Business schools aim to prepare students to work in multicultural, cross-border virtual teams. However, the impact of students’ readiness on skill acquisition remains underexplored. This study aims to examine how openness to intercultural collaboration shapes learning outcomes.
Students participated in the global online X-Culture project as part of their international business courses. They were assigned to international virtual teams to solve real business challenges proposed by companies, gaining experience in remote collaboration with culturally diverse peers. A survey of 200 Estonian Business School students measured their attitudes and knowledge before and after the project. In addition, students provided written reflections on lessons learned, project strengths and weaknesses and success factors in international online teamwork.
Statistical analysis of the pre- and post-project surveys, combined with thematic analysis of reflections, shows that course-based international online projects enhance multicultural teamwork skills. Skill acquisition depends on students’ readiness for intercultural communication, interest in virtual collaboration and ability to share tasks within self-organizing teams. Effective time management, handling free riding and managing cultural differences were key factors. Students emphasized the value of structured onboarding, peer accountability and adaptive tools to support online learning and collaboration.
By identifying readiness factors that shape learning outcomes in multicultural virtual teamwork, this study fills a gap in international business education research and supports universities in designing pedagogies that better prepare students for global, collaborative careers.
