Cultural identities and Collaborative working
people from different cultures communicating in a foreign language may understand things diversely and misunderstandings may easily arise.’ (Alitolppa-Niitamo. P. 14, 1993)
Our cultural identity is one of our many intersections.
My aims and objectives for this report is to introduce an intervention that could be used as a supportive tool for student’s cultural identities. The outcomes will be cards and a handbook.
Looking at the UAL Dashboard I question how do the 36.5% of ethnic/unknown students integrate with the higher population of white 63.7% students? How can they share cultures when working together?
Figure 1: UAL Dashboard for Ethnicity (UAL, n.d)
I would like to change the way students interact with each other and their cultural identities. Why? In doing so this will allow an area of growth for the development of team roles and successful collaborations. This is also shared by Boud (p. 16, 1999).
Cultural identity is part of a person’s being this also impacts other parts of a person’s intersectionality’s as shared by (Crenshaw, 2013)
Context
In my embedded collaborative workshops and one to one tutorials for my Masters and bachelor’s students some have demonstrated challenges when working in a group with their cultural identities.
‘I find it difficult to speak up about my ideas in my group. They do not understand about what I am saying.’ (UAL international student 2024).
‘I am a team leader, but I feel that I may come across as bossy.’ (UAL home student, 2024.)
This intervention is for international students and home students.
This intersects with my positionality. Being a woman of colour, born and living in the United Kingdom with Caribbean cultural influences. This has an impact on how I integrate with people and my surroundings.
My intervention will mirror what Simran Jeet Singh reported about challenging stereotypes and engaging with differences constructively. (Trinity University, 2016)
Interaction may be uncomfortable to begin with, but this will eventually bring understanding and change when working together as discussed in the workshop by Leah Cox about the pedagogy of discomfort. (Cox, 2025).
‘Diversity and free expression are linked, too, as principles that lead to higher levels of equity and fairness.’ (Palfrey, p.5, 2017)
Figure 2: Safe Spaces, Brave Spaces
I reviewed a case study about the tensions that can exist in cross cultural collaboration, this encouraged me to create this tool. In every case students wanted to get to know their peers before embarking on a collaborative journey. (Mittelmeier et al., 2017)
Figure 3: Case Study (Mittelmeier et al., 2017)
Reviewing Tuckman’s stages of development indicates how teams evolve over time. (Tuckman and Jensen, pp. 419 – 427, 1977). Some theorists believe that this model is too simple and that group development is more complex. Gersick’s model involves teams working to time limits. (Gersick, pp. 9-41, 1988).
Context
The cards will consist of images with minimum text, to allow for creative expression.
I looked at co-creation cards that were used to elicit values. Colours are like what I will use. They understood the discord that particularly for people coming from a socially conservative culture where individualism and freedom of expression are not promoted. Values are inherently cultural. (Alshehri et. al. pg. 3, 2020).
Figure 4 : The Scenario Co – Creation cards. (Alshehri et. al. pg. 4, 2020).
I also looked at integration cards that were designed for instructors working with immigrant women to support their transition into the Finnish society. This design incorporated two categories. (Torri, and Podobinská, p.2, 2011) This inspired me to create categories for my cards which will define key learning areas.
Figure 5 : Hats by Edward De Bono (Channell, 2021)
Figure 6 : Belbin’s Teamwork Model. (Ferky, et. al. pp. 292-300, 2019).
Design of cards/Importance of images
Images cross cultural barriers.
My cards are based on the 3 essential pillars of building a culture of collaboration needs, trust, communication and shared goals. (LinkedIn, 2025)
My cards will be divided into 3 stages that will be colour coded, Yellow, red and green, like traffic lights. This colour coding was inspired by looking at the 6 hats model by Edward De Bono. 5 cards for each stage this will have images on each card and a prompt question. Total of 15 cards.
Stage 3 part of the cards will be based on the Belbin’s team role assessment. This enables students to decide on an area that they feel depicts their strengths but with the option to experiment, highlighted in my peer feedback.
Figure 11: Cultural Identities and Collaborative Working Handbook – Sample. (Smith, 2025)
Figure 12: Sample of stage 1 safety/trust card cover. (Smith,2025).
Figure 13: Sample of stage 1 safety/trust card. (Smith,2025).
How will the cards be used
The cards will be used like a word explanation game. When an image is shown the student will interpret what this image means in their culture for stage 1. Prompt questions may need to be introduced.
Ideas for testing
As experienced by Alitolppa-Niitamo, feedback from my testing is going to be crucial to the intervention. (p.28,1993). Once produced I aim to test out initially on a small group of students, a mixture of home and international, then test on a wider audience.
Feedback from research
In Alitolppa-Niitamo feedback from participants it was mentioned that the work of the facilitator played an integral part in delivering clarity of expectations. (p.28,1993).
I liked the fact that this tool by Torri and Podobinská was progressive. (p.2, 2011) I would also like to see my cards as a continuous reflection of student’s experiences.
Hannila noted that repetition produced the best results. (p.10, n.d). I will revisit at points throughout the collaborative unit to continue building relations.
I will also create a handbook. This will offer advice as to how the cards can be used and will also include prompt questions. (Hämäläinen, p.17, 1999).
Inclusive Learning
The rationale of my intervention is based on several different theories. One of which is the Bandura’s social theory. (Sutton, 2021)
Social constructivism learning theory by Jerome Bruner is another influence. This theory challenges participants to look beyond their experiences and look forward to the future considering cultural factors within the environment. (Rannikmae et.al., p.2, 2020)
I like the fact that there is a clear outline for both student and teacher in this theory.
Figure 8: Social Constructivism (Rannikmae, et.al. p.12, 2020).
Design Activism by Alastair Fuad-Luke was a theory, suggested by my tutor. This is where design is used as a vehicle for activism, to bring about change. (Urban Commons Labs, 2025).
Reflection
Peer Feedback
- The 6 hats method. This was advised as an alternative to the Belbin model as a simple guide. One of the negatives is that it may be too simple. I have used design elements from this model but chose to stick to Belbin to allow more depth. Role play was also suggested, and I may incorporate this into the cards.
- Another point was not limiting team roles and to allow students to explore. I have included this in the green stage 3 section.
- I was concerned whether I should include both cultural identity and team roles within this tool. I spoke with my tutor who agreed that both elements would be more favourable. Shared cultural identities will encourage stronger team roles.
- Another idea was to look at what UAL is already offering for collaboration. I found a collaborative tool kit that was mainly for a MA course and no direct emphasis on cultural identity. (UAL, n.d.)
Figure 9: UAL collaboration tool example (UAL, n.d.)
Figure 10 : UAL collaboration tool example (UAL, n.d.)
Tutor Feedback
My tutor also encouraged me to explore other methods of team roles besides Belbin; a suggestion was to look at Tuckman’s theory. This helped me to think of my intervention in stages and to explore. Examples of cards from Ideo and Liberatory was mentioned and inspired me for my card designs. Design Activism was also mentioned.
Examples of Ideo and Liberatory.
Challenges
- My challenge will be that Images can be subjective.
- Students’ participation.
- A handbook for facilitators. (Hämäläinen, p.17, 1999). This will add further time restraints.
- Ethics. Different cultures will have their own boundaries. I will have to be sensitive to the themes and topics discussed. As discovered by Torri and Podobinská, subjects such as religion may be sensitive. (p. 34, 2011)
Action
I discussed this intervention with my line manager; they reported that this is a good intervention to be developed within the department. I hope to produce the cultural collaborative cards and handbook by early next year. This is a good way of embedding social justice within the curriculum.
Evaluation of the process
- This intervention is still in the early stages of development, production and testing, as a result it is unfinished.
- Images are going to be central to the success of this tool; therefore, sufficient time should be allotted to this.
- Discussions with students will take different forms so adaption will be required.
- Qualitive and quantitative methods were used in my research; further methods could be explored.
- Later sessions could be in the form of flip learning for further ownership.
- Inviting students to collaborate with the card designs to add to the success of the tool creating a more intuitive and bespoke range of cards.
- Development of this tool for my action research project.
- Feedback is going to be key to evaluating the tools progress and success.
- Add a signpost to our Academic Support online website for resources and tutorials.
Conclusion
My key observations and reflections are we cannot separate our cultural identities from working collaboratively. We often do not discuss our cultural values; this underpins our ways of work, our roles and our values. If we have knowledge of this at the beginning of a collaborative relationship, this will in turn foster successful working relations. Supporting my students holistically is at the foundation of what I do within academic support. This tool will enhance my role as a supportive educator.
References
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