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Languages: English
Types: Doctoral thesis
Subjects: P1, HF
This thesis explores how newly-formed, short-term, multicultural project teams develop ways to manage their interactions in project-team meetings. The research took place within a management integration programme at a multinational company in France.\ud \ud A number of models have been proposed in international business on international teamwork (e.g. small group development processes, international team life-cyles, features of internal team functioning). However, these models provide little or no detail on the interactional processes that team members experience as they move through the different stages of development. Research within applied linguistics and education, on the other hand, provides frameworks for analysing interactional processes. For example, frameworks such as ‘activity types’ and ‘communication of practice’ have posited that communication is regulated by a system of rules and norms as to the expected interpersonal and verbal behaviour. However, when new teams are forming, appropriate behavioural practices need to be created for teams to be operationally effective. Yet, little or no research has explored how this occurs within international teams. In my research I aim to fill this gap by examining the interactional processes of international teams during their formative stages.\ud \ud Using an ethnographic-like case-study method to examine three teams, this study explores the interaction processes that occurred as team members learned to work together, the similarities and differences in the establishment of these processes across teams and the factors that were perceived as playing an influencing role.\ud \ud Key findings from the research are that establishing rules and setting up roles were beneficial to teamwork, while language differences rather hindered operational effectiveness. Other factors that affected the project-team workshops across all teams appeared to be interpersonal team relations and corporate culture and values.
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    • French Fluency and the Use of Asides in French................................ 291 External Influencing Factors: Concluding Remarks .................................. 293 Summary of the Case Study Findings ....................................................... 298 Appendix A3: Overview of Data Gathering............................................................ 337 Appendix A4: Interview Facts and Figures............................................................. 338 A4.1: March Cohort (Team K: observed; Teams B and R: unobserved) ............ 338 A4.2: June Cohort (Team G: observed; Teams C and M: unobserved) ............. 339 A4.3: October Cohort (Team T: observed; Teams D, N, P: unobserved)........... 340
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