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This presentation, held at the biannual CATaC conference in Aarhus, Denmark was somewhat like a happening in itself since it was the first time that the concept of national culture was questioned basing on empirical evidence.
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Institut für Informatik und Wirtschaftsinformatik (ICB)
On the Myth of a General National Culture CATaC 2012, Aarhus Thomas Richter
Heimo H. Adelsberger
Picture: Winding-tower, Essen
Pictures: University of Duisburg Essen
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Open Discovery Space: European project as example for specific research situation n started April 2012, http://www.opendiscoveryspace.eu/ n 51 partners, 20 European countries, 14,3 Mio € budget
n Objective: Build up a Meta-OER-Portal for European Schools o transparently connecting 1.5 Mio open learning resources
o penetrate > 1% of all European schools
o motivate teachers and students to use the resources in their daily school work
o & support building local and international communities
How to overcome cultural barriers?
n Idea: Define cultural contexts through Meta-Tags and provide
instructions for possible cultural adaptation needs: o maybe we can use what we already have?
o There are national culture models and national values available (most prominent example: Hofstede)2
n Culture = majority criterion (“common believes and attitudes within a cultural context”)
1 Hofstede G (1980) Culture's Consequences – International Differences in Work Related Values. Newbury Park, London.
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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The concept of (value-based) general national culture: Cultural example aspect: “role of the lecturer”
Does national culture actually also reflect specific
(sub-)cultures within a national context?
If collecting data on learning culture from students in the university context, are those also valid for learners in the context of professional
education?
Herein used example: “role of the lecturer”
(relationship to authorities commonly agreed being culturally biased1,2,3,4
1 Carkhuff RR (1969) The communication of respect in interpersonal processes: A scale for measurement. In: Carkhuff RR (Ed.), Helping and human relations (Vol. 1), Holt, Rinehart & Winston, New York. 2 Ruben BD (1976) Assessing communication competency for intercultural adaptation. Group and Organization Studies, 3(1), S 335-354. 3 Hofstede G (1980) Culture's Consequences – International Differences in Work Related Values. Newbury Park, London. 4 Schwartz SH (1999) A theory of cultural values and some implications for work. Applied Psychology: An International Review, 48(1), S 23-47.
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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study setting
n questionnaire-based, 102 items, educational context (focus HE) o investigate specific cultural attitudes and expectations of university students
n Germany & South Korea (in national language) o more or less language-homogenous
o similar technological development
o similar economic status, and relationship rich/poor
n Research concept: 1. Emic: internal perspective – deep context-related understanding 2. Etic: external perspective – contrasting (what seems to be comparable)1
n Germany: in-depth study, 1800+ sample elements from 3 universities o analysing faculty-culture and university culture
n South Korea: broad study, 280+ sample elements from 39 universities o here: analysing specific learning culture from 9 universities (n>8)
Question: Are results transferable to other educational contexts?
n study expansion for scope-determination: vocational training o 6 German DAX-noted enterprises (low sample size but results actually sound)
1 Triandis HC, Marín G (1983) Etic plus Emic versus Pseudoetic. A Test of a Basis Assumption of Contemporary Cross-Cultural Psychology. Journal of Cross-Cultural Psychology, 14(4), S 489-500.
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Findings on faculty level: spectrum of different answers; similar answer patterns
Analysing learning culture on faculty level in Germany: 3 German universities
Displayed here: % positive answers
4P Likert scale results binarised
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Spectrum could be understood as level of acceptance of situation different to known
Question: Are the found patterns specific for a certain national culture?
Contrasting German university culture
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Contrasting university culture on South Korean national level
again: spectrum of answers but also similar patterns
Question: Is pattern different from German pattern?
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Question: How does pattern of professional training in German enterprises look like?
Contrasting national German university results with those from South Korea
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Question: How does the pattern of German enterprises in the context of professional training contrasts to the one from the German universities?
Adult Education in German DAX-noted enterprises
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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German educational HE learning culture != German educational AE learning culture
Contrasting average German adult education with German university average result
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Conclusions
n nationally specific HE-culture pattern exists1 n HE-culture patterns different to AE-culture patterns
General National Culture has academic interest but not helpful and even potentially misleading in design-oriented
research
1statement limited to language homogenous countries
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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Are there any questions?
(Also feel free to contact me via e-Mail or discuss with me after the session)
contact: [email protected]
On the Myth of a General National Culture: Making Visible Specific Characteristics of Learners in Different Educational Contexts in Germany
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In Case: Contrasting of the nat. HE contexts Bulgaria, Germany, Turkey, South Korea and Ukraine
