Ever increasing academic mobility – the ongoing movement of students and scholars from their home environments to universities all over the globe – has created highly diverse teaching and research environments in tertiary institutions everywhere, with our everyday academic dialogues being regularly conducted against a background of different cultures, different ethnicities and different languages. There is huge potential in this mix to enrich our workplace academic cultures, and thereby to collaborate with colleagues in more productive ways. But all too often we fail to develop this potential; we remain locked in our own interpretations about other people's behavior, and we lack the tools to review and refine our understandings. To address such issues – as academic developers at a research-intensive Australian university that has long embraced internationalization – we have developed an approach that we refer to as 'collaborative critique' (Guerin & Green 2013). Collaborative critique is a type of situated, reciprocal peer learning (Wenger 1998; Boud 1999; Boud et al. 2001) that brings academics from diverse disciplines together to share their experiences. The aim is to critically assess issues in the working environment, and to collegially formulate strategies for addressing the challenges that arise. The role of facilitators is to draw attention to the relevant theory, raise problematic scenarios, probe into responses that may prove too simplistic or impractical, and ensure that the discussion proceeds in an atmosphere of cultural safety. This interactive workshop uses collaborative critique to explore the multicultural academy with the aim of building intercultural competence. To this end, participants work together to develop their own auto-ethnographies, seeking to describe their values and behaviors in systematic, rule-governed ways. They will take away from the workshop practical strategies to operate successfully in the internationalized university.