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Keywords

global virtual teams (GVT), higher education, international, resilience, self-efficacy, students, virtual exchange (VE), well-being

Abstract

Educational institutions and workplaces are grappling with the task of promoting the well-being of their students and employees. From 2021 to 2023, students from Brazil, Canada, Hong Kong, Mexico, The Netherlands, and the US participated in virtual exchange collaborations in the form of global virtual teams (GVTs) and were assessed pre (n=201) and post (n=251) their GVTs experience. We used structural equation modeling (SEM) to assess changes in learner well-being from participation in GVTs. Based on the impact to student perceived well-being from the GVT experience, we found important results that can be useful for both employers and academic institutions alike. Results showed that in the pre-GVT experience, an increase in resilience led to an increase in self-reported well-being. The pathway for learners was through their greater willingness to engage, leading to more self-efficacy. The greater self-efficacy led to a heightened resilience, and greater feelings of well-being for the learner. Post-GVT experience, greater resilience led to stronger feelings of well-being which meant that these pathways to improved mental health were experienced by learners regardless of cultural identity pre or post the GVT experience.

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