The following is still in the initial development stage, but we have already found a number of interesting findings that we wish to share with the AOM community. For example, contrary to prior claims, our preliminary results suggest that a team charter, in and of itself, does not result in higher quality outcome performance of global virtual teams. However, when considering the quality of the team charters and comparing the top and bottom quartiles of charter quality, differences in GVT outcome performance were marginally significant (at p=0.051). Teams that reported increasing process conflicts (but not task or relationship conflicts) also reported conflicts to the project’s administration and also referred to their charters. On the other hand, when teammates had greater respect for each other, they reported more conflicts to the administration. This suggests that informal processes may be most important than formal deliverables such as team charters, at least in terms of effectuating GVT outcome performance.

In a sample of 1,891 teams (8,556 students) who completed an eight-week international business consulting project, half of the teams developed a team charter, half did not. Teams with charters saw ...

We conducted an experiment using 1,891 student teams that completed an eight-week international business consulting project. Half of the teams were instructed to develop a team charter, while the other half were not. Teams with charters saw improved process performance metrics, but only at the forming stage of team development, and reported higher conflict levels. However, more conflict did not negatively affect peer evaluations or team output quality, suggesting that such conflict was not entirely negative. Team charter was not directly associated with output quality. However, team national diversity moderated the creativity of the project output such that high-diversity teams benefited from charter use in producing a more creative team output. These findings suggest team charters may initially aid process improvement but not necessarily the quality of the output. We hypothesize that the difference between the two groups studied is essentially one of formal written versus informal psychological contracting, which provides for equifinality in performance over the lifecycle of a project. The study contributes to the theory on team charters, particularly with respect to formal versus informal psychological contracting within the context of global virtual teams. The implications for the use of charters in team-based projects are discussed.

In 2015 the United Nations put forth 17 Sustainable Development Goals (SDGs). These are intended to be largely achieved by 2030. The Sustainable Development Goals are a larger follow-up to the United Nations’ Millennial Development Goals (MDGs), agreed to 2000, which were the first attempt by the UN to create metrics for improving societies that were to be used across the world (From MDGs to SDGs, n.d.). This study is on trends in attention to the SDGs, as indicated by trends in the production of academic articles on the topical areas of each of the 17 SDGs. Research related to the Sustainable Development Goals is important to see what is being prioritized and what needs to get more focus (Fayomi, 2018). The sub-goals of the SDGs are called “indicators.” Key topics and terms of the SDGs and their indicators can be used in searching Google Scholar year by year to ascertain cardinal and ordinal measures of trends in article publication related to the SDGs. This is based on the premise that attention to a particular SDG in academic literature is a valid indicator related to action by nations, businesses, and not-for-profit organizations on the SDGs. This research aims to investigate changes in the relative attention paid to SDGs by academics as indicated in the absolute and relative numbers of articles produced over the period 2010-2020 as indicated by their listing, year by year, in the Google Scholar database. Key terms were extracted from the sub-goals of the SDGs and utilized as search terms. Two search terms were used for each SDG, ad based on the data, we then focused in on the most relevant one for each SDG to examine in comparison with the others. We compare the located continuities, changes in a relative number of items produced (change in ranking) over this time frame. Theories that might be tested in future research on the source of change in the relative ranking of the SDGs are put forth.

The United Nations initiated the Global Compact in 2000 to encourage businesses around the world to adopt sustainable and socially responsible policies, and to report on their implementation. In 2007, the Global Compact spawned Principles of Responsible Management Education (PRME) to transform business and management education, research and thought leadership globally, while promoting awareness about the Sustainable Development Goals (SDGs), and developing the responsible business leaders of tomorrow. In 2015, PRME spawned AIM2Flourish to foster attention on how the seventeen SDGs of the United Nations are being successfully addressed by businesses that are concomitantly succeeding economically. This UN-supported program is based at the Fowler Center for Business as an Agent of World Benefit at Case Western Reserve University in Cleveland. This program has been in existence for ten years. I will investigate changes in the relative attention paid to SDGs by business executives and management students as exemplified in the video interview data of the AIM2Flourish Project. Preliminary analysis of the data finds nearly half of the focus of business executives on SDGs involves alleviating poverty. Very little attention is paid to other SDGs such as mitigating marine debris. The implications of such differential attention will be parsed. Suggestions for appropriate remedial actions will be put forth.

Purpose – The purpose of this paper is to familiarize managers with alternative social media applications of cross-cultural training approaches. Design/methodology/approach – This paper provides an overview of the current state of social media-based cross-cultural training and its trajectory. Findings – Social media is increasingly an integral part of contemporary communication. This paper shows how training technologies engaging to the born-digital generation have multiple advantages and unique deployment opportunities for cross-cultural know-how development. Originality/value – This paper provides a technological reframing of intercultural training that better aligns with the practices of the millennial generation, who are ready to embrace the accoutrements of international business and global networks. Readers will be sensitized to the advantages and disadvantages of new social media for intercultural training and education.

The current and forthcoming generations of students in higher education are digital natives, having been born into a world of computing that has provided them with a high level of comfort and wherewithal with social media. Business and other organizations recognize the importance of creative proficiency in social technologies as an important dimension of human capital. This article is an overview of popular social media platforms and their practical use in higher education. Specifically, Facebook, blogs, YouTube, Twitter, LinkedIn, wikis, Meetup, and Second Life are discussed with examples of use in fostering effective management education. The continued lowering of barriers to the creation of richer media, such as video blogs (vlogs), is assessed. Potential difficulties and drawbacks of implementing social media in higher educational contexts are noted. This article updates Wankel’s earlier work from 2009.

The Web is evolving from a place where a prodigious amount of text and images are stored to a place where educational and other needs are serviced. The Web is becoming increasingly automated with functions that previously required human action undertaken automatically moving learners and other users more quickly to useful support. More and more such services interoperate with each other through computer programs and agents. This is the territory of semantic Web services and Web 3.0. Just as shop bots and auction bots abound in handling a particular task on the Web currently, in higher education of the future such related bots and agents will interact with the heterogeneous information that is the stuff of higher education. The scale of such agentbased mediation and linked data will grow over time. Increasingly, intelligent agents and bots will undertake tasks on behalf of their faculty, administrator, and student owners. Collaborations among faculty and students around the world will be increasingly supported by semantic social networks capable of providing crucial functions. Students can be engaged in participating in the design and development of semantic Web applications in such areas as structuring and representing knowledge. The increasing availability of interactive educational tools and collaborative communityresources, such as wikis, can be the foundation for deploying semantically markedup and socialconnected educational spaces where students construct their own learning pathways in explorations of knowledge and creating new content integration. This volume will share visions and partial realizations of the impact of the semantic Web and associated Web 3.0 features on higher education. This volume will provide accounts of cuttingedge pedagogic applications of the semantic Web with its extremely extensive use of interconnecting information technologies.

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

Web 2.0 and blended learning technologies are reshaping and reframing the practice of teaching and learning in higher education. This volume critically examines new research on how e-learning technologies are being used in higher education to increase learner engagement and retention.