This study investigates the effects of eight organizational support systems on virtual team effectiveness in five areas: communication, planning tasks and setting goals, solving problems and making decisions, resolving conflict, and responding to customer requirements. One hundred and eighty surveys were sent to information technology managers and collaborative team members, representing 43 companies. The results indicated that developing new roles for IT professionals and senior managers significantly increased virtual team effectiveness in several areas. The findings support the theory that organizations that utilize virtual teams must create high-level structures, policies, and systems to support the teams and the information tools they use.

Approved for public release, distribution is unlimited / Due to the rapid development of technology, many simple tasks can now be automated, leaving more difficult and cognitive tasks such as planning, decision making and design to teams. Technology also allows these teams to be distributed through time and space. While this is becoming more and more prevalent in the business world, distributed teams also exist in the military where the stresses are much different. One of the key factors associated with collaboration in military teams is situational awareness. This research used a commercial command and control type video game to investigate the issues of collaboration and situational awareness. The amount of information subjects had access to was varied to see if there was a significant impact upon their level of situational awareness which was measured by the accuracy of maps that the subjects drew. Results from this research may provide insight into how much information is needed by distributed teams and when they need it. Ideas for future research in this area have also been proposed. / Lieutenant Commander, United States Navy

This phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from charter, district, and state virtual K-12 schools. Phase one of the study used a modified Delphi methodology, consisting of an Internet-based survey and semantic differential survey. The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences in leadership between traditional and virtual K-12 leaders. A new paradigm of “leadership by design” was uncovered as one possible means of innovating through virtual K-12 leadership. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Communication technologies have become a central characteristic of workplace functioning. The literature has suggested that the use of these technologies fundamentally changes the manner in which team members interact. The present study sought to reorganize previous research on the impact of virtuality on team emergent states and behavioral processes to elucidate how different degrees of team virtuality shape team functioning, and to investigate the manner in which these relationships differ according to team type, team membership stability, and publication year. Findings from 174 studies (total number of teams = 9204; total N approximately 26,050) suggest that there is not a strong relationship between team virtuality and emergent states and behavioral processes. However, moderator analyses revealed that a reliance on highly virtual tools may be most detrimental to action teams and ad hoc teams. Moreover, findings demonstrate that the degree to which virtuality shapes team transition and action process may be changing over time.

D. Tech. Informatics / In the world of information and communications technology (ICT), collaboration plays a central and significant role towards development and economic growth. Collaboration is relevant for all spheres, starting with individuals, organizations, private businesses, governments, and specifically research institutions which focus on research and innovation. In the academia, e-collaboration has become part of the survival strategy and is also essential to ensure continuity, competitiveness, growth and maturity. ARIs (Academic and Research Institutions) must plan on how e-collaboration is applied and improved in organizations. The main research objective for this study was to propose an e-Collaboration Maturity Model for ARIs. In support of this four secondary objectives were listed as follows: To investigate collaboration initiatives and technology amongst ARIs; To understand the driving forces and challenges towards Collaboration amongst ARIs; To explore the themes of e-Collaboration; To review maturity and assessment models.

Newly qualified educators in Botswana face many challenges not least of which occurs when they are posted to rural schools a distance from other teachers and information resources. The Government of Botswana has committed itself to enhancing the ICT infrastructure for use in both the economic and educational endeavours of the country. Research conducted in first world countries show that Communities of Practice can take place in a virtual environment and that these can facilitate knowledge sharing and management. This research was conducted to investigate if a Virtual Community of Practice (VCoP), guided by the educational theories of Constructivism and Connectivism, could facilitate information and knowledge sharing among art teachers in dispersed location in the Botswana context. Using Reeves and Hedberg’s (2003) Development Research model, 13 art teachers, who were located in different parts of the country, participated in knowledge sharing through a Virtual Community of Practice. This study analysed the specific needs of art educators, interrogated the literature for best practices, formed a VCoP, and analysed how participants used it and reports on their comments The research findings indicate that educators would be enthusiastic about the use of such a facility if there was a perceivable benefit especially in breaking down the geographical induced communication barriers that they face at the moment. The research does not propose the replacement of existing face-to-face workshops, meetings and other communication fora, but rather suggests a VCoP can complement them by allowing discussions to continue beyond such meetings. It is contended that a carefully structured and supported VCoP can improve information and knowledge sharing significantly among educators and other stakeholders in Botswana. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Includes bibliographic references.

Thesis (M.App.Psy.)--University of Waikato, 2008. / Title from PDF cover (viewed February 25, 2009) Includes bibliographical references (p. 59-71)

Thesis (Ph.D.) - Carleton University, 2005. / Includes bibliographical references (p. 433-448). Also available in electronic format on the Internet.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (p. 178).