Researchers have argued the importance of supporting dynamic change during group processes and called for more study of how team leaders may sense the need for technology change and effectively execute interventions. Therefore, research on interventions in team technology choice is valuable in addressing how leaders direct technology change in virtual teams. This study seeks to improve technology choice in virtual teams with the understanding that team members make smarter technology choices through learning and acquiring more knowledge. The goal of the research is to better enable virtual team members to learn to select the appropriate technology capabilities through the use of interventions. The specific question is: How can interventions be used to improve the on-going choices and use of technology capabilities by virtual team members in order to enhance task-technology fit and team outcomes ? This research proposes that virtual team members can improve their technology choice as a group through the use of two types of interventions: proactive and reactive. The specific research question is addressed through the development of a conceptual model which is empirically tested in a longitudinal, educational field study setting. Interventions are applied periodically during global off-shoring projects with teams formed of students from Nebraska, India, and Wisconsin.
|Commitee:||Germonprez, Matt, Khazanchi, Deepak, Lipschultz, Jeremy, Petter, Stacie|
|School:||University of Nebraska at Omaha|
|School Location:||United States -- Nebraska|
|Source:||DAI-A 70/03, Dissertation Abstracts International|
|Subjects:||Mass communications, Information science|
|Keywords:||Interventions, Online collaboration, Task-technology fit, Technology choice, Virtual teams|
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