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dc.contributor.authorBerg, Roberta Wiig
dc.date.accessioned2013-02-11T14:31:39Z
dc.date.available2013-09-01T23:00:20Z
dc.date.issued2012
dc.identifier.issn1552-4191 (e-utg)
dc.identifier.urihttp://hdl.handle.net/11250/93740
dc.descriptionThis is the author’s accepted and refereed manuscript to the articleno_NO
dc.description.abstractA major purpose of courses in intercultural communication is often to improve students’ ability to perform well in situations with the potential to be both highly enlightening and highly difficult—in multicultural teams. This article reports the results of exercises in which members of a dysfunctional multicultural class were assigned to teams and given a task to perform in an anonymous, virtual-team setting, as well as in a real-team setting. Team members contributed in a much more balanced manner in the anonymous virtual-team exercise. However, team members nevertheless believed their input had been heard and appreciated in the real-team setting.no_NO
dc.language.isoengno_NO
dc.publisherSageno_NO
dc.subjectmulticultural teamsno_NO
dc.subjectvirtual teamsno_NO
dc.subjectanonymityno_NO
dc.subjectintercultural communicationno_NO
dc.titleThe anonymity factor in making multicultural teams work: virtual and real teamsno_NO
dc.typeJournal articleno_NO
dc.typePeer reviewedno_NO
dc.source.pagenumber404-424no_NO
dc.source.volume75no_NO
dc.source.journalBusiness Communication Quarterlyno_NO
dc.source.issue4no_NO
dc.identifier.doihttp://dx.doi.org/10.1177/1080569912453480


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