Deinhofer, Clemens Rudolf (2025). Virtual team collaboration: opportunities and pitfalls of fully virtualized team collaborations with complex role and work context connections in higher education. (Thesis). Universität Bern, Bern

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Abstract

Motivation. Fully virtualized team collaborations have become a key competency in higher education, especially in complex roles and work contexts connections (VTC+). This form of collaboration requires not only technical skills but also a deep understanding of communication, coordination, and social dynamics in digital environments. The intersection of complex roles—such as educators, researchers, and administrative staff—and the specific challenge of virtual collaboration is critical for enhancing the effectiveness of such teams. So far, the literature provides an abundance of research on VTC+ that examine handling, individual satisfaction, and group performance according to their tension potentials. In the end literature shows up to now shortcomings in design-oriented approaches that bring together the identified tension potentials to deliver a successful and effective VTC+. This dissertation project addresses this grievance by taking a fine-grained perspective and examining measures of how higher education can use VTC+. Research gaps and research questions. Based on the systematic literature review, it was found that the conceptualization of a VTC+ is fundamentally feasible with the existing VTC+ literature if either the fragmented insights are independently synthesized, and or the media choice theory is applied as a conceptual foundation. In the latter case, the literature review revealed that this is possible by the instrumentalization of genre analysis, which must then be proactively and cognition-based applied. However, since this approach itself was not established, an independent evaluation of its methodological implementation was also necessary. Therefore, motivated by the urgent need of higher education institutions to develop a successful and effective application concept for a VTC+, as well as by the identified shortcomings in the literature, the aim of this dissertation was, to answer the following questions: ♣ Dissertation Project Question One: “Which concepts of fully virtualized team collaboration with complex role and work context connections should be applied by higher education participants to lead a successful and effective VTC+?” ♣ Dissertation Project Question Two: “How much do effectiveness, performance, and practicality differ?” Methodology. This dissertation is based on a systematic literature review, a multiple case study, and a design science research study. All studies were conducted as part of a partly externally funded research project. For the literature review relevant future research opportunities were identified. The case studies were intended to use the scattered insights in the VTC+ literature in combination with the proactive cognition-based genre analysis approach. The aim was to conceptualize a VTC+ concept and then to implement, execute and evaluate the concept in higher education settings. Mainly qualitative data collection and data analysis methods were used. A single-choice survey questionnaire was used to determine whether participants in the case studies had experience with VTC+. Furthermore, archived documents were collected 4during the research project. These range from course concept documents to deliverable object documents. In the case of the design science research study initial design principles were developed based on literature. These principles were then utilized with the use cases of the multiple case study. Furthermore, to gain new knowledge the principles were evaluated two times. One time with expert discussions and another time with expert interviews. Overall, the results of this dissertation come from the following data pools.: ♣ 15 Workshops ♣ 325 critical analyzed peer reviewed literature ♣ 6 Single-choice questionnaires ♣ 6 Longitudinal field observations ♣ 4 Semi-structured interviews ♣ 4 Semi-structured questionnaires ♣ 8 Expert workshops ♣ 8 Focus group discussions ♣ 11 Semi-structured expert interviews ♣ 28.40 GB archived documents Contributions and theoretical implications. Based on the research undertaken in this dissertation, within the synopses cause-and-effect interdependencies were developed that examines the opportunities and risks based on the practicality of fully virtualized team collaboration with complex role and work context connections in higher education. The conceptual impact relationships relate the contributions provided by the individual investigations undertaken to the set research artifact of this dissertation. Using this it emerged as finding, that the application of VTC+ is highly valued and widely accepted. It was discovered that the willingness to apply a VTC+ is closely intertwined with organizational uncertainty. Thus, previous negative experiences with VTC+ concepts trigger the willingness to act to enable VTC+. It was also found that knowledge about the successful and effective design of a VTC+ additionally influences the willingness to act to implement a VTC+ in higher education. Further it was observed that when providing VTC+, the collaboration concept should support the requirement of maintaining satisfaction, motivation, and willingness to participate and maintaining team identification. Without directly considering the concept of a potential VTC+, can lead to significant communication and coordination comprehension problems in the target agreement provision. Due to the virtuality, maintaining satisfaction, motivation, willingness to participate, and team identification is essential. Negative effects due to virtuality usually come to light late in the mature state. Lastly it became apparent that VTC+ should be conceptualized so that effective information systems, task completion approaches, communication practices and coordination practices are available for all pending tasks essential for achieving the target definition. Providing appropriate communication and coordination practices before starting collaboration plays a key role. This can lead to considerable 5communication and coordination comprehension problems without the provision. This can negatively impact satisfaction, motivation, willingness to participate, and team identification. Finally, disregarding the third finding also harms the willingness to act to apply a VTC+ concept because uncertainty can be increased. Originality/value. Due to that only few research address the conceptualization, implementation, and execution of a VTC+ in higher education, this dissertation project addresses this shortcoming and closes it with providing a practice-oriented developed concept for VTC+ as well as with practice oriented developed design principles which were assessed in multiple cycles. Based on a theoretical conceptualization of a prototype, the developed concept was critically evaluated with a practice-oriented research project. In the process, a concept was found that considers the conceptualization, implementation, and execution of VTC+ in higher education and can utilize the potential of a successful and effective VTC+. VTC+ must be conceptualized, implemented, and executed with care. With this dissertation project, a concept could be found to use the potential. As well as relevant design principles could found that close the prescriptive knowledge gap towards the conceptualization, implementation and execution of VTC+ in higher education Note: This cumulative dissertation consists of three research papers and is divided into two main parts: the synopses (Part A) and the presentation of the three studies (Part B). Part A introduces the topic and situates the studies within the broader research field. It outlines key theoretical concepts, methodological approaches, and overarching research questions while synthesizing the findings in a broader scientific context. Part B comprises the three manuscripts developed during this dissertation project, documenting their conceptual development, empirical implementation, and scientific reflection. The studies were conducted sequentially, reflecting the chronological progression of the research. Each study addresses distinct aspects of VTC+ in higher education, contributing to the academic discourse on digital collaboration: Paper A Paper B Paper C Deinhofer (2025). Reflection on successful and effective conceptualization, implementation, and execution of fully virtualized team collaborations with external stakeholders with IT consulting problems. What concepts are relevant? (under review) Deinhofer, C., & Myrach, T. (2024). Using genre analysis for conceptualising virtual team collaborations with complex role and work context connections: what implementation problems can occur? Behaviour & Information Technology, 1–19. https://doi.org/10.1080/0144929X.2024.2433033 Deinhofer (2025). Design principles for fully virtualized team collaboration in higher education. The application of a design science approach on seminar development. (ready to submit)

Item Type:	Thesis
Dissertation Type:	Cumulative
Date of Defense:	28 February 2025
Subjects:	000 Computer science, knowledge & systems 300 Social sciences, sociology & anthropology
Institute / Center:	03 Faculty of Business, Economics and Social Sciences > Department of Business Management > Institute of Information Systems
Depositing User:	Hammer Igor
Date Deposited:	23 Jan 2026 11:50
Last Modified:	23 Jan 2026 11:52
URI:	https://boristheses.unibe.ch/id/eprint/7075

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