We present an account of an undergraduate team-based assignment designed to facilitate, 
exhibit and record team-working skills in an e-mediated environment. By linking the student feedback 
received to Hofstede’s classic model of cultural dimensions we aim to show the assignment’s suitability 
in revealing the student's multi-cultural context. In addition to anecdotal evidence we also present a 
quantitative analysis that shows that the desired learning outcomes have been met. In a further discussion 
we show how the qualitative data collected can be used to quantitatively determine a cultural fingerprint 
of the groups that is useful to predict the team’s suitability for a given task in a real-world project.