Information on individual educational components (ECTS-Course descriptions) per semester

Degree programme: Bachelor International Business Part-time
Type of degree: FH Bachelor´s Degree Programme
Winter Semester 2021

Course unit title Virtual Teamwork
Course unit code 025027050405
Language of instruction Deutsch
Type of course unit (compulsory, optional) Compulsory
Semester when the course unit is delivered Winter Semester 2021
Teaching hours per week 1
Year of study 2021
Number of ECTS credits allocated First Cycle (Bachelor)
Number of ECTS credits allocated 1
Name of lecturer(s) Falko E. P. WILMS

Prerequisites and co-requisites

Team-Competence and Interaction, Intercultural Awareness


Course content

Teamwork across different sites and increasing globalisation causes special challenges for international (project) teams. For virtual teams, in order to collaborate successfully one needs special knowledge of virtual teamwork and technical tools for virtual collaboration.


  1. Characteristics and success factors of virtual teamwork
  2. Specific requirements of a leader
  3. Effective communication in cooperation over distance, synchronous and asynchronous communication
  4. Importance of media competence for virtual teamwork
  5. Advantages and disadvantages of virtual media  (e.g. blog, chat, audio and video conferencing, forum, wiki, email, instant messaging and social networks such as Twitter, WhatsApp etc., groups such as Xing, Linkedin, etc., shared databases and cloud services such as Google Docs, Dropbox etc.).
  6. Management discussion, feedback and virtual Moderation
  7. Confidence-building, social processes and team development in virtual space
  8. Motivation and performance over distance
  9. Conflict management in virtual teams

Learning outcomes

1. Knowledge

  • Students are able to name characteristics of virtual teams, differences in "normal" team work, the effects of spatial distance and time zones, and the advantages and disadvantages of virtual teamwork.
  • Students are able to represent factors for building trust and for the anchoring of common objectives in virtual relationships.
  • Students are able to represent factors for leadership and motivation in virtual space.

2. Comprehension

  • Students are able to identify causes and possible solutions to conflicts and understanding /language problems in virtual teamwork (e.g. technical, cultural reasons, etc.) and discuss possible solutions.
  • Students can discuss recommendations for the design of virtual collaboration and communication in intercultural teams. They can explain ideas for the use of cultural differences and creating a suitable "culture" in virtual space.
  • Students are able to explain recommendations for the synchronous and asynchronous organisation of cooperation in virtual teams.

3. Application


  • Students can deal with several technical tools for virtual collaboration (the tools which are offered in the course depend on the technical requirements of the participating universities and current technological developments) – e.g. blog, chat, audio and video conferencing, forum, wiki, email, instant messaging and social networks such as Twitter, WhatsApp etc., in groups, for example Xing, Linkedin etc., shared databases and cloud services such as Google Docs, Dropbox etc.
  • The students can hold team meetings in virtual space.

4. Analysis

  • Students can reasonably determine the usefulness of different virtual collaboration tools for specific virtual tasks (i.e. which tools make sense for which tasks and why).

5. Creating

  • Students are able to develop and present a "product" in virtual teamwork (e.g. create a presentation and/or a document online, create virtual project planning, spreadsheets, etc.).

6. Evaluation

  • Students are able to reflect the implementation of recommendations in relation to their own practice case of virtual teamwork. They can evaluate alternative technical tools to support virtual collaboration. They can assess and evaluate different solutions in terms of success and the consequences for their own practice case.

Planned learning activities and teaching methods

Presentations and discussions in virtual space; Exercises in virtual and intercultural teams with use of various technical collaboration tools

Assessment methods and criteria

Reflective report (individually), 25 % of the grade

Development of a virtual "product" in a group project, 50 % of the grade and a presentation of the results of the team in the virtual space, 25 % of the grade (for performance assessment a combination of several different types of tasks and different media is selected by the student)


Access to the internet is required to attend the course.

The teams are assembled by members from different universities of the teachers.


Recommended or required reading

App, Sonja (2013): Virtuelle Teams. Freiburg: Haufe-Lexware.

Kriz, Willy Christian; Nöbauer, Brigitta (2008): Teamkompetenz. Göttingen: Vandenhoeck & Ruprecht.

Duarte, Deborah L.; Tennant-Snyder, Nancy. (2006): Mastering Virtual Team Strategies, Tools, and Techniques That Succeed. New York: John Wiley & Sons.

Hertel, Guido; Susanne Geiser, Susanne; Konradt, Udo (2005): "Managing virtual teams: A review of current empirical research." In: Human Resource Management Review, (2015), 15, S. 69-95.

Mode of delivery (face-to-face, distance learning)

Mandatory attendance and distance learning