the formation of distributed collaborations and, in particular, to educational institutions offering distance-learning programs that require team projects.