Thesis
An exploration into the relationship between culture, identity and stereotypes within multicultural workgroups
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2014
- Thesis identifier
- T14323
- Person Identifier (Local)
- 201365337
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- This research project explores the relationship between culture, identity and stereotypes within organisational working groups. The literature review discusses the multifaceted nature of culture, which influences the values and behaviours of employees on a national, organisational, subgroup and individual basis. Identity, stemming from culture, is regarded as a dualistic concept, with identity forming on a personal and collective level. The concerns of social identification minimising the importance of the individual are explored. Within identity stereotypes are found to be a functional construct of social categories and resulting comparisons. The formation, use and inherent issues of stereotyping are discussed, alongside the self-perpetuating relationship between stereotype categories of self (auto) and those held of others (hetero). The qualitative methodology is evaluated, rationalising the use of semi‐structured interviews and an observation. A case study of Cityside University's Knowledge Exchange Committee was used to give the research increased practical relevance. The analysis and discussion chapter explores the key findings of the research. The first finding was that the group culture of the Knowledge Exchange Committee was found to support and be influenced by the organisational culture of Cityside that was obstructive to knowledge exchange, as well as the national culture of the United Kingdom. Each layer of culture was found to have impacted workgroup behaviour which was inefficient for achieving knowledge exchange targets.Organisational practices were found to be the predominant construct of culture within the Cityside Business School, focusing managerial efforts to changing practice in order to alter the culture. Secondly, two divergent categories of academic, as the basic organisational identity, formed. The categories were of a traditional, or practitioner academic. Traditional academics, those focused predominantly on theoretical research, were found to support many of the subgroup and organisational culture construct. These individuals were seen to be inefficient at knowledge exchange activities. Practitioner academics, those focused on the pragmatic application of research, were in opposition to their organisational cultural surrounding and academic colleagues, taking a more practical approach to knowledge exchange. This identity sub‐category demonstrated the importance of acknowledging the individual within a collective category. From within the practitioner category a stereotype of traditional academics was found to form, which facilitated bias and prejudice.;Thirdly, a lack of definition surrounding the Knowledge Exchange Director role led to low commitment to the role, and little acceptance of the role into individuals' identity profiles. A Knowledge Exchange Director profile was developed in order to create a prototypical set of standards which would make the role more understandable, additionally providing a source of value and behaviour comparison in hopes of creating more knowledge exchange efficient employees. Fourthly, financial targets were found to be a source of concern amongst participants, their inherent issues are discussed. Lastly, targets were found to facilitate stereotyping within the group, providing an unconventional source of value judgment based on financial income. It was found that many participants felt pressure of succumbing to stereotype threat, which forced them to alter their behaviour to correct the hetero image of their collective identity, suggesting that collective identity is perhaps more important than personal identity within workgroup situations. Conclusions of the research suggest that changes in Cityside Business School's workload model and career progression model could potentially alter the knowledge exchange obstructive organisational culture within the Cityside Business School, which would filter to the Knowledge Exchange Committee and improve organisational practices. The Knowledge Exchange Director profile was suggested as a way to bridge the gap between the divergent academic identity categories. Lastly, creating non‐financial targets was suggested as a solution to stereotyping based on income generation within the group. Limitations of the study and future directions of research are also outlined within the conclusion.
- Resource Type
- DOI
- Date Created
- 2014
- Former identifier
- 9912524690102996
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