Multicultural Experience at Gulfstream

Applied Theory in Design | Professor Regina Rowland | Winter 2016

 !"#$%&"'()*"'+,--."-/ "*01234
).."256301"7080"+80690:";<"9,0"'*='">$?")@@.20:"A,0-8<"24"
*01234"9065"B4.011"-9,087210"4-90:C

Multicultural Experience at Gulfstream is the official process

;--D"-/ "9,0"'6E6446,"(-..030"-/ ")89"64:"*01234"386:B690"*01234"
F646305049"+-B810G"'*='">$?")@@.20:"A,0-8<"24"*01234"64:"
761"+80690:"049280.<";<"9,0"19B:0491"048-..0:"24"9,69"+-B810C"H91"
editorial content does not necessarily reflect the views of the
'6E6446,"(-..030"-/ ")89"64:"*01234C"H9"761"@8-:B+0:"24"9,0"
I24908"JB68908"-/ "#$%&"64:"+-E081"9,0"@082-:";097004"K64B68<"
and March 2016. Students were identified by year at the time of
@630"@8-:B+92-4C

A,0"#$%&"I24908"JB68908"'*='">$?"@8-+011";--D"/069B801"
%%"10+92-41G"L8-M0+9"N865243O"P01068+,"L.644243O"P01068+,O"
*01234"(8290826O"(-4+0@9B6.2Q692-4"64:"L8-9-9<@243O"
L8-9-9<@0"*0E0.-@5049O"H5@.05049692-4O"(-4+.B12-4"64:"
P0+-5504:692-41O")@@04:2+01O"P0/0804+01"64:"R219"-/ "N23B801C"
)@@.0"F6+249-1,"S'"T"+-5@B9081"B1243"):-;0"(80692E0"(.-B:"
1-/97680"UH4*01234O"L,-9-1,-@"64:"H..B19869-8V"7080"B10:"9-"
:01234"6.."%?%"@6301C"

A<@0/6+01O")+B524"L8-"64:"W6865-4:"803B.68O"+80690:";<"P-;089"
'.25;6+,O"(.6B:0"W6865-4:"64:"K064"K644-4"801@0+92E0.<O"7080"
B10:C"

Figure 1–2."W650"L8-9-9<@0"U+-E08VC"H49082-8"-/ "WB./198065"'+,--."-/ "*01234"U823,9VC

ii
Table of Contents
A6;.0"-/ "(-490491"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC 222 H4908E207"64:"',6:-7243"CCCCCCCCCCCCCCCCCCCCCCCC %> L8-9-9<@0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ?&
A,0"A065"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC E *696")46.<121"64:"'<49,0121"F09,-:1" %` L6+D63243"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ?`
H498-:B+92-4"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC E2 H4123,91"/8-5"*696"L8-+011243" A019243"N246."L8-9-9<@0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC _$
A250.240"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC E22 F09,-:1"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %` L6241"64:"W6241"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC _^
L081-461"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC #% N246.2Q243"L8-9-9<@0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC _?
Project Framing % N24:2431X69X6X3.64+0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC #&
'B;M0+9"-/ "'9B:<"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC # Z-7"F23,9"I0CCC["CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC #> Implementation &_
L8-;.05"'96905049"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC # S@@-89B429201"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC #` \B124011"F-:0."(64E61"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC &&
LB8@-10"-/ "'9B:<"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^ ',-89.219243"N246."S@@-89B429201"CCCCCCCCCCCC #a H5@.05049692-4"L.64"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC &>
'+-@0"-/ "'9B:<"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^ (-4+.B12-4"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC #a
'96D0,-.:081"F6@"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ? Conclusion and Recommendations" &a
L80.252468<"P01068+,"JB0192-4"CCCCCCCCCCCCCCCCCCC _ Design Criteria ^%
\862419-85243"64:"N2.908243"CCCCCCCCCCCCCCCCCCCCCCCC ^# References" >^
Research Planning > ',-89.219243"N246."(8290826"CCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^^
'0+-4:68<"P01068+,"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ` P0X/8650"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^^ Appendices >>
=+-1<1905"F6@"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ` )@@04:2]")G"=+-1<1905"F6@""
P01068+,"F09,-:-.-3<"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %$ Conceptualization and Prototyping ^_ " """""""""*0E0.-@5049"CCCCCCCCCCCCCCCCCCCCCCCCC >`
Refined Umbrella Research Question ........ %$ H42926."(-4+0@91"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^& )@@04:2]"\G"P01068+,"JB0192-41"CCCCCCCCCCCCCCC `#
P01068+,"'B;XYB0192-41"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %% (86Q<"=23,91"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^& )@@04:2]"(G"H4908E2071"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC `&
N2.908243"9,0"(-4+0@91"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^> )@@04:2]"*G"'B8E0<"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC aa
Research %^ A019243"(-4+0@91"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^` Appendix E: AEIOU ................................... %$$
*696"(-..0+92-4" %? \864:243"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^` )@@04:2]"NG"LS=F'"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %$`
(B.9B86."L8-;0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %_ =E049"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ^a )@@04:2]"WG"(B.9B86."L8-;0"CCCCCCCCCCCCCCCCCCCCCCC %%#
N.<X-4X9,0X76.."CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %_ '@6+0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ?$ )@@04:2]"ZG"(-41049"N-851"CCCCCCCCCCCCCCCCCCCCCC %#^
H4908E2071"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %_ FB12+"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ?% )@@04:2]"HG"L8-9-9<@0"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %^&
',6:-7243"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %_ W6501"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC ?#
'B8E0<"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %_ ',-89.219243"N246."(-4+0@91"CCCCCCCCCCCCCCCCCCCCCCCCC ?^ List of Figures"CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %^a
*696"L8-+011243"F09,-:1 %&
(B.9B86."L8-;0"64:"'B8E0<"CCCCCCCCCCCCCCCCCCCCCC %> Prototype Development ?_
N.<X-4X9,0X76.."CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC %> *0E0.-@243"N246."L8-9-9<@0"CCCCCCCCCCCCCCCCCCCCCCCC ?&

iii
 Figure 3."A,0"*01234"A065C

iv
The Team
P0;0++6"*b6Q
A,0":01234"9065"21"+-5@8210:"-/ "19B:0491"729,"B42YB0"
LB089-"P2+-
@081-46.29201O"@6892+B.68"109"-/ "1D2..1"64:":2E0810"+B.9B86."2:04929201C"
A,0"+-419649"249086+92-4";097004"9,010"9,800"0.050491"6..-70:"9,0"
9065"9-"+-55B42+690"0//0+92E0.<"9,8-B3,":2//08049"+,6440.1"1B+," )D25616"Z61,25-9-"U)D2V
61".6B3,908O":8672431"64:"640+:-901C").."9,0"505;081"1,680:"-40" K6@64
9,243G";0243"24"6"+-B498<"9,69"761"4-9"9,028"-74"64:"+-419649.<"
249086+9243"729,"6"+B.9B80":2//08049"/8-5"9,0281C"A,21"/6+9"30408690:"
6"10410"-/ "05@69,<"/8-5"9,0";03244243"-/ "9,0"@8-+011O"7,2+,"761"
,23,.23,90:"61"9,0"+-4+0@9"-/ "5B.92+B.9B86.29<":0E0.-@0:C"=6+," *2646"=+,03B804
9-@2+":21+B110:":B8243"9,0"@8-+011O";0+650"6"9--."/-8"9,0"38-B@" F0]2+-
505;081"9-";09908"B4:081964:"06+,"-9,08C"A,0"9065";0+650"06308"
9-"801068+,O"646.<Q0"64:":0E0.-@"6"9--."9,69"+-B.:"80@.2+690"9,21"
W085d4"(68:-46
0482+,243"0]@08204+0"/-8"-9,081C
(-.-5;26

L2.68"F-804-X)Q+d8690
(-.-5;26

'2464"(,04 N0.2@0"(Bc..68
(,246 (-.-5;26

e6108"Z656:
\6,8624

W68256"WB@96 J2")4"U)430.V
H4:26 (,246

K-1c"S892Q
Figures 4–14 ."*01234"A065"L-8986291C F0]2+-

v
 Introduction
'6E6446,"(-..030"-/ ")89"64:"*01234"U'()*V",61"6"#^"@08+049"
249084692-46."19B:049"@-@B.692-4"5064243"9,69"5B.92+B.9B86."
0]@08204+01"680"+-419649.<"96D243"@.6+0"24":2//08049"+.61101O"
@8-38651"64:";B2.:2431C"A,0"+-55B429<"729,24"WB./198065"
(04908"/-8"*01234"UWB./198065VO"61"@689"-/ "'()*O"@8010491"1252.68"
+-4:292-41"729,"6"#&"@08+049"-/ "249084692-46."19B:0491C")"/-+B10:"
.--D"249-",-7"5B.92+B.9B86.29<"21"@801049"69"WB./198065"+64O"
9,080/-80O"@8-E2:0":2//08049"-@92-41"-4",-7"9-"6::8011"29C"

A,0"801068+,"9065":21+B110:"@6892+B.68"+-4+0841"64:"+,-10"
6"801068+,"9-@2+"9-"24E01923690C"A-309,08"9,0<",6E0"05@.-<0:"
:2//08049"509,-:-.-3201"24"-8:08"9-"+-..0+9":696O"@8-+011"64:"
646.<Q0"29C"A,8-B3,"1<49,012Q243"9,0"24/-85692-4O"9,0"9065"
developed insights and defined opportunities for improvement.
A,8-B3,"9,010"-@@-89B429201"9,0<"625"9-".0E08630"5B.92+B.9B86."
0]@08204+01"24"-8:08"9-"04,64+0"90657-8D"6+8-11"+B.9B801"69"
WB./198065C

Figure 15."I-8D"'0112-4C"

vi
Timeline
A,0"801068+,"@8-M0+9"21"+-5@-10:"-/ "904"190@1C"A,21"36499"+,689"
1,-71"9,0":21982;B92-4"-/ "9,010"190@1"6.-43"9,0"%$"700D1"9,69"56D0"
B@"'()*f1"724908"YB68908C

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Project Framing

Research Planning & Secondary Research

Primary Research

Synthesis of Findings

Defining Opportunities

Exploration of Concepts

Concept Testing

Development of the Final Protoype

Implementation

Presentation

Process Book

Figure 16 ."*01234"L8-+011"A250.240C

vii
 Figure 17. Ecosystem Map Work Session.

viii
Project Framing

1
 Subject of Study
'()*f1"WB./198065"+69081"9-"6":2E0810"38-B@"-/ "19B:0491"
64:"/6+B.9<"505;081"/8-5":2//08049"@6891"-/ "9,0"7-8.:C"=6+,"
24:2E2:B6.";82431"6"82+,"+B.9B86."0]@08204+0"-4";-68:"729,"9,05C"
'9B:0491"64:"/6+B.9<"505;081"7-8D"9-309,08"24"90651"7,080"9,0<"
309"64"-@@-89B429<"9-"1,680"9,028"B42YB0"+B.9B86."0]@08204+01"64:"
1D2..1"729,"06+,"-9,08C"A,0"@8-M0+9"/-+B101"-4"9,010"B42YB0"+B.9B86."
+,686+9082192+1"64:"9,028"0//0+9"-4"9,0".0684243""0]@08204+0"/-8"9,0"
+-55B429<C

Problem Statement
WB./198065"+-55B429<":21@.6<1""6".6+D"-/ "5B.92+B.9B86."676804011"
.06:243"9-"52110:"-@@-89B429201"/-8":0E0.-@243"@86+92+6."
+-..6;-8692-4"64:"+-55B42+692-4"1D2..1"9-"9,0"/B..019C"A,21"0//0+9"
,61";004":-+B50490:"24"6"801068+,"19B:<";<"*<08"U#$%^VO"7,080"
,0"/-B4:"9,69"9065"505;081"904:"9-",6E0"521569+,0:"19080-9<@0X
80.690:"0]@0+9692-41"9,69".2529"0//0+92E0"90657-8DC

Figure 18.")@@.20:"A,0-8<"24"*01234"(.611C

2
Purpose of Study
A,0"-;M0+92E0"-/ "9,21"@8-M0+9"21"9-"2:0492/<"9,0"+,6..04301"-/ "9,0"
5B.92+B.9B86."6+6:052+"04E28-45049"69"WB./198065O"24"-8:08"9-"
:0E0.-@"1986903201"9-"24+80610"+B.9B86."2490..2304+0C"A,010"1986903201"
56<".06:"9-"04,64+0"B4:081964:243"65-4319"9,0"196D0,-.:081"64:"
9,080/-80"25@8-E0"9,0"0]@08204+0"-/ "+-..6;-8692-4"69"WB./198065C

Scope of Study
A,0"/-+B1"-/ "9,21"801068+,"21"-4"5B.92+B.9B86."249086+92-41"61"
defined by different cultures within the academic environment
69"'()*C").."9,0":2//08049":0@68950491O"19B:0491"64:"/6+B.9<"
24"WB./198065"680"24+.B:0:"729,24"9,21"19B:<C"A,0"80.692-41,2@"
;097004"9,0"196D0,-.:081f"E6.B01"64:";0.20/1O"U24+.B:243"676804011O"
9-.0864+0"64:"801@0+9V"64:"9,0"0//0+9"-/ "29"-4"9065"64:":01234"
@8-+01101O"21":-+B50490:"9,8-B3,":2//08049":696"+-..0+92-4"
509,-:1C""A,0"25@-8964+0"-/ "9,0"/-..-7243":250412-41O"64:",-7"
9,0<"6//0+9"5B.92+B.9B86."0]+,64301"21"6.1-"+-412:080:G

=YB6.29< Z20868+,<
*280+9 H4:280+9
H4:2E2:B6. W8-B@
A61D P0.692-41,2@
P21D (6B92-4

Figure 19 ."S//08243")+92E29<"(B.9B80"F6@"'D09+,C

3
 Stakeholder Map
A,0"@82568<"196D0,-.:081"680"9,0"19B:0491"64:"/6+B.9<"505;081"61";-9," A,0"196D0,-.:08"56@"@8-E2:0:"6"+.068"E21B6.2Q692-4"-/ "9,0":280+9"64:"
groups benefit from the multicultural experience. These stakeholders 24:280+9"+-5@-40491"6//0+90:";<"9,0"1B;M0+9"-/ "19B:<O"64:"108E0:"61"6"56@"
are defined in Personas in the Research section. The administrative, 9-"B4:081964:"9,028"80.692-41,2@1C"
maintenance and security staff are secondary stakeholders that benefit
24:280+9.<C

N'3%:5=' !"#$%&'()*+,-.%/)&%0*+1'*&
I;(5?& !,5GG% !;(+5?%C'0+5 23'*%0*+1'*&.%456+%0*+1'*
"+,-%;G%!515>>5A !A;:%C;>+,;* 27!.%8'096.%#+*:;*,.%456+%0*+1'*
7;?+(' 4+(<',%=+1'*.%75*<+>=%?;,%*;50
!"#$%501+&;*& $'?+1'*%3;-&.%
!'()*+,- 75:5%@;A>B&
H4%&)::;*, 85C+?-%$;??5*
$'&+=>%:*;K'(,&
4*5&A%(;??'(,;*&
$'&+=>%0'1'?;:C'>,
!,)0'>,&%G5C+?+'& 7?)C3+>=%C5+>,'>5>('
8*+'>0&%;G%A;C'&
!"#$%<+0&
7',&

7A;,;=*5:A'*&.%"?)3&
!,)0'>,& D'E%&,)0'>,&.%7''*%,),;*&
85()?,- F>?+>'%&,)0'>,&
H>,'*>5,+;>5?%&,)0'>,&
"A5+*& !A+G,%0'&+=>
O'1+'E 96,*;1'*,%&,)0'>,&
H>,'*>5,+;>5?%:*;G'&&;*& !,)0'>,&%A'*'%G;*%:*+>,+>=
J*50%&A;E H>,*;1'*,%&,)0'>,&
#C'*+(5>%:*;G'&&;*&
J)'&,%(*+,+P)'& D+=A,%;E?&
!:'5<&%"5:,)*' Q;*>+>=%3+*0&
L5*0%E;*<'*&
J-C IJ/4
"I" L'5?,A
"5G' L5>0+(5::'0
@'>%?+3*5*-
!"#$%&,)0+;
$'&+=>%(;C:5>+'&
";(5M";?5
45*=',

Figure 20."'96D0,-.:08"F6@C

4
Preliminary Research Question
The following research question was developed after defining
9,0"@8-;.05"196905049O"@B8@-10"-/ "19B:<"64:"80+-3421243"
9,0"196D0,-.:081C"A,21"YB0192-4":0E0.-@0:"61"9,0":01234"9065"
@8-+00:0:"729,"9,0"10+-4:68<"64:"@82568<"801068+,C

Z-7"523,9"70".0E08630"9,0"5B.92+B.9B86."0]@08204+0"69"WB./198065"
9-"04,64+0""-B8"+6@6+29<"9-"7-8D"6+8-11"+B.9B801[

Figure 21 ."'96D0,-.:08")46.<121C

5
 Figure 22."*01234"A065"L8-+011243"H4/-85692-4C

6
Research Planning

7
 Secondary Research
'0+-4:68<"801068+,"21"+-4:B+90:"9-".0684"6;-B9"9,0"+-490]9"64:"
9-":82E0"9,0":01234"-/ "9,0"@82568<"801068+,C"I,2.0":0E0.-@243"
9,0"0+-1<1905"56@O"9065";862419-85243"10112-41",0.@0:"9-"
E21B6.2Q0"9,0"05083243"9,0501"9,69"3B2:0:"9,0"801068+,"@8-+011C"
A,0"10+-4:68<"801068+,":696"761"+-..0+90:"/8-5";--D1O"24908409O"
6892+.01O"M-B846.1"64:"@082-:2+6.1C

h" (-..6;-8692E0"L68D243"R-9"/-8"+-..0+90:":696G""W--3.0"*82E0"/-8"
061<"6++011"9-"6.."9065"505;081
h" (-..6;-8692E0"*696"(-..0+92-4G"A,0"Key Facts Method":01+82;0:";<"
g2M6<"iB568"U#$%#V"21"B10:"9-"-83642Q0"9,0":696"+-..0+90:";<"97-X
@081-4"90651C

Ecosystem Map
A,0"0+-1<1905"56@":0E0.-@0:"64:"0E-.E0:"24":2//08049"196301C"H4"
9,21"E21B6.2Q692-4"UN23B80"#?V"9,0"801068+,"249049O"05083243"9-@2+1"
64:"9,028"249086+92-41"8-10"9-"9,0"1B8/6+0C"A,010"80.692-41,2@1"680"
1<49,012Q0:"24"9,21"0+-1<1905"56@C"A,0",20868+,<"-/ "06+,"9-@2+"21"
80@8010490:";<":2//08049"12Q01"-/ "9,0"+28+.01"64:"9,028"80.692-41,2@1"
680"80@8010490:";<"9,0"+-440+9243".2401C

Figure 23."g044"*263865"*0E0.-@5049C

8
 ECOSYSTEM
MAP
GULFSTREAM
Connection Connection

Nationality
6 Different
Work Spaces
Programs
Language
21 Facilities
Different
Habits Understanding Programs
Facilities
CLASHES Technology
Modifying
Language More than 12 More than 5 Workplaces
Manners nationality languages
Multiple Setting
Classrooms
LEARNING Innovative
Co≠ working
Spaces

Stereotypes

TOLERANCE Learning
Spaces

CULTURE Frames DIFFERENT

In Common
Spaces WORSPACES
PROGRAMS
Student
Start Up
Culture

Distance

PERCEPTION
Behaviors Culture
Incubators In Experience
Universities Expectations

Rejecting
Traditions
RULES
MULTICULTURAL Communication
Style

EXPERIENCE Cultural
Face to Face
Interaction
CULTURAL Sensitivity

INTELLIGENCE AT
Committees Awareness
GULFSTREAM Body
Language

Brief
Interaction CORPORAL
LANGUAGE Share
COMMUNICATION
Information

OUR APPROACH
COLLABORATION TO WORK

TRUST Barrriers

AND Graphic
Cultural
Knowledge
UNDERSTANDING Styles
Dynamic
Stable
Confl ict
Understanding resolution
differences
CO≠ WORKING
Approach
EMPATHY to
Work

GOALS
Common
languages
Confl ict
Resolutions
Passionate Connection

Expectations Decision
Empathy Making
Process

How we see
things

Goals
TEAMWORK Communication
Behavior

Team
Expectations
Connection

Figure 24 ."=+-1<1905"F6@C

9
 Research Methodology
A,21"@8-M0+9"21"/8650:"61"6"YB6.29692E0"+-490]9B6."+610"19B:<"
729,"64"09,4-386@,2+".041C")++-8:243"9-"',6864"\C"F088265"
UH498-:B+92-4"9-"JB6.29692E0"P01068+,O"#$$`"@C`VO"j6"+610"19B:<"
21"64"2490412E0":01+82@92-4"64:"646.<121"-/ "6"@,04-504-4"-8"
1-+26."B429"1B+,"61"64"24:2E2:B6.O"38-B@O"241929B92-4"-8"+-55B429<C"
N-8"6"YB6.29692E0"19B:<"9-";0"64"09,4-386@,<O"29"5B19"@801049"6"
1-+2-+B.9B86."24908@809692-4"-/ "9,0":696C"A,080/-80O"09,4-386@,<"21"
not defined by how data is collected, but rather the lens through
7,2+,":696"21"24908@8090:Ck
"
A,0"+-490]9"21"24/-850:";<"10+-4:68<":696"64:";<"@82568<"
research findings. Primary research is an important tool for
9,21"24E01923692-4":B0"9-"291"1-+2-X+B.9B86."61@0+9C"A,8-B3,"9,21"
@8-M0+9O"9,0"801068+,"9065"100D1"9-"B4:081964:"9,0"1-+2-X+B.9B86."
interactions taking place within a specific location.

Refined Umbrella Research Question

The Research Planning stage led the design team to refine the
B5;80..6"801068+,"YB0192-4G

Z-7"523,9"70".0E08630"9,0"5B.92+B.9B86."
0]@08204+0"69"WB./198065"9-"1B++011/B..<"
7-8D"6+8-11"+B.9B801[

Figure 25."A065"F05;081"I-8D243C

10
 Research Sub≠ questions
Research Sub≠ question 1: What is culture? • Z-7"+64"505;081";B2.:"98B19"24"6"5B.92+B.9B86."90657-8D"
• Z-7":-"+B.9B801":2//08[" 04E28-45049[
• Z-7":-":2//08049"+B.9B801"-E08.6@["
• Z-7"523,9"+B.9B86.":2E08129<"+80690"6"5-80"0482+,243"9065"0]@08204+0[" Research Sub≠ question 3: What makes up
• I,69"680"9,0".0684243"0]@0+9692-41"-/ "19B:0491"/8-5":2//08049"+B.9B801[" Gulfstream?
• I,69"680"9,0"19B:049"0]@08204+01"7,2.0"7-8D243"24":2E0810"90651"69" • I,69"680"9,0"-;M0+92E01"-/ "9,0"+-55B429<"69"WB./198065[
WB./198065[ • Z -7"680"9,0"-;M0+92E01"-/ "9,0"1+,--."6::80110:"24"WB./198065["""""""""""""""""""""""""""
• How does the Gulfstream community define culture? • I,69"21"9,0"+-5@-1292-4"-/ "9,0"WB./198065"+-55B429<["""
• Z-7":-"24:2E2:B6."+B.9B86."986:292-41"+80690"9,0"+B.9B80"-/ "WB./198065[" • Z-7":-"24:2E2:B6."0]@08204+01"24"5B.92+B.9B86."90651"E68<"/-8"9,0"
+-55B429<"69"WB./198065[
Research Sub≠ question 2: What is multicultural • How might stakeholders from different majors at Gulfstream find a
experience? +-55-4"+B.9B86."38-B4:["""""""""""""""""
• Z-7":-":2E0810"+B.9B801"6:6@9"24"-8:08"9-"04,64+0"+-55B42+692-4[" • Z-7"+64"9,0"@-904926."-/ "0]219243"/6+2.29201"69"WB./198065";0"
• Z-7":-":2E0810"+B.9B801"6:6@9"9-"/-1908".0684243[ -@9252Q0:["
• Z-7":-"5B.92+B.9B86."0]@08204+01"6//0+9"+-55B42+692-4"24"6".0684243" • I,69"9<@01"-/ "9065"7-8D1@6+01"+64";0"/-B4:"69"WB./198065[
04E28-45049[ • Z-7"+64"9,0"0//0+92E04011"-/ "9,0"0]219243"7-8D1@6+01"69"WB./198065"
• Z-7"523,9"5B.92+B.9B86."0]@08204+01"6//0+9"+-55B42+692-4"24"9,0" ;0"6110110:["
+80692-4"-/ "2:061[
• How might stakeholders from different multicultural identities find Research Sub≠ question 4: What defines our capacity
+-55-4"38-B4:[ to work?
• Z-7"523,9"YB6.29<"+-55B42+692-4";0"04+-B8630:"1-"9,69"@-904926." • Z-7"523,9"5B.92+B.9B86.":2E08129<";0+-50"6"9--."9-",68E019"+80692E29<[
+B.9B86.";6882081"680"805-E0:[ • Z-7"523,9"+-55B42+69243"+B.9B86.";6+D38-B4:"04,64+0"9,0"+6@6+29<"
• Z-7":-"19B:0491"+B88049.<"@08+02E0"9,0"5B.92+B.9B86."249086+92-41"69" -/ "6"9065"9-"+-..6;-8690[
WB./198065[ • How can a team member’s flexible attitude affect a team’s creative
• What cultural characteristics influence teamwork? @08/-8564+0["""
• Z-7"+64"B4:081964:243"-/ ":2//08049"+B.9B86."+,686+9082192+1";0" • Z-7"+64"+B82-129<"6;-B9":2//08049"+B.9B801";0"/-19080:[
/-19080:[" • Z-7"523,9"6"7-8D"04E28-45049";0"04,64+0:"9,8-B3,"+B.9B86."
• Z-7":-":2//08049"+B.9B801"806+9"9-":2//08049"1+04682-1["""" B4:081964:243["""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
• Z-7":-"19B:0491"/8-5"1252.68"+B.9B86.";6+D38-B4:1"249086+9"729," • What can be good ways to set rules and resolve conflicts in a
19B:0491"/8-5"-9,08"+B.9B86.";6+D38-B4:1[ 5B.92+B.9B86."04E28-45049[""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
• Z-7":-01".643B630"6//0+9"9,0"249086+92-41";097004"5B.92+B.9B86." • Z-7"+64"05@69,<";0"04+-B8630:"729,24"6"5B.92+B.9B86."9065["
19B:0491["""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

11
 Figure 26."H4908E207"(-:243C

12
Research

13
 Data Collection Methods
Cultural probe
)++-8:243"9-"Z642439-4"U#$%#O"@C_?VO"j)"+B.9B86."@8-;0"21":0E0.-@0:"
24"-8:08"9-"2:0492/<"D0<"@6990841"64:"9,0501"9,69"050830"/8-5"9,0"
@6892+2@649"38-B@Ck"A,21"+B.9B86."@8-;0",0.@0:"24"+-..0+9243"YB6.29692E0"
:696"6;-B9"9065X7-8D243"0]@08204+0"-/ "5B.92+B.9B86."19B:0491"69"
WB./198065C"H9"6.1-"80YB280:"@6892+2@6491"9-"@8-E2:0"9,028"56M-8O"
4692-46.29<"64:"304:08C"A,0"@82490:"@-1908"/-8"9,0"+B.9B86."@8-;0"761"
24196..0:"24"9,0"049864+0"36..08<"69"WB./198065"/-8"0610"-/ "249086+92-4"
729,"9,0"@6892+2@649"38-B@C"'9B:0491"8690:"9,028"0]@08204+0"-4"6"1+6.0"
-/ "%"9-"_"B4:08"9,0"/-..-7243"1B;X,06:1G

• (-55B42+692-4
• A250"5646305049
• JB6.29<"-/ ":01234":0.2E086;.0
• =]+,6430"-/ "1D2..1
• '-+26."0]@08204+0

Figure 27."P01068+,"F009243C

14
Fly-on-the-wall
The design team used the AEIOU method to record observations.
According to Hanington (2012, p.10), “The AEIOU method can be
used to develop a worksheet for categorizing or coding observational
notes as they occur. It provides preset categories - activities,
environment, interactions, objects and users, and allows further
analysis on the recorder information.” The AEIOU method was used
by the design team to make observations in five spaces at Gulfstream
- Grad space, kitchen, entrance gallery, the bench room and the
workshop. These spaces provide a good intersection across all varied
activities that take place within the student group at Gulfstream.
The data collected under the five AEIOU categories was analyzed
and categorized under communication, collaboration, teamwork and
multicultural activities in order to understand factors that support and
that don’t in these five spaces.
Interviews
The design team conducted interviews to obtain first hand
information about experiences, opinions, attitudes and perceptions of
the stakeholder group. The selected participants were spread across
different disciplines and cultures present in Gulfstream. Consent
forms (Appendix H) were used to get approval from the interviewee.
The script used for the different stakeholder groups - students,
professors and ISSO (International Student Services Office) staff
members is included in Appendix C.
Shadowing
According to Kumar (2012, p.102), “Shadowing observations can be
analyzed through five different concepts: people, objects, environment,
message and service (POEMS)” Specific areas of observation were
established in Gulfstream, a map of Gulfstream (Appendix F) was
utilized to track the movement of the users within the space. Five users
from different disciplines and cultural backgrounds - USA, Thailand,
China, Puerto Rico and Taiwan were selected for shadowing. Each
user was shadowed for 45-60 minutes. The experience was recorded in
POEMS form (Appendix F).
Survey
In addition to the interviews, surveys were created to obtain first hand
information from multiple members of the student body at Gulfstream.
An online questionnaire with specific concerns and questions was
developed and shared (Appendix D). The form was created using Google
Forms which provides an easy, friendly platform and integrates a data
processing mechanism.
15
 Data Processing Methods
*2//08049".290868<"801-B8+01"7080"24E01923690:"9-"2:0492/<"509,-:1"
/-8":696"@8-+011243"64:"646.<121C"'-50"-/ "9,0":696"@8-+011243"
509,-:1"B10:""24+.B:0"X"+-4E08304+0"56@O"0+-1<1905"56@O"
affinity map, user group definition and ERAF (entities, relations,
attributes,flows) map. The following resources were used in this
@8-+011G

• %$%"*01234"F09,-:1";<"g2M6<"iB568
• Universal Methods of Design by Bruce Hanington
• =]@-1243"9,0"F632+"-/ "*01234";<"K-4"i-.D-
• (B.9B86."H490..2304+0";<"\8--D1"L09081-4
• A065"\B2.:243G"L8-E04"'986903201"/-8"H5@8-E243"A065"
L08/-8564+0";<"*2;;"*<08

Figure 28."L8-+011243"(-..0+90:"H4/-85692-4C

16
Charting and Diagramming for Cultural Probe and
Survey
A,8-B3,"+,6891"64:":2638651O"801068+,081"680"6;.0"9-"386@,2+6..<"
E21B6.2Q0"24/-85692-4"64:"4B5082+6.":696C"A,0"24/-85692-4"
369,080:"/8-5"9,0"+B.9B86."@8-;0"64:"1B8E0<1"9,8-B3,"LS=F'"
509,-:"761"80@8010490:"B1243"1@2:08":2638651"64:"@20"+,6891"
:0E0.-@0:"24"F2+8-1-/9"=]+0.C"

AEIOU for Fly≠ on≠ the≠w all

A,0"-;108E692-4":696"+-..0+90:"9,rough AEIOU was analyzed
64:"+6903-82Q0:"B4:08"9,0"D0<"68061"-/ "9,0"0+-1<1905"56@"X"
+-55B42+692-4O"+-..6;-8692-4O"90657-8D"64:"5B.92+B.9B86."
6+92E29201C"A,21",0.@0:"24"9<243"9,0"-;108E692-4"56982]"9-"9,0"
801068+,"YB0192-4C"

Affinity Mapping for Interviews and Shadowing

The affinity mapping method 21"6"76<"9-"E21B6.2Q0"64:"646.<Q0"
:696"/-8"1<49,0121C"A,0"801068+,"9065"646.<Q0:"9,0":696"/8-5"9,0"
24908E2071"64:"1,6:-7243"B1243"9,21"509,-:C"A,0":696"@-2491"/8-5"
all eleven interviews were first categorized into clusters of similar
9-@2+1C"A,04"1252.68"-8"-E08.6@@243"+.B19081"7080"38-B@0:"9-309,08C""
A,0"9065"4650:"06+,"+.B1908"729,"1969050491"9,69"80@801049"9,0"
B108f1"E-2+0"U;.B0"192+D<"4-901V"24"-8:08"9-"30408690"24123,91C"A,010"
80@,8610:"+.B19081"7080"8038-B@0:"64:"6"407"24123,9"761"+80690:"
/8-5"06+,"407"+.B1908"U-86430"192+D<"4-901VC""N246..<O"9,010"407"
clusters were further regrouped in order to attain the final findings
/8-5"9,0"24908E2071"U@24D"192+D<"4-901VC"A,010"+-4+0@91"7080"96D04"
forward to the findings-at-a-glance diagram.

Figure 29 . User Interaction with Cultural Probe.

17
 Data Analysis and Synthesis Methods
Insights from Data Processing Methods
*696"646.<121"@8-+01101"24+.B:0"30408692-4"-/ ":01234"@824+2@.01O"
definition of personas, matrices and all kinds of data maps for
concept definition. After applying the research protocols and
@8-+011243"9,0":696"+-..0+90:"/8-5"9,05O"9,0"9065"646.<Q0:"9,0"
801B.91"64:":21+-E080:"9,0"/-..-7243"24123,91C

Cultural Probe
• \09908"1-+26."0]@08204+0".06:1"9-";09908"0]+,6430"-/ "1D2..1C
• (-55B42+692-4"21"4-9":280+9.<"80.690:"9-"1-+26."0]@08204+0C"
• A250"5646305049"64:"+-55B42+692-4"680":280+9.<"80.690:C
• JB6.29<"-/ "1-.B92-41"21"6//0+90:";<"9250"5646305049"64:"
+-55B42+692-4"64:"0]+,6430"-/ "1D2..1"64:"1-+26."0]@08204+0C

Fly≠ on≠ the≠ wall Observation

• NB8429B80".6<-B9"69"WB./198065"21"@-1292E0"/-8"5B.92+B.9B86."
+-55B42+692-4O"+-..6;-8692-4O"64:"90657-8DC
• ',680:"1@6+01"69"WB./198065"680"3--:"/-8"5B.92+B.9B86."
+-55B42+692-4O"+-..6;-8692-4O"64:"90657-8DC
• FB.92+B.9B86.29<"21"24E-.E0:"24"0E08<"6+92-4"69"WB./198065C
• )++011"9-"801-B8+01"21"25@-89649"/-8"+-55B42+692-4O"
+-..6;-8692-4O"64:"90657-8DC
• A,0".6+D"-/ "@82E6+<"24"WB./198065"1@6+01",24:081"+-55B42+692-4"
64:"90657-8DC
• A,0".6+D"-/ "@82E6+<"24"WB./198065"1@6+01"04+-B86301"
+-..6;-8692-4"64:"+-55B42+692-4C
• S@04"64:"24/-856."1@6+01"69"WB./198065"04+-B8630"3--:"
+-55B42+692-4O"+-..6;-8692-4"64:"90657-8DC
• W8-B@243";<"+B.9B801"21"3--:"/-8"+-55B42+692-4"64:"90657-8DO"
;B9"29":21+-B86301"+-..6;-8692-4C

Figure 30."A065"F009243"69"N-]<"R-]<C

18
 Interviews
• Understanding ot,08"+B.9B801"21"D0<"9-".0684243C
• People benefit from multicultural environments.
• S@04"7-8D243"04E28-450491"04+-B8630"5B.92+B.9B86."
249086+92-41C
• Perceptions are influenced by culture.
• WB./198065":-01"4-9"04+-B8630"24:2E2:B6."7-8DC
• R6+D"-/ "B4:081964:243".06:1"9-"/8B198692-4C
• W8-B@243";<"+B.9B801"+806901"19080-9<@01C
• (B.9B86."1252.6829201"680"+-5/-89243C
• W8-B@"12Q0"5699081C
• A065"211B01",6E0"5-80"9-":-"729,"@081-46.29<"9,64"+B.9B80C
• H49084692-46."19B:0491"904:"9-"7-8D",68:C

Survey
• SE086..O"19B:0491"5-:2/<"9,028";0,6E2-8"7,2.0"7-8D243"24"
5B.92+B.9B86."04E28-450491C
• ).5-19"6.."1B8E0<0:"19B:0491".2D0"7-8D243"24"5B.92+B.9B86."
90651C
• H/ "32E04"6"+,-2+0O"19B:0491",6E0"4-"@80/0804+0"24"7-8D243"729,"
-9,08"19B:0491"/8-5"9,028"-74"+B.9B80C
• '9B:049"@80/08"+.6118--51"64:"386:"1@6+0"/-8"90657-8DC
• _$l"-/ "9,0"1B8E0<0:"19B:0491"@80/08"7-8D243"69"WB./198065C
• m-"97-"+B.9B801"904:"9-"2:0492/<"729,"06+,"-9,08C

Figure 31 . Interview Affinity Process.

19
 Data Analysis and Synthesis Methods
Shadowing
• ).."9,0"-;108E0:"19B:0491"3-9"6.-43"729,"-9,08"19B:0491"/8-5"
:2//08049"+B.9B801C
• A,0"19B:0491"7-8D0:"24"9,0"386:1@6+0"64:"8--5"%?$`C
• A,0"19B:0491"7080",0.@243"-9,08"+.61156901C
• ).."9,0"19B:0491",6:":2//08049"76<1"-/ "+-55B42+69243"9,028"2:061"64:"
:2//08049"1D2.."1091":82E243"9,028"6+92E29201C

Figure 32."',6:-7243"*696")46.<121C"

20
Personas
I29,"9,0"-;M0+92E0"-/ "3B2:243"/B9B80":0+212-41"24"9,0":01234"@8-+011O"9,0" goals, desires and limitations. These profiles were created using the five
801068+,081"+80690:"@081-461"80@801049243"9,0":2//08049"196D0,-.:081O"9,028" 1+6.01"-/ "+B.9B86."19<.01"@8-@-10:";<"L09081-4"U#$$?VC

Equality X W Z Y Hierarchy

Direct
Y X Z W Indirect

Individual Y Z X W Group

Task Y Z X W Relationship

Risk X W Y Z Caution

Figure 33."L081-46"*0E0.-@5049C

21
 Data Analysis and Synthesis Methods
Personas
Name: W
)30G"#`
F6M-8G"FC)C"*01234"F646305049
Z61"@091
P2:01"6";2D0
R2D01"5B12+
=:B+692-4";6+D38-B4:
Work experience with nonprofit organizations
=61<"3-243"
',<
Doesn’t like conflicts
Z685-42Q08
W--:".2190408
m-9"-@242-4690:
(-55B429<"-820490:
Tries to find personal connections
L80/081"9-"7-8D"-B912:0"1+,--."
(-//00"1,-@"04E28-45049

W is from Ukraine. She has worked in many nonprofit

-83642Q692-41"64:",61"906+,243"0]@08204+0C"Z08"7-8D"0]@08204+0"
,61"1,6@0:",08".21904243"1D2..1"64:".0E08630:",08"+6@6+29<"9-"
,685-42Q0"38-B@1C"',0".-E01",6E243"+.-10"/8204:1,2@1O";B9"1,0"
96D01",08"9250"9-";B2.:"80.692-41,2@1":B0"9-",08"1,<"+,686+908C"S4"
9,0"700D04:1"1,0":0:2+6901"1-50"9250"9-"7-8D"729,"64256."+680"
+,6829201C"',0".2D01"24925690"+-Q<"1@6+01"9-"19B:<"64:"9,69f1"7,<"1,0"
3-01"9-"W6..08<"=1@8011-"0E08<":6<"6/908"+.61101C"',0"21"19B:<243"
:01234"5646305049"9-"@B81B0",08":8065"-/ "+8069243"1-+26."
244-E692-4";6+D"24",08"+-B498<C"

Figure 34."L081-46"IC

22
Name: X
)30G"#`
F6M-8G"FC)C"*01234"F646305049
R2D01"1@-891
*82E01"6"+68
I-8.:"986E0.08
Z6901".6;0.1"
L8-B:"-/ ",21"-74"+B.9B80"
(,-10"'()*";0+6B10"-/ "291"5B.92+B.9B86.29<
m69B86.".06:08"U.06:1"@0-@.0"249-"0YB6.29<V
N.0]2;.0
=E08<-401f"-@242-41"+-B49
\0.20E01"24"+-55-4"38-B4:";097004"+B.9B801
S@04"524:0:

T"21"/8-5"H4:26C"Z0",61"7-8D0:"24"568D09243"6304+201"64:":B0"
9-",21"@8-/0112-4O",0",61"E21290:"+-B498201".2D0"(,246O"N864+0O"
F0]2+-"64:")B1986.26C"A86E0.243"21",21"@6112-4"64:":B8243",21"982@1"
he is a proud ambassador of his culture. His direct and flexible
@081-46.29<"56D01",25"6"3--:"/8204:"64:"/6+2.296901":26.-3B0C"""
P0.692-41,2@1"680"25@-89649"9-",25O",0"21"6"3--:".2190408"64:"
.-E01"9-".0684"/8-5":2//08049"+B.9B801C"Z0":0+2:0:"9-"19B:<"*01234"
F646305049"69"'()*"61"6"+-5@.05049"9-",21"+68008"64:"+,-10"
9,0"1+,--.";0+6B10"-/ "291"5B.92+B.9B86."04E28-45049C

Figure 36 ."L081-46"TC

23
 Data Analysis and Synthesis Methods
Personas
Name: Y
)30G"#?
F6M-8G"FCNC)C"H4:B19826."*01234
R2D01"9-"7-8D"-B9
Drives a SUV
*2:",21"B4:08386:"69"'()*"64:"196890:",21"F619081"6/908"
386:B692-4
m-"7-8D"0]@08204+0"
',-@"5-429-8"
I6491"9-"309"7-8D":-40
'-+26."-B912:0"-/ "WB./198065
W091"644-<0:";<"@0-@.0"9,69"+64n9"0]@8011"9,0510.E01"U7,04"
@0-@.0"+64n9"1@06D"043.21,"70..V"
Not flexible
Z68:"7-8D08
W8-B@".06:08
Z0"21"@08+02E0:"61"249-.08649O";B9"806..<"21"MB19"25@692049"729,"
+089624";0,6E2-81",0":-014f9"B4:081964:C

e"21"/8-5"A0]61C"Z0",61";004"24"'6E6446,"/-8"_"<0681C"Z0"19B:20:"
,21"B4:08386:"69"'()*"64:"4-7"196890:",21"FCNC)C"24"9,0"1650"
1+,--.C"=E04"2/ ",0",61";004"1B88-B4:0:";<"6"5B.92+B.9B86."
04E28-45049O",0"9,24D1"9,69"@0-@.0"/8-5"-9,08"+B.9B801"1,-B.:"
6:6@9";09908"64:".0684"/61908C"Z0"21"E08<"801@-412;.0"69"1+,--."64:"
D00@1"10@68690:",21"1-+26."64:"6+6:052+".2/0C"=E08<":6<",0"76D01"
up early to go to the gym to keep his energy flowing for the rest
-/ "9,0":6<C"

Figure 36."L081-46"eC

24
Name: Z
)30G"#^
F6M-8G"FCNC)C"NB8429B80"*01234
R2D01"9,0";06+,
P2:01"9,0";B1
R-E01"+--D243"
R299.0"7-8D"0]@08204+0"U2490841,2@1V
=5@69,092+""
N652.<"-820490:
I-8D1"69",-50
Hard worker, but has difficulties to communicate
Difficulty understanding the readings
P69,08"7-8D"729,"@0-@.0"/8-5",08"-74"+B.9B80

Z is from China. She came to the U.S. 6 months ago and this is her
first time living abroad. Due to her short experience working in
English, she is having difficulties to communicate in class and with
,08"+.61156901C"',0"6.1-"@80/081"9-"7-8D"/8-5",-50"64:"904:1"9-"
38-B@"729,"@0-@.0"/8-5",08"-74"+B.9B80C"',0"B101",08"/800"9250"
5-19.<"9-"+-55B42+690"729,",08"/652.<"24"(,246C"',0"+,-10:"
'()*"/-8"291"19869032+".-+692-4G"3--:"7069,08O"4068"9-"9,0";06+,"
64:"156.."04-B3,"9-"B10"@B;.2+"98641@-89692-4"0//0+92E0.<C"

Figure 37."L081-46"oC

25
 Data Analysis and Synthesis Methods
Findings≠a t≠a ≠ glance Map
The findings-at-a-glance map was created to visualize and 56@@0:"24"-8:08"9-":09085240"9,028"-E086.."0//0+9"-4"9,0"5B.92+B.9B86."9065"
1<49,012Q0"6.."9,0"24123,91"369,080:"/8-5"9,0":2//08049"@82568<" 7-8D"0]@08204+0"69"WB./198065C"A,0"12Q01"-/ "9,0"+28+.01":04-90"9,0"YB64929<"
801068+,"509,-:1C"H4"9,21"E21B6.2Q692-4"E682-B1"/6+9-81"9,69"25@6+9" -/ "24123,91"369,080:"/8-5"@82568<":696C"
9,0".0684243"@8-+011"@-1292E0.<O"403692E0.<"64:"129B692-46..<"680"
UNDERSTANDING

POINTS
MULTICULTAL EFFECTS OF
TEAM LEARNING VIEW
WORK POSITIVELY

ENJOY

KNOWLEDGE LANGUAGE
EFFECTS
AND SKILLS LEARNING
NEGATIVELY
OTHER
CONDITIONS

GROUPING

EFFECTS
LEARNING
SITUATIONALLY

WORKING
RESOURCES SPACES
• The different sizes of circles show the
different quantity of insights gathered
from primary research.

Figure 38."N24:2431X69X6X3.64+0"F6@C

26
How Might WeÖ ?
The research matrix facilitates translating findings obtained from various 24123,91"249-"nZ-7"523,9"70f"YB0192-41"64:":0E0.-@243"9,028"801@0+92E0"
:696"@8-+011243"509,-:1"249-"-@@-89B429201C"H9"761"+80690:"9-"@8-+011"9,0" -@@-89B429201C

Insights How might we...? Opportunities

Students enjoy working in multicultural teams. ...offer more enjoyable multicultural team experiences. 1. There is an opportunity to reinforce the existing enjoyable
...take advantage of this enjoyable experience to enhance multicultural experience in order to enhance the work effectiveness.
our project values.

Multicultural teams provide opportunities to ...enhance the exchange of knowledge and skills in the 2. To extend the positive social experience existing in multicultural
exchange knowledge and skills. existing positive social experience. teams to other learning environments.

Other conditions unrelated to culture also ...address non cultural issues in teamwork and differentiate 3. Break the stereotype by understanding the difference between
affect teamwork. them from cultural issues. personal and cultural issues in team work.

Understanding leads to better learning ...encourage learning about cultural differences. 4. To devise tools in order to create awareness about our cultural
experiences. differences and similarities, and utilize them for effective team
work experience.

Multicultural experiences allow students to ...create empathy for varied points of view of multicultural 5. To devise ways to encourage an empathetic attitude towards
understand issues from different points of views. students at Gulfstream. different cultures.

Language can become a barrier in the ...use socializing to overcome language barriers in team 6. To use social experiences to overcome language deficiencies.
development of projects. projects.

Grouping by culture limits opportunity to ...learn the benefits from grouping to enhance multicultural 7. For breaking stereotypes through teamwork.
break stereotypes. teams.

Working spaces in Gulfstream encourage ...improve the space layout at Gulfstream in order to 8. To utilize the benefits of open spaces at Gulfstream in order to
collaboration but lead to constant interrup- enhance communication. encourage communication, collaboration and team work.
tion. 9. To explore ways to create privacy in collaborative spaces at
Gulfstream.

Access to resources affects work at Gulfstream. ...provide constant access to resources at Gulfstream. 10. To establish an effective interface between students and resource
providers' to encourage students to work at Gulfstream.

Figure 39."H4123,9O"Z-7"F23,9"I0"64:"S@@-89B429<"*0E0.-@5049C

27
 Data Analysis and Synthesis Methods
Opportunities
'24+0"564<"-@@-89B429201"7080"806.2Q0:"9,8-B3,"9,0"801068+,"56982]O"9,0"
design team decided to refine them by mapping their positive and negative
25@6+9"-4"9,0"WB./198065"+-55B429<"64:"9,028"80.0E64+0"9-"9,0"B5;80..6"
801068+,"YB0192-4C"A,0"56@";0.-7"761"+80690:"9-"E21B6.2Q0"9,0"25@6+9"-/ "
9,0"-@@-89B429201"-4"9,0"WB./198065"+-55B429<"-4"6"1+6.0"-/ "1,-89"9-"
.-43"9085C"H4"9,21"E21B6.2Q692-4"E682-B1"-@@-89B429201"680"56@@0:"24"-8:08"
9-":09085240"9,028"@-1292E0"64:"403692E0"25@6+9"-4"9,0"5B.92+B.9B86."9065"
7-8D"69"WB./198065C

6"-(*$!#(1 7-)8$!#(1

;-&)*+$-'$<&#0
!-$%#4&+#$039+$*-$#).-:(38#$
3)$#123*"#*&.$3**&*:%#$

!
*-03(%+$%&''#(#)*$.:/*:(#+5

@:/*&.:/*:(3/$
A-(>&)8$623.#+
!#31$A-(>
!-$:*&/&,#$*"#$?#)#'&*+$-'$-2#)$ =(#3>$*"#$+*#(#-*92#$?9$
+23.#+$-'$B:/'$&)$-(%#($*-$
#).-:(38#$.-11:)&.3*&-)C$
:)%#(+*3)%&)8$*"#$%&''#(#).#$
.-//3?-(3*&-)C$3)%$*#31$0-(>5 ?#*0##)$2#(+-)3/$3)%$.:/*:(3/$
&++:#+$&)$*#31$0-(>5
!"#

A-(>&)8$623.#+
Intangible Tangible To explore ways to create
privacy in collaborative spaces
at Gulfstream.
D#+-:(.#+
!"# To establish an effective
interface between students
and 'resource providers' to
encourage students to work
!"#$%&''#(#)*$+&,#+$-'$.&(./#+$+"-0$ at Gulfstream.

!"#
*"#$*"#$%&''#(#)*$&123.*$/#4#/5

Figure 40."S@@-89B429<"F6@C

28
 High Impact

5 3 2
9 Shortlisting Final Opportunities
A,0"904"-@@-89B429201"7080"56@@0:"-4"6"#]#"56982]"24"-8:08"9-"
10 :09085240"9,028"25@6+9"U.-7"9-",23,V"64:"9,028"801B.91"U1,-89"9085"
8
to long term). The five opportunities that composed the high
25@6+9"64:"1,-89"9085"YB6:8649"7080"10.0+90:"/-8":0E0.-@5049C"
Out the five shortlisted opportunities, three were recognized as
96432;.0"-@@-89B429201"9,69"80.690:"9-"7-8D1@6+0"64:"04E28-45049"
1
64:"97-"7080"80+-342Q0:"61"2496432;.0"-@@-89B429201"9,69"80.690:"9-"
6 ;0,6E2-81"64:"69929B:01"-/ "9,0"196D0,-.:08"38-B@C
7
Short Term Long Term
Conclusion
A,0":01234"9065":0+2:0:"9-":0E0.-@"9,0"2496432;.0"-@@-89B429201C"
A,0"96432;.0"-@@-89B429201"7080"80.690:"9-"9,0"469B80"-/ "0]219243"
4 7-8D1@6+01"24"WB./198065C"A,010"7-8D1@6+01"680":012340:"64:"
@.6440:";<"6":0:2+690:":01234":0@6895049"/-8"'()*C")4<"@-112;.0"
80+-5504:692-41"/-8"+,64301"9,69"+-B.:",6E0"6".-43"9085"25@6+9"
7080";0<-4:"9,0"1+-@0"-/ "9,0":01234"9065"6.-40C"A,080/-80"9,0"
9065":0+2:0:"9-"3-"/-8768:"729,"9,0"2496432;.0"-@@-89B429201"729,"
6"1,-89"9085"25@6+9"@082-:C

Low Impact

Intangible
5. Encourage an empathetic attitude
towards different cultures.
3. Break the sterotypes by
understanding the differences
Tangible
8. To utilize the benefits of open
spaces at Gulfstream
9. Create privacy in collaborative
spaces at Gulfstream.
10. Encourage students to work at
Gulfstream.
1. Reinforce the existing enjoyable
multicultural experience
2. To extend the positive social
experience existing in multicultural
teams
3. Create awareness about our cultural
differences
6. To use social experiences to
overcome language deficiencies.
7. For breaking stereotypes through
teamwork. Figure 41."#]#"*263865"61"',-89.219243"A--.C

29
 Figure 42."*01234"(8290826")46.<121C

30
Design Criteria

31
 Brainstorming and Filtering
i00@243"24"524:"9,0"B5;80..6"YB0192-4O"9,0"-;M0+92E0"-/ "9,0"
@8-M0+9"64:"9,0"25@6+9"30408690:"-4"9,0"196D0,-.:081O"9,0"9065"
brainstormed to define the design musts for the final concept.
These criteria were grouped and filtered according to their
80.0E64+0C

\0"6++012;.0
Z6E0"6".-43X.619243"0//0+9

):8011":2//0804+01
\806D"19080-9<@01
):8011";6882081

\B2.:"98B19
(80690"676804011

\0"061<"64:"04363243
=43630"196D0,-.:081

)..-7"@081-46."+-440+92-41
N-1908"B4:081964:243

32
Choosing the criteria
)/908"10.0+9243"9,0"5-19"6++B8690"+8290826O"9,0"9065"E-90:"/-8"9,0"
most important concepts that the final design must fulfill. The
24/-85692-4"761"-83642Q0:"9-"E21B6.2Q0"9,0"80.0E64+0"-/ "0E08<"
+8290826"9-"9,0"B5;80..6"YB0192-4C
\0"64"0612.<O"B@:696;.0"64:".-43".619243"509,-:"9,69"+64";0"
6++0112;.0"69"64<"9250"64:"64<7,080"729,24"WB./198065C
\806D"403692E0"19080-9<@01"64:"+80690"64"24+.B12E0"
04E28-45049C
F-:2/<"9,0"WB./198065"+B.9B80";<"24+8061243"+B.9B86."
2490..2304+0"64:"@8-5-9243"+-..0+92E0".0684243C
L8-E2:0"6"/B4"64:"04363243"0]@08204+0"/-8"9,0"0]@08204+0"/-8"
9,0"WB./198065"+-55B429<C
)..-7"B1081"9-"+-440+9"24"6"@081-46.".0E0."9,8-B3,"05@69,<"
64:"B4:081964:243C

Re≠f rame
The initial research question was confirmed by the primary
801068+,"801B.91C"Z-70E08O"9,0"6@@8-6+,"9-"30408690"1B++011/B."
7-8D"6+8-11"+B.9B801"761"+,6430:C"H41906:"-/ "B1243"9,0"24:2E2:B6.f1"
own culture as a tool, the final solution uses understanding
+B.9B801"729,24"6"38-B@"61"50641"9-";8243"@0-@.0"9-309,08"64:"
;806D"19080-9<@01C""

Figure 43."',-89.219243"*01234"(8290826C

33
 Figure 44."',-89.219243"*01234"(8290826C

34
Conceptualization and Prototyping

35
 Initial Concepts
Crazy Eights
i00@243"9,0":01234"+8290826"24"524:O"9,0":01234"9065";862419-850:"
to generate multiple ideas for the final design offering. The design
9065"B10:"9,0"(86Q<"=23,91"2:06"30408692-4"90+,42YB0"24"7,2+,"
06+,"505;08"-/ "9,0":01234"9065"30408690:"`"2:061"24"%$"524B901C"
)/908"805-E243"9,0"80@0690:"2:061"729,24"9,0"38-B@O"9,080"7080">#"
unique ideas for the final design offering.

36
 Filtering the Concepts
SB9"-/ "9,0">#"2:061"1-50"2:061"9,69":2:"4-9"6:,080"9-"9,0":01234"
+8290826"7080"0.2524690:C"A,0"805624243"2:061"7080"E-90:"/-8";<"9,0"
24:2E2:B6."505;081"-/ "9,0":01234"9065C"A,0"+,-104":01234"2:061"
7080"+6903-82Q0:"249-"9,0"/-..-7243"_"9-@2+1C

• \864:243
• =E049
• '@6+0
• FB12+
• W6501

Figure 45."H:0692-4"L8-+011C

37
 Testing Concepts
A,0"10.0+90:"2:061"7080"+-5;240:"64:":0E0.-@0:"249-"@8-9-9<@01"
/-8"9019243"729,"@6892+2@6491"24"WB./198065C

Branding
A,21"2:06"761"+-4+02E0:"9-":0E0.-@"6"B42YB0";864:"2:04929<"/-8"
WB./198065"64:"291"196D0,-.:081C")".-3-"192+D08"729,"6"1D09+,"
-/ "WB./198065"64:"963.240"X"A,0"(--."i2:1"-/ "WB./198065"761"
+80690:"64:"1,680:"729,"9,0"19B:0491C

L8-1G
• It was easily identifiable and students were attracted to the idea.
• '92+D081"7080"64"061<"50:2B5"9-"043630"729,C"A,0<"196<0:"/-8"6"
.-43"9250"7,080E08"9,0<"7080"@.6+0:C
(-41G
• A,0"196D0,-.:081"69"WB./198065"0]@80110:"6"403692E0"
+-44-9692-4"9-768:1"9,0"2:06"-/ ";864:243C
• A,0"@8-9-9<@0"400:1".6830X1+6.0":21982;B92-4"64:"6:6@9692-4C"H9"
400:1"9-";0"+-4924B-B1.<"@8-5-90:";<"1-50-40C
• A,0"@8-9-9<@0"761"9--"156.."9-"6++011"9,0".-43X9085"25@6+9"
64:"801B.91"9,69"6";864:243"+65@6234"80YB2801C

A flexible and adaptable framework

)"E0,2+.0"/-8"+8069243"64"24+.B12E0"04E28-45049

)"E0,2+.0"9-"24+80610"+B.9B86."2490..304+0

)"76<"9-"@8-5-90"+-..0+92E0".0684243

NB4"64:"04363243

Figure 46."(-4+0@9"A019243G"\864:243C

38
Event
)"+B.9B86."/--:"64:"3650",-B8"761"+B8690:"61"64"0E049"9,69"
761"+-4:B+90:"24"WB./198065"-4"6"'B4:6<"0E04243C"A,21"0E049"
+-496240:"36501"64:"/--:"/8-5":2//08049"+B.9B801"64:"80YB280:"
6+92E0"@6892+2@692-4"64:"1,68243C

L8-1G
• H9"761"E08<"04363243"64:"24908019243C
• H9"+80690:"5064243/B."+-4E081692-41C
(-41G
• H9"400:1"6".-9"-/ "@.644243O"6990492-4"64:",-19243C
• L6892+2@6491"7080";B1<"729,"9,028"801@0+92E0"7-8D"64:",6:"9-";0"
24E290:C
• H9",6:"6"+-19"25@.2+692-4C

A flexible and adaptable framework

)"E0,2+.0"/-8"+8069243"64"24+.B12E0"04E28-45049

)"E0,2+.0"9-"24+80610"+B.9B86."2490..304+0

)"76<"9-"@8-5-90"+-..0+92E0".0684243

NB4"64:"04363243

Figure 47."(-4+0@9"A019243G"=E049C

39
 Testing Concepts
Space
)"(B.9B86."ZB;"761":0E0.-@0:"9-"+80690"6"1@6+0"9,69"04+-B86301"
5B.92+B.9B86."249086+92-4"69"WB./198065"64:"0E-.E01"729,"9250C""
A,21"(B.9B86."ZB;"761"6"U`T^T`Vf"/86507-8D"+-4198B+90:"729,"
Lg("@2@01"64:"24196..0:"24"9,0"W86:"'@6+0C"A,080"7080"&"50:2B51"
-/ "249086+92-4"729,24"9,21"(B.9B86."ZB;G
• N--:
• R643B630
• (B.9B80
• FB12+
• ',68243
• H49086+92E0"0.05049G"N.631"-/ ":2//08049"4692-46.29201
"
L8-1G
• H9"761"04363243C
• H9"@8-5-90:"+B.9B86."@82:0C
• H9"0:B+690:"@6892+2@6491"6;-B9":2//08049"+B.9B801C
(-41G
• H9"400:0:"6990492-4"64:"/80YB049"B@:69243C

A flexible and adaptable framework

)"E0,2+.0"/-8"+8069243"64"24+.B12E0"04E28-45049

)"E0,2+.0"9-"24+80610"+B.9B86."2490..304+0

)"76<"9-"@8-5-90"+-..0+92E0".0684243

NB4"64:"04363243

Figure 48."(-4+0@9"A019243G"'@6+0C

40
Music
A,0"I6E243"(B.9B80"-/ "WB./198065"761":0E0.-@0:"61"6"@.6<.219"
9,69"+-496240:"5B12+"/8-5":2//08049"+B.9B801C"L6892+2@6491"+-B.:"
,068"9,21"@.6<.219"9,8-B3,"9,0"2L6:"24196..0:"24"9,0"+B.9B86.",B;p"9,0<"
+-B.:"6.1-"6::"1-431"-/ "9,028"-74"+B.9B801"9-"9,21"@.6<.219C

L8-1G
• Participants liked the idea of finding songs from their own
+-B498201C
• A,0<"1,680:"9,028"-74"5B12+"64:"6::0:"407"1-431"9-"9,0"
@.6<.219C
• '-50"@6892+2@6491"4-9"-4.<"1643O";B9"6.1-":64+0:"9-"9,0"5B12+C
(-41G
• Spotify"X"9,0"@.69/-85"B10:"9-"+80690"9,0"@.6<.219"761"4-9"9,0";019"
50:2B5O"29"761"+-4/B1243"64:"56:0"29",68:"9-"6::"1-431C"A,0"
@.69/-85"6.1-"801982+90:"1,68243"64:":-74.-6:243"9,0"@.61<.219"
-4"-9,08":0E2+01C
• Using the iPad was not a good idea, because it was not always
6E62.6;.0C

A flexible and adaptable framework

)"E0,2+.0"/-8"+8069243"64"24+.B12E0"04E28-45049

)"E0,2+.0"9-"24+80610"+B.9B86."2490..304+0

)"76<"9-"@8-5-90"+-..0+92E0".0684243

NB4"64:"04363243

Figure 49."(-4+0@9"A019243G"FB12+C

41
 Testing Concepts
Games
A7-"36501"7080":0E0.-@0:"-4"0]219243"3650"198B+9B801"-/ "
A8-B;.0"64:"K0436C"A,010"36501"7080"90190:"729,24"9065"505;081"
64:"729,"9,0"+B88049"+.611"-/ "*FWA">^#"729,",0.@"-/ "L8-/011-8"
P-7.64:C"A,080"7080"97-"5624"+-5@-40491"24"9,010"36501G
• A,0"6+92-4"9,69"761"3-E0840:";<"9,0";612+"@805210"-/ "9,0"3650O"
/-8"03G"805-E243"6";.-+D"/8-5"9,0";.-+D"9-708C
• H49086+92-4G"A,21"761"30408690:";<"+8069243"6"109"-/ "+68:1"729,"
YB0192-41"9,69"9,0"@.6<081"7080"80YB280:"9-"641708"7,2.0"@.6<243"
9,0"3650C
L8-1G
• )+92E0.<"043630:"19B:0491C
• N6+2.29690:"0]+,6430"6;-B9"+B.9B80"61"70.."61"@081-46.29<
• H9"21"156..O"061<"9-"98641@-89"64:"061<"9-"109"B@C
• H9"21"6:6@96;.0C
(-41G
• H4198B+92-41"400:"9-";0"E08<"+.068"/-8"19B:0491"9-";0"6;.0"9-"@.6<"
9,0"3650"-4"9,028"-74C
• W650"1,-B.:"24+.B:0"9250".25291"9-"56D0"1B80"9,080"21"1-50"
@8011B80"64:"24"-8:08"9-"D00@"9,0"@6892+2@6491"043630:C

A flexible and adaptable framework

)"E0,2+.0"/-8"+8069243"64"24+.B12E0"04E28-45049

)"E0,2+.0"9-"24+80610"+B.9B86."2490..304+0

)"76<"9-"@8-5-90"+-..0+92E0".0684243

NB4"64:"04363243

Figure 50."(-4+0@9"A019243G"W6501C

42
Shortlisting Final Concepts
)/908"9019243"9,0"_"2:061"64:"+8292+6..<"0]6524243"9,028"@8-1"64:"
+-41"24"801@0+9"9-"9,0":01234"+8290826O"9,0"36501"7080"+,-104"
/-8"/B89,08":0E0.-@5049C"A,0"36501".0E08630:"5B.92+B.9B86."
0]@08204+0";<"@8-E243"6"3--:"50:2B5"/-8"249086+92-4"64:"7080"
6:6@96;.0"61"@08"+,643243"+-490]91C"SB9"-/ "9,0"#"90190:"36501O"9,0"
;.-+D"3650"761"96D04"/-8768:"/-8":0E0.-@5049C

Figure 51."W650"A019243"69"=E049C

43
 Figure 52."L8-9-9<@0"*0E0.-@5049"F009243C

44
Prototype Development

45
 Developing Final Prototype
*B8243"9,0"9019243"19630O"9,0"9065"369,080:"/00:;6+D"64:"
1B330192-41"/-8"25@8-E05049"/8-5"19B:0491"64:"@8-/011-81"7,-"
@.6<0:C"A,-10"1B330192-41"64:"407"2:061"7080"B10:"61"24@B9"9-"
:0E0.-@"9,0"3650"/B89,08C"A,0"9065":0E0.-@0:"6"407"109B@"9,69"
24+-8@-8690:"5-80"0.050491"64:"6..-70:"9,0"B1081"9-"806+,"-40"-/ "
97-":2//08049"3-6.1C"A,010"3-6.1"7080"50649"9-"043630"B1081"24"9,0"
6+92E29<"7,2.0"9,0<".06840:"6;-B9"06+,"-9,08f1"+B.9B801O";0,6E2-81O"
.2D01"64:":21.2D01C"A,0"3650"B10:"@081-46."+-440+92-41"61"6"9--."
/-8"/-1908243"B4:081964:243"64:";B2.:243";09908"80.692-41,2@1"
729,24"90651C"H4"9,21"+-490]9O"9,0"407"@8-9-9<@0"761"4650:"Team
UpC

Team Up"21"6"3650"9,69",0.@1";B2.:243"90651"9,8-B3,"+B.9B86."64:"
@081-46."B4:081964:243"7,2.0"+-..6;-869243C"A,0":<4652+"+-412191"
24"641708243"YB0192-41"80.690:"9-"+B.9B80O"@081-46."249080191"64:"
:01234O"7,2.0";B2.:243"-8";806D243"6"9-708"729,"7--:04";.-+D1C"
\<"641708243"YB0192-41O"9065"505;081"+64".0684"6;-B9"64:"
B4:081964:"06+,"-9,08C"I29,"9,0"1650"109"-/ "9--.1O"9,0"3650"+64"
;0"@.6<0:"24"97-":2//08049"76<1G"Break it! 64:"Make it!C

Figure 53."W650"*0E0.-@5049C

46
Break it!
A,0"-;M0+92E0"-/ "9,0"3650"21"D00@243"9,0";.-+D"9-708"/8-5"/6..243"
7,2.0"@B..243";.-+D1"/8-5"29"64:";B2.:243"-4"9-@C"\<"9B841O"90651"
roll the die and pull a block identified with the corresponding
4B5;08C"A,0";.-+D"72.."80E06."6"+-.-8"9,69"569+,01"729,"6"+68:"
+6903-8<C"A,0"9065"806:1"9,0"YB0192-4"-4"9,0"+68:"64:"0E08<"
505;08"6417081"29C"A,04O"9,0";.-+D",61"9-";0"@.6+0:"-4"9,0"9-@"
-/ "9,0"9-708C"H/ "9,0"9-708"/6..1O"9,0"9065",61"9-"@B.."6"9-846:-"+68:"
9,69";82431"6"1@0+26."+,6..0430C"I29,"9,21":<4652+O"9,0"38-B@"3091"
9-"D4-7"/6+91"6;-B9"0E08<"505;08"64:"+-..6;-8690"9-"D00@"9,0"
9-708"/8-5"/6..243"64:"196<"676<"/8-5"9,0"9-846:-C

Make it!
A,0"-;M0+92E0"-/ "9,0"3650"21"9-";B2.:"6"1-.2:"9-708"729,"7--:04"
;.-+D1C"\<"9B841O"90651"8-.."9,0":20"64:"96D0"9,0"+-8801@-4:243"
+68:"6++-8:243"9-"9,0"+-.-8"1,-74"24"9,0":20C"=E08<"9065"505;08"
6417081"9,0"YB0192-4C"A,04"9,0"9065"96D01"9,0"4B5;08"-/ ";.-+D1"
+-8801@-4:243"9-"9,0"4B5;08"-4"9,0":20"9-";B2.:"9,0"9-708C"H/ "
9,0"9-708"/6..1O"9,0"9065",61"9-"@2+D"6"9-846:-"+68:"9,69";82431"6"
1@0+26."+,6..0430C"I29,"9,21":<4652+O"9,0"9065"3091"9,0"+,64+0"9-"
:21+-E08"/6+91"/8-5"0E08<"9065"505;08"7,2.0"9,0<"7-8D"9-309,08"
9-";B2.:"6"1-.2:"9-708"64:"6E-2:"9,0"9-846:-C

Figure 54."A065"A019243"W650C

47
 Developing Final Prototype
Packaging Design
Team Up"@6+D63243"21"6"7--:04";-]"9,69",0.@1"109"B@"9,0"3650C"
A,0"5690826."@8-90+91"9,0"@20+01"611B8243"9,0"3650f1":B86;2.29<C"
).1-O"6"1986@"761"24+.B:0:"24"9,0":01234"9-"56D0"29"061<"9-"+688<C"
A,0";864:243"+-412191"-/ "_"+,686+9081"9,69"80@801049"06+,"56M-8"69"
WB./198065C

Figure 55–56."L6+D630"*01234"'D09+,"U9-@VC"W650"(,686+9081"U;-99-5VC

48
Figure 57."L8-9-9<@0G"\.-+D1"64:"*20C

49
 Testing Final Prototype
The final game prototype was tested amongst a professor and a
38-B@"-/ ">"19B:0491"/8-5":2//08049"56M-81"69"WB./198065C

Figure 58."L8-9-9<@0G"(68:1"64:"H4198B+92-41C"

50
Figure 59."L8-9-9<@0"A019243C

51
 Figure 60. User Interaction with Prototype.

52
Testing Final Prototype
Pains and Gains
)/908"9,0"@.6<243"10112-4O"9,0"9065"56:0"6".219"-/ "9,0"@6241"64:"36241" 3650"6.1-"36E0"1B330192-41"9,69"7080"96D04"249-"6++-B49"9-"25@8-E0"9,0"
-;108E0:"64:":0E0.-@0:"24123,91"/8-5"9,05C"A,0"B1081"7,-"90190:"9,0" @8-9-9<@0C"A,0":0962.1"+64";0"-;108E0:"24"9,0"/-..-7243"386@,2+C

Pains Gains Insights

Extreme Important

Unclear or One game was clearly more engaging

inconsistent
questions and than the other.
instructions Big groups
resulted in
Instructions set must be clearer, simpler
disengagement
and more visual.
Break It was Make it! game
slow less was very
engaging engaging People don’t like to follow instructions.
Timing must
be controlled People ejoyed playing with pieces, even
‘Next after and before the game. The pieces are
Dice color birthday’ rule Questions engaging.
was confusing Tornado had good were engaging
cards: results
individual or People are more engaged if they can win
Partial fall of
by group? or lose. A clear goal must be defined.
tower wasn’t “Colors and
considered Unclear is numbers are Some questions must be revised.
they should fun”
use one or
two hands

Moderate Nice to have

Figure 61. Pains, Gains and Insights from User Testing.

53
 Finalizing Prototype
)/908"646.<Q243"9,0"@6241"64:"36241O"1-50"+,64301"7080"
implemented to improve the game. The instructions were clarified,
1-50"YB0192-41"7080"807829904"64:"64"6::292-46.":20"761"6::0:"9-"
25@8-E0"9,0"76<"Make it!"21"@.6<0:C"

Figure 62."N246."L8-9-9<@0C

54
Figures 19 ."P01068+,"19B:<"80.692-41,2@"1D09+,C
Figure 63."N246."L8-9-9<@0C

55
 What is a common expression I think design is important Where do you see yourself Rap 5 things you like, make your
in your country? because… in 5 years? partner throw a beat.
What does it mean?

Culture & Traditions design personal tornado

7:0
4

7:04

4
7:0

Culture & Traditions design personal tornado

Team Up GAME 1: BREAK IT! GAME 2: MAKE IT!

8:56

TEAM UP The goal is to take blocks out of the tower and The goal is to design and build a unique tower
game is to increase the capacity of the players to restack them without making the tower fall, by adding blocks without making the tower fall,
work across cultures. Playing the game enhances while you learn about each other through while you learn about each other through
communication and understanding between the
participants. There are two ways of playing this
game BREAK IT or MAKE IT. THE PLAY: THE PLAY:
You must decide if you want to BREAK IT by poking 1. 1. Place thethe
Place diedie
with black
with dots
black onon
dots thethe
table.
table. 1. 1. Place the
Place diedie
the with colored
with dots
colored onon
dots the table.
the table.
holes in the structure and placing the piece on top.
2. 2. Place thethe
Place game
game box onon
box thethe
table, pull
table, thethe
pull 2. 2. Randomly
Randomly place allall
place the blocks
the onon
blocks the table,
the table,
With MAKE IT you design and build your own tower
bottom
bottom lever, and
lever, slowly
and pull
slowly upup
pull thethe
box
box toto
setset within reach
within distance
reach distance of of
every player.
every player.
by placing blocks in unique ways. Which one do you
thethe
tower
towerononthethe
table. Make
table. Makesure each
sure eachlayer
layer 3. 3.
contains
containsthree
threeblocks
blocksplaced
placedperpendicularly
perpendicularly toto thethe
Team
TeamUpUp tower
towerbyby
using
using3 blocks. They
3 blocks. Theymay
may
thethe
previous
previouslayer.
layer. bebeplaced
placedin in
any position
any or or
position direction as as
direction long as as
long
PREPARATION:
I. Clear
Clearthetheplay
playspace
space 3. 3. Throw the
Throw diedie
the and it will
and land
it will onon
land a number
a number thethe
three blocks
three touch
blocks each
touch other
each and
other have
and haveone
one
II. Divide
Divideintointogroups
groupsofof1–3 1–3participants,
participants,total
total from 1–3.
from 1–3.
number
numberofofplayers
playerscan canbebebetween
between4 4andand1515 4. 4. Choose
Choose a block with
a block a number
with that
a number corresponds
that corresponds 4. 4. The second
The team
second rolls
team the
rolls die,
the it will
die, land
it will onon
land a a
III. Place
Placethethecards
cardsfacing
facingdown,
down,sorted
sortedbybycolors.
colors. toto
thethe
one
oneonon
thethe
die. Using
die. only
Using one
only onehand, pull
hand, pull color and
color a number
and a number1–3.
1–3.
There
Thereare are4 4piles
pilesinin4 4colors
colorsand
andtypes
typesofofcards
cards oror
push
pushout that
out thatblock.
block. 5. 5. Grab
Graba card
a cardfrom the
from thepile with
pile the
with color
the colorshown
shown
(Design,
(Design,Culture
Culture& & Traditions,
Traditions,Personal
Personalandand 5. 5. Once
Oncethethe
block
blockis out, notice
is out, thethe
notice color of of
color thethe ononthe diedie
the and answer
and answer the
thequestion.
question.If you want
If you want
Tornado).
Tornado).Set Setthe
thetornado
tornadocards
cardsseparately,
separately,since
since block and
block andpick a card
pick from
a card thethe
from pile with
pile thethe
with toto
addadda challenge, setset
a challenge, upupyour
yourtimer and
timer andplace
place
they
theywill
willonly
onlybebeusedusedatatthe
theend
endofofthe
thegame
game same
samecolor.
color. a time limit
a time onon
limit each turn!
each turn!
IV. If Ifyou
youdodonotnotknow
knoweach eachother,
other,introduce
introduce 6. 6. Grab thethe
Grab number of of
number blocks rolled
blocks onon
rolled thethe
diedie
(1–3).
(1–3).
6. 6. Everyone
Everyone in in
your
yourteam
teamhashasto to
answer
answerthethe
question
question
yourselves
yourselves
onon
thethe
card. If you
card. want
If you want to to
add adda challenge, setset
a challenge, upup 7. 7. Place thethe
Place blocks
blocksonontop of of
top thethe
previous
previousblocks,
blocks,
V. TheTheteam
teamwith withthetheplayer
playerwhose
whosebirthday
birthdayis isthe
the your timer
your and
timer andplace a time
place a timelimit onon
limit each
eachturn!
turn! only thethe
only initial three
initial threemay
maytouch
touch thethe
play surface.
play surface.
closest
closesttotodatedatestarts
startsthe
thegame
game
7. 7. Once
Oncethethe
question is answered,
question is answered,carefully place
carefully place The blocks
The blocks may
maybebeplaced in in
placed any direction
any oror
direction
thethe
block
blockonon
top of of
top thethe
tower.
tower. position
position(vertical, horizontal,
(vertical, horizontal,sideways).
sideways).
8. 8. If the tower
If the toweris still standing,
is still standing, thethe
team
team sitting
sitting 8. 8. If the tower
If the toweris still standing,
is still standing, the team
the team sitting
sitting
7:04
7:04

totothetheright plays
right playsnext. However,
next. However, if the tower
if the tower totothe right
the plays
right playsnext.
next.However,
However, if the tower
if the tower

team up
tumbles
tumbles draw
drawa card
a card from thethe
from “tornado”
“tornado” pile and
pile and tumbles
tumbles draw
drawa card
a card from
fromthe “tornado”
the “tornado”
thethewhole
whole group
group must
must follow
followthethe
instructions
instructions pile and
pile andthe whole
the whole group
groupmust
must follow
follow thethe
onon that
thatcard. You
card. You have
haveone minute
one minute totocomplete
complete instructions
instructions ononthat card.
that You
card. Youhave
have oneoneminute
minute
thethetask
taskasas
a group.
a group. totocomplete
complete the task
the asas
task a group.
a group.
COMPONENTS:
54 colored and numbered blocks
2 unique dice. One with black and the other with
colored dots

instructions
8:56

3 sets of 22 question cards (Blue, Red and Yellow)

1 set of 10 black cards (Tornado)

Figure 64."N246."L8-9-9<@0G"(68:1"64:"H4198B+92-41C

56
Figure 65."N246."L8-9-9<@0C

57
58
Figure 66."N246."L8-9-9<@0G"\.-+D1C

59
 Figure 67."N246."L8-9-9<@0G"*2+0"64:"\.-+D1C

60
Figure 68."N246."L8-9-9<@0G"(68:1"64:"H4198B+92-41C

61
62
Figure 69."N246."L8-9-9<@0C

63
 Figure 70."L8-:B+92-4"L8-+011C

64
Implementation

65
 Implementation Plan
A,0":01234"9065"+80690:"6";B124011"5-:0."+64E61"9-"E21B6.2Q0"9,0"@-112;.0"
25@.05049692-4"196301"-/ "9,0"3650"24"9,0"/B9B80C"A,0"25@.05049692-4"@.64"
+-B.:";0"0]0+B90:"24"_"196301";<":0E0.-@243"9,0"3650"24"^":2//08049"61@0+91G"
prototype, application and users. The final goal would be to bring the game
9-"9,0"568D09C"H4"-8:08"9-"6++-5@.21,"9,21O"A065"B@"+64";0"90190:"5B.92@.0"
92501"64:"98641/-850:"9-";0"B10:"729,24"'()*"+-55B429<C"A,0"/-..-7243"
+,689"1,-71"0E08<"19630"-/ "25@.05049692-4"64:",-7"/00:;6+D"21"D0<"9-"
4B89B80"9,0"3650C

Implementation plan
CURRENT STAGE STAGE 2 STAGE 3 STAGE 4 STAGE 5

Expand to multi-faceted
Expand to more card categories and Expand to more blocks Expand to adaptable framework
PROTOTYPE TEAM UP complete
more dice with additional actions with more colors complimentary games with tools

Multicultural exchange in Expand to team building in DMGT 732

Expand to other programs Expand to all SCAD Expand beyond
APPLICATION SDES 704 Applied Theory Facilitating Creative Thinking Class
in Gulfstream Community SCAD
in Design Class and other DMGT Classes

Expand to Expand to Expand to

USERS Students Expand to Faculty
Gulfstream Community SCAD Community General Population

FEEDBACK FEEDBACK FEEDBACK FEEDBACK

Figure 71."H5@.05049692-4"L.64C

66
Business Model Canvas

BUSINESS MODEL CANVAS

Key Partners Key Activities Value Propositions Customer Relationships Customer Segments
Manufacturers Topic creation Recreational activity that Creating new and engaging SCAD Students
Distributors Questions creation enforces team work, topics SCAD Faculty
SCAD School of Design Expansion of actual game collaboration and multicultural Mix and match within the SCAD Staff
Education entities New gameplay options understanding different topics and games Other Universities
Research and user testing Ability to create their own Creative Companies
Wooden blocks and different questions Companies that want to
topic cards, dice and rules to Free try outs reinforce team work
create an interactive gameplay Constant good quality products Entities with multicultural
Branding nature

Key Resources Channels

Intellectual property Word of mouth
Game development team Digital platform
Very good customer service Social media
Digital platform Museum stores
Design product stores

Cost Structure Revenue Streams

Materials: Sell the final product
wood Creation of new products
printing Company consulting
packaging
manufacturing

Figure 72."\B124011"F-:0."(64E61C

67
 Figure 73."N246."L8-9-9<@0"*0962.C"

68
Conclusion and Recommendations

69
 Conclusion
In order to culminate the final learning from the entire design
@8-+011"1@806:"-E08"6"@082-:"-/ "%$"700D1O"9,0":01234"9065"
80E21290:"9,0"801068+,"YB0192-4G""Z-7"523,9"70".0E08630"9,0"
5B.92+B.9B86."0]@08204+0"69"WB./198065"9-"04,64+0"-B8"+6@6+29<"9-"
7-8D"6+8-11"+B.9B801[
"
A,0"L8-M0+9"N865243",0.@0:"24"/-85B.69243"9,21"801068+,"YB0192-4"
64:"9,0"P01068+,"L.644243",0.@0:"24"3624243"24123,91";<"249086+9243"
729,"196D0,-.:081"24"9,028"806."+-490]9C"A,0":01234"9065"7-8D0:"
24"64"0:B+692-46."+-490]9"69"WB./198065"729,"19B:0491"64:"/6+B.9<"
505;081"/8-5":2E0810"+B.9B86.";6+D38-B4:1C
"
The final offering Team Up"0E-.E0:"6/908"0]6524243"4B508-B1"
2:061O":0E0.-@243"6"108201"-/ "@8-9-9<@01"64:"9019243"729,"
196D0,-.:081"69"WB./198065C"Team Up".0E086301"5B.92+B.9B86."
0]@08204+0"69"WB./198065";<G
• L8-5-9243"5064243/B."249086+92-41";097004":2//08049"
196D0,-.:08"38-B@1C
• L8-E2:243"64"-@@-89B429<"9-":21+-E08"5-80"6;-B9"24:2E2:B6."
+B.9B801"@801049"69"WB./198065C
• (8069243"6"@805210"9-":21+-E08"5-80"6;-B9"24:2E2:B6."
@081-46.29201"64:";0,6E2-81C
• L8-E2:243"6"50:2B5"9-";806D"9,0"2+0"24"6"407"9065"-8"38-B@"
working together for the first time.
• \806D243"9,0"19080-9<@0"256301"-/ "@0-@.0"/8-5":2//08049"
+B.9B86.";6+D38-B4:1"64:":21+-E08243"9,2431";0<-4:"9,0"
-;E2-B1C

70
Recommendation
A,0":01234"9065"80+-5504:1"0]@.-8243"Team Up"61"6"9--."/-8"
5064243/B."249086+92-4"729,24":2//08049"38-B@1"69"WB./198065C"H9"
+64";0"B10:"9-"7-8D"729,"@0-@.0"/8-5":2//08049":21+2@.2401"64:"
+B.9B801C"N6+B.9<"505;081"+64"B10"29"61"6"9065X;B2.:243"9--."/-8"
:2//08049"+.61101"-8"729,24"/6+B.9<"10112-41C"'9B:0491"+64"B10"29"61"6"
/B4"3650"729,"6::0:"6:E649630"-/ "5064243/B."0]+,6430"-/ "2:061"
729,24"6"38-B@C

).9,-B3,"29"761"-823246..<"24904:0:"/-8"5B.92+B.9B86."90651"9-"7-8D"
efficiently across cultural barriers at Gulfstream, Team Up"@8-E2:01"
a flexible framework that can be modified as per user needs. It can
;0"0612.<"6:6@90:";<"5-:2/<243"-40"-/ "9,0"3650"+-5@-40491O"9,0"
+68:1C"N6+2.2969-81"+64"+80690"9,028"-74"+68:1"9-"1B29"9,0"400:1"-/ "
9,028"38-B@C"Team Up"+64";0"B10:"/-8"9065;B2.:243"6+92E29201"24"
64<"-83642Q692-4O""+-X+80692-4"10112-41"6+8-11"6.."630"38-B@1"64:"
5B.92:21+2@.2468<"+-..6;-8692-4"/-8"5064243/B."0]+,6430"-/ "2:061C

A,0":01234"9065"80+-5504:1"@.6<243"Team Up"729,"64<-40"64:"
everyone, you might find out something extraordinary from the
@081-4"<-B".0619"0]@0+9q

Figure 74. Cultural Understanding Through Game.

71
 Figures 75."W8-B@"F009243C

72
References

73
 References
(634-."CP"U#$%^O"K64B68<VC"I2.."(-7-8D243"'@6+01"\0"A,0"m07"
" (.6118--51["*01D"563C"P09820E0:"/8-5",99@Grr777C:01D563C+-5r
" 04r72..X+-7-8D243X1@6+01X;0X9,0X407X+.6118--51XB42E08129<X
" 1+,--.X&`&
(634-."CP"U#$%^O"F68+,VC"A,0":2//0804+01";097004"7-8D"+B.9B801"/-B4:"24"
" 0.0E04"+-B498201C"*01D"563C"P09820E0:"/8-5",99@Grr777C:01D563C
" +-5r04r1900.+610X56@1X7-8DX+B.9B801X65-43X%%X+-B498201
(65@;0..O")C"U#$%%VC"(-..6;-8692-4"H1"m-9"9,0"'650"9,243"61"90657-8DC"
" P09820E0:"/8-5",99@Grr777C;B1240112412:08C+-5r+-..6;-8692-4X21X
" 521B4:0819--:X64:X-E08B10:X#$%%Xa
*<08O"IC"W2;;O"64:"*<08O"K0//80<"ZCC"A065"\B2.:243G"L8-E04"1986903201"
for improving team performance(5th edition). SOmerset, NJ, USA:
" K-,4"I,2.0<"'-41O"#$%^C"L8-JB019"0;868<C"I0;C"#?"K64B68<"#$%&C
Hanington B. (2012). Universal Methods of design: 100 ways to research
" +-5@.0]"@8-;.051O":0E0.-@"244-E692E0"2:061O"64:":01234"0//0+92E0"
" 1-.B92-41C"\0E08.<O"F)G"P-+D@-89"LB;.21,081C
i-.D-"KC"U#$%%VC"=]@-1243"9,0"5632+"-/ ":01234C"m07"e-8DO"meG"S]/-8:"
University Press
iB568"gC"U#$%#V"%$%":01234"509,-:1G"6"198B+9B80:"6@@8-6+,"/-8":82E243"
" 244-E692-4"24"<-B8"-83642Q692-4C"m07"e-8DO"meG"I2.0<C
74
F088265O"\C"'C"U#$$`VC"H498-:B+92-4"9-"YB6.29692E0"801068+,C"F088265O"\C"'C"
" =:CO"JB6.29692E0"801068+,"24"@86+92+0"U@@C"`VC"P09820E0:"/8-5",99@Grr
www.sagepub.com/sites/default/files/upm-binaries/28284_01_
Boeije_Ch_01.pdf
L09081-4"\C"U#$$?VC"(B.9B86."2490..2304+0C")"3B2:0"9-"7-8D243"729,"@0-@.0"
" /8-5"-9,08"+B.9B801C"e685-B9,O"F=G"H4908+B.9B86."L8011O"H4+C
Seleim, S. I. M., & Mahmoud, W. A. N. (2013). Using studio-based
" .0684243"/-8"04,64+243"=NR""@80108E2+0"906+,081f"@0:63-32+6."
" D4-7243"64:"24E0192369243"9,0"0//0+9"-4"9,028"@0:63-32+6.""+-49049"
" D4-7.0:30C"P09820E0:"/8-5",99@Grr777C1.2:01,680C409r
AlexanderDecker/using-studio-based-learning-for-enhancing-efl-
" @80108E2+0
'@2030.O")C"U#$%#V"'98B33.0"N-8"'56891["Z-7"=619084")4:"I019084"(B.9B801"
" A6+D.0"R0684243C"m692-46."@B;.2+"86:2-"P09820E0:"/8-5",99@Grr
" 777C4@8C-83r10+92-41r,06.9,X1,-91r#$%#r%%r%#r%&?>a^$_`r
" 198B33.0X/-8X156891X,-7X0619084X64:X7019084X+B.9B801X96+D.0X
" .0684243
A,0"W8-E0"(-41B.96491"H49084692-46.C"UL8-:B+08VC"U#$$aVC"A065"
Performance Sketchtalk. [URL]. Available from https://www.
" <-B9B;0C+-5r769+,[EsI)^gDLZ@#Q$t6+92-4s1,680
The Purdue OWL Family of Sites (2016). The Writing Lab and OWL at
Purdue and Purdue. Retrieved from http://owl.english.purdue.edu/
owl/
Thiel, A. (2009, July). A Process to Build High-Performance Teams. Design
intelligence. Retrieved from http://www.di.net/articles/a-process-
to-build-high-performance-teams/

75
 Figure 76.!"#$%&'()#*%&+,

76
Appendices

77
 Appendix A: Ecosystem Map Development
!"#$% &'$% ("(&()*% +$*)&(,"-'(.-% /$&0$$"% &'$% 1(22$+$"&% -3/4$#&-5% )#&(,"-% -3/<1(=(1$1% )"1% (1$"&(2($1% )-% &'$% 6)("% +$-$)+#'% &,.(#-9% >'$-$% &,.(#-%
)"1% -.)#$-% 0$+$% (1$"&(2($15% &'$% )+$)% 0'$+$% &'$% .+,/*$6% ,##3++$1% ("#*31$?% @3*&3+)*% /)#A;+,3"15% >$)60,+A5% B,+A-.)#$5% @,**)/,+)&(,"5%
0)-% ,3&*("$1% )-% &'$% 7-#,.$89% :)&$+5% ;+,3.-% ,2 % +$*)&$1% #,"1(&(,"-% 0$+$% @,663"(#)&(,"%)"1%C3*2-&+$)69

Figure 77.%D#,-E-&$6%F).%G$+-(,"%H9

78
!"#$%&#'()*+,-$(.#/0(1(#.$0)%(2+$3#&#$&#)&45/(6#.$5&)*/.$ !"#$'(+*5,(650()/$2,#5&,-$.#8)/+0&50#+$+)8#$&#,50()/+"(%+:$
7*,1+0&#58$(/$5/$#11)&0$0)$+(8%,(1-$5/.$2,5&(1-$0"#$&#,50()/+"(%+$ ")3#'#&:$0"#$(//#&;3)&<(/4+$)1 $#52"$+-+0#8$5&#$/)0$5+$3#,,$
%&#+#/0$5/.$*/.#&+05/.$0"#(&$"(#&5&2"(#+9$ .#1(/#.9$

Figures 78.$=2)+-+0#8$>5%$?#&+()/$@9

79
 Appendix A: Ecosystem Map Development (continued)
!"#$%&#'()**+,-$.%*+/0$1'%2$."#$/%,&#'-#,/#$2)*0$3#'#$),)(45#67$ !"+0$*'%/#00$'#08(.#6$+,$)$,+,#;*)'.$6+)-')2$.").$0"%30$2)<%'$.%*+/0$
/(80.#'#6$),6$,829#'#6$.%$6#&#(%*$)66+.+%,)($0.).#2#,.0:$ 2%'#$%'-),+5#6:$

Figure 79.$=/%040.#2$>)*$?#'0+%,$@:

80
!""#$%&#'(&)"*++,-.#$'+,/0#1)'2#3'$%#/'-(&).&-/&#2*+0#4&)&#*-*"56&7# ;%,0#+)'/&00#)&08"$&7#,-#*#0,<=+*)$#7,*.)*2#$%*$#%,.%",.%$0#$%&#
*-7#/"80$&)&7#$'#7&(&"'+#*77,$,'-*"#0$*$&2&-$0#*-7#98&0$,'-0:# )&"*$,'-0%,+0#*-7#2*>')#$'+,/0#'1 #,-$&)&0$:#

Figures 80.#?/'050$&2#@*+#A&)0,'-#B:

81
 Appendix B: Research Questions Matrix

Figure 81.!"#$#%&'(!)*#$+,-.!/%+&,01

82
Figures 82.!"#$%&$'(%&#$!#) !*+,+(-./!0'+,%&#$!1(%-&23

83
 Appendix B: Research Questions Matrix (continued)

Figure 83.!"#$%&$'(%&#$!#) !*+,+(-./!0'+,%&#$!1(%-&23

84
Figures 84.!"#$%&$'(%&#$!#) !*+,+(-./!0'+,%&#$!1(%-&23

85
 Appendix C: Interviews
Questions for Students
• !"##$%"$&'()*$+(),$"-.",/"01"$(2 $3(,4/05$3/*6$."(.#"$2,(%$(*6",$
1)#*),"7$&*$8)#27*,"&%9
• :6&*$16&,&1*",/7*/17$2,(%$+(),$1)#*),"$6&;"$+()$</71(;","<$/0$
(*6",$1)#*),"7$&*$8)#27*,"&%=
• :6&*$6&;"$+()$#"&,0"<$2,(%$%)#*/1)#*),&#$"-.",/"01"7=
• What cultural characteristics have influenced your team work?
• :6&*$7*,&*"5/"7$<($+()$)7"$*($&<&.*$*($;&,/()7$1)#*),&#$2,&%"7$/0$
%)#*/1)#*),&#$5,().$3(,4=$
• >0$+(),$(30$"-.",/"01"?$6(3$%&0+$%"%'",7$1&0$&$5,().$6&;"$
'"2(,"$/*$7*(.7$'"/05$"22"1*/;"=
• >0$36&*$3&+$<($+(),$.,(2"77(,7$&<<,"77$%)#*/1)#*),&#/7%$/0$+(),$
1#&77=$@,(%.*7A$B(3$<($+(),$1#&77%&*"$,"7.(0<$*($*6&*=
• :6&*$.&,*/1)#&,$'"6&;/(,7$<($+()$0(*/1"$/0$7*)<"0*7$2,(%$;&,/()7$
1)#*),&#$'&145,()0<7=
• :6&*$6&7$'""0$+(),$"-.",/"01"$36/#"$3(,4/05$3/*6$&$5,().$(2 $
."(.#"$3/*6$</;",7"$1)#*),&#$'&145,()0<7=
• How does a flexible attitude affect a multicultural team
.",2(,%&01"=

Figure 85.$C4"*16$(2 $C*)<"0*$:(,4/05$&*$8)#27*,"&%$C6(.9

86
 Questions for Professors
• !"##$%"$&'()*$+(),$"-.",/"01"$23/#"$2(,4/05$2/*3$6*)7"0*6$8,(%$
9&,/"7$1)#*),"6:
• ;0$23&*$2&+$7($+()$&77,"66$%)#*/1)#*),&#/6%$(8 $*3"$6*)7"0*6$
/0$+(),$1#&66<$=,(%.*6>$?3&*$3&6$'""0$*3"$,"&1*/(0$8,(%$*3"$
6*)7"0*6<
• @(2$7($+()$&7&.*$+(),$1(%%)0/1&*/(0$/0$%)#*/1)#*),&#$5,().6<
• ?3&*$%"*3(76$3&9"$+()$&..#/"7$/0$(,7",$*($"01(),&5"$A)&#/*+$
1(%%)0/1&*/(0<$
• @(2$3&9"$+()$')/#*$*,)6*$/0$&$%)#*/1)#*),&#$"09/,(0%"0*<
• How does a flexible attitude affect a multicultural team
.",8(,%&01"<
• ?3&*$1)#*),&#$'"3&9/(,&#$.&**",06$3&9"$+()$('6",9"7$/0$6*)7"0*6<
• ;0$23&*$2&+$7($%)#*/1)#*),&#$*"&%2(,4$"-.",/"01"6$&*$B)#86*,"&%$
7/88",$8,(%$(*3",$.#&1"6<
• C($*3"$2(,46.&1"6$/0$B)#86*,"&%$1(%.#"%"0*$*3"$&1&7"%/1$
,"A)/,"%"0*6<$?3&*$2()#7$+()$13&05"$&'()*$*3/6$"09/,(0%"0*<

Figures 86.$D4"*13$(8 $E&1)#*+$F"%'",:

87
 Appendix C: Interviews (continued)
Questions for International Student Services Office
(ISSO)

• !"#$%&''()$%*(&+%$"&%,--.%*(%$(%/0$&1)#$&%/0$&)0#$/(0#2%+$3*&0$+%
/0$(%$"&%-456%7(8830/$9:%%
• !"#$%"#;&%9(3%2&#)0&*%')(8%832$/732$3)#2%&<=&)/&07&+:
• !"#$%+$)#$&1/&+%*(%9(3%3+&%$(%#*#=$%/0%832$/732$3)#2%)&2#$/(0+"/=+:
• What cultural characteristics have influenced your team work?
• !"#$%/++3&+%*(%9(3%&07(30$&)%>"/2&%&<=)&++/01%#0*%30*&)+$#0*/01%
/*&#+%?&$>&&0%=&(=2&%')(8%*/''&)&0$%732$3)&+:
• !"#$%732$3)#2%?&"#;/()#2%=#$$&)0+%"#;&%9(3%(?+&);&*%/0%+$3*&0$+:
• !"#$%8&$"(*+%"#;&%9(3%#==2/&*%/0%()*&)%$(%&07(3)#1&%@3#2/$9%
7(8830/7#$/(0:
• ,0%>"#$%>#9%*(%832$/732$3)#2%&<=&)/&07&+%#$%-456%*/''&)%')(8%
($"&)%=2#7&+:
• A(>%8#09%/0$&)0#$/(0#2%+$3*&0$+%#)&%$"&)&%/0%B32'+$)&#8:%%%%%%%
A(>%8#09%C-D58&)/7#0+:

Figure 87.%-E&$7"%(' %-$3*&0$%!()E/01%#$%4(8=3$&)%F#?G

88
Transcripts
Interview with Student Yash Rathod
Tell me about your biggest frustration about team working with people from other
cultures in Gulfstream.
Its when you are talking with someone, since they are coming for different cultures,
communication is a problem. For eg: In America, people are quite polite while talking,
some other cultures are very frank in their manner of talking. Frustration usually comes
during the first 2-3 weeks when you are trying to communicate.
I won’t say there is frustration throughout; my group work has gone smoothly more or
less.
How long have you been at GS?
It will be 1.5 years now.
What characteristics that define your culture have you been surprised to discover in people
from other cultures at Gulfstream?
All cultures are diverse and different, I haven’t seen that big of similarity in all different
cultures. When they are different its really good, it has to be different I feel. SCAD
happens to be quite a multicultural college now, so it needs to be different. And I have
figured out lots of differences between different cultures, so there is no such similarity
that I can say. I haven’t experienced that.
What have you learned from multicultural experiences?
Frankly I haven’t consciously thought about that. I understand it’s multi-cultural. But
somehow its all work oriented. One never consciously thinks about that people are from
different cultures and that you have to adjust. The thing is you have to adjust, there is no
option.
I am not too sure whether I am able to answer this question
What cultural characteristics have influenced your team works?
I won’t say it is a cultural thing but I think it depends on individual person. For eg: I work
with a lot of Chinese students who work hard, but I can’t justify by saying that all Chinese
students work hard, or all Indian students work hard, or people from other countries like
Brazilian or French work hard. I think it depends on individual people; there is no cultural
influence one being hard working or one not working.
What strategies do you use to adapt in multicultural group work?
I try to understand their culture. Initially it becomes little difficult to understand their
culture, they maybe talking in different languages and all. For me its first 2-3 weeks, when
I need to understand their culture. For eg: If there is a girl from Germany, and I have
been to Germany for 6 months. So I know some cultural things from there, bit of their
language as well. So I try to talk with her, basically make her feel a part of the group and
bond with her. So we can work properly in our group during weeks to come. I would like
to learn their culture and then work together. It comes unconsciously for me. I get into
their culture first and then we work together.
What issues do you encounter while expressing and understanding ideas in multicultural
group work?
Language.
They generally talk in their own language, sometime that’s irritating. But it depends on
you, how properly you can blend with them. Initially I faced this problem. I used to get
frustrated, I was working with 3 Chinese students and they would talk in Chinese all the
time. Once I told them that whenever I am with you, please lets talk in English, so that
I don’t feel left out. That’s the problem I faced, they talk in their own language, discuss
work, and the stage of the project has gone.
But now I am able to convey/tell people more freely to talk in English. We are just
individuals and culture does not influence so much. That’s what I have experienced.
Language is the only thing that bothers me.
What particular behaviors do you notice in students from ≠ cultural background?
I would say, few of the cultures are quite loud, some talk very fast. Even Indians are
loud, they scream at people from a distance. I have seen that in Latin Americans, Indians,
Chinese, that’s one peculiarity. I have also seen that Chinese people move in groups a lot.
They usually move in groups.
What is the reaction from your classmates?
Students are specifically reacting because of their cultural difference. It might be all work
based, everyone is a student. Culture has never been a problem between students and
teachers. Mostly all the groups I have worked with are multicultural. This is the only time
that I am working with an Indian. It’s been exciting to work in multicultural groups. There
are various instances when you will face problem. Its more about individuals mentality, its
not their culture that makes him good or bad, right or wrong.
89
 Appendix C: Interviews (continued)
Transcripts
Interview with Student Alejandra Chavarria
!"#$#"%&'$("%$')*+,-.)$("%,$+%&/%,)0
1$#"%&'$')*+,-.)$2($+%&/%,)$3*$4),($+&"*)'52-6')'7$1$/8-69$/8)($3,)$4),($#3,2$:)":&)$36'$
()*;$4),($+&"*)'52-6')'$:)":&)7$
<)&&$2)$3."%/$("%,$.-==)*/$>,%*/,3/-"6$3."%/$/)32$#",9-6=$#-/8$:)":&)$>,"2$"/8),$
+%&/%,)*$-6$?%&>*/,)327
1$=%)**$1$+%,,)6/&($834)6@/$)6+"%6/),)'$36($>,%*/,3/-"6*$#",9-6=$#-/8$*"2)"6)$
>,"2$36"/8),$+%&/%,)7$1$=%)**$/8)$"6&($>,%*/,3/-"6$1$#-&&$=)/$-*$-> $1$+"%&'6@/$:,":),&($
+"22%6-+3/)$#-/8$*"2)"6)7$A"2)/-2)*$*"2)$"> $/8)$*/%')6/*$/8)-,$B6=&-*8$-*$&-9)$6"/$
:,":),$1$=%)**7$C6'$1$+36$/)&&$/83/$/8)($3,)$4),($*23,/$.%/$"%,$#3($"> $+"22%6-+3/-6=$-*$
like impeach by the lack of flow in communication.
D"%&'$("%$/)&&$2)$*"2)$3'436/3=)*0
1$/8-69$&-9)$/8),)$3,)$3$&"/$"> $3'436/3=)*7$E"%$=)/$3$6)#$:),*:)+/-4)$"6$/8-6=*;$"6$-**%)*;$
"6$":-6-"6*;$"6$#3(*$"> $3::,"3+8-6=$/8)$#",97$1$>))&$&-9)$)4),($+%&/%,)$83*$-/*$"#6$#3($"> $
3'',)**-6=$#",9$36$("%$+36$,)3&&($&)3,6$>,"2$/83/7$
What characteristics that define your culture have you been surprised to discover in people
>,"2$"/8),$+%&/%,)*$3/$?%&>*/,)320
1$/8-69$/83/$:)":&)$>,"2$2($+%&/%,)$3,)$4),($>,-)6'&($36'$-64-/-6=$36'$/8-69$1@4)$'-*+"4),)'$
/83/$3$&"/$"> $"/8),$:)":&)$>,"2$"/8),$+%&/%,)*$3,)$/8)$*32)7$<8)($3,)$&-9)$#-&&-6=$/"$8)&:$
("%$"%/$36'$1$/8-69$/83/$-6$F3/-6$C2),-+3$-/$-*$/8)$*32)7$1> $("%$:%/$("%,*)&> $"%/$/8),)$
people will find the way to help you out. I feel like all of them. I feel like Americans have
.))6$)G/,)2)&($8)&:>%&;$1$>))&$&-9)$".4-"%*&($"/8),$F3/-6*$3,)$8)&:>%&7$B%,":)36*;$3$&"/$"> $
16'-36$36'$D8-6)*);$C*-36*$-6$=)6),3&$/8)($3,)$4),($":)6$36'$8)&:>%&7$<8)($3,)$#-&&-6=$/"$
#",9$/"=)/8),7$1$/8-69$1@4)$83'$3$4),($=""'$)G:),-)6+)$-6$?%&>*/,)32$/8%*$>3,7
H83/$834)$("%$&)3,6)'$>,"2$2%&/-+%&/%,3&$)G:),-)6+)*0
1$834)$&)3,6)'$".4-"%*&($/83/$#)$*83,)$3$&"/$"> $*-2-&3,-/-)*;$.%/$1$3&*"$834)$&)3,6)'$/83/$
/8),)$3,)$:)":&)$/83/$2-=8/$6"/$:),+)-4)$/8-6=*$/8)$#3($/83/$("%$'"7$<83/$*"2)/8-6=$
/83/$2-=8/$.)$/""$2%+8$>",$("%;$23($6"/$.)$/""$2%+8$>",$*"2)"6)$)&*)7$I3*-+3&&($/83/;$
)4),("6)$83*$3$'->>),)6/$:),*:)+/-4)$"6$*"2)$/8-6=*7$F-9)$23(.)$-> $/8)-,$/),2*$3,)$
'->>),)6/$&-9)$/8)$#3($"> $.)-6=$/"#3,'*$"/8),*;$*"2)$:)":&)$23($834)$3$.-==),$.3,,-),$
/836$"/8),*7$A"2)$:)":&)$2-=8/$,)&3/)$/"$"/8),*$'->>),)6/&(7$I%/$1$/8-69$-/$-*$3&*"$3$:3,/$"> $
3$&36=%3=)$.3,,-),7$J",$)G32:&)$2($,""223/);$B&*3;$1$>))&$&-9)$3/$/8)$.)=-66-6=;$B6=&-*8$
90
is our second language, for both of us, and at first we wouldn’t communicate as much.
I%/$/8)6$#)$*/3,/)'$/"$*))$/8-6=*$/83/$#)$834)$-6$+"22"67$A";$1$,)3&-K)'$/83/$/8)$&36=%3=)$
.3,,-),$-*$*"2)/8-6=$/83/$-2:)3+8)*$3$&"/$/8)$#3($("%$,)&3/)$/"$*"2)"6)$)&*)7$B4)6$-> $("%$
2-=8/$.)$4),($*-2-&3,$/"$/8)27$F-9)$#-/8$B&*3;$#)$'-*+"4),)'$#)$&-9)'$/8)$*32)$/8-6=*$-6$
16*/3=,32$36'$6"#$#)$3,)$*83,-6=$"%,$:"*/*$#-/8$)3+8$"/8),7$F-9)$&-//&)$/8-6=*$+36$239)$3$
.-=$'->>),)6+)$-6$')4)&":-6=$3$,)&3/-"6*8-:7$A"$1$=%)**$/83/$-*$#83/$1@4)$&)3,6)'7
What cultural characteristics have influenced your team works?
<8)$"6&($/)32#",9$/83/$1@4)$'"6)$*"$>3,$-/@*$.))6$#-/8$C2),-+36*$36'$1@4)$.))6$-6$
*+8""&$#-/8$/8)2$'%,-6=$2($8"&)$&->);$*"$1$=%)**$-*$6"/$/83/$'->>),)6/$/"$2)7$I%/;$1$/8-69$
Americans are very efficient, like to the point, so I guess that has been different. I did
/8-*$:,"L)+/$#-/8$2($>,-)6'$M3/-)$36'$*8)$-*$C2),-+36$36'$1$32$F3/-6$36'$1$#3*$2",)$&-9)$
:%//-6=$"%/$-')3*$36'$*8)$#3*$#,-/-6=$/8)2$'"#6$36'$239-6=$/8)2$2",)$&-9)$+"6+-*)7$A"$-/$
#3*$&-9)$3$=""'$/)32$)G),+-*)7$1$=%)**$*"2)"6)$#3*$834-6=$3$&"/$"> $-')3*$36'$*"2)"6)$)&*)$
#3*$,)3&&($=""'$3/$",=36-K-6=$/8)27$
H83/$*/,3/)=-)*$'"$("%$%*)$/"$3'3:/$-6$2%&/-+%&/%,3&$=,"%:$#",90
1$=%)**$/8)$*/,3/)=($/83/$1$2"*/$%*)$-*$N,)&3/)3.-&-/(O7$1$'"6@/$/8-69$/83/@*$3$#",';$.%/$1$>))&$
&-9)$-> $("%$+"%&'$&-9)$')4)&":$3$:),*"63&$,)&3/-"6*8-:$#-/8$*"2)"6);$/8)6$-/@*$)3*-),$>",$
/8)2$/"$>))&$+"2>",/3.&)$3,"%6'$("%$36'$/8),)>",$239)*$#",9-6=$#-/8$*"2)"6)$)3*-),7$
1$>))&$&-9)$-> $("%$2))/$-6$3$:),*"63&$&)4)&$3+/%3&&($("%$#-&&$&-9)$/8)$:),*"6$#8"$("%$3,)$
#",9-6=$#-/87$
What particular behaviors do you notice in students from ≠ cultural background?
1$/8-69$/83/$:)":&)$>,"2$'->>),)6/$+%&/%,3&$.3+9=,"%6'*;$/8)($3&#3(*$/)6'$/"$*/-+9$/"=)/8),$
or generally they find it easier to relate to one another if they are from the same cultural
.3+9=,"%6'7$1$3&*"$/8-69$>,"2$:),*"63&$)G:),-)6+)$/83/$/83/@*$L%*/$*"2)/8-6=$/83/$8)&:*$"%/$
at the beginning, but eventually the barriers come down and if you can find people that
3,)$6"/$6)+)**3,-&($>,"2$("%,$*32)$+%&/%,)7$1$/8-69$/83/$-6$?%&>*/,)32$1@4)$6"/-+)'$/83/$
2",)$#-/8$C*-36*7$<8)($3,)$&-9)$*/-+9-6=$/"=)/8),;$.%/$1$/8-69$/83/$-/$-*$.)+3%*);$3=3-6;$/8)$
&36=%3=)7$1$/8-69$/83/$-*$L%*/$)3*-),$>",$/8)2$/"$)G:,)**$/8)2*)&4)*$#-/8$)3+8$"/8),7$1$/8-69$
/83/$23(.)$>",$F3/-6*$-/@*$)3*-),$/"$*:)39$B6=&-*8$.)+3%*)$#)$3,)$>,"2$/8)$#)*/),6$+%&/%,)7$
C6'$1$>))&$&-9)$3&*"$16'-36*$36'$2-''&)$)3*/),6*$3&*";$*"2)/-2)*;$-/$'):)6'*7$1/$+"%&'$="$
)-/8),$#3(7
Transcripts
Interview with Maximiliano Acevedo
How would you describe your culture?
(laughs) I guess lately since I´m studying in another country and I have a lot of people
from another cultures, its kind of hard to describe my own culture but I say being Latin
and being from Mexico I say we are very open and very family oriented and if I see it in
colors very colorful.
Tell me about your biggest frustration about team working with people from other
cultures in Gulfstream.
I don’t think is a frustration, maybe I just find it interesting how there are certain cultures
that work harder, certain cultures that are really nice, certain cultures that are more like
leadership oriented, so whenever you have different kind of cultures in your team and they
adapt really good is good but whenever you have like, lets say 3 people that sketch really
nice but they are not leadership oriented that’s the problem whenever you don’t have a
good team that’s an issue.
What characteristics that define your culture have you been surprised to discover in people
from other cultures at Gulfstream? Something from yourself that you relate to others,
similarities
I think similarities to latin people like to people from latin America I found a lot of
similarities, that’s about it.
Can you tell me what characteristics?
Hard work, that’s one thing and maybe leadership oriented I find it very interesting but
hard work I think is the main topic because since we are internationals is harder for us
to be here and I think we just more effort into it because we know we are outside of our
countries, is way more expensive to be here and it was a bigger effort to be in this school
What have you learned from multicultural experiences?
That we are living in a small circle all our lives and then when you get out of there you
find out there is more out there and completely different people and different kinds of
ethics and work ethics and I don’t know is just really cool that you can work with people
that they don’t like things that you like to do as a team or that they do better things than
you do and I just learn from that
What cultural characteristics have influenced your team works?
Ok, so I think like a lot of Asian cultures I have learned how much detail they put into
things even if it’s a sketch even if its building things they are very detail oriented I have
learned from European cultures how open they are about thinking about crazy things
how they can do it. I have worked with Americans and its really cool that they free about
time they are hard workers, Its really interesting I have learned a lot of details from every
different culture
What strategies do you use to adapt in multicultural group work?
I think to listen to them and to understand them, try to understand them really well
What issues do you encounter while expressing and understanding ideas in multicultural
group work?
I think my language more than anything and sometimes of course since english is my
second language its hard for me to express everything I want or for the other people to
express everything they think or they want and sometimes is just communication issues
In your own experience, how many members can a group reach before it stops being
effective?
I don’t know is interesting cuz I have worked with teams of 3, I’ve worked with teams of
8 I say probably 5 it’s a really good number, but it depends on the project as well but here
in Gulfstream as school oriented I think 5 is the best
In what way do your professors address the multiculturality in your class? What is the
reaction from your classmates?
HMM , I’ve never thought about that I don’t know if they do it but … I don’t know
I never thought about that. They probably could like try to put different people from
different cultures in the same team therefor they complement each other, but I don’t know
if they do it maybe
How does a flexible attitude affect a multicultural team performance?
No that’s true and I have learned it since the beginning because you need to. I think is
understand them, if it’s the first time you do it, it must be hard or maybe it would be hard
to understand them because you don’t know anything about them so if they do something
that you are not used to is going to be hard but I think I have learned how to do it and
then you just
91
 Appendix C: Interviews (continued)
Transcripts
Interview with Student Numploy Yanasiddhi
!"##$%"$&'()*$+(),$'-.."/*$0,)/*,&*-(1$&'()*$*"&%$2(,3-1.$2-*4$5"(5#"$0,(%$(*4",$
6)#*),"/$-1$7)#0/*,"&%8
9*/$4&,:$*($)1:",/*&1:$/(%"$6)#*),"/;$&1:$'"6&)/"$0,(%$%+$6)#*),"$-/$*(*&##+$:-00","1*$
0,(%$*4-/$6)#*),";$&1:$*4","$-/$:-<",/-*+$/(%"*-%"/$'"*2""1$5"(5#";$&1:$9$*4-13$-*/$4&,:$*($
&:&5*$%+/"#0 $*($2(,3$2-*4$*4"%$/(%"*-%"/$'"6&)/"$(0 $*4&*8
What characteristics that define your culture have you been surprised to discover in people
0,(%$(*4",$6)#*),"/$&*$7)#0/*,"&%=
The characteristic that Im so surprised is that all of them are very confident, because
in my country there is no confident at all, because maybe the Asian people have to be
6(1*,(#":$-1$*4"$2&+$*4&*$/(%"*-%"/$*4"+$:(1*$31(2$4(2$*($">5,"//$$*4"-,/"#0;$$')*$91$
USA and In gulfstream I feel more free and confident.
?4&*$4&<"$+()$#"&,1":$0,(%$%)#*-6)#*),&#$">5",-"16"/=
@-,/*$9$#"&,1":$&'()*;$*4"$2&+$(0 $#"&,1-1.;$91$*4"$2&+$*4&*$+()$6&1$">5,"//$&1+$-:"&$-1$
*4"$6#&//,((%;$9$,"&##+$#(<"$*4"$2&+$*4&*$2"$#"&,1$-1$*4"$6#&//,((%;$'"6&)/"$*4","/$&$#(*$
(0 $6(1*,-')*-(1$&1:$5&,*-6-5&*-(1$&1:$5"(5#"$/4&,"$*4"-,$-:"&/;$&1:$-/$&$1-6"$">5",-"16"$
'"6&)/"$9$6&1$#"&,1$&$#(*$0,(%$%+$(*4",$6#&//%&*"/;$&1:$-*/$1-6"$'"6&)/"$2"$6&1$#"&,1$%(,"$
&'()*$6)#*),"/$'+$*&#3-1.$2-*4$5"(5#"$*4&1$,"&:-1.$(1$&$'((38$
!4"$6#&//,((%/$-1$%+$6()1*,+$&1:$-1$A/-&;$-*/$<",+$/*,-6*;$')*$4","$"<",+(1"$-/$&##$&,()1:;$$
9$0""#$-%$1(*$)1:",$*4"$6(1*,(#$(0 $&1+(1"$(,$&1+*4-1.8
What cultural characteristics have influenced your team works?
B+$6)#*),&#$64&,&6*",-/*-6$-/;$9$*4-13$0(,$%"$-/$#-3"$!4&-$5"(5#"$&,"$&#2&+/$"&/+$.(-1.;$
,"&##+$0,-"1:#+;$9$*4-13$2"$&,"$1-6";$0)11+;$&1:$9$0""#$*4&*$9%$,"&##+$"&/+$*($6(%%)1-6&*"$
with other people, for example my last quarter, was my first quarter, and I was surprised
'"6&)/"$&*$*4"$'".-11-1.$2&/$,"&##+$4&,:$0(,$%"$*($)1:",/*&1:$*4"$6)#*),"$-1$4",";$&1:$9$
feel I have adapted to everything, and I can be myself, more confident, I can communicate
"&/+$&1:$'"**",$2-*4$(*4",$5"(5#";$9%$/*-##$*&3-1.$CDE$6#&//"/$&1:$-/$%+$#&/*$F)&,*",$(0 $
CDE;$/($-1$/)%%&,+$9$6&1$/&+$*4&*$9%$"&/+$*($/5"&3$2-*48
?4&*$/*,&*".-"/$:($+()$)/"$*($&:&5*$-1$%)#*-6)#*),&#$.,()5$2(,3=
The main strategy is to work hard and confident, for example US students are really
confident and they can express easy their ideas, and as example, my culture is really the
(55(/-*"$/(%"*-%"/;$'"6&)/"$5"(5#"$*4-13$&'()*$*4-1./$'"0(,"$:(-1.$*4"%;$*4"+$&,"$%(,"$
"%(*-(1&#8$91$4","$+()$:(1*$4&<"$*($*4-13$*(($%)64;$+()$G)/*$/&+$*4-1./$&1:$2-*4$*4"$
92
*,)*48$
!($"1.&."$5"(5#"$9$*,+$*($&:&5*$%+/"#0 $*($'"$#-3"$4&,:$2(,3",;$&1:$/"*$#-3"$&$.(&#$&/$&$*"&%;$
&1:$6(%%)1-6&*"$*4-1./$4(2$9$*4-138
91$24&*$2&+$:($+(),$5,(0"//(,/$&::,"//$*4"$%)#*-6)#*),&#-*+$-1$+(),$6#&//=$?4&*$-/$*4"$
,"&6*-(1$0,(%$+(),$6#&//%&*"/=
9$*4-13$0(,$">&%5#"$0,(%$(1"$(0 $%+$#&/*$F)&,*",$6#&//;$*4"$5,(0"//(,$)1:",/*&1:":$*4"$
&/-&1$/*):"1*/$#-3"$%";$&1:$5"(5#"$0,(%$(*4",$6()1*,-"/$'+$6(%5&,-1.$&1:$4"#5-1.$*4"%$
*($-%5,(<";$&1:$&#/($5)/4-1.$5"(5#"$*($:($*4-1./;$24-64$4"#5/$+()$:($*4"$'"/*$+()$6&1$:($
"<",+:&+$&1:$3""5$-%5,(<-1.$-*8$$A1:$2"##$9$*4-13$*4"$,"&6*-(1$0,(%$%+$6#&//%&*"/$-/$,"&##+$
.((:;$'"6&)/"$*4"+$)1:",/*&1:$2"$&,"$1(*$HD$6-*-I"1/;$&1:$2"$&,"$-1*",1&*-(1&#$/*):"1*/;$
/($*4"+$&,"$,"&##+$4"#50)#$-1$*",%/$(0 $%+$(21$">5",-"16";$'"6&)/"$0(,$">&%5#"$#&/*$F)&,*",$
2&/$,"&##+$4&,:$0(,$%";$9$4&:$*($&/3$*4"%$0(,$4"#5$&##$*4"$*-%";$&1:$+()$31(2$*4"+$2","$
,"&##+$0,-"1:#+8
What particular behaviors do you notice in students from ≠ cultural background?
9$31(2$/(%"$64-1"/"$5"(5#";$'"6&)/"$9$/*):-":$CDE$2-*4$*4"%$&1:$*4"+$&,"$*(1/$(0 $
64-1"/"$*4&*$/*):+$4","$&1:$*4"$&##$/5"&3$*(."*4",;$*4"+$:(1*$2&1*$*($."*$0,(%$*4"-,$
6(%0(,*$I(1";$+()$31(2$#-3"$*4"+$2&1*$*($*&#3$2-*4$*4"%;$*4"+$&,"$1(*$(5"1$*($(*4",/$&1:$
-*/$4&,:$*($*"##$*4"%;$*4&*$9$2&1*":$*($*&#3$2-*4$*4"%;$+()$31(2$&1:$-/$2&/$,"&##+$4&,:;$+()$
31(2$'"6&)/"$&##$%+$6#&//%&*"/$-1$CDE$&,"$64-1"/";$&1:$*4"+$&##$/5"&3$64-1"/";$&1:$9$6&1*$
)1:",/*&1:$&*$&##;$')*$/(%"$(0 $*4"%$&,"$,"&##+$1-6";$')*$9$*4-13$%(/*$(0 $*4"%$2&1*$*($/*-63$
together, and I find that annoying sometimes, because I can not understand them at all
24"1$*4"+$/5"&3$64-1"/";$&1:$9$:(1*$#-3"$*4"$2&+$*4&*$*4"+$/*-63$*(."*4",$&1:$*&#3$91$*4"$
/&%"$#&1.)&.";$D($24+$*4"+$/5"1*$/($%)64$%(1"+$*($/*):+$4","=
J&<"$+()$4&:$&$'&:$">5",-"16"$(0 $2(,3-1.$-1$&$.,()5$(0 $5"(5#"$2-*4$:-<",/"$6)#*),&#$
'&63.,()1:/=$?&/$-*$,"#&*":$*($*4"$%)#*-6)#*),&#$'&63.,()1:/=$4(2$&'()*$&$.((:$
">5",-"16"=
9$*4-13$9$:(1*$4&<"$&1+$'&:$">5",-"16";$24-#"$2(,3-1.$-1$&$.,()5$(0 $5"(5#";$&1:$9$*4-13$
*4"$.((:$">5",-"16"$-1$4","$2(,3-1.$2-*4$(*4",/$-/$*4&*$*4"+$)1:",/*&1:$%"$'"6&)/"$
(0 $$%+$#&1.)&."$-/$1(*$5,"**+$.((:;$')*$-*/$4&,:$0(,$%+$%&G(,;$'"6&)/"$2"$4&<"$*($*&#3$&$
#(*$&1:$,"&:$&$#(*$&1:$*4"$4&,:"/*$*4-1.$&,"$5,"/"1*&*-(1/;$'"6&)/"$+()$4&<"$*($*"##$&'()*$
"<",+*4-1.;$')*$*4"+$&##$4"#5":$%"$&1:$)1:",/*&1:$%"$&1:$-*/$1(*$*4"$.&5$'"*2""1$*4"$
(*4",$6()1*,-"/;$&1:$-/$%(,"$&'()*$#&1.)&.";$'"6&)/"$/(%"*-%"/$*4"$4&,:"/*$*4-1.$-/$
#&1.)&."$&1:$&66"1*8
Transcripts
Interview with Eli Zcheng
Tell me about your biggest frustration about team working with people from other
cultures in Gulfstream.
I think it might be late or absent for group meeting without acceptable reasons. It’s more
like a personal thing instead of cultural.
What characteristics that define your culture have you been surprised to discover in people
from other cultures at Gulfstream?
I am not sure. I’ve never discussed this with any of my group members. We’ve never said
things like you are from this country then you must be like balabalah. It’s stereotype and
sometimes racist. But one thing I did found is they all like Chinese food. Haha. Yesterday
I had a meeting with my group at my house and I cooked Chinese food for them. They all
went crazy. They love my cooking. They think that’s real Chinese food. It did surprise me
that they all interested in our food.
What have you learned from multicultural experiences?
Maybe language. When you work with native speaker you will find they are more efficient
because they don’t have language barrier. But I am not sure this is about culture or not. I
just felt like language is the thing I did learn from other culture.
What cultural characteristics have influenced your team works?
I feel like you guys are talking about stereotypes. Sounds like if you are from China then
you must be quiet in group work and try to harmonize everything. I feel a little weird. I
don’t agree with this question itself. As I said in group working, it’s more personal than
cultural as far as I observed. Think about when we were in China. There might be 60
students in one class and they are all different.
What strategies do you use to adapt in multicultural group work?
None. If you ask me what strategies I used to adapt American food I may have something
to say. But I don’t feel like I used any strategies to adapt multicultural group work.
What issues do you encounter while expressing and understanding ideas in multicultural
group work?
I don’t have any.
In your own experience, how many members can a group reach before it stops being
effective?
I think it’s five. That’s the limit.
In what way do your professors address the multiculturality in your class? What is the
reaction from your classmates?
Oh I do have experience about this. Last quarter I was in a class, the professor is from
Europe. When he talked in class he always said things I was talking about only happened
in western cultural, I’m not sure about eastern world. Then we told him how’s it like in
eastern world. But this is more like knowledge rather than group working.
What particular behaviors do you notice in students from cultural background?
That’s another stereotype question. I still think it’s a personal thing.
Have you had a bad experience of working in a group of people with diverse cultural
backgrounds? Was it related to the multicultural backgrounds?
I do have one. My first quarter in SCAD I was in a group with an Indian guy, and he was
so lazy and irresponsible. He almost caused our group project failed. He did give me a
really bad image about Indians. But after that when I worked with some other Indians, I
found they are not like him at all. So it is a personal thing.
How about a good experience?
It might be last quarter with Mike. He’s American and he took me to bars and helped me
filled in American culture. But he had been to China, it’s reasonable he feel comfortable
with Chinese students. Not all American students did that so I don’t feel like it related
to multicultural background. In another word, I appreciate Mike as a person not as an
American.
How does a flexible attitude affects a multicultural team performance?
I don’t know.
93
 Appendix C: Interviews (continued)
Transcripts
Interview with Student Oscar Elmendorf
!"##$%"$&'()*$+(),$'-.."/*$0,)/*,&*-(1$&'()*$*"&%$2(,3-1.$2-*4$5"(5#"$0,(%$(*4",$
6)#*),"/$-1$7)#0/*,"&%8
9$:(1;*$*4-13$9;<"$4&:$&1+8$!4"$5"(5#"$9$4&<"$4&:$5,('#"%/$2-*4$&,"$0,(%$%+$(21$6)#*),"8$
=&<"$+()$"<",$">5",-"16":$&1+$3-1:$(0 $5,('#"%$2-*4$-1*",1&*-(1&#$/*):"1*/$*4&*$:(1;*$
31(2$*4"$#&1.)&."?
@(8$
What characteristics that define your culture have you been surprised to discover in people
0,(%$(*4",$6)#*),"/$&*$7)#0/*,"&%?
!4-1./$*4&*$%&+'"$+()$*4().4*$2","$5&,*-6)#&,$*($+(),/8$
A(B$/4()#:$9$*4-13$&'()*$*4-/$0,(%$&1$C%",-6&1$/*&1:5(-1*?$9$:(1;*$31(2B$9$*4&*$4(1"/*#+$
C%",-6&1$6(##"."$3-:/$&,"$%)64$%(,"$#&D+$*4&1$-1*",1&*-(1&#$6(##"."$3-:/8$9$:(1;*$31(28$
A($-1$*4&*$/"1/"B$-*;/$1(*$/-%-#&,-*-"/$')*$:-00","16"/$24&*$+()$4&<"$0()1:?
E"&4
F4&*$4&<"$+()$#"&,1":$0,(%$%)#*-6)#*),&#$">5",-"16"/?
G-00","1*$2&+/$(0 $#((3-1.$&*$&$5,('#"%8$9;<"$1(*-6":$*4&*$*4","$&,"$*2($5&,*8$H-,/*$(1"$-/$
#((3-1.$&*$&$5,('#"%$:-00","1*#+$&1:$*4"$/"6(1:$(1"$-/$2(,3$"*4-68$I",/(1&##+$9$*4-13$*4&*$
9B$5",/(1&##+B$"1J(+$2(,3-1.$2-*4$K&*-1$C%",-6&1$-1*",1&*-(1&#$/*):"1*/8$9$#"&,1$0,(%$*4"%$
:-00","1*$2&+/$*($<-"2$&$5,('#"%$')*$*4"+;,"$&#/($,"&##+$4&,:$2(,3-1.$/($9$,"&##+$&55,"6-&*"$
*4&*8$
What cultural characteristics have influenced your team works?
9$2()#:$/&+$-*$.("/$'&63$*($J)/*$4&<-1.$&$.((:$2(,3$"*4-68$C,"$2"$*&#3-1.$&'()*$(*4",$
6)#*),"/$(,$%+$6)#*),"?
F-*4-1$&$*"&%$5,(J"6*$2-*4$:-00","1*$6)#*),"/B$4(2$4&<"$*4"$6)#*),&#$64&,&6*",-/*-6/$L+(),/$
(,$(*4",/M$&00"6*":$*4"$*"&%$2(,3?
9$2()#:$/&+$*4&*$&$/*,(1.$2(,3$"*4-6$*4&*$3""5/$"<",+(1"$(1$*(5$(0 $-*B$(1$*(5$(0 $*4"$
5,(J"6*8$
!4&*$2(,3$"*4-6B$24","$:($+()$0""#$-*$)/)&##+$6(%"/$0,(%?$F4&*$6)#*),"/?
N*4",$6)#*),"/B$1(1O&%",-6&1$6)#*),"/8$
C1+(1"$-1$5&,*-6)#&,B$-1$+(),$">5",-"16"?
K&*-1$C%",-6&1/8$C1:$9$2()#:$/&+$C/-&1$6)#*),"$*((8$9$2&/$*,+-1.$*($/""$-0 $*4","$2","$&1+$
Europeans in there, but I don’t think so. Definitely not Europeans.
94
F4&*$/*,&*".-"/$:($+()$)/"$*($&:&5*$-1$%)#*-6)#*),&#$.,()5$2(,3?$
I usually try to let them go first. ‘What’s your thought on this? What’s your opinion? How
do you feel?’ or just try to learn their personality first individually, and then go from there.
9$&#/($0""#$*4&*$9;%$&$5,"**+$.((:$,"&:",$(0 $5",/(1&#-*-"/$/($9$31(2$5,"**+$P)-63#+$4(2$*(Q$
just let them go first.
=(2$:($+()$*,+$*($#"&,1$&'()*$*4"-,$5",/(1&#-*-"/?$
9$0""#$*4&*$."1",&##+B$2-*4$(*4",$6)#*),"/$*4&*$9$4&<"$2(,3":$2-*4B$*4&*$*4"+$&,"$*+5-6&##+$
()*.(-1.B$0)1$&1:$0,""8$!4"+$.-<"$(00 $*4&*$5,"**+$"&/+$/($-*;/$1(*$*4&*$4&,:$*($."*$*4"%$
*($(5"1$)5B$')*$J)/*$*&#3-1.$*($*4"%$*(($&1:$2-*4$*4"$-6"',"&3",/$*4&*$2"$:($-1$6#&//$
/(%"*-%"/$&1:$-1$.,()5$5,(J"6*/8$
F4&*$-//)"/$:($+()$"16()1*",$24-#"$">5,"//-1.$&1:$)1:",/*&1:-1.$-:"&/$-1$%)#*-6)#*),&#$
.,()5$2(,3?
9$0""#$*4&*$/5"6-&##+$2-*4$K&*-1$C%",-6&1Q$!4"+$&,"$<",+$R*4-/$-/$4(2$2";,"$.(-1.$*($:($
-*B$*4-/$-/$%+$2&+$(0 $*4-13-1.S$&1:$-*;/$4&,:$*($."*$&$2(,:$-18$9$31(2$*4&*;/$4(2$-*$-/$-1$%+$
5,(J"6*$6#&//$,-.4*$1(2B$'"6&)/"$2";,"$-1$&$.,()5$&1:$*4","$&,"$*2($K&*-1$C%",-6&1/$-1$
*4","8$!4"+$&,"$<",+$T'&63$&1:$0(,*4;$&1:$-*/$3-1:$(0 $4&,:$*($."*$-1<(#<":$/($+()$4&<"$*($
%)64$*4&*$%)64$4&,:",$*($."*$4"&,:8
9$.)"//$*4-/$2()#:1;*$&00"6*$+()$*4&*$%)64B$')*$-1$*",%/$(0 $#&1.)&."$:($+()$0""#$*4&*$-*$
%&3"/$-*$4&,:",$0(,$+()$*($5,"/"1*$+(),$-:"&/$*($(*4",$5"(5#"$*4&*$%-.4*$1(*$)1:",/*&1:$
+(),$#&1.)&."?$G("/$-*$'"6(%"$&$5,('#"%?
E"/8$E"&48$U/)&##+B$9$2()#:1;*$/&+$-*;/$&$5,('#"%B$9;:$J)/*$/&+$*4&*$-*$*&3"/$#(1.",8$E()$6&1$
get to all parties being in the same place, it just might take a little longer to figure out the
,-.4*$2(,:-1.$&1:$/"1*"16"$/*,)6*),"$*($'"$(1$*4"$/&%"$5&."8$
Do you think there is a pattern for a specific culture that is more flexible than others?
@(B$&##B$')*$V),(5"&1/8$C##$*4"$V),(5"&1/$9;<"$4&:$6(1*&6*$2-*4$*4"+;,"$&#2&+/$64-##B$
&#*4().4$*4&*$6()#:$&#2&+/$'"$J)/*$*4"-,$5",/(1&#-*+B$')*$-1$%+$">5",-"16"8$K-3"$&##$*4"$
:-00","1*$6)#*),"/W$C0,-6&1B$C/-&1B$K&*-1$C%",-6&18$!4"$(1#+$5"(5#"$*4&*$:(1;*$6(%"$()*$
flexible would be American, I will say that. There are Americans that come in non-flexible
and leave non-flexible. So, from your American standpoint, what do you feel is the general
24&*$:($+()$0""#$(,$4"&,$*4&*$-/$*4"$&**-*):"$*(2&,:/$-1*",1&*-(1&#$/*):"1*/?
K-3"B$0,(%$&1$C%",-6&1$5",/5"6*-<"?$9$:(1;*$*4-13$9$,"&##+$4"&,$&1+*4-1.8$K-3"B$-0 $-*$-/$
&1+*4-1.$-/$%(,"$#-3"$24","$*4"+;,"$0,(%B$')*$*4&*$*4&*$2()#:$'"$(1$*4"$/&%"$5&."$&/$#-3"$
T(4B$/4";/$0,(%$*">&/;$(,$T4";/$0,(%$',&D-#;8$E()$31(2?$9;<"$1"<",$4"&,:$&1+*4-1.$.((:$(,$
'&:$'"6&)/"$(0 $24","$/(%"(1";/$0,(%$6)#*),&##+8$
Transcripts
Interview with Professor Bill Lee
What is your perception think about culture?
Culture to me, it’s a make up of understandings things and desires, interest .in some
ways then a glue that makes people together. something that should be nurse. Something
perhaps sometimes you garden, something that should be understood by others….and you
know, something that makes things long better.
Do you think that is important understand culture?
Yes, absolutely
Why?
So, if I understand your culture better, perhaps like in a long get a long with you, you
know in a question work places, like in long get a long with you to achieve more to, you
know make better results, have a successful project also I think.
Could you tell me you, what is your biggest frustration about the team working from other
cultures?
From me, Its probably when people don’t appreciate other cultures or don’t take the time
to appreciate other cultures, I have probably more difficult with people who has binders
or don’t wish to spend energy to understand other cultures. To this, If you really are bias
or believing that understanding cultures is good or success.
What characteristics that define your culture have you been surprise to discover in people
from other cultures at GLT?
So, some differences between my culture and other cultures…..or similarities.
Ok, so, Im a little interest in some actions, my parents move to United States a month
a half before I burned in Canada, so I have other perspective and just, I was raised in
America, I would say that I’m predominantly American but I don’t neither do I consider
my self entirely American, you know….I have also Canada in me. You know, and I have
carry also Canada in me. Some of my family still living there, so, I still go back a for, So,
I understand culture different. For many people, I think, they think is the same. I think
Canadians are the same as Americans… not exactly. These a little different, not lots. I joke
sometimes that Canadians are the 51 states, they be Puerto Rico. Hahahah
There is more English in If you will in the Canadian culture that there is in America and
I don’t know if it’s. All the folks that leave that came first to America , they have very
specific reasons for living in Europe mostly for religion freedom, right? But they also in
some ways there is some intolerance in their behaviors. I think, I actually Canadians as a
culture are a little more open, interestly enough than Americans, so, I think that some of
my interests in folks been open is more Canadian, its make sense, ah?
And then you know…this is why Im think, me personally have problems sometimes with
brush Americans.
What kind strategy do you use to adapt in a multicultural group?
You will notice that I found very interesting myself the other day, well 704, well I stop in
Regina’s class 704, right?..... the languages, so As I grow up, I learn Spanish, so I know a
little Spanish, but as I going trough my life, I try to pick up other languages, Im trying to
understand, please, thank you, cold beer, hahahhaha …you know, another languages, and
I think that is an indication to be polite and I try meaning, you know…I try to understand
you polite, pretty Canadian thing . In so, I just play and fun as well and interests. Then
I think opens the door to understanding and they understand that im trying to be a
empathetic, is it all right? Quite possible might being interested in their culture, maybe
more open to them. And takes time to build a bond, I found kind of interesting these
folks the other day with the activity, So, I learned ninjao- I knew nijao- but I have a very
formal version.
I know bond-jour, or Portuguese words, so that’s One, that’s one.
In so, when I have classes, Im trying to make people talk about their own culture and
language, I had classes where we have conscious learn about other cultures. The other
day in 706 class, idea visualization one time, a project that I gave, the cow jump over the
moon, well, the chinese kids really had a hard time understanding the assignment. Turns
out thay have another story a horse cross over the sky, so same kind of things,right? so
when you bring out these things , everybody could understand better.
In your experience how many members a group can reach before stop to being effective?
There is a very restricted out there that suggest that 255 and 255 range about that you
could be a large organization but I have to be be caraful about that because that’s an
organization , you know couple structure.
I personally like groups of three or multiples of three, six, nine, twelve, you know, in this
scope I really like classes of twelve, I think this work pretty well, because you for instance,
think about this, If
In a team of three, one person sick your are not done as team, you still having two people
that could support each other, what I think, I see, you know….in my professional life and
working here at school, if you have a group of five or I saw folks with a team of eleven,
very difficult, very difficult, so, that’s why a CLCL class that we have , I organize quite
different.
95
 Appendix C: Interviews (continued)
Transcripts
Interview with Professor Owen Foster
!"##$%"$&'()*$+(),$'-.."/*$0,)/*,&*-(1$&'()*$*"&%$2(,3-1.$2-*4$5"(5#"$0,(%$(*4",$
6)#*),"/$-1$7)#0/*,"&%8
One the first frustration which is positive and negative, but is frustration of not
)19",/*&19-1.$4(2$:$/5"&3;$')*$*4"$*(1"$%-.4*$24-64$:$%-.4*$/5"&3-1.$-18$<$#(*$(0 $6)#*),"$
don’t understand sarcasm, so it doesn’t link the first to a collaboration. You can say some
/*)9"1*$=",+$/*&19$(0 $24&*$:$&%8$<#/($2-*4$-1$*4"$6#&//;$+()$/*&,*$*($/""$6#-63/;$*4"+$%"&1$
*4"$>5&1-/4$/5"&3",$2-##$/"&*$(1"$/-9";$*4"$?1.#-/4$/5"&3",$(1$(1"$/-9";$</-&1$/*)9"1*/$/"&*$
(1$(1"@/$.,()58$>($*4&*$-/$&$6)#*),&#$6#&//$*4&*$%(/*$6#&//"/$6)*$(0 $/*-##$9-=-9"98$>($:$*4-13$
*4&*$-/$%+$'-.."/*$0,)/*,&*-(18$
A($+()$*,+$*($',"&3$*4-/B
:$%&3"$"=",+'(9+$%(="8
:1$24&*$2&+$9($+()$&99,"//$%)#*-6)#*),&#-/%$(0 $*4"$/*)9"1*/$-1$+(),$6#&//B$C4&*$4&/$'""1$
*4"$,"&6*-(1$0,(%$*4"$/*)9"1*/B
:*@/$,"&##+$9"5"19/$(1$24&*$6#&//;$/(%"$6#&//"/$/)64$&/$6(1*"D*)&#$,"/"&,64;$"16(),&."$"&64$
.,()5$*($4&="$/(%"$(1"$*4&*$-/$1(*$1&*-="$E>$/*)9"1*8$!4&*$2&+$+()$."**-1.$&$2-9"$/6(5"$
(0 $-10(,%&*-(1;$+()$."**-1.$9-00","1*$=-"25(-1*/;$+(),$/""1$4(2$,"/"&,64$-/$1(*$'&/"9$
(1$24&*$+()$31(2;$-*@/$'&/"9$(1$*4"$2(,#9$"6(1(%+$1(*$F)/*$&$/-1.#"$"6(1(%+8$G",*&-1$
6#&//"/$:$2()#9$4&="$-*$*($2"&,$:$#((3$0(,$6,(//$9-/6-5#-1&,+;$1(*$F)/*$-1$6)#*),&#$')*$&#/($
'&63.,()19/8$H"6&)/"$-*@/$&$2"&#*4$+()$6&1$.&-1$0,(%$5"(5#"8$C"$*"&64$"&64$(*4",;$2"$
#"&,1$0,(%$"&64$(*4",;$2"$%&3"$/(%"*4-1.$&%&I-1.8$:0 $+()$&#2&+/$."**-1.$5"(5#"$*4&*$F)/*$
*4"+$#-3";$+()$1"=",$&64-"="$/(%"$*4&*$.,"&*$*4&*$+()$4&="$*($%&3"$/),"$(0 $&$#(*$(0 $=-"2$
5(-1*/8
J(2$9($+()$&9&5*$+(),$6(%%)1-6&*-(1$-1$%)#*-6)#*),&#$.,()5/B
C4&*$%"*4(9/$4&="$+()$&55#-"9$-1$(,9",$*($"16(),&."$K)&#-*+$6(%%)1-6&*-(1B$
L16"$:$#"&,1$*4&*$0""9'&63$#-3"$*4"$'&63$&19$0(,*4;$*4&*@/$1""9$-*8$:$6&1$%(9-0+$4(2$:$
&55,(&64$6",*&-1$K)"/*-(1/;$4(2$:$&55,(&64$6",*&-1$6,-*-K)"/8$<1$"D&%5#"$#-3"$*4&*$-/$24"1$
:$2&/$*"&64-1.$&19$(1"$/*)9"1*$2&/$=",+$)1/),"$0(,$4",$?1.#-/4;$/($:$*(#9$4",$*4&*$5,"/"1*$
-1$4",$1&*-="$#&1.)&.";$/($/4"$.(*$=",+$6(%0(,*&'#"$2-*4$-*;$&19$/4"$2&/$/-**-1.$*4","$
*&#3-1.$F)/*$2-*4$&$/%((*4;$/4"@/$5(-1*$&*$*4"$"19$*4&*$/4"$.("/$:$9(1@*$31(2$+()$31(2$
>5&1-/4;$:$4&9$1($6#)"$24&*$+()$/&-98$>4"$/&-9;$4(2$9($+()$31(2$24&*$:@%$*&#3-1.$&'()*8$
H(9+$#&1.)&."$&19$+(),$/3"*64"/8$:*@/$&#/($&$#"&,1-1.$#"//(1$*4&*$1(*$"=",+'(9+$2-##$'"$&'#"$
*($)19",/*&19$+();$')*$-0 $+()$4&="$=-/)&#$6(%%)1-6&*-(1;$+()$6&1$6(%%)1-6&*"8$
96
J(2$4&="$+()$')-#*$*,)/*$-1$&$%)#*-6)#*),&#$"1=-,(1%"1*B
:$5)**-1.$%+/"#0 $&/$&1$"K)&#;$-0 $+()$,"/5"6*$*4"-,$6)#*),"/$&19$*4"-,$5"(5#";$*4"1$*4"$,"/5"6*$
.-="1$'&638$>($-0 $:$.($-1$*($&$=",+$<%",-6&1;$*4"1$(0 $6(),/"$*4"+$.(1"$5-63$)5$(1$*4&*8$:0 $
+()$/4(2$-1*","/*$-1$*4"-,$6)#*),"/;$*4"1$*4"+$%(,"$#-3"#+$*($/4(2$-1*","/*$-1$+()8
How does a flexible attitude affect a multicultural team performance?
Any type of collaboration you have to have flexibility, without it, you have clashes.
H"6&)/"$-0 $+()$*4-13$+()$&,"$*4"$(1#+$(5-1-(1$(,$(1#+$*4().4*$-1$*4"$,((%;$*4"1$+()$
#-%-*"9$+(),/"#0 $*($(1#+$24&*$+()$31(2;$&19$+()$2-##$1"=",$.&-1$31(2#"9."$0,(%$/(%"(1"$
else. So being able to be flexible to me not being speak different languages, I have been
&'#"$*($'"$5,"/"1*$&19$.-="$*4"%$)19",/*&19$24&*$:@%$*,+-1.$*($/&+;$')*$*4"+$&#/($4&="$
that patience to flexibility try come back to me, asking the questions and showing me
/(%"*4-1.;$'"6&)/"$-*@/$&$.-="$&19$*&3"$'(*4$2&+/8
J(2$9($+()$)19",/*&19$*($6)#*),&#$'"4&=-(,$5&**",1B
M"/;$"&64$6)#*),"$4&/$&$5&**",1;$"=",+$/-1.#"$(1"$(0 $*4"%8$:1$."1",&#;$N&*-1$5(5)#&*-(1$
*4"+$6(1/*&1*#+$/5"&3$>5&1-/4$24","$"=",$*4"+$&,";$F)/*$'"6&)/"$*4"+$&,"$=",+$=(6&#;$=",+$
)5'"&*$/*)00 $/(%"*4-1.$#-3"$*4&*8$:0 $+()$/*&,*$/""-1.$*4&*$5",/(1&#-*+$*4&*$6(%"$(16"$*4"+$
0""#$6(%0(,*&'#"$-1$&$,((%$-*$'"6(%"/$#-3"$6,(//;$/5"&3-1.$6,(//$,((%/;$-*@/$(38$</-&1$
/*)9"1*/$24"1$*4"+$6(%"$-1;$*4"+$&,"$=",+$K)-"*;$'"6&)/"$*4"+$9(1@*$6&*64$-*$K)-63#+$&19$
2-*4$*4"$<%",-6&1$4)%(,$'"-1.$/&,6&/%8$!4"+$&,"$1(*$6(%5#"*"#+$/),"$24&*$'"-1.$*($/&-9;$
/($*4"+$*"19$*($'"$K)-"*$&19$*4"+$%-.4*$'"$6,"&*"$&0*",$6#&//$*($(1"$,((%$-1$.,&9$/5&6"8$
<19$+()$9(1@*$/""$*4"%$%)648$>($+()$4&="$*($',"&3$*4"$-6"$(0 $*4"%;$(16"$+()$',(3"1$
*4"$-6"$*4"1$*4"+$'"6(%"$6(%0(,*&'#"$&19$*4"1$+()$6&1$/*&,*$*&#3-1.$&19$(*4",$/*)008$<19$
*4"$<%",-6&1/$&#%(/*$&#(1"$&19$&1+*4-1.;$+()$4&="$#-**#"$/%"##$6#-63/$')*$+()$9(1@*$/""$-*$
&/$&$'-..",$6(%%)1-*+;$')*$*4"-,$6(%0(,*&'#"$'"6&)/"$*4"+$&,"$0,(%$<%",-6&1$&19$-1$&1$
<%",-6&1$-1/*-*)*-(18$C4"1$+()$6(%"$0,(%$/()*4$<%",-6&$(,$</-&$(,$&1(*4",$6()1*,+$+()$
.,-5$2-*4$24($%&3"$+()$0""#$6(%0(,*&'#"$/($0&,$&2&+$0,(%$4(%"8$<%",-6&1/$*4"+$9(1@*$
1""9$*4&*$'"6&)/"$*4"+$&#,"&9+$6(%0(,*&'#"8$
J(2$%&1+$-1*",1&*-(1&#$/*)9"1*/$-1$7)#0/*,"&%B
ID Grad 60% international, undergrad probably 40% international. Now you will find
/(%"*4-1.$)1-K)"$&'()*$1(*$F)/*$%)#*-6)#*),&#$')*$."19",$-1$*4"$/()*4;$*4"$/6(5"$%(,"$
55:55 girls to boys in the design fields that very unusual since male more dominated field.
Transcripts
Interview with Professor Luke Xia
Biggest frustration
we have different students come from different places…. there is a student from Ecuador.
Because we were working on Cooking topic. Then we started from research and looking
for insight and that...right? So the problem was...they don’t really cook in Ecuador. So it
became like I have never experienced that before.

What characteristics that define your culture have you been surprised to discover in people
from other cultures at GLT?

Asian students are practical and western students are more ideal.

How do you adapt your communication in multicultural groups?

Stay firm. Doing what I think it is right to do to teach.

What cultural behavioral patterns can be noticed

the way of life is kind of different, like Asian is having more harsh life….for example we
have to finish job in time. But I feel that, I’m not saying it is bad, but this kind of relaxing
attitude is too much… ...People from South America feels more chill.

Strategy to adapt in multicultural group

Use icons rather than using words so everybody can understand.

When he feels culture conflict

Students are being too nice to each other, and they do not learn from it.
Respecting human-right too much here.

Communication
I don’t have any problem with communication, if i didn’t communicate, it means simply i
don’t want to communicate.

Environment
We need more closed classroom. So all the noise are blocked.
Also, more space to keep materials. Students should have more freedom of using different
materials, such as clays. (for id students)

97
 Appendix C: Interviews (continued)
Transcripts
Interview with International Student Services Office
(ISSO) >&/J<0*,")4:#M&4#.'#01-&'1)#'*#/,-',0&-#).99101"/14:#U*$#&>*,'#&#<**)#12310.1"/1:
!#/&"E'#4&(#!E=1#1=10#%&)#&#>&)#12310.1"/1?#'%*,<%#/*++,"./&'."<#1231/'&'.*"4#'*#1"4,01#
!"#$%&'#$&(#)*#+,-'./,-',0&-#12310.1"/14#&'#5678#).9910#90*+#*'%10#3-&/14: 1=10(*"1#.4#*"#'%1#Q4&+1#3&<1R#%&4#-1)#'*#41=10&-#+.4V4'134#."#/*++,"./&'.*"#*=10#'%1#
;,-'./,-',0&-#12310.1"/14#).9910#."#+&"(#$&(4#&'#5678#<.=1"#%*$#."/01).>-(#+,-'./,-',0&-# (1&04C##L2&+3-14#."/-,)1#!"'10"&'.*"&-#O14'.=&-#014'&,0&"'#3&0'./.3&"'4?#&--#*9 #$%./%#*=10#
$1#&01?#<.=1"#/-*41#'*#@AB#*9 #*,0#4',)1"'#3*3,-&'.*"#.4#."'10"&'.*"&-C##D%&'E4#&-+*4'# '%1#(1&04#$101#"*"V7+10./&"E4C##
F#."#GH##I*,#/&"#-**J#&0*,")#K,4'#&>*,'#1=10($%101#(*,#',0"#&'#5678?#&")#'%101E4# M1E=1#%&)#9&0#+&"(#+*01#<01&'#12310.1"/14#$*0J."<#."#<0*,34#$.'%#."'10"&'.*"&-#4',)1"'4H##
+,-'./,-',0&-.4+#+14%1)#."#'%1#&0'$*0J#$1#411?#'%1#L2%.>.'.*"4#$1#<*#'*?#'%1#431&J10#&")# D%1#-1=1-#*9 #<0*,3#'1&+#$*0J#01P,.01)#'*#+&"&<1#&")#).01/'#'%1#&"",&-#."'10"&'.*"&-#
-1/',014#$1#&''1")C##;,-'./,-',0&-.4+#'0&"4/1")4#&--#*9 #'%141#&01&4?#&")#+*01H## 914'.=&-#9&4%.*"#4%*$#01P,.01)#=10(#)1'&.-1)#3-&""."<#&")#/*++,"./&'.*"C
M%&'#199*0'#)*14#'%1#!55N#)*#'*#."/*03*0&'1#."'10"&'.*"&-#4',)1"'4#'*#'%1#/*++,".'(: M%&'#+1'%*)4#%&=1#(*,#&33-.1)#."#*0)10#'*#1"/*,0&<1#P,&-.'(#/*++,"./&'.*":#
The ISSO strives to be all international students’ first point of contact upon arriving in D%1#!55N#&))4#1=10(#."'10"&'.*"&-#4',)1"'#&")#&"(#*'%10#5678#4',)1"'?#9&/,-'(W4'&99 #'%&'#
5&=&""&%C##N"/1#%101?#$1#1"<&<1#'%1+#$.'%#*0.1"'&'.*"#&")#&//,-',0&'.*"#30*<0&++."<C## $*,-)#-.J1#'*#01/1.=1#*,0#$11J-(#!55N#X1$4-1''10C##7)).'.*"&--(?#$1#%&=1#&"#!55N#30141"/1#
O0*+#'%.4#3*."'#*"?#$1#01-(#301''(#%1&=.-(#*"#'%1#&/&)1+./#)13&0'+1"'4#'*#."4'.--#&#41"41# *"#O&/1>**J?#&")#41=10&-#6%."141#4*/.&-#+1).&#4.'14#4,/%#&4#Y1"Y1"#&")#ZZC##M1#&-4*#,41#
*9 #/*++,".'(#&")#/,-',01#$.'%."#'%1#30*<0&+#.'41-9C##7")#'%&'E4#&33&01"'#$%1"#$1#=.4.'# M16%&'#'12'#+144&<."<#$.'%#*,0#6%."141#4',)1"'4?#&")#M%&'4733#&4#$1--C##
just about any academic building throughout campus, you can witness first hand a real
41"41#*9 #/*++,".'(#&")#+,-'./,-',0&-#."/-,4.*"C U*$#+&"(#."'10"&'.*"&-#4',)1"'4#&01#'%101#."#S,-94'01&+:#U*$#+&"(#7+10./&":
M%&'#4'0&'1<.14#)*#(*,#,41?#'*#%1-3#4',)1"'4#&)&3'#."#+,-'./,-',0&-#1"/*,"'104: !#)*"E'#%&=1#&"(#4'&'.4'./4#*"#%*$#+&"(#."'10"&'.*"&-#4',)1"'4#=4C#)*+14'./#4',)1"'4#1"'10#
M1E--#*9'1"#,41#./1#>01&J104#'%&'#&01#+,-'./,-',0&-#."#"&',01?#'*#<1'#'%1#/01&'.=.'(#&")# S,-94'01&+#*"#&#)&.-(#>&4.4C
."/-,4.=1#"&',01#*9 #*,0#30*<0&++."<#*,'#&")#*"#'%1#'&>-1#P,./J-(C##N'%10#4'0&'1<.14# D%&"J#(*,
."/-,)1#$11J-(#Q'1&#&")#'&-JR#/*"=104&'.*"#/%&'4?#&")#'%1#!"'10/,-',0&-#5',)1"'#744*/.&'.*"#
%*-)4#$11J-(#+11'."<4#'%&'#&01#."/-,4.=1#*9 #1=10(*"1#&")#4'0.=1#'*#%&=1#&#+,-'./,-',0&-#
/*+3*"1"'C##
#M%&'#%&=1#(*,#-1&0"1)#90*+#+,-'./,-',0&-#12310.1"/14:
!E=1#-1&0"1)#'%&'#$1#&--#30*/144#&")#1=*-=1#90*+#+,-'./,-',0&-#12310.1"/14#."#,".P,1#&")#
).99101"'#$&(4?#&")#'%&'E4#$%&'#+&J14#,4#&--#'0,-(#+,-'./,-',0&-C##M%&'#!E=1#3104*"&--(#
-1&0"1)#.4#'*#&//13'#&")#&3301/.&'1#).99101"'#$&(4#&")#+1'%*)4#*9 #'%."J."<?#90*+#&--#
/,-',014C
M%&'#.44,14#)*#(*,#1"/*,"'10#$%.-1#1230144."<#.)1&4#'*#4',)1"'4#90*+#).99101"'#/,-',014:
!#/&"E'#'%."J#*9 #&"(C##S1"10&--(?#$%1"#$1#3.'/%#*0#30141"'#&"#.)1&#*0#30*<0&+?#$1#*9'1"#
=10>&--(#30*=.)1#)1'&.-4#*"#'%1#4,>K1/'#&'#%&")?#."#&)).'.*"#'*#$0.''1"#1231/'&'.*"4C##
M%&'#/,-',0&-#>1%&=.*0&-#3&''10"4#%&=1#(*,#"*'./1)#90*+#."'10"&'.*"&-#4',)1"'4:
!#'%."J#*=10&--?#'%1#>1%&=.*0&-#3&''10"4#12%.>.'1)#>(#&--#."'10"&'.*"&-#4',)1"'4#.4#&#<1",."1#
/*++.'+1"'#'*#'%1.0#1),/&'.*"&-#3,04,.'4?#&")#)14.01#'*#>1#4,//1449,-#&0'.4'4#&")#
)14.<"104#&'#'%1#/*"/-,4.*"#*9 #'%1.0#30*<0&+#*9 #4',)(C##T1'E4#9&/1#.'?#+&"(#.9 #"*'#&--#*9 #*,0#
international students have made a huge commitment financially to move thousands of
+.-14#90*+#%*+1#'*#4',)(#&>0*&)C##
U&=1#(*,#%&)#&#>&)#12310.1"/1#*9 #$*0J."<#."#&#<0*,3#*9 #31*3-1#$.'%#).=1041#/,-',0&-#

98
 Appendix D: Survey Questions
!" #$"%$&"'()*"+$",$-)"(."/&'+(01&'+&-2'"+*2/34"5""""""""""""""""""""""""""""""""""""""""""""""""""""
6*3"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
7$
!" 89 ":(;*."2"1<$(1*=",<$",$&'> "%$&"?-*9*-"+$",$-)",(+<"(."2"+*2/5""""""""" !" @'*23*"3*'*1+"%$&-"/2S$-"5"
@*$?'*"9-$/"%$&-"$,."1&'+&-*"""""""""""""""""""""""""""""""""""""""""""""""" #*3(:."D2.2:*/*.+"
@*$?'*"9-$/"2"3(/('2-"1&'+&-*"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 8.>&3+-(2'"#*3(:."
@*$?'*"9-$/"2">(99*-*.+"1&'+&-*"""""""""""""""""""""""""""""""""""""""""""""""""""" B*-;(1*"#*3(:."
7$"?-*9*-*.1* #*3(:."9$-"B&3+2(.2A('(+%"
!" "#$"%$&"/$>(9%"%$&-"1&'+&-2'"A*<2;($-",<('*",$-)(.:"(."2"+*2/45" T&-.(+&-*"#*3(:."
6*3" UV"#*3(:."
7$" O+<*-R
B$/*+(/*3 !" 6$&-"72+($.2'(+%"5"F$?*."G&*3+($.H
!" C-*"%$&"1&-($&3"+$">(31$;*-"/$-*"2A$&+"?*$?'*"9-$/"$+<*-" !" I*.>*-"5"
1&'+&-*3"(."%$&-"+*2/4"5" D2'*"
6*3" T*/2'*"
7$" O+<*-
D2%A*
!" E(+<",<2+"1&'+&-*="$+<*-"+<2."%$&-"$,.=">$"%$&"/$3+"(>*.+(9%"
,(+<4"5"F$?*."G&*3+($.H
!" #$"%$&"9**'"'2.:&2:*"(3"2"A2--(*-"9$-"%$&"+$"1$//&.(12+*"(>*23"
6*3"
7$"
B$/*+(/*3
!" E<*-*">$"%$&"?-*9*-"+$",$-)",(+<"%$&-"+*2/34"5"
I&'93+-*2/"
J$/*"
K$99**"B<$?"
L(A-2-%"
M*2/"/*/A*-N3"<$&3*"
O+<*-
!" E<(1<"(3"%$&-"92;$-(+*"+*2/",$-)(.:"?'21*"2+"I&'93+-*2/4"5"
I-2>&2+*"B?21*"
B+&>*.+"B?21*3"$-"K'233-$$/3"
K$/?&+*-"L2A3"
P*.1<"Q$$/"
O+<*-R

99
 Appendix E: AEIOU
Forms

Figure 88–89.!"#$%&!'()*+!"!,-.!#/!

100
Forms

Figures 90–91.!"#$%&!'()*+!$!,-.!%/

101
 Appendix E: AEIOU (continued)
Forms

Figure 92.!"#$%&!'()*+!&,

102
Analysis
Workshop

Figures 93.!"#$%&'('!)* !+,%*'-./$0!1).2'3)4!5'(#6!"7895:

103
 Appendix E: AEIOU (continued)
Analysis
Gallery & Fishbowl

Figure 94.!"#$%&'('!)* !+,%*'-./$0!+$%%/.&!$#1!2('34)5%!6'(#7!"89:6;

104
Analysis
Kitchen

Figures 95.!"#$%&'('!)* !+,%*'-./$0!1(-23/#!4'(#5!"67849

105
 Appendix E: AEIOU (continued)
Analysis
Bench Room

Figure 96.!"#$%&'('!)* !+,%*'-./$0!1/#23!4))0!5'(#6!"7895:

106
Analysis
Grad Space

Figures 97.!"#$%&'('!)* !+,%*'-./$0!+.$1!23$4/!5'(#6!"7895:

107
 Appendix F: POEMS
Forms

Figure 98.!"#$%&!'()*!+()!&,-.(/0123

108
Forms

Figures 99.!"#$%&'()*+!,$--(!.$*/!%-(!01*2-34/56

109
 Appendix F: POEMS (continued)
Forms

Figure 100.!"#$%&!'()*!+()!&,-.(/0123

110
Forms

Figures 101.!"#$%&'()*+!,$--(!.$*/!%-(!01*2-34/56

111
 Appendix G: Cultural Probe
Graphic

Figure 102.!"#$%#&'$!(&)*+!,&'-./01

112
Picture

Figures 103.!"#$$%$&!'#()#*+(!,*-./0

113
 Appendix G: Cultural Probe
Picture

Figure 104.!"#$%#&'$!(&)*+!,+-#$%-.!

114
Analysis

Figures 105.!"#$%#&'$!(&)*+!,-'$./0/1

115
 Appendix G: Cultural Probe (continued)
Analysis

Figure 106.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

116
Analysis

Figures 107.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

117
 Appendix G: Cultural Probe (continued)
Analysis

Figure 108.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

118
Analysis

Figures 109.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

119
 Appendix G: Cultural Probe (continued)
Analysis

Figure 110.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

120
Analysis

Figures 111.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

121
 Appendix G: Cultural Probe (continued)
Analysis

Figure 112.!"#$%#&'$!(&)*+!,-'$./0/!1")-%0-#+234

122
Appendix H: Consent Forms

Figures 113–114.!"#$%&$'!(#)*%+

123
 Appendix H: Consent Forms (continued)

Figures 115–116.!"#$%&$'!(#)*%+

124
Figures 117–118.!"#$%&$'!(#)*%+

125
 Appendix H: Consent Forms (continued)

Figures 119–120.!"#$%&$'!(#)*%+

126
Figures 121–122.!"#$%&$'!(#)*%+

127
 Appendix H: Consent Forms (continued)

Figures 119–120.!"#$%&$'!(#)*%+

128
Figures 121–122.!"#$%&$'!(#)*%+

129
 Appendix H: Consent Forms (continued)

Figures 119–120.!"#$%&$'!(#)*%+

130
Figures 121–122.!"#$%&$'!(#)*%+

131
 Appendix H: Consent Forms (continued)

Figures 123–124.!"#$%&$'!(#)*%+

132
Figures 125–126.!"#$%&$'!(#)*%+

133
 Appendix H: Consent Forms (continued)

Figures 127–128.!"#$%&$'!(#)*%+

134
Figures 129–130.!"#$%&$'!(#)*%+

135
 Appendix I: Prototype
Questions
RED / Culture and traditions BLUE / Design
!" #$%"&'"()'*)+,"-).$/',(0,)-"&/"1$2("+23,2()4 !" 760,"&/=$(.0,&$/"%$23-"1$2"3&?)",$"?/$%"08$2,"1$2(",)0."
!" #$%"-$"1$2"5()),")0+6"$,6)("&/"1$2("+23,2()4 .).8)('"8)=$()"',0(,&/5"0"5($2*"*($;)+,4
!" 760,"0()"8&5"+)3)8(0,&$/'"&/"1$2("+$2/,(14 • 760,"&'"0"?)1"'?&33"1$2"8(&/5",$",6)",083)4
!" #$%"-$"1$2".0/05)"1$2(",&.)4"9()"1$2"2'20331")0(31:"30,):"$(";2'," • A"+0.)",$"BC9D"8)+02')EEE
$/",&.)4 • 76$"&'"1$2("=0>$(&,)"-)'&5/)(4
!" While eating in company, I find rude… • A",6&/?"-)'&5/"&'"&.*$(,0/,"8)+02')F
!" 760,"0()"&.*$(,0/,".0//)(&'.'"&/"1$2("+23,2()4 • 760,"&'"1$2(".$',"0/-"3)0',"*($-2+,&>)",&.)"&/",6)"-014
!" 760,"-$"1$2".&''".$',"08$2,"1$2("+$2/,(14
• G($."%6)()"$("=($."%6$."-$"1$2"5),"&/'*&(0,&$/4
!" 760,"&'"0"+$..$/")<*()''&$/"&/"1$2("+$2/,(14"760,"-$)'"&,"
.)0/4 • G$("%6&+6"+$.*0/1"%$23-"1$2"3&?)",$"%$(?4
!" 760,",(0-&,&$/'"0()"3$',"&/"1$2("+23,2()4 • H0.)",6)".$',"&.*$(,0/,"0'*)+,"$= "1$2("&-)03"%$(?'*0+)E
!" What is the meaning of your country’s flag? • 760,"&'"1$2("=0>$(&,)".2')2.4
!" 760,"&'"1$2("=0>$(&,)"-&'6"=($."1$2("+$2/,(14 • 760,"&'"1$2("=0>$(&,)"$8;)+,4
!" 760,"%$23-"1$2"+$..$/31")0,"=$("-&//)("&/"1$2("+$2/,(14 • 760,"&'"0"'3$50/"1$2"3&?)4
!" 760,",(0-&,&$/03"*30,)"=($."1$2("+23,2()"+0/"1$2"+$$?4 • 760,"0/-@$("6$%"-$"1$2"3&?)",$"'?),+64
!" 760,"-$"1$2"2'20331"-(&/?"=$("8()0?=0',4 • 760,"&'"1$2("=0>$(&,)"82&3-&/54
!" 76$"&'",6)"8)',"+$$?"&/"1$2("=0.&314"760,"&'"6&'@6)("'*)+&03,14 • 760,"&'"0"8&5"+6033)/5)"1$2"60>)"=0+)-"%6&3)"-)'&5/&/54
!" A= "1$2"%)()",$"8(&/5"=$$-",$"'60()"&/"$2("/)<,".)),&/5:"%60," • How do you define design?
%$23-"&,"8)4 • 760,"&'"1$2("-)'&5/"*($+)''4
!" 760,",$$3'"-$"1$2"2')"=$(")0,&/54"#0/-':"+6$*',&+?':"=$(?'4 • 760,"-)'&5/"-$"1$2"-&'3&?)4
!" What strange food can you find in your country that you wouldn’t • What logo do you find interesting?
)0,4
• 760,"-)'&5/"'?&33"%$23-"1$2"3&?)",$"&.*($>)4
!" 760,",0',)"+$.8&/0,&$/"-$"1$2"3&?)"8)',4
!" 760,"&'",6)"%)&(-)',"=$$-"1$2"60>)")>)(",(&)-4"76)()"%)()"1$24 • 760,"&'",6)")'')/+)"$= "I-)'&5/",6&/?&/5J"0/-"6$%"-$)'"&,"3)0-",$"
!" A= "1$2"+$23-".)+60/&+0331")/60/+)"1$2("8$-1:"%60,"%$23-"1$2" 8),,)(")-2+0,&$/4
+60/5)4 • 760,"&'",6)"/0,2()"$= "0"-)'&5/",6&/?&/5"*($+)''4
!" 7$23-"1$2"(0,6)("'*)0?")/-3)''31"$("8)"'&3)/,"=$()>)(4

136
 YELLOW / Personal Tornado Cards (punishments)
• What music do you listen to while working? members before • Say the alphabet backwards in under 30 seconds.
starting a group project? • Act a scene from a movie.
• Do you have a pet? • Sing a song in your language.
• What is your favorite color combination? • Teach the steps to a dance from your culture.
• What is your favorite TV show? • Sing the national anthem of your country.
• The perfect weather is… • Draw a face without lifting the pen from the paper.
• What is your favorite sport to play and/or watch? • Mimic a family member.
• What was your favorite movie when you where young? • Dance to a music video chosen by the other players.
• Rap 5 things you like, make your partner throw a beat.
• Do you have any hobbies? What are they?
• Sing a bedtime song.
• Who is your favorite artist?
• If you could choose between having the ability to fly or to
become invisible, which would you prefer?
• What is your favorite movie?
• In your culture, how would you appropriately interrupt someone?
• If you had the opportunity to radically change your career, what
would it be?
• How would your professor and teammates describe you?
• When you were a kid, what did you want to be as a grown-up?
• What is your favorite book?
• Where do you see yourself in 5 years?
• If you could relive last year, what decisions would you change?
• When I was a kid, I was really into…
• What would you change about yourself ?
• How do you define success?
• What do you think is the future of mankind?

137
 Figure 139. Affinity Process for Interviews.

138
List of Figures

139
 Table of Figures
!"#$%&'()'*+,&'-%././01&'22222222222222222222222222222222222222222222222222222222222222222222222222222 " !"#$%&'?3)'<&8"#5'K%"/&%"+'I5+708"8'2222222222222222222222222222222222222222222222222222222 =(
!"#$%&'3)'45/&%".%'.6 '*$768/%&+,'9:;..7'.6 '<&8"#5'2222222222222222222222222222222222 "" !"#$%&'?=)'9;.%/7"8/"5#'<&8"#5'K%"/&%"+'2222222222222222222222222222222222222222222222222 ==
!"#$%&'=)'>;&'<&8"#5'>&+,'222222222222222222222222222222222222222222222222222222222222222222222222222 "N !"#$%&'??)'9;.%/7"8/"5#'<&8"#5'K%"/&%"+'2222222222222222222222222222222222222222222222222 =?
!"#$%&'?@(?)'<&8"#5'>&+,'-.%/%+"/22222222222222222222222222222222222222222222222222222222222222 N !"#$%&'?A)'4J&+/".5'-%.:&88'22222222222222222222222222222222222222222222222222222222222222222222 =E
!"#$%&'(A)'B.%C'9&88".5'222222222222222222222222222222222222222222222222222222222222222222222222222222222 N" !"#$%&'?D)'K.5:&1/'>&8/"5#)']%+5J"5#'22222222222222222222222222222222222222222222222222 =H
!"#$%&'(D)'<&8"#5'-%.:&88'>",&7"5&'2222222222222222222222222222222222222222222222222222222222222 N"" !"#$%&'?E)'K.5:&1/'>&8/"5#)'FN&5/'22222222222222222222222222222222222222222222222222222222 =L
!"#$%&'(E)'F:.808/&,'G+1'B.%C'9&88".5'2222222222222222222222222222222222222222222222222222 N""" !"#$%&'?H)'K.5:&1/'>&8/"5#)'91+:&'22222222222222222222222222222222222222222222222222222222 ?O
!"#$%&'(H)'I117"&J'>;&.%0'"5'<&8"#5'K7+88'222222222222222222222222222222222222222222222222 3 !"#$%&'?L)'K.5:&1/'>&8/"5#)'G$8":'2222222222222222222222222222222222222222222222222222222 ?(
!"#$%&'(L)'M66&%"5#'I:/"N"/0'K$7/$%&'G+1'9C&/:;'222222222222222222222222222222222222222 = !"#$%&'AO)'K.5:&1/'>&8/"5#)'*+,&8'222222222222222222222222222222222222222222222222222222 ?3
!"#$%&'3O)'9/+C&;.7J&%'G+1'222222222222222222222222222222222222222222222222222222222222222222222222222 ? !"#$%&'A()'*+,&'>&8/"5#'+/'FN&5/'22222222222222222222222222222222222222222222222222222222 ?=
!"#$%&'3()'9/+C&;.7J&%'I5+708"8'222222222222222222222222222222222222222222222222222222222222222222222 A !"#$%&'A3)'-%././01&'<&N&7.1,&5/'G&&/"5#'222222222222222222222222222222222222222 ??
!"#$%&'33)'<&8"#5'>&+,'-%.:&88"5#'456.%,+/".5'22222222222222222222222222222222222222 D !"#$%&'A=)'*+,&'<&N&7.1,&5/'2222222222222222222222222222222222222222222222222222222222222 ?D
!"#$%&'3=)'P&55'<"+#%+,'<&N&7.1,&5/'222222222222222222222222222222222222222222222222222222 H !"#$%&'A?)'>&+,'>&8/"5#'*+,&'22222222222222222222222222222222222222222222222222222222222222 ?E
!"#$%&'3?)'F:.808/&,'G+1'2222222222222222222222222222222222222222222222222222222222222222222222222222 L !"#$%&'AA)'-+:C+#&'<&8"#5'9C&/:;'222222222222222222222222222222222222222222222222222222222 ?H
!"#$%&'3A)'>&+,'G&,Q&%8'B.%C"5#'2222222222222222222222222222222222222222222222222222222222222 (O !"#$%&'AD)'*+,&'K;+%+:/&%8'2222222222222222222222222222222222222222222222222222222222222222222 ?H
!"#$%&'3D)'45/&%N"&R'K.J"5#'22222222222222222222222222222222222222222222222222222222222222222222222222 (3 !"#$%&'AE)'-%././01&)']7.:C8'+5J'<"&'222222222222222222222222222222222222222222222222222 ?L
!"#$%&'3E)'S&8&+%:;'G&&/"5#'22222222222222222222222222222222222222222222222222222222222222222222222222 (? !"#$%&'AH)'-%././01&)'K+%J8'+5J'458/%$:/".58'2222222222222222222222222222222222222 AO
!"#$%&'3H)'-%.:&88"5#'K.77&:/&J'456.%,+/".5'222222222222222222222222222222222222222222222 (D !"#$%&'AL)'-%././01&'>&8/"5#'222222222222222222222222222222222222222222222222222222222222222222 A(
!"#$%&'3L)'T8&%'45/&%+:/".5'R"/;'K$7/$%+7'-%.Q&'2222222222222222222222222222222222222222 (E !"#$%&'DO)'T8&%'45/&%+:/".5'R"/;'-%././01&'22222222222222222222222222222222222222222 A3
!"#$%&'=O)'>&+,'G&&/"5#'+/'!.U0'V.U0'2222222222222222222222222222222222222222222222222222222 (H !"#$%&'D()'-+"58['*+"58['+5J'458"#;/8'6%.,'T8&%'>&8/"5#'2222222222222222222 A=
Figure 31: Interview Affinity Process .......................................................... (L !"#$%&'D3)'!"5+7'-%././01&'2222222222222222222222222222222222222222222222222222222222222222222222 A?
!"#$%&'=3)'9;+J.R"5#'<+/+'I5+708"8'222222222222222222222222222222222222222222222222222222222222 3O !"#$%&'D=)'!"5+7'-%././01&'2222222222222222222222222222222222222222222222222222222222222222222222 AA
!"#$%&'==)'-&%8.5+'<&N&7.1,&5/'22222222222222222222222222222222222222222222222222222222222222222 3( !"#$%&'D?)'!"5+7'-%././01&)'K+%J8'+5J'458/%$:/".58'222222222222222222222222222 AD
!"#$%&'=?)'-&%8.5+'B'2222222222222222222222222222222222222222222222222222222222222222222222222222222222222 33 !"#$%&'DA)'!"5+7'-%././01&'2222222222222222222222222222222222222222222222222222222222222222222222 AE
!"#$%&'=A)'-&%8.5+'W'22222222222222222222222222222222222222222222222222222222222222222222222222222222222222 3= !"#$%&'DD)'!"5+7'-%././01&)']7.:C8'22222222222222222222222222222222222222222222222222222222 AL
!"#$%&'=D)'-&%8.5+'X'22222222222222222222222222222222222222222222222222222222222222222222222222222222222222 3? !"#$%&'DE)'!"5+7'-%././01&)'<":&'+5J']7.:C8'222222222222222222222222222222222222222 DO
!"#$%&'=E)'-&%8.5+'Y'22222222222222222222222222222222222222222222222222222222222222222222222222222222222222 3A !"#$%&'DH)'!"5+7'-%././01&)'K+%J8'+5J'458/%$:/".58'222222222222222222222222222 D(
!"#$%&'=H)'!"5J"5#8Z+/Z+Z#7+5:&'G+1'22222222222222222222222222222222222222222222222222222222222 3D !"#$%&'DL)'!"5+7'-%././01&'2222222222222222222222222222222222222222222222222222222222222222222222 D=
!"#$%&'=L)'458"#;/['\.R'G"#;/'B&'+5J'M11.%/$5"/0'<&N&7.1,&5/'222222 3E !"#$%&'EO)'-%.J$:/".5'-%.:&88'222222222222222222222222222222222222222222222222222222222222222 D?
!"#$%&'?O)'M11.%/$5"/0'G+1'222222222222222222222222222222222222222222222222222222222222222222222222 3H !"#$%&'E()'4,17&,&5/+/".5'-7+5'222222222222222222222222222222222222222222222222222222222222 DD
!"#$%&'?()'3U3'<"+#%+,'+8'9;.%/7"8/"5#'>..7'222222222222222222222222222222222222222222222 3L !"#$%&'E3)']$8"5&88'G.J&7'K+5N+8'22222222222222222222222222222222222222222222222222222222 DE

140
+,-./01#(21+,34516/78789:01;084,51<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< !" +,-./01$'*21=.58./4516/7Q01T3459@,@1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$*
+,-./01#)21=.58./451>3?0/@843?,3-1AB/7.-B1C4D01<<<<<<<<<<<<<<<<<<<<<<<<<<<< #$ +,-./01$'!21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$!
+,-./01#*21C/7.:1E008,3-1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< #% +,-./01$'#21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$#
+,-./01#!21F/4,3@87/D,3-1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< #! +,-./01$'"21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$"
+,-./01##21GH7@9@80D1E4:1I0/@,731$1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< #" +,-./01$'&21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$&
+,-./01#"21GH7@9@80D1E4:1I0/@,731%1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< #& +,-./01$$'21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $%'
+,-./01#&21GH7@9@80D1E4:1I0/@,731(1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< "' +,-./01$$$21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $%$
+,-./01"'21GH7@9@80D1E4:1I0/@,731)1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< "$ +,-./01$$%21=.58./4516/7Q01T3459@,@1Y=738,3.0?Z1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $%%
+,-./01"$21J0@04/HB1K.0@8,731E48/,L1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< "% +,-./01$$(S$("21=73@0381+7/D1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $(*
+,-./01"%21=738,3.48,7317M 1J0@04/HB1K.0@8,731E48/,L1<<<<<<<<<<<<<<<<<<<<<< "( Figure 139: Affinity Process for Interviews ......................................... $("
+,-./01"(21=738,3.48,7317M 1J0@04/HB1K.0@8,731E48/,L1<<<<<<<<<<<<<<<<<<<<<< ")
+,-./01")21=738,3.48,7317M 1J0@04/HB1K.0@8,731E48/,L1<<<<<<<<<<<<<<<<<<<<<< "*
+,-./01"*21NO08HB17M 1N8.?0381P7/O,3-1481C.5M@8/04D1NB7:11<<<<<<<<<<<<< "!
+,-./01"!21NO08HB17M 1+4H.5891E0DQ0/11<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< "#
+,-./01"#21NO08HB17M 1N8.?0381P7/O,3-1481=7D:.80/1R4Q1<<<<<<<<<<<<<<<<<< ""
+,-./01""S"&21TGUV>1+7/D21T143?1G1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $''
+,-./01&'S&$21TGUV>1+7/D21U143?1V1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $'$
+,-./01&%21TGUV>1+7/D21>1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $'%
+,-./01&(21T3459@,@17M 1C.5M@8/04D1P7/O@B7:1>@,3-1TGUV>1<<<<<<<<<< $'(
+,-./01&)21T3459@,@17M 1C.5M@8/04D1C4550/9143?1+,@BQ7W51>@,3-11
1 1111TGUV>1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $')
+,-./01&*21T3459@,@17M 1C.5M@8/04D1X,8HB031>@,3-1TGUV>1<<<<<<<<<<<<<< $'*
+,-./01&!21T3459@,@17M 1C.5M@8/04D1F03HB1J77D1>@,3-1TGUV>1<<<<< $'!
+,-./01&#21T3459@,@17M 1C.5M@8/04D1C/4?1N:4H01>@,3-1TGUV>1<<<<<<<< $'#
+,-./01&"216VGEN1+7/D1M7/1NB4?7W,3-1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $'"
+,-./01&&21C.5M@8/04D1+577/165431M7/1NB4?7W,3-1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $'&
+,-./01$''216VGEN1+7/D1M7/1NB4?7W,3-1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$'
+,-./01$'$21C.5M@8/04D1+577/165431M7/1NB4?7W,3-1<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$$
+,-./01$'%21=.58./4516/7Q01C/4:B,H1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$%
+,-./01$'(21J.33,3-1=.58./4516/7Q01<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$(
+,-./01$')21=.58./4516/7Q01J0@.58@1<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< $$)

141