The Evaluation of the Global Virtual Team (GVT) Model as a Tool to Prepare Undergraduate Students Studying International Business at Ma Chung University, Indonesia, to Work in the Global Economy

This research evaluates the effectiveness of the Global Virtual Team (GVT) model as alternative pedagogy to enhance students' learning and prepare international business (IB) students to work in the global economy. Currently, GVTs are used in many fields of human activity and have become the norm in global business. The application of the GVT model into Indonesian higher degree education reflects the microcosm of modern business. There was no knowledge about the effectiveness of the application of the GVT model in Indonesian higher education institutions. This research aims to evaluate the application of the GVT model in higher degree education as the GVT model is seemingly a relevant learning model that supports student learning and Indonesian government goals. The research for this project is carried out at Ma Chung University, Indonesia where the GVT model was introduced. Qualitative research is employed in the research. It investigates the perspectives of four specific stakeholder groups (students, lecturers, the industry representatives and a government representative). An evaluation framework comprising thirteen key issues derived from the literature review defines the research. The twelve key issues are: Applied learning, Inter-cultural skills, real-world skills, cost effectiveness, flexibility; creativity; interpersonal relationships; cultural diversity; technological reliance; timing; trust; and assessment. iv The analysis of the research outcomes confirms that the GVT model potentially enhances students learning, assists the university to find costsavings and also increases access and supports pluralism and the economy of Indonesia. However, these advantages of the GVT model are constrained by several issues or challenges. The challenges that impede the application of the GVT model in Indonesian higher education are: the domination of teacher-centred learning in Indonesia; insufficient theory foundation; lack of technology expertise; inactive students; lack of supervision and feedback; free-riding; less industry involvement in the GVT model; the differences in terms of culture and language; unequal infrastructure conditions between universities; lack of trust among team members; and time differences. On the basis of the evaluation, twelve recommendations are proposed to improve four important aspects of the GVT model, which are the elements of the GVT model, the pedagogy of the GVT model, the assessment of the GVT model and its effectiveness in increased access, reduced tuition fees and supporting pluralism in Indonesia. The twelve recommendations underpin the development of the GVT model for Indonesian higher education. In conclusion, the research found that the GVT model reflects the microcosm of the modern business world and is thus relevant in v international business education by preparing the students for their roles in multi-cultural global workplaces. The significant outcome of this research are the recommendations to enhance the GVT model at Ma Chung University as a tool to prepare students to work in a global economy and as a method to address the specific issues of affordability of and access to higher education in Indonesia towards the growth and development of the Indonesian nation.