Thesis (M. Sc.)--University of Hong Kong, 1997. / Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references.

Thesis (M.S.)--University of Florida, 2002. / Title from title page of source document. Includes vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references (leaves 132-140). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Virginia Commonwealth University, 2003. / Prepared for: Dept. of Management. Includes bibliographical references (leaves 141-152). Also available to VCU users online via the Internet.

Thesis (MTech (Business Administration))--Peninsula Technikon, 2002. / Word processed copy. Summary in English. Includes bibliographical references (leaves 67-68). Also available online.

Globalization, global competitive market forces and technological progress have made Geographically Distributed Development (GDD) possible and a necessity for most companies in the world. The software industry has consistently been at the forefront of exploring and implementing this business model. This thesis studies the key drivers of GDD, identifies the major challenges which global virtual teams face and existing frameworks for successful global virtual teams. A case study is used to validate the challenges and concerns of managing a global virtual team and a framework is proposed to help overcome the challenges and enable successful global software development. / text

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Interdisciplinary cooperation among people trained in technical and economic fields has been identified as an important success factor in new venture teams. However, empirical findings also indicate that individuals often refuse to engage in close and trustful relationships with representatives of other disciplines. Thus the question arises whether education programs on interdisciplinary cooperation may be suitable to prepare students for future activities in multifunctional business start-up teams. In this study, we investigate the psychological effects of an interdisciplinary business planning course held at the Vienna University of Economics and Business Administration with the intention of promoting cooperation between technology-oriented professionals and business management students. The findings show that this course experience changes the students' attitudinal beliefs with respect to representatives of the technical discipline by reducing stereotypical assumptions. At the same time, the course fosters awareness of the challenges involved in cross-disciplinary cooperation. The more students communicate with their technical counterparts and the more they familiarize themselves with the technical aspects of the project, the stronger these effects become.(author's abstract)