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Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task.

Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings.

Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks.

Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

Universities have increasingly been adopting intercultural virtual collaboration (IVC) to connect and develop the intercultural competence of students from different locations. However, the design and implementation of IVC have proved to be challenging, and thus there is a need for sharing positive experiences. This paper explores students’ overall impressions toward their participation in an IVC project involving a Spanish and Dutch university and discusses the on-going improvement process inherent to such practice.

This article presents (a) the results obtained from a content analysis of students’ feedback collected through a satisfaction survey, and (b) the observations of participating teachers on the challenges encountered during the implementation of the intercultural virtual collaborative project.

The analysis shows the potential of IVC to develop different aspects of students’ intercultural competence, especially intercultural teamwork, awareness and skills. Students appreciated the experience of working in intercultural teams, “the real-life application” of the project and the opportunity to gain cultural knowledge. At the institutional level, the biggest challenge related to aligning participating institutions’ courses, schedules, and grading systems. At the classroom level, it is argued that interaction between students should happen gradually. The discussion also approaches how partnerships between universities and companies could contribute to making training in intercultural virtual collaboration more authentic.

Given its impact on the development of students’ intercultural competence, the intercultural virtual collaborative project has been recognized as a best-practice in both universities, being officially incorporated into the curriculum of the participating institutions and replicated to other subject areas.

This study aims to offer a bibliometric analysis of the already substantial and growing literature on global virtual teams (GVTs).

Using a systematic literature review approach, it identifies all articles in the Web of Science from 1999 to 2021 that include the term GVTs (in the title, the abstract or keywords) and finds 175 articles. The VOSviewer software was applied to analyze the bibliometric data.

The analysis revealed three dialogizing research clusters in the GVTs literature: a pioneering management information systems and organizational cluster, a general management cluster and a growing international management and behavioural studies cluster. Furthermore, it highlights the most cited articles, authors, journals and nations, and the network of strong and weak links regarding co-authorships and co-citations. Additionally, this study shows a change in research patterns regarding topics, journals and disciplinary approaches from 1999 to 2021. Finally, the analysis illustrates the position and centrality in the network of the most relevant actors.

The findings can guide management practitioners, educators and researchers to the most meaningful clusters of publications on GVTs, and help navigate and make sense of the vast body of the available literature. The importance of GVTs has been growing in the past two decades, and Covid-19 has accelerated the trend.

This study provides an updated and comprehensive systematic literature review on GVTs. To the best of the authors’ knowledge, it is also the first systematic literature review and bibliometry on GVTs. It concludes by suggesting future research paths.