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6-D model of national culture (Individualism (Individualism (everyone is…
6-D model of national culture
Individualism
Individualism
everyone is supposed to take care of him-or herself and his or her immediate family only
"I"----consciousness
Right of privacy
Speaking one's mind is healthy
Others classified as individuals
Personal opinion expected: one person one vote
Transgression of norms leads to guilt feelings
Languages in which the word "I" is indispensable
Purpose of education is learning how to learn
Task prevails over relationship
Collectivism
People are born into extended families or clans which protect them in exchange for loyalty
"We"----consciousness
Stress on belonging
Harmony should always be maintained
Others classified as in-group or out-group
Opinions and votes predetermined by in-group
Transgression of norms leads to shame feelings
Languages in which the word "I" is avoided
Purpose of education is learning how to do
Relationship prevails over task
Power Distance
Small Power Distance
Use of power should be legitimate and is subject to criterial of good and evil
Parents treat children as equals
Older people are neither respected nor feared
Student-centered education
Hierarchy means inequality of roles, established for convenience
Subordinates expect to be consulted
Pluralist governments based on majority vote and changed peacefully
Corruption rare; scandals end political careers
Income distribution in society rather even
Religions stressing equality of believers
Large Power Distance
Power is a basic fact of society antedating good or evil: its legitimacy is irrelevant
Parents teach children obedience
Older people are both respected and feared
Teacher-centered education
Hierarchy means existential inequality
Subordinates expect to be told what to do
Autocratic governments based on co-optation and changed by revolution
Corruption frequent; scandals are covered up
Income distribution in society very uneven
Religions with a hierarchy of priests
Masculinity
Masculinity
Maximun emotional and social role differentiation between the genders
Men should be and women may be assertive and ambitious
Work prevails over family
Admiration for the strong
Fathers deal with facts, mothers with feelings
Girls cry, boys don't; boys should fight back, girls should't fight
Fathers decide on family size
Few women in elected political positions
Religion focuses on God or gods
Moralistic attitudes about sexuality; sex is a way of performing
Femininity
Minimum emotional and social role differentiation between the genders
Men and women should be modest and caring
Balance between family and work
Sympathy for the weak
Both fathers and mothers deal with facts and feelings
Both boys and girls may cry but neither should fight
Mothers decide on number of children
Many women in elected political positions
Religion focuses on fellow human beings
Matter-of-fact attitude about sexuality; sex is a way of relating
Uncertainty Avoidance
Weak Uncertainty Avoidance
The uncertainty inherent in life is accepted and each day is taken as it comes
Ease, lower stress, self-control, low anxiety
Higher scores on subjective health and well-being
Tolerance of deviant persons and ideas: what is different is curious
Comfortable with ambiguity and chaos
Teachers may say 'I don't know'
Changing jobs no problem
Dislike of rules----written or unwritten
In politics, citizens feel and are seen as competent towards authorities
In religion, philosophy and science: relativism and empiricism
Strong Uncertainty Avoidance
The uncertainty inherent in life is felt as a continuous threat that must be fought
Higher stress, emotionality, anxiety, neuroticism
Lower scores on subjective health and well-being
Intolerance of deviant persons and ideas: what is different is dangerous
Need for clarity and structure
Teachers supposed to have all the answers
Staying in jobs even if disliked
Emotional need for rules----even if not obeyed
In politics, citizens feel and are seen as incompetent towards authorites
In religion, philosophy and science: belief in ultimate truths and grand theories
Long-term Orientation
Short-Term Orientation
Most important events in life occurred in the past or take place now
Personal steadiness and stability: a good person is always the same
There are universal guidelines about what is good and evil
Traditions are sacrosanct
Family life guide by imperatives
Supposed to be proud of one's country
Service to others is an important goal
Social spending and consumption
Students attribute success and failure to luck
Slow or no economic growth of poor countries
Long-Term Orientation
Most important events in life will occur in the future
A good person adapts to the circumstances
What is good and evil depends upon the circumstances
Traditions are adaptable to changed circumstances
Family life guided by shared tasks
Trying to learn from other countries
Thrift and perseverance are important goals
Large saving quote, funds available for investment
Students attribute success to effort and failure to lack of effort
Fast economic growth of countries up till a level of prosperity
Indulgence
Indulgence
Higher percentage of people declaring themselves very happy
A perception of personal life control
Freedom of speech seen as important
Higher importance of leisure
More likely to remember positive emotions
In countries with educated populations, higher birthrates
More people actively involved in sports
In countries with enough food, higher percentages of obese people
In wealthy countries, lenient sexual norms
Maintaining order in the nation is not given a high priority
Restrained
Fewer very happy people
A perception of helplessness: what happens to me is not my own doing
Freedom of speech is not a primary concern
Lower importance of leisure
Less likely to remember positive emotions
In countries with educated populations, lower birthrates
Fewer people actively involved in sports
In countries with enough food, fewer obese people
In wealth countries, stricter sexual norms
Higher number of police officers per 100,000 population