Multicultural Experience at Gulfstream Applied Theory in Design | Professor Regina Rowland | Winter 2016 © 2016 SCAD School of Design All images were created by the SDES 704 Applied Theory in Design team unless otherwise noted.
Multicultural Experience at Gulfstream is the offcial process book of the Savannah College of Art and Design graduate Design Management course: SDES 704 Applied Theory in Design and was created entirely by the students enrolled in that course. Its editorial content does not necessarily refect the views of the Savannah College of Art and Design. It was produced in the Winter Quarter of 2016 and covers the period between January and March 2016. Students were identifed by year at the time of page production.
The 2016 Winter Quarter SDES 704 process book features 11 sections: Project Framing, Research Planning, Research, Design Criteria, Conceptualization and Prototyping, Prototype Development, Implementation, Conclusion and Recommendations, Appendices, References and List of Figures. Apple Macintosh OS X computers using Adobe Creative Cloud software (InDesign, Photoshop and Illustrator) were used to design all 141 pages.
Typefaces, Acumin Pro and Garamond regular, created by Robert Slimbach, Claude Garamond and Jean Jannon respectively, were used.
Figure 1–2. Game Prototype (cover). Interior of Gulfstream School of Design (right). ii Table of Contents
Table of Contents ...... iii Interview and Shadowing ...... 17 Prototype ...... 46 The Team ...... v Data Analysis and Synthesis Methods 18 Packaging ...... 48 Introduction ...... vi Insights from Data Processing Testing Final Prototype ...... 50 Timeline ...... vii Methods ...... 18 Pains and Gains ...... 53 Personas ...... 21 Finalizing Prototype ...... 54 Project Framing 1 Findings-at-a-glance ...... 26 Subject of Study ...... 2 How Might We...? ...... 27 Implementation 65 Problem Statement ...... 2 Opportunities ...... 28 Business Model Canvas ...... 66 Purpose of Study ...... 3 Shortlisting Final Opportunities ...... 29 Implementation Plan ...... 67 Scope of Study ...... 3 Conclusion ...... 29 Stakeholders Map ...... 4 Conclusion and Recommendations 69 Preliminary Research Question ...... 5 Design Criteria 31 Brainstorming and Filtering ...... 32 References 73 Research Planning 7 Shortlisting Final Criteria ...... 33 Secondary Research ...... 8 Re-frame ...... 33 Appendices 77 Ecosystem Map ...... 8 Appendix A: Ecosystem Map Research Methodology ...... 10 Conceptualization and Prototyping 35 Development ...... 78 Refned Umbrella Research Question ...... 10 Initial Concepts ...... 36 Appendix B: Research Questions ...... 82 Research Sub-questions ...... 11 Crazy Eights ...... 36 Appendix C: Interviews ...... 86 Filtering the Concepts ...... 37 Appendix D: Survey ...... 99 Research 13 Testing Concepts ...... 38 Appendix E: AEIOU ...... 100 Data Collection 14 Branding ...... 38 Appendix F: POEMS ...... 108 Cultural Probe ...... 15 Event ...... 39 Appendix G: Cultural Probe ...... 112 Fly-on-the-wall ...... 15 Space ...... 40 Appendix H: Consent Forms ...... 123 Interviews ...... 15 Music ...... 41 Appendix I: Prototype ...... 136 Shadowing ...... 15 Games ...... 42 Survey ...... 15 Shortlisting Final Concepts ...... 43 List of Figures ...... 139 Data Processing Methods 16 Cultural Probe and Survey ...... 17 Prototype Development 45 Fly-on-the-wall ...... 17 Developing Final Prototype ...... 46
iii Sinan Chen China
Garima Gupta India
Figure 3. The Design Team. iv The Team Rebecca Díaz The design team is comprised of students with unique Puerto Rico personalities, particular set of skills and diverse cultural identities. The constant interaction between these three elements allowed the team to communicate effectively through different channels such Akimasa Hashimoto (Aki) as laughter, drawings and anecdotes. All the members shared one Japan thing: being in a country that was not their own and constantly interacting with a culture different from theirs. This fact generated a sense of empathy from the beginning of the process, which was highlighted as the concept of multiculturality developed. Each Diana Echeguren topic discussed during the process, became a tool for the group Mexico members to better understand each other. The team became eager to research, analyze and develop a tool that could replicate this Germán Cardona enriching experience for others. Colombia
Pilar Moreno-Azcárate Colombia
Sinan Chen Felipe Cuéllar China Colombia
Yaser Hamad Bahrain
Garima Gupta Qi An (Angel) India China
José Ortiz
Figures 4–14 . Design Team Portraits. Mexico
v Introduction
Savannah College of Art and Design (SCAD) has a 23 percent international student population meaning that multicultural experiences are constantly taking place in different classes, programs and buildings. The community within Gulfstream Center for Design (Gulfstream), as part of SCAD, presents similar conditions with a 26 percent of international students. A focused look into how multiculturality is present at Gulfstream can, therefore, provide different options on how to address it.
The research team discussed particular concerns and chose a research topic to investigate. Together they have employed different methodologies in order to collect data, process and analyze it. Through synthesizing the information, the team developed insights and defned opportunities for improvement. Through these opportunities they aim to leverage multicultural experiences in order to enhance teamwork across cultures at Gulfstream.
Figure 15. Work Session. vi Timeline
The research project is composed of ten steps. This gantt chart shows the distribution of these steps along the 10 weeks that make up SCAD’s winter quarter.
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 . Design Process Timeline.
vii Figure 17. Ecosystem Map Work Session. viii Project Framing
1 Subject of Study
SCAD’s Gulfstream caters to a diverse group of students and faculty members from different parts of the world. Each individual brings a rich cultural experience on board with them. Students and faculty members work together in teams where they get an opportunity to share their unique cultural experiences and skills with each other. The project focuses on these unique cultural characteristics and their effect on the learning experience for the community.
Problem Statement
Gulfstream community displays a lack of multicultural awareness leading to missed opportunities for developing practical collaboration and communication skills to the fullest. This effect has been documented in a research study by Dyer (2013), where he found that team members tend to have mismatched stereotype- related expectations that limit effective teamwork.
Figure 18. Applied Theory in Design Class.
2 Purpose of Study
The objective of this project is to identify the challenges of the multicultural academic environment at Gulfstream, in order to develop strategies to increase cultural intelligence. These strategies may lead to enhance understanding amongst the stakeholders and therefore improve the experience of collaboration at Gulfstream.
Scope of Study
The focus of this research is on multicultural interactions as defned by different cultures within the academic environment at SCAD. All the different departments, students and faculty in Gulfstream are included within this study. The relationship between the stakeholders’ values and beliefs, (including awareness, tolerance and respect) and the effect of it on team and design processes, is documented through different data collection methods. The importance of the following dimensions, and how they affect multicultural exchanges is also considered:
Equality Hierarchy Direct Indirect Individual Group Task Relationship Risk Caution
Figure 19 . Offering Activity Culture Map Sketch.
3 Stakeholder Map
The primary stakeholders are the students and faculty members as both The stakeholder map provided a clear visualization of the direct and groups beneft from the multicultural experience. These stakeholders indirect components affected by the subject of study, and served as a map are defned in Personas in the Research section. The administrative, to understand their relationships. maintenance and security staff are secondary stakeholders that beneft indirectly.
Web page SCAD security, Bus drivers Locals Staff Social media Uber drivers, Taxi driver City of Savannah Shop monitor UPS, FedEx, Airport, Taxi driver Police Ticket giver, Parking lot road SCAD advisors Deliver boys, Security Papa John’s IT support Design projects Family Dollar Trash collectors Design development Students families Plumbing maintenance Friends of homes SCAD kids Pets
Photographers, Clubs Students New students, Peer tutors Faculty International students Online students Chairs Extrovert students Shift design Review International professors Introvert students Students here for printing Grad show American professors Guest critiques Night owls Speaks Capture Morning birds Hard workers Gym LGBT CLC Health Cafe Handicapped Jen library SCAD studio Design companies Coca-Cola Target
Figure 20. Stakeholder Map.
4 Preliminary Research Question
The following research question was developed after defning the problem statement, purpose of study and recognising the stakeholders. This question developed as the design team proceeded with the secondary and primary research.
How might we leverage the multicultural experience at Gulfstream to enhance our capacity to work across cultures?
Figure 21 . Stakeholder Analysis.
5 Figure 22. Design Team Processing Information.
6 Research Planning
7 Secondary Research
Secondary research is conducted to learn about the context and to drive the design of the primary research. While developing the ecosystem map, team brainstorming sessions helped to visualize the emerging themes that guided the research process. The secondary research data was collected from books, internet, articles, journals and periodicals.
• Collaborative Parking Lot for collected data: Google Drive for easy access to all team members • Collaborative Data Collection: The Key Facts Method described by Vijay Kumar (2012) is used to organize the data collected by two- person teams.
Ecosystem Map
The ecosystem map developed and evolved in different stages. In this visualization (Figure 24) the research intent, emerging topics and their interactions rose to the surface. These relationships are synthesized in this ecosystem map. The hierarchy of each topic is represented by different sizes of the circles and their relationships are represented by the connecting lines.
Figure 23. Venn Diagram Development.
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 Multiple Setting Manners nationality languages Classrooms LEARNING Innovative Co-working Spaces
Stereotypes
Learning TOLERANCE Spaces In Common CULTURE Spaces WORSPACES Frames DIFFERENT PROGRAMS Student Start Up Culture
Distance PERCEPTION
Behaviors Culture Incubators In Experience Universities Expectations
Rejecting Traditions RULES MULTICULTURAL Communication Style
Face to Face EXPERIENCE Cultural Interaction CULTURAL Sensitivity INTELLIGENCE AT
GULFSTREAM Body Committees Awareness Language
Brief Interaction CORPORAL LANGUAGE COMMUNICATION Share Information OUR APPROACH COLLABORATION TO WORK
TRUST Barrriers Cultural AND Graphic Knowledge UNDERSTANDING Styles Dynamic Stable Conflict Understanding resolution CO-WORKING differences
Approach EMPATHY to Work GOALS
Common languages Conflict Resolutions
Passionate Connection
Expectations Decision Empathy Making Process
How we see things
Goals TEAMWORK Communication Behavior
Team Expectations Connection
Figure 24 . Ecosystem Map.
9 Research Methodology
This project is framed as a qualitative contextual case study with an ethnographic lens. According to Sharan B. Merriam (Introduction to Qualitative Research, 2008 p.8), “a case study is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution or community. For a qualitative study to be an ethnography, it must present a sociocultural interpretation of the data. Therefore, ethnography is not defned by how data is collected, but rather the lens through which data is interpreted.”
The context is informed by secondary data and by primary research fndings. Primary research is an important tool for this investigation due to its socio-cultural aspect. Through this project, the research team seeks to understand the socio-cultural interactions taking place within a specifc location.
Refined Umbrella Research Question
The Research Planning stage led the design team to refne the umbrella research question: How might we leverage the multicultural experience at Gulfstream to successfully work across cultures?
Figure 25. Team Members Working.
10 Research Sub-questions
Research Sub-question 1: What is culture? • How can members build trust in a multicultural teamwork environment? • How do cultures differ? • How do different cultures overlap? • How might cultural diversity create a more enriching team experience? Research Sub-question 3: What makes up • What are the learning expectations of students from different cultures? Gulfstream? What are the student experiences while working in diverse teams at • • What are the objectives of the community at Gulfstream? Gulfstream? • How are the objectives of the school addressed in Gulfstream? How does the Gulfstream community defne culture? • • What is the composition of the Gulfstream community? How do individual cultural traditions create the culture of Gulfstream? • • How do individual experiences in multicultural teams vary for the community at Gulfstream? Research Sub-question 2: What is multicultural • How might stakeholders from different majors at Gulfstream fnd a experience? common cultural ground? • How do diverse cultures adapt in order to enhance communication? • How can the potential of existing facilities at Gulfstream be • How do diverse cultures adapt to foster learning? optimized? • How do multicultural experiences affect communication in a learning • What types of team workspaces can be found at Gulfstream? environment? • How can the effectiveness of the existing workspaces at Gulfstream • How might multicultural experiences affect communication in the be assessed? creation of ideas? • How might stakeholders from different multicultural identities fnd Research Sub-question 4: What defines our capacity common ground? to work? How might quality communication be encouraged so that potential • • How might multicultural diversity become a tool to harvest creativity? cultural barriers are removed? • How might communicating cultural background enhance the capacity • How do students currently perceive the multicultural interactions at of a team to collaborate? Gulfstream? • How can a team member’s fexible attitude affect a team’s creative • What cultural characteristics infuence teamwork? performance? How can understanding of different cultural characteristics be • • How can curiosity about different cultures be fostered? fostered? • How might a work environment be enhanced through cultural • How do different cultures react to different scenarios? understanding? How do students from similar cultural backgrounds interact with • • What can be good ways to set rules and resolve conficts in a students from other cultural backgrounds? multicultural environment? How does language affect the interactions between multicultural • • How can empathy be encouraged within a multicultural team? students?
11 Figure 26. Interview Coding.
12 Research
13 Data Collection Methods
Cultural probe According to Hanington (2012, p.54), “A cultural probe is developed in order to identify key patterns and themes that emerge from the participant group.” This cultural probe helped in collecting qualitative data about team-working experience of multicultural students at Gulfstream. It also required participants to provide their major, nationality and gender. The printed poster for the cultural probe was installed in the entrance gallery at Gulfstream for ease of interaction with the participant group. Students rated their experience on a scale of 1 to 5 under the following sub-heads:
• Communication • Time management • Quality of design deliverable • Exchange of skills • Social experience
Figure 27. Research Meeting.
14 Fly-on-the-wall The design team used the AEIOU method to record observations. Shadowing According to Hanington (2012, p.10), “The AEIOU method can be According to Kumar (2012, p.102), “Shadowing observations can be used to develop a worksheet for categorizing or coding observational analyzed through fve different concepts: people, objects, environment, notes as they occur. It provides preset categories - activities, message and service (POEMS)” Specifc areas of observation were environment, interactions, objects and users, and allows further established in Gulfstream, a map of Gulfstream (Appendix F) was analysis on the recorder information.” The AEIOU method was used utilized to track the movement of the users within the space. Five users by the design team to make observations in fve spaces at Gulfstream from different disciplines and cultural backgrounds - USA, Thailand, - Grad space, kitchen, entrance gallery, the bench room and the China, Puerto Rico and Taiwan were selected for shadowing. Each workshop. These spaces provide a good intersection across all varied user was shadowed for 45-60 minutes. The experience was recorded in activities that take place within the student group at Gulfstream. POEMS form (Appendix F).
The data collected under the fve AEIOU categories was analyzed Survey and categorized under communication, collaboration, teamwork and In addition to the interviews, surveys were created to obtain frst hand multicultural activities in order to understand factors that support and information from multiple members of the student body at Gulfstream. that don’t in these fve spaces. An online questionnaire with specifc concerns and questions was developed and shared (Appendix D). The form was created using Google Interviews Forms which provides an easy, friendly platform and integrates a data The design team conducted interviews to obtain frst hand processing mechanism. 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 Offce) staff members is included in Appendix C.
15 Data Processing Methods
Different literary resources were investigated to identify methods for data processing and analysis. Some of the data processing methods used include - convergence map, ecosystem map, affnity map, user group defnition and ERAF (entities, relations, attributes,fows) map. The following resources were used in this process:
• 101 Design Methods by Vijay Kumar • Universal Methods of Design by Bruce Hanington • Exposing the Magic of Design by Jon Kolko • Cultural Intelligence by Brooks Peterson • Team Building: Proven Strategies for Improving Team Performance by Dibb Dyer
Figure 28. Processing Collected Information.
16 Charting and Diagramming for Cultural Probe and Survey Through charts and diagrams, researchers are able to graphically visualize information and numerical data. The information gathered from the cultural probe and surveys through POEMS method was represented using spider diagrams and pie charts developed in Microsoft Excel.
AEIOU for Fly-on-the-wall The observation data collected through AEIOU was analyzed and categorized under the key areas of the ecosystem map - communication, collaboration, teamwork and multicultural activities. This helped in tying the observation matrix to the research question.
Afinity Mapping for Interviews and Shadowing The affnity mapping method is a way to visualize and analyze data for synthesis. The research team analyzed the data from the interviews and shadowing using this method. The data points from all eleven interviews were frst categorized into clusters of similar topics. Then similar or overlapping clusters were grouped together. The team named each cluster with statements that represent the user’s voice (blue sticky notes) in order to generate insights. These rephrased clusters were regrouped and a new insight was created from each new cluster (orange sticky notes). Finally, these new clusters were further regrouped in order to attain the fnal fndings from the interviews (pink sticky notes). These concepts were taken forward to the fndings-at-a-glance diagram.
Figure 29 . User Interaction with Cultural Probe.
17 Data Analysis and Synthesis Methods
Insights from Data Processing Methods Data analysis processes include generation of design principles, defnition of personas, matrices and all kinds of data maps for concept defnition. After applying the research protocols and processing the data collected from them, the team analyzed the results and discovered the following insights.
Cultural Probe • Better social experience leads to better exchange of skills. • Communication is not directly related to social experience. • Time management and communication are directly related. • Quality of solutions is affected by time management and communication and exchange of skills and social experience.
Fly-on-the-wall Observation • Furniture layout at Gulfstream is positive for multicultural communication, collaboration, and teamwork. • Shared spaces at Gulfstream are good for multicultural communication, collaboration, and teamwork. • Multiculturality is involved in every action at Gulfstream. • Access to resources is important for communication, collaboration, and teamwork. • The lack of privacy in Gulfstream spaces hinders communication and teamwork. • The lack of privacy in Gulfstream spaces encourages collaboration and communication. • Open and informal spaces at Gulfstream encourage good communication, collaboration and teamwork. • Grouping by cultures is good for communication and teamwork, but it discourages collaboration.
Figure 30. Team Meeting at Foxy Loxy.
18 Interviews • Understanding other cultures is key to learning. • People beneft from multicultural environments. • Open working environments encourage multicultural interactions. • Perceptions are infuenced by culture. • Gulfstream does not encourage individual work. • Lack of understanding leads to frustration. • Grouping by cultures creates stereotypes. • Cultural similarities are comforting. • Group size matters. • Team issues have more to do with personality than culture. • International students tend to work hard.
Survey • Overall, students modify their behavior while working in multicultural environments. • Almost all surveyed students like working in multicultural teams. • If given a choice, students have no preference in working with other students from their own culture. • Student prefer classrooms and grad space for teamwork. • 50% of the surveyed students prefer working at Gulfstream. • No two cultures tend to identify with each other.
Figure 31 . Interview Affnity Process.
19 Data Analysis and Synthesis Methods
Shadowing • All the observed students got along with other students from • The students were helping other classmates. different cultures. • All the students had different ways of communicating their ideas and • The students worked in the gradspace and room 1408. different skill sets driving their activities.
Figure 32. Shadowing Data Analysis.
20 Personas With the objective of guiding future decisions in the design process, the goals, desires and limitations. These profles were created using the fve researchers created personas representing the different stakeholders, their scales of cultural styles proposed by Peterson (2004).
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. Persona Development.
21 Data Analysis and Synthesis Methods
Personas Name: W Age: 28 Major: M.A. Design Management Has pets Rides a bike Likes music Education background Work experience with nonproft organizations Easy going Shy Doesn’t like conficts Harmonizer Good listener Not opinionated Community oriented Tries to fnd personal connections Prefers to work outside school Coffee shop environment
W is from Ukraine. She has worked in many nonproft organizations and has teaching experience. Her work experience has shaped her listening skills and leveraged her capacity to harmonize groups. She loves having close friendships, but she takes her time to build relationships due to her shy character. On the weekends she dedicates some time to work with animal care charities. She likes intimate cozy spaces to study and that’s why she goes to Gallery Espresso every day after classes. She is studying design management to pursue her dream of creating social innovation back in her country.
Figure 34. Persona W.
22 Name: X Age: 28 Major: M.A. Design Management Likes sports Drives a car World traveler Hates labels Proud of his own culture Chose SCAD because of its multiculturality Natural leader (leads people into equality) Flexible Everyones’ opinions count Believes in common ground between cultures Open minded
X is from India. He has worked in marketing agencies and due to his profession, he has visited countries like China, France, Mexico and Australia. Traveling is his passion and during his trips he is a proud ambassador of his culture. His direct and fexible personality makes him a good friend and facilitates dialogue. Relationships are important to him, he is a good listener and loves to learn from different cultures. He decided to study Design Management at SCAD as a complement to his career and chose the school because of its multicultural environment.
Figure 36 . Persona X.
23 Data Analysis and Synthesis Methods
Personas Name: Y Age: 24 Major: M.F.A. Industrial Design Likes to work out Drives a SUV Did his undergrad at SCAD and started his Masters after graduation No work experience Shop monitor Wants to get work done Social outside of Gulfstream Gets annoyed by people that can‘t express themselves (when people can‘t speak english well) Not fexible Hard worker Group leader He is perceived as intolerant, but really is just impatient with certain behaviors he doesn’t understand.
Y is from Texas. He has been in Savannah for 5 years. He studied his undergrad at SCAD and now started his M.F.A. in the same school. Even if he has been surrounded by a multicultural environment, he thinks that people from other cultures should adapt better and learn faster. He is very responsible at school and keeps separated his social and academic life. Every day he wakes up early to go to the gym to keep his energy fowing for the rest of the day.
Figure 36. Persona Y.
24 Name: Z Age: 23 Major: M.F.A. Furniture Design Likes the beach Rides the bus Loves cooking Little work experience (internships) Empathetic Family oriented Works at home Hard worker, but has diffculties to communicate Diffculty understanding the readings Rather work with people from her own culture
Z is from China. She came to the U.S. 6 months ago and this is her frst time living abroad. Due to her short experience working in English, she is having diffculties to communicate in class and with her classmates. She also prefers to work from home and tends to group with people from her own culture. She uses her free time mostly to communicate with her family in China. She chosed SCAD for its strategic location: good weather, near to the beach and small enough to use public transportation effectively.
Figure 37. Persona Z.
25 Data Analysis and Synthesis Methods
Findings-at-a-glance Map The fndings-at-a-glance map was created to visualize and mapped in order to determine their overall effect on the multicultural team synthesize all the insights gathered from the different primary work experience at Gulfstream. The sizes of the circles denote the quantity research methods. In this visualization various factors that impact of insights gathered from primary data. the learning process positively, negatively and situationally are
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 • Te diferent sizes of circles show the diferent quantity of insights gathered from primary research.
Figure 38. Findings-at-a-glance Map.
26 How Might We…? The research matrix facilitates translating fndings obtained from various insights into ‘How might we’ questions and developing their respective data processing methods into opportunities. It was created to process the opportunities.
Insights How might we...? Opportunities
Students enjoy working in multicultural teams. ...ofer more enjoyable multicultural team experiences. 1.Tere is an opportunity to reinforce the existing enjoyable ...take advantage of this enjoyable experience to enhance multicultural experience in order to enhance the work efectiveness. 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 diferentiate 3. Break the stereotype by understanding the diference between afect teamwork. them from cultural issues. personal and cultural issues in team work.
Understanding leads to better learning ...encourage learning about cultural diferences. 4. To devise tools in order to create awareness about our cultural experiences. diferences and similarities, and utilize them for efective 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 diferent points of views. students at Gulfstream. diferent cultures.
Language can become a barrier in the ...use socializing to overcome language barriers in team 6.To use social experiences to overcome language defciencies. development of projects. projects.
Grouping by culture limits opportunity to ...learn the benefts 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 benefts 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 afects work at Gulfstream. ...provide constant access to resources at Gulfstream. 10. To establish an efective interface between students and resource providers' to encourage students to work at Gulfstream.
Figure 39. Insight, How Might We and Opportunity Development.
27 Data Analysis and Synthesis Methods
Opportunities Since many opportunities were realized through the research matrix, the the opportunities on the Gulfstream community on a scale of short to design team decided to refne them by mapping their positive and negative long term. In this visualization various opportunities are mapped in order impact on the Gulfstream community and their relevance to the umbrella to determine their positive and negative impact on the multicultural team research question. The map below was created to visualize the impact of work at Gulfstream.
Short Term Long Term
Points of View
To devise ways to encourage an empathetic attitude towards different cultures. + Multicultural
Working Spaces Team Work To utilize the benefits of open Break the stereotype by spaces of Gulf in order to understanding the difference encourage communication, collaboration, and team work. between personal and cultural issues in team work. +/-
Working Spaces
Intangible Tangible To explore ways to create privacy in collaborative spaces at Gulfstream. Resources To establish an efective +/- interface between students and 'resource providers' to encourage students to work The different sizes of circles show at Gulfstream. the the different impact level. +/-
Figure 40. Opportunity Map.
28 High Impact
5 3 2 9 Shortlisting Final Opportunities The ten opportunities were mapped on a 2x2 matrix in order to 10 8 determine their impact (low to high) and their results (short term to long term). The fve opportunities that composed the high impact and short term quadrant were selected for development. Out the fve shortlisted opportunities, three were recognized as tangible opportunities that related to workspace and environment 1 and two were recognized as intangible opportunities that related to 6 behaviors and attitudes of the stakeholder group. 7 Short Term Long Term Conclusion The design team decided to develop the intangible opportunities. The tangible opportunities were related to the nature of existing 4 workspaces in Gulfstream. These workspaces are designed and planned by a dedicated design department for SCAD. Any possible recommendations for changes that could have a long term impact were beyond the scope of the design team alone. Therefore the team decided to go forward with the intangible opportunities with a short term impact period.
Low Impact
Intangible 5. Encourage an empathetic attitude 1. Reinforce the existing enjoyable towards diferent cultures. multicultural experience 3. Break the sterotypes by 2. To extend the positive social understanding the diferences experience existing in multicultural Tangible teams 8. To utilize the benefts of open 3. Create awareness about our cultural spaces at Gulfstream diferences 9. Create privacy in collaborative 6. To use social experiences to spaces at Gulfstream. overcome language defciencies. 10. Encourage students to work at 7. For breaking stereotypes through Gulfstream. teamwork. Figure 41. 2x2 Diagram as Shortlisting Tool.
29 Figure 42. Design Criteria Analysis.
30 Design Criteria
31 Brainstorming and Filtering
Keeping in mind the umbrella question, the objective of the project and the impact generated on the stakeholders, the team brainstormed to defne the design musts for the fnal concept. These criteria were grouped and fltered according to their relevance.
Be accesible Have a long-lasting effect
Adress differences Break stereotypes Adress barriers
Build trust Create awareness
Be easy and engaging Engage stakeholders
Allow personal connections Foster understanding
32 Choosing the criteria
After selecting the most accurate criteria, the team voted for the most important concepts that the fnal design must fulfll. The information was organized to visualize the relevance of every criteria to the umbrella question. Be an easily, updatable and long lasting method that can be accessible at any time and anywhere within Gulfstream. Break negative stereotypes and create an inclusive environment. Modify the Gulfstream culture by increasing cultural intelligence and promoting collective learning. Provide a fun and engaging experience for the experience for the Gulfstream community. Allow users to connect in a personal level through empathy and understanding.
Re-frame
The initial research question was confrmed by the primary research results. However, the approach to generate successful work across cultures was changed. Instead of using the individual’s own culture as a tool, the fnal solution uses understanding cultures within a group as means to bring people together and break stereotypes.
Figure 43. Shortlisting Design Criteria.
33 Figure 44. Shortlisting Design Criteria.
34 Conceptualization and Prototyping
35 Initial Concepts
Crazy Eights Keeping the design criteria in mind, the design team brainstormed to generate multiple ideas for the fnal design offering. The design team used the Crazy Eights idea generation technique in which each member of the design team generated 8 ideas in 10 minutes. After removing the repeated ideas within the group, there were 72 unique ideas for the fnal design offering.
36 Filtering the Concepts Out of the 72 ideas some ideas that did not adhere to the design criteria were eliminated. The remaining ideas were voted for by the individual members of the design team. The chosen design ideas were categorized into the following 5 topics.
• Branding • Event • Space • Music • Games
Figure 45. Ideation Process.
37 Cool Kids of Gulfstream Testing Concepts
The selected ideas were combined and developed into prototypes for testing with participants in Gulfstream. Branding PROS This idea was conceived to develop a unique brand identity for Gulfstream and its stakeholders. A logo sticker with a sketch of Gulfstream and tagline - The Cool Kids of Gulfstream was created and shared with the students. Easily identifyable, people felt attracted to the Pros: • It was easily identifable and students were attracted to the idea. • Stickers were an easy medium to engage with. They stayed for a idea it represents. long time wherever they were placed. Cons: • The stakeholders at Gulfstream expressed a negative connotation towards the idea of branding. Stickers are easy to engage with, can be placed • The prototype needs large-scale distribution and adaptation. It needs to be continuously promoted by someone. • The prototype was too small to access the long-term impact and results that a branding campaign requires. anywhere and stay for a long time.
A fexible and adaptable framework
A vehicle for creating an inclusive environment
A vehicle to increase cultural intellgence A way to promote collective learning CONS Fun and engaging For the prototype to become a vehicle for cultural Figure 46. Concept Testing: Branding. 38 intelligance, it has to be distrubuted and adapted widely. People at Gulfstream showed a negative connotation towards branding Needs to be continuosly feeded and promoted by someone. Prototype too small to provide the long-term results a branding campaign requires.
Flexible and Vehicle for Vehicle to Promote Be fun adaptable creating an increase collective & CRITERIA framework inclusive environment cultural intelligence Learning Engaging Event A cultural food and game hour was curated as an event that was conducted in Gulfstream on a Sunday evening. This event contained games and food from different cultures and required active participation and sharing.
Pros: • It was very engaging and interesting. • It created meaningful conversations. Cons: • It needs a lot of planning, attention and hosting. • Participants were busy with their respective work and had to be invited. • It had a cost implication.
A fexible and adaptable framework
A vehicle for creating an inclusive environment
A vehicle to increase cultural intellgence
A way to promote collective learning
Fun and engaging
Figure 47. Concept Testing: Event.
39 Testing Concepts
Space A Cultural Hub was developed to create a space that encourages multicultural interaction at Gulfstream and evolves with time. This Cultural Hub was a (8X3X8)’ framework constructed with PVC pipes and installed in the Grad Space. There were 6 mediums of interaction within this Cultural Hub: • Food • Language • Culture • Music • Sharing • Interactive element: Flags of different nationalities
Pros: • It was engaging. • It promoted cultural pride. • It educated participants about different cultures. Cons: • It needed attention and frequent updating.
A fexible and adaptable framework
A vehicle for creating an inclusive environment
A vehicle to increase cultural intellgence
A way to promote collective learning
Fun and engaging
Figure 48. Concept Testing: Space.
40 Music The Waving Culture of Gulfstream was developed as a playlist that contained music from different cultures. Participants could hear this playlist through the iPad installed in the cultural hub; they could also add songs of their own cultures to this playlist.
Pros: • Participants liked the idea of fnding songs from their own countries. • They shared their own music and added new songs to the playlist. • Some participants not only sang, but also danced to the music. Cons: • Spotify - the platform used to create the playlist was not the best medium, it was confusing and made it hard to add songs. The platform also restricted sharing and downloading the plasylist on other devices. • Using the iPad was not a good idea, because it was not always available.
A fexible and adaptable framework
A vehicle for creating an inclusive environment
A vehicle to increase cultural intellgence
A way to promote collective learning
Fun and engaging
Figure 49. Concept Testing: Music.
41 Testing Concepts
Games Two games were developed on existing game structures of Trouble and Jenga. These games were tested within team members and with the current class of DMGT 732 with help of Professor Rowland. There were two main components in these games: • The action that was governed by the basic premise of the game, for eg: removing a block from the block tower. • Interaction: This was generated by creating a set of cards with questions that the players were required to answer while playing the game. Pros: • Actively engaged students. • Facilitated exchange about culture as well as personality • It is small, easy to transport and easy to set up. • It is adaptable. Cons: • Instructions need to be very clear for students to be able to play the game on their own. • Game should include time limits to make sure there is some pressure and in order to keep the participants engaged.
A fexible and adaptable framework
A vehicle for creating an inclusive environment
A vehicle to increase cultural intellgence
A way to promote collective learning
Fun and engaging
Figure 50. Concept Testing: Games.
42 Shortlisting Final Concepts
After testing the 5 ideas and critically examining their pros and cons in respect to the design criteria, the games were chosen for further development. The games leveraged multicultural experience by proving a good medium for interaction and were adaptable as per changing contexts. Out of the 2 tested games, the block game was taken forward for development.
Figure 51. Game Testing at Event.
43 Figure 52. Prototype Development Meeting.
44 Prototype Development
45 Developing Final Prototype
During the testing stage, the team gathered feedback and suggestions for improvement from students and professors who played. Those suggestions and new ideas were used as input to develop the game further. The team developed a new setup that incorporated more elements and allowed the users to reach one of two different goals. These goals were meant to engage users in the activity while they learned about each other’s cultures, behaviors, likes and dislikes. The game used personal connections as a tool for fostering understanding and building better relationships within teams. In this context, the new prototype was named Team Up.
Team Up is a game that helps building teams through cultural and personal understanding while collaborating. The dynamic consists in answering questions related to culture, personal interests and design, while building or breaking a tower with wooden blocks. By answering questions, team members can learn about and understand each other. With the same set of tools, the game can be played in two different ways: Break it! and Make it!.
Figure 53. Game Development.
46 Break it! The objective of the game is keeping the block tower from falling while pulling blocks from it and building on top. By turns, teams roll the die and pull a block identifed with the corresponding number. The block will reveal a color that matches with a card category. The team reads the question on the card and every member answers it. Then, the block has to be placed on the top of the tower. If the tower falls, the team has to pull a tornado card that brings a special challenge. With this dynamic, the group gets to know facts about every member and collaborate to keep the tower from falling and stay away from the tornado.
Make it! The objective of the game is to build a solid tower with wooden blocks. By turns, teams roll the die and take the corresponding card according to the color shown in the die. Every team member answers the question. Then the team takes the number of blocks corresponding to the number on the die to build the tower. If the tower falls, the team has to pick a tornado card that brings a special challenge. With this dynamic, the team gets the chance to discover facts from every team member while they work together to build a solid tower and avoid the tornado.
Figure 54. Team Testing Game.
47 Developing Final Prototype
Packaging Design Team Up packaging is a wooden box that helps set up the game. The material protects the pieces assuring the game’s durability. Also, a strap was included in the design to make it easy to carry. The branding consists of 5 characters that represent each major at Gulfstream.
Figure 55–56. Package Design Sketch (top). Game Characters (bottom).
48 Figure 57. Prototype: Blocks and Die.
49 Testing Final Prototype
The fnal game prototype was tested amongst a professor and a group of 7 students from different majors at Gulfstream.
Figure 58. Prototype: Cards and Instructions.
50 Figure 59. Prototype Testing.
51 Figure 60. User Interaction with Prototype.
52 Testing Final Prototype
Pains and Gains After the playing session, the team made a list of the pains and gains game also gave suggestions that were taken into account to improve the observed and developed insights from them. The users who tested the prototype. The details can be observed in the following graphic.
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 Dice color after and before the game. Te pieces are birthday’ rule Questions was confusing engaging. Tornado had good were engaging cards: results individual or People are more engaged if they can win by group? Partial fall of or lose. A clear goal must be defned. 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
After analyzing the pains and gains, some changes were implemented to improve the game. The instructions were clarifed, some questions were rewritten and an additional die was added to improve the way Make it! is played.
Figure 62. Final Prototype.
54 Figures 19 . ResearchFigure study 63. relationship Final Prototype. sketch.
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
7:04
7:04 7:04 Culture & Traditions design personal tornado
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colored dots 8:56 3 sets of 22 question cards (Blue, Red and Yellow) instructions 1 set of 10 black cards (Tornado)
Figure 64. Final Prototype: Cards and Instructions.
56 Figure 65. Final Prototype.
57 58 Figure 66. Final Prototype: Blocks.
59 Figure 67. Final Prototype: Dice and Blocks.
60 Figure 68. Final Prototype: Cards and Instructions.
61 62 Figure 69. Final Prototype.
63 Figure 70. Production Process.
64 Implementation
65 Implementation Plan
The design team created a business model canvas to visualize the possible to the market. In order to accomplish this, Team up can be tested multiple implementation stages of the game in the future. The implementation plan times and transformed to be used within SCAD community. The following could be executed in 5 stages by developing the game in 3 different aspects: chart shows every stage of implementation and how feedback is key to prototype, application and users. The fnal goal would be to bring the game nurture the game. 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 PROTOTYPE TEAM UP complete adaptable framework 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. Implementation Plan.
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 Staf Education entities New gameplay options understanding diferent topics and games Other Universities Research and user testing Ability to create their own Creative Companies Wooden blocks and diferent 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 fnal product wood Creation of new products printing Company consulting packaging manufacturing
Figure 72. Business Model Canvas.
67 Figure 73. Final Prototype Detail.
68 Conclusion and Recommendations
69 Conclusion
In order to culminate the fnal learning from the entire design process spread over a period of 10 weeks, the design team revisited the research question: How might we leverage the multicultural experience at Gulfstream to enhance our capacity to work across cultures?
The Project Framing helped in formulating this research question and the Research Planning helped in gaining insights by interacting with stakeholders in their real context. The design team worked in an educational context at Gulfstream with students and faculty members from diverse cultural backgrounds.
The fnal offering Team Up evolved after examining numerous ideas, developing a series of prototypes and testing with stakeholders at Gulfstream. Team Up leverages multicultural experience at Gulfstream by: • Promoting meaningful interactions between different stakeholder groups. • Providing an opportunity to discover more about individual cultures present at Gulfstream. • Creating a premise to discover more about individual personalities and behaviors. • Providing a medium to break the ice in a new team or group working together for the frst time. • Breaking the stereotype images of people from different cultural backgrounds and discovering things beyond the obvious.
70 Recommendation
The design team recommends exploring Team Up as a tool for meaningful interaction within different groups at Gulfstream. It can be used to work with people from different disciplines and cultures. Faculty members can use it as a team-building tool for different classes or within faculty sessions. Students can use it as a fun game with added advantage of meaningful exchange of ideas within a group.
Although it was originally intended for multicultural teams to work effciently across cultural barriers at Gulfstream, Team Up provides a fexible framework that can be modifed as per user needs. It can be easily adapted by modifying one of the game components, the cards. Facilitators can create their own cards to suit the needs of their group. Team Up can be used for teambuilding activities in any organization, co-creation sessions across all age groups and multidisciplinary collaboration for meaningful exchange of ideas.
The design team recommends playing Team Up with anyone and everyone, you might fnd out something extraordinary from the person you least expect!
Figure 74. Cultural Understanding Through Game.
71 Figures 75. Group Meeting.
72 References
73 References
Cagnol .R (2013, January). Will Coworking Spaces Be The New Merriam, B. S. (2008). Introduction to qualitative research. Merriam, B. S. Classrooms? Desk mag. Retrieved from http://www.deskmag.com/ Ed., Qualitative research in practice (pp. 8). Retrieved from http:// en/will-coworking-spaces-be-the-new-classrooms-university- www.sagepub.com/sites/default/fles/upm-binaries/28284_01_ school-686 Boeije_Ch_01.pdf Cagnol .R (2013, March). The differences between work cultures found in Peterson B. (2004). Cultural intelligence. A guide to working with people eleven countries. Desk mag. Retrieved from http://www.deskmag. from other cultures. Yarmouth, ME: Intercultural Press, Inc. com/en/steelcase-maps-work-cultures-among-11-countries Seleim, S. I. M., & Mahmoud, W. A. N. (2013). Using studio-based Campbell, A. (2011). Collaboration Is Not the Same thing as teamwork. learning for enhancing EFL preservice teachers’ pedagogical Retrieved from http://www.businessinsider.com/collaboration-is- knowing and investigating the effect on their pedagogical content misunderstood-and-overused-2011-9 knowledge. Retrieved from http://www.slideshare.net/ Dyer, W. Gibb, and Dyer, Jeffrey H.. Team Building: Proven strategies AlexanderDecker/using-studio-based-learning-for-enhancing-ef- for improving team performance(5th edition). SOmerset, NJ, USA: preservice John Whiley Sons, 2013. ProQuest ebrary. Web. 24 January 2016. Spiegel, A. (2012) Struggle For Smarts? How Eastern And Western Cultures Hanington B. (2012). Universal Methods of design: 100 ways to research Tackle Learning. National public radio Retrieved from http:// complex problems, develop innovative ideas, and design effective www.npr.org/sections/health-shots/2012/11/12/164793058/ solutions. Beverly, MA: Rockport Publishers. struggle-for-smarts-how-eastern-and-western-cultures-tackle- Kolko J. (2011). Exposing the magic of design. New York, NY: Oxford learning University Press The Grove Consultants International. (Producer). (2009). Team Kumar V. (2012) 101 design methods: a structured approach for driving Performance Sketchtalk. [URL]. Available from https://www. innovation in your organization. New York, NY: Wiley. youtube.com/watch?v=WA3VkPHp2z0#action=share
74 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. Brainstorming.
76 Appendices
77 Appendix A: Ecosystem Map Development
Once the initial relationships between the different subjects, actions sub-divided and identified as the main research topics. These topics and spaces were identified, the area where the problem occurred include: Cultural background, Teamwork, Workspace, Collaboration, was outlined as the ‘scope’. Later, groups of related conditions were Communication and Gulfstream.
Figure 77. Ecosystem Map Version 1.
78 The previously identified topics were reorganized around The visualization clearly demonstrates some relationships, Gulfstream in an effort to simplify and clarify the relationships however, the inner-workings of each system are not as well present and understand their hierarchies. defined.
Figures 78. Ecosystem Map Version 2.
79 Appendix A: Ecosystem Map Development (continued)
The overlapping topics from the convergence maps were analyzed, This process resulted in a nine-part diagram that shows major topics clustered and numbered to develop additional statements. more organized.
Figure 79. Ecosystem Map Version 3.
80 All the overlapping topics from both convergence maps were analyzed This process resulted in a six-part diagram that highlights the and clustered to develop additional statements and questions. relationships and major topics of interest.
Figures 80. Ecosystem Map Version 4.
81 Appendix B: Research Questions Matrix
Figure 81. Research Question Matrix.
82 Figures 82. Continuation of Research Question Matrix.
83 Appendix B: Research Questions Matrix (continued)
Figure 83. Continuation of Research Question Matrix.
84 Figures 84. Continuation of Research Question Matrix.
85 Appendix C: Interviews
Questions for Students
• Tell me about your experience of working with people from other cultures at Gulfstream. • What characteristics from your culture have you discovered in other cultures at Gulfstream? • What have you learned from multicultural experiences? • What cultural characteristics have infuenced your team work? • What strategies do you use to adapt to various cultural frames in multicultural group work? • In your own experience, how many members can a group have before it stops being effective? • In what way do your professors address multiculturalism in your class? Prompts: How do your classmate respond to that? • What particular behaviors do you notice in students from various cultural backgrounds? • What has been your experience while working with a group of people with diverse cultural backgrounds? • How does a fexible attitude affect a multicultural team performance?
Figure 85. Sketch of Student Working at Gulfstream Shop.
86 Questions for Professors
• Tell me about your experience while working with students from varied cultures. • In what way do you address multiculturalism of the students in your class? Prompts: What has been the reaction from the students? • How do you adapt your communication in multicultural groups? • What methods have you applied in order to encourage quality communication? • How have you built trust in a multicultural environment? • How does a fexible attitude affect a multicultural team performance? • What cultural behavioral patterns have you observed in students? • In what way do multicultural teamwork experiences at Gulfstream differ from other places? • Do the workspaces in Gulfstream complement the academic requirements? What would you change about this environment?
Figures 86. Sketch of Faculty Member.
87 Appendix C: Interviews (continued)
Questions for International Student Services Ofice (ISSO)
• What effort does the ISSO do to integrate international students into the SCAD community? • What have you learned from multicultural experiences? • What strategies do you use to adapt in multicultural relationships? • What cultural characteristics have infuenced your team work? • What issues do you encounter while expressing and understanding ideas between people from different cultures? • What cultural behavioral patterns have you observed in students? • What methods have you applied in order to encourage quality communication? • In what way do multicultural experiences at SCAD differ from other places? • How many international students are there in Gulfstream? How many US-Americans?
Figure 87. Sketch of Student Working at Computer Lab.
88 Transcripts Interview with Student Yash Rathod Tell me about your biggest frustration about team working with people from other culture, they maybe talking in different languages and all. For me its frst 2-3 weeks, when cultures in Gulfstream. I need to understand their culture. For eg: If there is a girl from Germany, and I have Its when you are talking with someone, since they are coming for different cultures, been to Germany for 6 months. So I know some cultural things from there, bit of their communication is a problem. For eg: In America, people are quite polite while talking, language as well. So I try to talk with her, basically make her feel a part of the group and some other cultures are very frank in their manner of talking. Frustration usually comes bond with her. So we can work properly in our group during weeks to come. I would like during the frst 2-3 weeks when you are trying to communicate. to learn their culture and then work together. It comes unconsciously for me. I get into I won’t say there is frustration throughout; my group work has gone smoothly more or their culture frst and then we work together. less. What issues do you encounter while expressing and understanding ideas in multicultural How long have you been at GS? group work? It will be 1.5 years now. Language. What characteristics that defne your culture have you been surprised to discover in people They generally talk in their own language, sometime that’s irritating. But it depends on from other cultures at Gulfstream? you, how properly you can blend with them. Initially I faced this problem. I used to get All cultures are diverse and different, I haven’t seen that big of similarity in all different frustrated, I was working with 3 Chinese students and they would talk in Chinese all the cultures. When they are different its really good, it has to be different I feel. SCAD time. Once I told them that whenever I am with you, please lets talk in English, so that happens to be quite a multicultural college now, so it needs to be different. And I have I don’t feel left out. That’s the problem I faced, they talk in their own language, discuss fgured out lots of differences between different cultures, so there is no such similarity work, and the stage of the project has gone. that I can say. I haven’t experienced that. But now I am able to convey/tell people more freely to talk in English. We are just individuals and culture does not infuence so much. That’s what I have experienced. What have you learned from multicultural experiences? Language is the only thing that bothers me. 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 What particular behaviors do you notice in students from ≠ cultural background? different cultures and that you have to adjust. The thing is you have to adjust, there is no option. I would say, few of the cultures are quite loud, some talk very fast. Even Indians are I am not too sure whether I am able to answer this question 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. What cultural characteristics have infuenced your team works? They usually move in groups. 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 What is the reaction from your classmates? students work hard, or all Indian students work hard, or people from other countries like Students are specifcally reacting because of their cultural difference. It might be all work Brazilian or French work hard. I think it depends on individual people; there is no cultural based, everyone is a student. Culture has never been a problem between students and infuence one being hard working or one not working. 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 What strategies do you use to adapt in multicultural group work? are various instances when you will face problem. Its more about individuals mentality, its I try to understand their culture. Initially it becomes little diffcult to understand their not their culture that makes him good or bad, right or wrong.
89 Appendix C: Interviews (continued)
Transcripts Interview with Student Alejandra Chavarria How would you describe your culture? is our second language, for both of us, and at frst we wouldn’t communicate as much. I would describe my culture as very closed-minded. I think they are very warm people and But then we started to see things that we have in common. So, I realized that the language yes, very closed-minded people. barrier is something that impeaches a lot the way you relate to someone else. Even if you might be very similar to them. Like with Elsa, we discovered we liked the same things in Tell me about your biggest frustration about team working with people from other Instagram and now we are sharing our posts with each other. Like little things can make a cultures in Gulfstream. big difference in developing a relationship. So I guess that is what I’ve learned. I guess I currently haven’t encountered any frustrations working with someone from another culture. I guess the only frustration I will get is if I couldn’t properly What cultural characteristics have infuenced your team works? communicate with someone. Sometimes some of the students their English is like not The only teamwork that I’ve done so far it’s been with Americans and I’ve been in proper I guess. And I can tell that they are very smart but our way of communicating is school with them during my hole life, so I guess is not that different to me. But, I think like impeach by the lack of fow in communication. Americans are very effcient, like to the point, so I guess that has been different. I did this project with my friend Katie and she is American and I am Latin and I was more like Could you tell me some advantages? putting out ideas and she was writing them down and making them more like concise. So it I think like there are a lot of advantages. You get a new perspective on things, on issues, was like a good team exercise. I guess someone was having a lot of ideas and someone else on opinions, on ways of approaching the work. I feel like every culture has its own way of was really good at organizing them. addressing work an you can really learn from that. What strategies do you use to adapt in multicultural group work? What characteristics that defne your culture have you been surprised to discover in people I guess the strategy that I most use is “relateability”. I don’t think that’s a word, but I feel from other cultures at Gulfstream? like if you could like develop a personal relationship with someone, then it’s easier for I think that people from my culture are very friendly and inviting and think I’ve discovered them to feel comfortable around you and therefor makes working with someone easier. that a lot of other people from other cultures are the same. They are like willing to help I feel like if you meet in a personal level actually you will like the person who you are you out and I think that in Latin America it is the same. If you put yourself out there working with. people will fnd the way to help you out. I feel like all of them. I feel like Americans have been extremely helpful, I feel like obviously other Latins are helpful. Europeans, a lot of What particular behaviors do you notice in students from ≠ cultural background? Indian and Chinese, Asians in general they are very open and helpful. They are willing to work together. I think I’ve had a very good experience in Gulfstream thus far. I think that people from different cultural backgrounds, they always tend to stick together or generally they fnd it easier to relate to one another if they are from the same cultural background. I also think from personal experience that that’s just something that helps out What have you learned from multicultural experiences? at the beginning, but eventually the barriers come down and if you can fnd people that I have learned obviously that we share a lot of similarities, but I also have learned that are not necessarily from your same culture. I think that in Gulfstream I’ve noticed that there are people that might not perceive things the way that you do. That something more with Asians. They are like sticking together, but I think that it is because, again, the that might be too much for you, may not be too much for someone else. Basically that, language. I think that is just easier for them to express themselves with each other. I think everyone has a different perspective on some things. Like maybe if their terms are that maybe for Latins it’s easier to speak English because we are from the western culture. different like the way of being towards others, some people may have a bigger barrier And I feel like also Indians and middle easterns also, sometimes, it depends. It could go than others. Some people might relate to others differently. But I think it is also a part of either way. a language barrier. For example my roommate, Elsa, I feel like at the beginning, English
90 Transcripts Interview with Maximiliano Acevedo How would you describe your culture? things even if it’s a sketch even if its building things they are very detail oriented I have (laughs) I guess lately since I´m studying in another country and I have a lot of people learned from European cultures how open they are about thinking about crazy things from another cultures, its kind of hard to describe my own culture but I say being Latin how they can do it. I have worked with Americans and its really cool that they free about and being from Mexico I say we are very open and very family oriented and if I see it in time they are hard workers, Its really interesting I have learned a lot of details from every colors very colorful. different culture
Tell me about your biggest frustration about team working with people from other What strategies do you use to adapt in multicultural group work? cultures in Gulfstream. I think to listen to them and to understand them, try to understand them really well I don’t think is a frustration, maybe I just fnd it interesting how there are certain cultures that work harder, certain cultures that are really nice, certain cultures that are more like What issues do you encounter while expressing and understanding ideas in multicultural leadership oriented, so whenever you have different kind of cultures in your team and they group work? adapt really good is good but whenever you have like, lets say 3 people that sketch really I think my language more than anything and sometimes of course since english is my nice but they are not leadership oriented that’s the problem whenever you don’t have a second language its hard for me to express everything I want or for the other people to good team that’s an issue. express everything they think or they want and sometimes is just communication issues
What characteristics that defne your culture have you been surprised to discover in people In your own experience, how many members can a group reach before it stops being from other cultures at Gulfstream? Something from yourself that you relate to others, effective? similarities I don’t know is interesting cuz I have worked with teams of 3, I’ve worked with teams of I think similarities to latin people like to people from latin America I found a lot of 8 I say probably 5 it’s a really good number, but it depends on the project as well but here similarities, that’s about it. in Gulfstream as school oriented I think 5 is the best
Can you tell me what characteristics? In what way do your professors address the multiculturality in your class? What is the Hard work, that’s one thing and maybe leadership oriented I fnd it very interesting but reaction from your classmates? hard work I think is the main topic because since we are internationals is harder for us HMM , I’ve never thought about that I don’t know if they do it but … I don’t know to be here and I think we just more effort into it because we know we are outside of our I never thought about that. They probably could like try to put different people from countries, is way more expensive to be here and it was a bigger effort to be in this school different cultures in the same team therefor they complement each other, but I don’t know if they do it maybe 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 How does a fexible attitude affect a multicultural team performance? fnd out there is more out there and completely different people and different kinds of No that’s true and I have learned it since the beginning because you need to. I think is ethics and work ethics and I don’t know is just really cool that you can work with people understand them, if it’s the frst time you do it, it must be hard or maybe it would be hard that they don’t like things that you like to do as a team or that they do better things than to understand them because you don’t know anything about them so if they do something you do and I just learn from that 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 What cultural characteristics have infuenced your team works? Ok, so I think like a lot of Asian cultures I have learned how much detail they put into
91 Appendix C: Interviews (continued)
Transcripts Interview with Student Numploy Yanasiddhi Tell me about your biggest frustration about team working with people from other truth. cultures in Gulfstream. To engage people I try to adapt myself to be like hard worker, and set like a goal as a team, Its hard to understand some cultures, and because from my culture is totally different and communicate things how I think. from this culture, and there is diversity sometimes between people, and I think its hard to adapt myself to work with them sometimes because of that. In what way do your professors address the multiculturality in your class? What is the reaction from your classmates? What characteristics that defne your culture have you been surprised to discover in people I think for example from one of my last quarter class, the professor understanded the from other cultures at Gulfstream? asian students like me, and people from other countries by comparing and helping them The characteristic that Im so surprised is that all of them are very confdent, because to improve, and also pushing people to do things, which helps you do the best you can do in my country there is no confdent at all, because maybe the Asian people have to be everyday and keep improving it. And well I think the reaction from my classmates is really controled in the way that sometimes they dont know how to express theirself, but In good, because they understand we are not US citizens, and we are international students, USA and In gulfstream I feel more free and confdent. so they are really helpful in terms of my own experience, because for example last quarter was really hard for me, I had to ask them for help all the time, and you know they were What have you learned from multicultural experiences? really friendly. First I learned about, the way of learning, In the way that you can express any idea in the classroom, I really love the way that we learn in the classroom, because theres a lot What particular behaviors do you notice in students from ≠ cultural background? of contribution and participation and people share their ideas, and is a nice experience I know some chinese people, because I studied ESL with them and they are tons of because I can learn a lot from my other classmates, and its nice because we can learn more chinese that study here and the all speak together, they dont want to get from their about cultures by talking with people than reading on a book. comfort zone, you know like they want to talk with them, they are not open to others and The classrooms in my country and in Asia, its very strict, but here everyone is all around, its hard to tell them, that I wanted to talk with them, you know and is was really hard, you I feel im not under the control of anyone or anything. know because all my classmates in ESL are chinese, and they all speak chinese, and I cant understand at all, but some of them are really nice, but I think most of them want to stick What cultural characteristics have infuenced your team works? together, and I fnd that annoying sometimes, because I can not understand them at all My cultural characteristic is, I think for me is like Thai people are always easy going, when they speak chinese, and I dont like the way that they stick together and talk In the really friendly, I think we are nice, funny, and I feel that Im really easy to communicate same language, So why they spent so much money to study here? with other people, for example my last quarter, was my frst quarter, and I was surprised because at the beginning was really hard for me to understand the culture in here, and I Have you had a bad experience of working in a group of people with diverse cultural feel I have adapted to everything, and I can be myself, more confdent, I can communicate backgrounds? Was it related to the multicultural backgrounds? how about a good easy and better with other people, Im still taking ESL classes and is my last quarter of experience? ESL, so in summary I can say that Im easy to speak with. I think I dont have any bad experience, while working in a group of people, and I think the good experience in here working with others is that they understand me because What strategies do you use to adapt in multicultural group work? of my language is not pretty good, but its hard for my major, because we have to talk a The main strategy is to work hard and confdent, for example US students are really lot and read a lot and the hardest thing are presentations, because you have to tell about confdent and they can express easy their ideas, and as example, my culture is really the everything, but they all helped me and understand me and its not the gap between the opposite sometimes, because people think about things before doing them, they are more other countries, and is more about language, because sometimes the hardest thing is emotional. In here you dont have to think too much, you just say things and with the language and accent.
92 Transcripts Interview with Eli Zcheng Tell me about your biggest frustration about team working with people from other effective? cultures in Gulfstream. I think it’s fve. That’s the limit. I think it might be late or absent for group meeting without acceptable reasons. It’s more like a personal thing instead of cultural. In what way do your professors address the multiculturality in your class? What is the reaction from your classmates? What characteristics that defne your culture have you been surprised to discover in people Oh I do have experience about this. Last quarter I was in a class, the professor is from from other cultures at Gulfstream? Europe. When he talked in class he always said things I was talking about only happened I am not sure. I’ve never discussed this with any of my group members. We’ve never said in western cultural, I’m not sure about eastern world. Then we told him how’s it like in things like you are from this country then you must be like balabalah. It’s stereotype and eastern world. But this is more like knowledge rather than group working. 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 What particular behaviors do you notice in students from cultural background? went crazy. They love my cooking. They think that’s real Chinese food. It did surprise me That’s another stereotype question. I still think it’s a personal thing. that they all interested in our food. Have you had a bad experience of working in a group of people with diverse cultural What have you learned from multicultural experiences? backgrounds? Was it related to the multicultural backgrounds? Maybe language. When you work with native speaker you will fnd they are more effcient I do have one. My frst quarter in SCAD I was in a group with an Indian guy, and he was because they don’t have language barrier. But I am not sure this is about culture or not. I so lazy and irresponsible. He almost caused our group project failed. He did give me a just felt like language is the thing I did learn from other culture. 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.
What cultural characteristics have infuenced your team works? How about a good experience? I feel like you guys are talking about stereotypes. Sounds like if you are from China then It might be last quarter with Mike. He’s American and he took me to bars and helped me you must be quiet in group work and try to harmonize everything. I feel a little weird. I flled in American culture. But he had been to China, it’s reasonable he feel comfortable don’t agree with this question itself. As I said in group working, it’s more personal than with Chinese students. Not all American students did that so I don’t feel like it related cultural as far as I observed. Think about when we were in China. There might be 60 to multicultural background. In another word, I appreciate Mike as a person not as an students in one class and they are all different. American.
What strategies do you use to adapt in multicultural group work? How does a fexible attitude affects a multicultural team performance? None. If you ask me what strategies I used to adapt American food I may have something I don’t know. 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
93 Appendix C: Interviews (continued)
Transcripts Interview with Student Oscar Elmendorf Tell me about your biggest frustration about team working with people from other What strategies do you use to adapt in multicultural group work? cultures in Gulfstream. I usually try to let them go frst. ‘What’s your thought on this? What’s your opinion? How I don’t think I’ve had any. The people I have had problems with are from my own culture. do you feel?’ or just try to learn their personality frst individually, and then go from there. I also feel that I’m a pretty good reader of personalities so I know pretty quickly how to… Have you ever experienced any kind of problem with international students that don’t just let them go frst. know the language? How do you try to learn about their personalities? No. I feel that generally, with other cultures that I have worked with, that they are typically outgoing, fun and free. They give off that pretty easy so it’s not that hard to get them What characteristics that defne your culture have you been surprised to discover in people to open up, but just talking to them too and with the icebreakers that we do in class from other cultures at Gulfstream? sometimes and in group projects. Things that maybe you thought were particular to yours. So, should I think about this from an American standpoint? I don’t know, I that honestly What issues do you encounter while expressing and understanding ideas in multicultural American college kids are much more lazy than international college kids. I don’t know. group work? So in that sense, it’s not similarities but differences what you have found? I feel that specially with Latin American… They are very “this is how we’re going to do Yeah it, this is my way of thinking” and it’s hard to get a word in. I know that’s how it is in my project class right now, because we’re in a group and there are two Latin Americans in What have you learned from multicultural experiences? there. They are very ‘back and forth’ and its kind of hard to get involved so you have to Different ways of looking at a problem. I’ve noticed that there are two part. First one is much that much harder to get heard. looking at a problem differently and the second one is work ethic. Personally I think that I guess this wouldn’t affect you that much, but in terms of language do you feel that it I, personally, enjoy working with Latin American international students. I learn from them makes it harder for you to present your ideas to other people that might not understand different ways to view a problem but they’re also really hard working so I really appreciate your language? Does it become a problem? that. Yes. Yeah. Usually, I wouldn’t say it’s a problem, I’d just say that it takes longer. You can get to all parties being in the same place, it just might take a little longer to fgure out the What cultural characteristics have infuenced your team works? right wording and sentence structure to be on the same page. I would say it goes back to just having a good work ethic. Are we talking about other cultures or my culture? Do you think there is a pattern for a specifc culture that is more fexible than others? Within a team project with different cultures, how have the cultural characteristics (yours No, all, but Europeans. All the Europeans I’ve had contact with they’re always chill, or others) affected the team work? although that could always be just their personality, but in my experience. Like all the I would say that a strong work ethic that keeps everyone on top of it, on top of the different cultures: African, Asian, Latin American. The only people that don’t come out project. fexible would be American, I will say that. There are Americans that come in non-fexible That work ethic, where do you feel it usually comes from? What cultures? and leave non-fexible. So, from your American standpoint, what do you feel is the general Other cultures, non-american cultures. what do you feel or hear that is the attitude towards international students? Anyone in particular, in your experience? Like, from an American perspective? I don’t think I really hear anything. Like, if it is Latin Americans. And I would say Asian culture too. I was trying to see if there were any anything is more like where they’re from, but that that would be on the same page as like Europeans in there, but I don’t think so. Defnitely not Europeans. ‘oh, she’s from texas’ or ‘he’s from brazil’. You know? I’ve never heard anything good or bad because of where someone’s from culturally.
94 Transcripts Interview with Professor Bill Lee What is your perception think about culture? culture are a little more open, interestly enough than Americans, so, I think that some of Culture to me, it’s a make up of understandings things and desires, interest .in some my interests in folks been open is more Canadian, its make sense, ah? ways then a glue that makes people together. something that should be nurse. Something And then you know…this is why Im think, me personally have problems sometimes with perhaps sometimes you garden, something that should be understood by others….and you brush Americans. know, something that makes things long better. What kind strategy do you use to adapt in a multicultural group? Do you think that is important understand culture? You will notice that I found very interesting myself the other day, well 704, well I stop in Yes, absolutely 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 Why? understand, please, thank you, cold beer, hahahhaha …you know, another languages, and So, if I understand your culture better, perhaps like in a long get a long with you, you I think that is an indication to be polite and I try meaning, you know…I try to understand know in a question work places, like in long get a long with you to achieve more to, you you polite, pretty Canadian thing . In so, I just play and fun as well and interests. Then know make better results, have a successful project also I think. 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 Could you tell me you, what is your biggest frustration about the team working from other more open to them. And takes time to build a bond, I found kind of interesting these cultures? folks the other day with the activity, So, I learned ninjao- I knew nijao- but I have a very From me, Its probably when people don’t appreciate other cultures or don’t take the time formal version. to appreciate other cultures, I have probably more diffcult with people who has binders I know bond-jour, or Portuguese words, so that’s One, that’s one. or don’t wish to spend energy to understand other cultures. To this, If you really are bias In so, when I have classes, Im trying to make people talk about their own culture and or believing that understanding cultures is good or success. 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 What characteristics that defne your culture have you been surprise to discover in people moon, well, the chinese kids really had a hard time understanding the assignment. Turns from other cultures at GLT? out thay have another story a horse cross over the sky, so same kind of things,right? so So, some differences between my culture and other cultures…..or similarities. when you bring out these things , everybody could understand better. Ok, so, Im a little interest in some actions, my parents move to United States a month In your experience how many members a group can reach before stop to being effective? a half before I burned in Canada, so I have other perspective and just, I was raised in There is a very restricted out there that suggest that 255 and 255 range about that you America, I would say that I’m predominantly American but I don’t neither do I consider could be a large organization but I have to be be caraful about that because that’s an my self entirely American, you know….I have also Canada in me. You know, and I have organization , you know couple structure. carry also Canada in me. Some of my family still living there, so, I still go back a for, So, I personally like groups of three or multiples of three, six, nine, twelve, you know, in this I understand culture different. For many people, I think, they think is the same. I think scope I really like classes of twelve, I think this work pretty well, because you for instance, Canadians are the same as Americans… not exactly. These a little different, not lots. I joke think about this, If sometimes that Canadians are the 51 states, they be Puerto Rico. Hahahah In a team of three, one person sick your are not done as team, you still having two people There is more English in If you will in the Canadian culture that there is in America and that could support each other, what I think, I see, you know….in my professional life and I don’t know if it’s. All the folks that leave that came frst to America , they have very working here at school, if you have a group of fve or I saw folks with a team of eleven, specifc reasons for living in Europe mostly for religion freedom, right? But they also in very diffcult, very diffcult, so, that’s why a CLCL class that we have , I organize quite some ways there is some intolerance in their behaviors. I think, I actually Canadians as a different.
95 Appendix C: Interviews (continued)
Transcripts Interview with Professor Owen Foster Tell me about your biggest frustration about team working with people from other How have you built trust in a multicultural environment? cultures in Gulfstream. I putting myself as an equal, if you respect their cultures and their people, then the respect One the frst frustration which is positive and negative, but is frustration of not given back. So if I go in to a very American, then of course they gone pick up on that. If understanding how I speak, but the tone might which I might speaking in. A lot of culture you show interest in their cultures, then they more likely to show interest in you. don’t understand sarcasm, so it doesn’t link the frst to a collaboration. You can say some student very stand of what I am. Also with in the class, you start to see clicks, they mean How does a fexible attitude affect a multicultural team performance? the Spanish speaker will seat one side, the English speaker on one side, Asian students seat Any type of collaboration you have to have fexibility, without it, you have clashes. on one’s group. So that is a cultural class that most classes cut of still divided. So I think Because if you think you are the only opinion or only thought in the room, then you that is my biggest frustration. limited yourself to only what you know, and you will never gain knowledge from someone else. So being able to be fexible to me not being speak different languages, I have been Do you try to break this? able to be present and give them understand what I’m trying to say, but they also have I make everybody move. that patience to fexibility try come back to me, asking the questions and showing me something, because it’s a give and take both ways. In what way do you address multiculturalism of the students in your class? What has been the reaction from the students? How do you understand to cultural behavior pattern? It’s really depends on what class, some classes such as contextual research, encourage each Yes, each culture has a pattern, every single one of them. In general, Latin population group to have some one that is not native US student. That way you getting a wide scope they constantly speak Spanish where ever they are, just because they are very vocal, very of information, you getting different viewpoints, your seen how research is not based upbeat stuff something like that. If you start seeing that personality that come once they on what you know, it’s based on the world economy not just a single economy. Certain feel comfortable in a room it becomes like cross, speaking cross rooms, it’s ok. Asian classes I would have it to wear I look for cross disciplinary, not just in cultural but also students when they come in, they are very quiet, because they don’t catch it quickly and backgrounds. Because it’s a wealth you can gain from people. We teach each other, we with the American humor being sarcasm. They are not completely sure what being to said, learn from each other, we make something amazing. If you always getting people that just so they tend to be quiet and they might be create after class to one room in grad space. they like, you never achieve some that great that you have to make sure of a lot of view And you don’t see them much. So you have to break the ice of them, once you broken points. the ice then they become comfortable and then you can start talking and other stuff. And the Americans almost alone and anything, you have little smell clicks but you don’t see it How do you adapt your communication in multicultural groups? as a bigger community, but their comfortable because they are from American and in an What methods have you applied in order to encourage quality communication? American institution. When you come from south America or Asia or another country you grip with who make you feel comfortable so far away from home. Americans they don’t Once I learn that feedback like the back and forth, that’s need it. I can modify how I need that because they already comfortable. approach certain questions, how I approach certain critiques. An example like that is when I was teaching and one student was very unsure for her English, so I told her that present How many international students in Gulfstream? in her native language, so she got very comfortable with it, and she was sitting there ID Grad 60% international, undergrad probably 40% international. Now you will fnd talking just with a smooth, she’s point at the end that she goes I don’t know you know something unique about not just multicultural but gender in the south, the scope more Spanish, I had no clue what you said. She said, how do you know what I’m talking about. 55:55 girls to boys in the design felds that very unusual since male more dominated feld. Body language and your sketches. It’s also a learning lesson that not everybody will be able to understand you, but if you have visual communication, you can communicate.
96 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 defne 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 frm. 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 fnish 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 confict 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 Ofice (ISSO) backgrounds? Was it related to cultural differences? How about a good experience? I can’t say I’ve ever had a bad experience, though communicating expectations to ensure In what way do multicultural experiences at SCAD differ from other places? everyone is on the “same page” has led to several mis-steps in communication over the Multicultural experiences differ in many ways at SCAD given how incredibly multicultural years. Examples include International Festival restaurant participants, all of which over we are, given close to 20% of our student population is international. That’s almost the years were non-American’s. 1 in 5! You can look around just about everywhere you turn at SCAD, and there’s We’ve had far many more great experiences working in groups with international students! multiculturalism meshed in the artwork we see, the Exhibitions we go to, the speaker and The level of group team work required to manage and direct the annual international lectures we attend. Multiculturalism transcends all of these areas, and more! festival fashion show required very detailed planning and communication. What effort does the ISSO do to incorporate international students to the community? What methods have you applied in order to encourage quality communication? The ISSO strives to be all international students’ frst point of contact upon arriving in The ISSO adds every international student and any other SCAD student, faculty/staff that Savannah. Once here, we engage them with orientation and acculturation programming. would like to receive our weekly ISSO Newsletter. Additionally, we have an ISSO presence From this point on, we rely pretty heavily on the academic departments to instill a sense on Facebook, and several Chinese social media sites such as RenRen and QQ. We also use of community and culture within the program itself. And that’s apparent when we visit WeChat text messaging with our Chinese students, and WhatsApp as well. just about any academic building throughout campus, you can witness frst hand a real sense of community and multicultural inclusion. How many international students are there in Gulfstream? How many American? What strategies do you use, to help students adapt in multicultural encounters? I don’t have any statistics on how many international students vs. domestic students enter We’ll often use ice breakers that are multicultural in nature, to get the creativity and Gulfstream on a daily basis. inclusive nature of our programming out and on the table quickly. Other strategies Thank you include weekly “tea and talk” conversation chats, and the Intercultural Student Association holds weekly meetings that are inclusive of everyone and strive to have a multicultural component. What have you learned from multicultural experiences? I’ve learned that we all process and evolve from multicultural experiences in unique and different ways, and that’s what makes us all truly multicultural. What I’ve personally learned is to accept and appreciate different ways and methods of thinking, from all cultures. What issues do you encounter while expressing ideas to students from different cultures? I can’t think of any. Generally, when we pitch or present an idea or program, we often verbally provide details on the subject at hand, in addition to written expectations. What cultural behavioral patterns have you noticed from international students? I think overall, the behavioral patterns exhibited by all international students is a genuine commitment to their educational pursuits, and desire to be successful artists and designers at the conclusion of their program of study. Let’s face it, many if not all of our international students have made a huge commitment fnancially to move thousands of miles from home to study abroad. Have you had a bad experience of working in a group of people with diverse cultural
98 Appendix D: Survey Questions
• Do you like to work in multi-cultural teams? * Yes No • If given a choice, who would you prefer to work with in a team* • Please select your major * People from your own culture Design Management People from a similar culture Industrial Design People from a different culture Service Design No preference Design for Sustainability • Do you modify your cultural behavior while working in a team?* Furniture Design Yes UX Design No Other: Sometimes • Your Nationality * (open question) • Are you curious to discover more about people from other • Gender * cultures in your team? * Male Yes Female No Other Maybe • With what culture, other than your own, do you most identify with? * (open question) • Do you feel language is a barrier for you to communicate ideas Yes No Sometimes • Where do you prefer to work with your teams? * Gulfstream Home Coffee Shop Library Team member’s house Other • Which is your favorite team working place at Gulfstream? * Graduate Space Student Spaces or Classrooms Computer Labs Bench Room Other:
99 Appendix E: AEIOU
Forms
Figure 88–89. AEIOU Form: A and E.
100 Forms
Figures 90–91. AEIOU Form: I and O.
101 Appendix E: AEIOU (continued)
Forms
Figure 92. AEIOU Form: U.
102 Analysis Workshop
Figures 93. Analysis of Gulfstream Workshop Using AEIOU.
103 Appendix E: AEIOU (continued)
Analysis Gallery & Fishbowl
Figure 94. Analysis of Gulfstream Gallery and Fishbowl Using AEIOU.
104 Analysis Kitchen
Figures 95. Analysis of Gulfstream Kitchen Using AEIOU.
105 Appendix E: AEIOU (continued)
Analysis Bench Room
Figure 96. Analysis of Gulfstream Bench Room Using AEIOU.
106 Analysis Grad Space
Figures 97. Analysis of Gulfstream Grad Space Using AEIOU.
107 Appendix F: POEMS
Forms
Figure 98. POEMS Form for Shadowing.
108 Forms
Figures 99. Gulfstream Floor Plan for Shadowing.
109 Appendix F: POEMS (continued)
Forms
Figure 100. POEMS Form for Shadowing.
110 Forms
Figures 101. Gulfstream Floor Plan for Shadowing.
111 Appendix G: Cultural Probe
Graphic
Figure 102. Cultural Probe Graphic.
112 Picture
Figures 103. Running Cultural Probe.
113 Appendix G: Cultural Probe
Picture
Figure 104. Cultural Probe Results.
114 Analysis
Figures 105. Cultural Probe Analysis.
115 Appendix G: Cultural Probe (continued)
Analysis
Figure 106. Cultural Probe Analysis (Continued).
116 Analysis
Figures 107. Cultural Probe Analysis (Continued).
117 Appendix G: Cultural Probe (continued)
Analysis
Figure 108. Cultural Probe Analysis (Continued).
118 Analysis
Figures 109. Cultural Probe Analysis (Continued).
119 Appendix G: Cultural Probe (continued)
Analysis
Figure 110. Cultural Probe Analysis (Continued).
120 Analysis
Figures 111. Cultural Probe Analysis (Continued).
121 Appendix G: Cultural Probe (continued)
Analysis
Figure 112. Cultural Probe Analysis (Continued).
122 Appendix H: Consent Forms
Figures 113–114. Consent Forms.
123 Appendix H: Consent Forms (continued)
Figures 115–116. Consent Forms.
124 Figures 117–118. Consent Forms.
125 Appendix H: Consent Forms (continued)
Figures 119–120. Consent Forms.
126 Figures 121–122. Consent Forms.
127 Appendix H: Consent Forms (continued)
Figures 119–120. Consent Forms.
128 Figures 121–122. Consent Forms.
129 Appendix H: Consent Forms (continued)
Figures 119–120. Consent Forms.
130 Figures 121–122. Consent Forms.
131 Appendix H: Consent Forms (continued)
Figures 123–124. Consent Forms.
132 Figures 125–126. Consent Forms.
133 Appendix H: Consent Forms (continued)
Figures 127–128. Consent Forms.
134 Figures 129–130. Consent Forms.
135 Appendix I: Prototype
Questions RED / Culture and traditions BLUE / Design
• How is respect demonstrated in your culture? • What information would you like to know about your team • How do you greet each other in your culture? members before starting a group project? • What are big celebrations in your country? • What is a key skill you bring to the table? • How do you manage your time? Are you usually early, late, or just • I came to SCAD because... on time? • Who is your favorite designer? • While eating in company, I fnd rude… • I think design is important because… • What are important mannerisms in your culture? • What is your most and least productive time in the day? • What do you miss most about your country? From where or from whom do you get inspiration? • What is a common expression in your country? What does it • mean? • For which company would you like to work? • What traditions are lost in your culture? • Name the most important aspect of your ideal workspace. • What is the meaning of your country’s fag? • What is your favorite museum? • What is your favorite dish from your country? • What is your favorite object? • What would you commonly eat for dinner in your country? • What is a slogan you like? • What traditional plate from your culture can you cook? • What and/or how do you like to sketch? • What do you usually drink for breakfast? • What is your favorite building? • Who is the best cook in your family? What is his/her specialty? • What is a big challenge you have faced while designing? • If you were to bring food to share in our next meeting, what • How do you defne design? would it be? • What is your design process? • What tools do you use for eating? Hands, chopsticks, forks? • What design do you dislike? • What strange food can you fnd in your country that you wouldn’t • What logo do you fnd interesting? eat? What design skill would you like to improve? • What taste combination do you like best? • • What is the weirdest food you have ever tried? Where were you? • What is the essence of “design thinking” and how does it lead to • If you could mechanically enhance your body, what would you better education? change? • What is the nature of a design thinking process? • Would you rather speak endlessly or be silent forever?
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. • Mimic a family member. • What is your favorite sport to play and/or watch? 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 fy 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 defne success? • What do you think is the future of mankind?
137 Figure 139. Affnity Process for Interviews.
138 List of Figures
139 Table of Figures
Figure 1: Game Prototype ...... i Figure 42: Design Criteria Analysis ...... 31 Figure 2: Interior of Gulfstream School of Design ...... ii Figure 43: Shortlisting Design Criteria ...... 33 Figure 3: The Design Team ...... iv Figure 44: Shortlisting Design Criteria ...... 34 Figure 4—14: Design Team Portrait...... v Figure 45: Ideation Process ...... 37 Figure 15: Work Session ...... vi Figure 46: Concept Testing: Branding ...... 38 Figure 16: Design Process Timeline ...... vii Figure 47: Concept Testing: Event ...... 39 Figure 17: Ecosystem Map Work Session ...... viii Figure 48: Concept Testing: Space ...... 40 Figure 18: Applied Theory in Design Class ...... 2 Figure 49: Concept Testing: Music ...... 41 Figure 19: Offering Activity Culture Map Sketch ...... 3 Figure 50: Concept Testing: Games ...... 42 Figure 20: Stakeholder Map ...... 4 Figure 51: Game Testing at Event ...... 43 Figure 21: Stakeholder Analysis ...... 5 Figure 52: Prototype Development Meeting ...... 44 Figure 22: Design Team Processing Information ...... 6 Figure 53: Game Development ...... 46 Figure 23: Venn Diagram Development ...... 8 Figure 54: Team Testing Game ...... 47 Figure 24: Ecosystem Map ...... 9 Figure 55: Package Design Sketch ...... 48 Figure 25: Team Members Working ...... 10 Figure 56: Game Characters ...... 48 Figure 26: Interview Coding ...... 12 Figure 57: Prototype: Blocks and Die ...... 49 Figure 27: Research Meeting ...... 14 Figure 58: Prototype: Cards and Instructions ...... 50 Figure 28: Processing Collected Information ...... 16 Figure 59: Prototype Testing ...... 51 Figure 29: User Interaction with Cultural Probe ...... 17 Figure 60: User Interaction with Prototype ...... 52 Figure 30: Team Meeting at Foxy Loxy ...... 18 Figure 61: Pains, Gains, and Insights from User Testing ...... 53 Figure 31: Interview Affnity Process ...... 19 Figure 62: Final Prototype ...... 54 Figure 32: Shadowing Data Analysis ...... 20 Figure 63: Final Prototype ...... 55 Figure 33: Persona Development ...... 21 Figure 64: Final Prototype: Cards and Instructions ...... 56 Figure 34: Persona W ...... 22 Figure 65: Final Prototype ...... 57 Figure 35: Persona X ...... 23 Figure 66: Final Prototype: Blocks ...... 59 Figure 36: Persona Y ...... 24 Figure 67: Final Prototype: Dice and Blocks ...... 60 Figure 37: Persona Z ...... 25 Figure 68: Final Prototype: Cards and Instructions ...... 61 Figure 38: Findings-at-a-glance Map ...... 26 Figure 69: Final Prototype ...... 63 Figure 39: Insight, How Might We and Opportunity Development ...... 27 Figure 70: Production Process ...... 64 Figure 40: Opportunity Map ...... 28 Figure 71: Implementation Plan ...... 66 Figure 41: 2x2 Diagram as Shortlisting Tool ...... 29 Figure 72: Business Model Canvas ...... 67
140 Figure 73: Final Prototype Detail ...... 68 Figure 105: Cultural Probe Analysis ...... 115 Figure 74: Cultural Understanding Through Game ...... 71 Figure 106: Cultural Probe Analysis (Continued) ...... 116 Figure 75: Group Meeting ...... 72 Figure 107: Cultural Probe Analysis (Continued) ...... 117 Figure 76: Brainstorming ...... 76 Figure 108: Cultural Probe Analysis (Continued) ...... 118 Figure 77: Ecosystem Map Version 1 ...... 78 Figure 109: Cultural Probe Analysis (Continued) ...... 119 Figure 78: Ecosystem Map Version 2 ...... 79 Figure 110: Cultural Probe Analysis (Continued) ...... 120 Figure 79: Ecosystem Map Version 3 ...... 80 Figure 111: Cultural Probe Analysis (Continued) ...... 121 Figure 80: Ecosystem Map Version 4 ...... 81 Figure 112: Cultural Probe Analysis (Continued) ...... 122 Figure 81: Research Question Matrix ...... 82 Figure 113-138: Consent Form ...... 135 Figure 82: Continuation of Research Question Matrix ...... 83 Figure 139: Affnity Process for Interviews ...... 138 Figure 83: Continuation of Research Question Matrix ...... 84 Figure 84: Continuation of Research Question Matrix ...... 85 Figure 85: Sketch of Student Working at Gulfstream Shop ...... 86 Figure 86: Sketch of Faculty Member ...... 87 Figure 87: Sketch of Student Working at Computer Lab ...... 88 Figure 88-89: AEIOU Form: A and E ...... 100 Figure 90-91: AEIOU Form: I and O ...... 101 Figure 92: AEIOU Form: U ...... 102 Figure 93: Analysis of Gulfstream Workshop Using AEIOU ...... 103 Figure 94: Analysis of Gulfstream Gallery and Fishbowl Using AEIOU ...... 104 Figure 95: Analysis of Gulfstream Kitchen Using AEIOU ...... 105 Figure 96: Analysis of Gulfstream Bench Room Using AEIOU ..... 106 Figure 97: Analysis of Gulfstream Grad Space Using AEIOU ...... 107 Figure 98: POEMS Form for Shadowing ...... 108 Figure 99: Gulfstream Floor Plan for Shadowing ...... 109 Figure 100: POEMS Form for Shadowing ...... 110 Figure 101: Gulfstream Floor Plan for Shadowing ...... 111 Figure 102: Cultural Probe Graphic ...... 112 Figure 103: Running Cultural Probe ...... 113 Figure 104: Cultural Probe Results ...... 114
141