Question |
Answer |
Barriers in intercultural communication start learning
|
|
Language (spoken language and body language; alphabet) Value of Time Negative Stereotypes and Prejudices Feelings, emotions, sense of humor Level of Context Different values/ norms/ habits/ tradition
|
|
|
Barriers in intercultural communication start learning
|
|
Historical experiences Differences in the level of education Law and legal system Appearance
|
|
|
Theoretical view on intercultural communication: start learning
|
|
- EDWARD HALL - GEERT HOFSTEDE
|
|
|
EDWARD HALL High context cultures: start learning
|
|
High context cultures: The right interpretation of non-verbal elements are crucial for successful communication (inter alia: politness’ formulas, customs, facial expressions, gestures)
|
|
|
EDWARD HALL Low context cultures: start learning
|
|
Low context cultures: Verbal elements of communication are the most important (concentration on spoken language
|
|
|
start learning
|
|
High context cultures -Far East -Arab World -Mediterranean countries -Sub-Saharan Africa -Latin America -Eastern Europe -Australia -North America (USA, Canada) -Scandinavia -Germany -Switzerland Low context cultures
|
|
|
GEERT HOFSTEDE Dimensions of culture: start learning
|
|
Dimensions of culture: Power Distance Individualism Masculinity Uncertainty avoidance
|
|
|
Power Distance Index Hofstede’s Power distance Index measures the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. start learning
|
|
This represents inequality (more versus less), but defined from below, not from above. It suggests that a society’s level of inequality is endorsed by the followers as much as by the leaders.
|
|
|
start learning
|
|
Inequalities between people should be reduced Parents treat children as partners Children treat parents as partners At school, teachers expect students’ initiative
|
|
|
start learning
|
|
People with higher education represent less authoritarian values than people with lower education Decentralization is desirable Slight differences in wages between people occupying high and low positions
|
|
|
start learning
|
|
Subordinates expect that superiors will conduct consultations with them during decision making process The perfect supervisor is a professional democrat
|
|
|
start learning
|
|
Inequalities between people are justified and desirable Parents instill obedience in children Children treat parents with respectAt school, initiative belongs to teachers
|
|
|
start learning
|
|
People with higher and lower education represent strongly an authoritarian views Strong centralization Huge differences in wages exist between people occupying high and low positions
|
|
|
start learning
|
|
Subordinates expect instructions from superiors The perfect supervisor is a generous autocrat or a benevolent daddy
|
|
|
start learning
|
|
Austria (11) Israel (13) Denmark(18)New Zealand (22) Ireland (28)
|
|
|
start learning
|
|
Malaysia (100) Slovakia (100) Panama (95) Guatemala (95) Philippines (94)
|
|
|
start learning
|
|
Individualism is the one side versus its opposite, collectivism, that is the degree to which individuals are integrated into groups.
|
|
|
On the individualist side we find societies in which the ties between individuals are loose: everyone is expected to look after him/herself and his/her immediate family. start learning
|
|
On the collectivist side, we find societies in which people from birth onwards are integrated into strong, cohesive in-groups, often extended families (with uncles, aunts and grandparents) which continue protecting them in exchange for unquestioning loyal
|
|
|
INDIVIDUALISTIC CULTURE autonomy, youth change safety of the individual equality start learning
|
|
COLLECTIVISTIC CULTURE / duty subordination age, tradition collective security hierarchy status
|
|
|
INDIVIDUALISTIC CULTURE USA (91) Australia (90) UK (89) Canada (80) Netherlands (80) start learning
|
|
COLLECTIVISTIC CULTURE Guatemala (6) Ecuador (8) Panama (7) Venezuela (12) Colombia (13)
|
|
|
start learning
|
|
Masculinity versus its opposite, femininity refers to the distribution of roles between the genders which is another fundamental issue for any society to which a range of solutions are found.
|
|
|
The IBM studies revealed that (a) women’s values differ less among societies than men’s values; (b) men’s values from one country to another contain a dimension from very assertive and competitive and maximally different from women’s values start learning
|
|
maximally different from women’s values on the one side, to modest and caring and similar to women’s values on the other. The assertive pole has been called ‘masculine’ and the modest, caring pole ‘feminine’.
|
|
|
MASCULINITY success and development/ money and material goods/ ambition and assertiveness justice, competition /only women can be sensitive / different courses for boys and girls at school /conflict is resolved by confrontation start learning
|
|
FEMININITY care and protection of other people/ relations with other people/ modesty and humility equality, solidarity/ both women and men can be sensitive /the same courses for boys and girls at school /conflict is resolved by compromise
|
|
|
MASCULINITY Slovakia (100) Japan (95) Hungary (88) Austria (79) Venezuela (73) start learning
|
|
FEMININITY Norway (5) Netherlands (14) Denmark (16) Angola (20) Costa Rica (21
|
|
|
Uncertainty avoidance Index start learning
|
|
Uncertainty avoidance deals with a society’s tolerance for uncertainty and ambiguity; it ultimately refers to man’s search for Truth.
|
|
|
It indicates to what extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations. Unstructured situations are novel, unknown, surprising, and different from usual. start learning
|
|
Uncertainty avoiding cultures try to minimize the possibility of such situations by strict laws and rules, safety and security measures, and on the philosophical and religious level by a belief in absolute Truth; there can only be one Truth and we have it
|
|
|
HIGH LEVEL OF UNCERTAINTY AVOIDANCE start learning
|
|
“Other” means dangerous Students expect unambiguous answers for questions Uncertainty in life is dangerous and we are obliged to fight with this Factors of motivation: security and affiliation A lot of detailed rules and norms
|
|
|
HIGH LEVEL OF UNCERTAINTY AVOIDANCE start learning
|
|
A lot of detailed rules and norms Public protests should be suppressed Conservatism
|
|
|
LOW LEVEL OF UNCERTAINTY AVOIDANCE “Other” means interesting Students expect discussions and open approach to courses Uncertainty is natural part of life Factors of motivation: achievements and appreciation start learning
|
|
Just few general rules and norms Public protests are accepted Tolerance
|
|
|
HIGH LEVEL OF UNCERTAINTY AVOIDANCE HIGH LEVEL OF UNCERTAINTY AVOIDANCE • Greece (100) • Portugal (99) • Guatemala (99) • Uruguay (99) • Belgium (94) start learning
|
|
LOW LEVEL OF UNCERTAINTY AVOIDANCE LOW LEVEL OF UNCERTAINTY AVOIDANCE • Singapore (8) • Jamaica (13) • Denmark (23) • Sweden (29) • Hong Kong (29)
|
|
|