Journal of Management and Planning In Educational System

Journal of Management and Planning In Educational System

A Phenomenology of Conflicts in Virtual Teamwork: An Analysis of the Lived Experiences of Undergraduate Students at Shahid Beheshti University

Document Type : Scientific - Research

Authors
Shademan Mohamadi Sarab 1
Bahar Bandali 2
Farnoosh Alami 2
1 Ph.D. Student in Information Technology in Higher Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
10.48308/mpes.2026.241193.1631
Abstract
Objective: With the continuous and inevitable expansion of virtual education, which has gained unprecedented momentum, particularly since the COVID-19 pandemic, teamwork in digital environments has become a valuable opportunity for collaborative learning, academic interaction, and the development of 21st-century skills. However, owing to physical distance, the absence of nonverbal communication, and reliance on technology, virtual environments can provide fertile ground for complex conflicts among team members. If left unmanaged, these conflicts can undermine effective collaboration, erode group cohesion, and ultimately pose a serious threat to educational outcomes and the quality of teamwork. Therefore, this study aimed to comprehensively identify the types of conflicts that arise in virtual teams, investigate the underlying and fundamental causes of these conflicts, and propose effective and practical management strategies to address them, exclusively from the perspective of students’ direct, lived experiences.
Materials and Methods: This study was applied in nature because its ultimate goal was not only to gain an in-depth understanding of and describe the phenomenon of conflict in virtual teams, but also to develop practical, applicable, and concrete solutions to address these challenges in real educational settings. The study was conducted within an interpretivist paradigm using a qualitative approach, as it focused on understanding the subjective meanings, individual interpretations, and depth of participants’ experiences of the phenomenon under investigation. Accordingly, a phenomenological research strategy was employed to explore and identify the essence and nature of students’ lived experiences of encountering conflict in virtual teams. To collect rich and comprehensive qualitative data, semi-structured interviews were conducted. The interview questions were carefully designed based on the 5W1H framework (who, what, where, when, why, and how) and informed by the concepts and literature concerning experiences in virtual teams, with the aim of covering all aspects of the research topic. The participants were 13 undergraduate students majoring in Educational Sciences at Shahid Beheshti University. They were selected through purposive, criterion-based sampling, with the requirement that they have at least one semester of practical experience working in virtual teams. Variation in participants’ years of university entry was also considered to support the achievement of theoretical saturation. The interviews were subsequently transcribed verbatim and analyzed using the Corbin and Strauss approach, which involves three stages of coding: open, axial, and selective. To enhance the trustworthiness of the data and strengthen the credibility of the findings, the coding process was independently conducted and reviewed by three researchers to assess convergence and agreement in identifying the main themes.
Discussion and Conclusion: An in-depth analysis of the qualitative data revealed five key and recurring types of conflict in virtual teamwork: disagreements arising from differences in work styles and cognitive approaches; tensions between individual and collective goals; dominance and inequity in the distribution of tasks and power; unfair and subjective evaluations of members’ performance; and inadequate coordination and ineffective communication resulting from the inherent limitations of virtual environments. The underlying causes of these conflicts lie at deeper levels and include an unhealthy, comparison-driven competitive climate; persistent underperformance by some team members; substantial individual differences in personality, motivation, and digital literacy; structural deficiencies in teaching the soft skills required for virtual teamwork, such as online communication, time management, and conflict management; and the abuse of power and position by team leaders or dominant members. Six key, interconnected strategies were identified to address these challenges. Fostering mutual understanding and respect through regular online dialogue sessions and establishing clear, mutually agreed-upon ground rules provide a fundamental basis for preventing conflict and promoting constructive collaboration. Addressing conflicts through creative approaches, such as digital mediation techniques, role rotation, and task allocation based on members’ abilities and interests, can reduce tensions. These approaches can also help define roles in ways that maintain group balance while preserving members’ autonomy and strengthening their sense of individual and collective responsibility. The recurring cycle of conflict can be disrupted through the purposeful selection of team members, with an emphasis on aligning individual and collective goals from the outset; periodic, planned changes in team composition to prevent the concentration of power and introduce new dynamics; and systematic identification of the root causes of problems through continuous and anonymous feedback mechanisms. Ultimately, the successful implementation of these strategies requires commitment and tripartite cooperation among instructors, who act as facilitators; students, who serve as the key participants; and educational institutions, which provide support and develop policies. Through such deliberate management, conflicts can be transformed from destructive threats into constructive opportunities for personal growth, deeper learning, and improvements in the overall quality of virtual education.
Keywords
Conflict
Virtual team activities
Problems
Solution
Causes
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