The quantitative content analysis compared virtual team leadership styles as described in peer-reviewed journal literature from 2005 to 2010 through the lens of two online education textbooks, Transformational and Charismatic Leadership: The Road Ahead (Avolio & Yammarino, 2002) and The Transformational Leader: The Key to Global Competitiveness (Tichy & DeVanna, 1990), which outline transformational leadership competencies. Bean’s (2008) observation regarding the lack of alignment between textbooks and literature are explored. Based upon two alternative hypothesis the content of the two textbooks and the literature showed significant differences, thus agreeing with Bean (2008). Research on virtual learning and virtual teamwork in the past century focused on acceptance and normalization. Online team meetings are an important aspect of industry and education; more than 13 million workers are involved in virtual project teams (Arnold, 2008). According to various literature authors, virtual team leadership might be a natural extension of the transformational leadership model. The four concepts, flexibility, interdependent, responsiveness, and identification are essential skills for effective virtual team leadership and noted in the textbooks on transformational leadership. The study used Catpac II™ software to code textbooks and peer-reviewed journal literature for comparison of textbooks to literature. Implications for training and practice are discussed. Transformational leadership competencies are outlined using the Five Factor model (Antonakis & House, 2002).
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Management, Educational technology, Information science|
|Keywords:||Catpac ii, Content analysis, Technology assisted research, Transformational leadership, Virtual team leadership, Virtual teams|
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