Conducting interdisciplinary research in cross-cultural environment ERASMUS IP, 2012-1-LV1-ERA10-03686 1 EU Erasmus Intensive Programme, 5 March, 2013 Cross-cultural peculiarities while conducting researches Dr. Karine Oganisjana, Riga Technical University, Latvia
Different attitudes towards work in different cultures How could you interpret this joke as a cross cultural researcher? Representatives of three nations are applying for an engineer job in Austria. The manager is asking for the salaries. Firstly, the specialist of nation Nr. 1 comes, he wants 8000 euro salary - "Living standard in my country is high, so I can easily return there if you give me less than 8000 eu " After that the engineer of nation Nr. 2 comes, he is more modest, intelligent and high-educated " I want 2000 euro per month ". After them the representative of nation Nr. 3 goes to the manager and says quietly - " I want 6000 euro. 2000 for me, 2000 for you and we will give 2000 to Nr. 2 to do the job". ERASMUS IP, 2012-1-LV1-ERA10-03686 2
Even gestures can be accepted in very different ways in different cultures The sign OK can be understood in different ways in different cultures. French understands it as zero or worthless. Japanese would read it as money In northern Greece this gesture means a sexual insult or as a signal that a man is homosexual. Regions where this sign can be sexually insulting are parts of Central and Mediterranean Europe, Germany, Turkey, Malta, Sardinia, Tunisia, Greece, Middle-East, Paraguay, Brazil. http://ingenira.hubpages.com/hub/how-to-read-others-thoughts-by-their-gestures ERASMUS IP, 2012-1-LV1-ERA10-03686 3
Explain why! An Irish woman was visiting tourist places in a Latin American city when she got a terrible headache. She knew what medicine she needed, so she went to a local pharmacy. The pharmacist was waiting on another customer when she came in. The Irish woman patiently waited her turn. While she was standing there, two other customers came in, then another, and then three more. Each time, the pharmacist turned his attention to the new people. He did not serve the Irish woman; he never said, I ll be with you in a minute. After about 20 minutes, the woman couldn t stand the pain in her head any longer. Hey, I ve been here a long time, she said loudly, very annoyed and insulted. Why is everyone ignoring me? I need service, too! she shouted rudely ( impolitely). ERASMUS IP, 2012-1-LV1-ERA10-03686 4
Questions for discussion 1. Why didn t the pharmacist pay attention to the Irish woman when she came into his store? 2. Why was the Irish customer insulted, angry, or hurt? 3. What is the cultural point of the story? ERASMUS IP, 2012-1-LV1-ERA10-03686 5
How is it in Bulgaria? Imagine the faces of the Bulgarians who are reading a text translated from English into their language automatically without taking into account their peculiar perception of the gestures by their heads: He signified consent with a nod or she only shook her head over my behaviour. Reflect on a case of misunderstanding or conflict situation which happened to you while dealing with people of another culture than yours. ERASMUS IP, 2012-1-LV1-ERA10-03686 6
The aim of today s work To reveal some peculiarities of conducting cross cultural researches. ERASMUS IP, 2012-1-LV1-ERA10-03686 7
Definition of culture The customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time http://www.merriam-webster.com/dictionary/culture ERASMUS IP, 2012-1-LV1-ERA10-03686 8
Culture Culture is the collective programming of the mind that distinguishes people included in one category from another (Hofstede 1989). Culture can also be viewed as a collective mental knowledge developed by a group of people exposed to a similar context (Geertz 1973; Reckwitz 2000; Schatzki and Natter 1996). The collective mental knowledge concerns the way societies or communities organize knowledge and social behaviour (Kroeber and Kluckhohn 1952). ERASMUS IP, 2012-1-LV1-ERA10-03686 9
Important Cultural differences are pervasive across nations and communities and many cultures can exist within a nation (Hofstede, 2001). Australia - a separate nation with at least 573 distinct indigenous cultures (Murdoch 1963). USA - 147 Native American cultures and nine North American folk cultures (O Leary and Levinson 1991); Middle East - 35 different cultures across 14 nations; Africa - 98 different cultures identified in 48 countries; Western Europe - 81 cultures in 32 countries (Baskerville 2003). ERASMUS IP, 2012-1-LV1-ERA10-03686 10
The cultural dimensions work related cultural values determined by Geert Hofstede (1984-2001) Cultural dimension 1. Power Distance 2. Individualism- Collectivism 3. Uncertainty Avoidance 4. Masculinity- Femininity Description Distance between individual of different ranks The extent to which an individual relies on a group or collective approach to issues, or the extent to which the individual takes initiative to solve problems. The degree to which individuals require set boundaries and clear structures: a high uncertainty culture allows individuals to cope better with risk and innovation; a low uncertainty culture emphasises a higher level of standardisation and greater job security. Gender differences, in more masculinity, results in assertiveness, competitiveness and need to achieve results; low masculinity suggests co-operation and more caring approaches. 5. Confucian Dynamism!!! The extent to which community is long-term oriented oppose to ERASMUS IP, 2012-1-LV1-ERA10-03686 11 short term contracts.
Global Leadership and Organization Behavior Effectiveness A 62 nation, 11-year study involving 170 researchers worldwide. The Globe Project findings can enhance global managers and entrepreneurs global competence and cultural acumen. It compares countries on nine critical cultural dimensions and discusses the implications of the cultural similarities and differences. ERASMUS IP, 2012-1-LV1-ERA10-03686 12
1. Nine critical cultural dimensions (House, 2009); (1-5) Cultural dimension Performance orientation 2. Uncertainty avoidance Definition The extent to which a community encourages innovation, high standards, excellence, and performance improvement. The extent to which a society, organisation or a group relies on social norms, rules and procedures to alleviate the unpredictability of future events. 3. In-group collectivism The degree to which individuals express pride, loyalty and cohesiveness in their organisations or family. 4. Power distance 5. Gender egalitarianism The extent to which the community accepts and endorses authority, power differences and status privileges. The degree to which a collective minimized gender inequality. ERASMUS IP, 2012-1-LV1-ERA10-03686 13
Nine critical cultural dimensions (House, 2009); (6-9) Cultural dimension 6. Human orientation 7. Institutional collectivism 8. Future orientation 9. Assertiveness Definition The degree to which an organisation or society encourages and rewards individuals for being fair, altruistic, friendly, generous, caring and kind to others. The degree to which organisational, societal and institutional practices encourage and reward collective distribution of resources and collective action. The degree to which a collective encourages and rewards future-oriented behaviours such as planning and delaying gratification. The degree to which individuals are assertive, confrontational, aggressive in their relationship with others. ERASMUS IP, 2012-1-LV1-ERA10-03686 14
Comparison of Common Indigenous & Common Entrepreneurial Cultural Values (Lindsay, 2005) Hofstede s Cultural Value Dimensions Common Indigenous Cultural Values (Redpath & Nielsen, 1997) Common (nonindigenous) Entrepreneurial Cultural Values (McGrath, et al., 1992) Low Collectivism/High Individualism Individualism/ Collectivism High Collectivism/Low Individualism Power Distance Low Power Distance High Power Distance Uncertainty Low Uncertainty Low Uncertainty Avoidance Avoidance Avoidance Masculinity/Femininity High Femininity/Low Low Femininity/High Masculinity Masculinity Confucian Dynamism Difficult to apply Did not include in their Distinctions between the analysis two ends of the scale are unclear and can be contradictory ERASMUS IP, 2012-1-LV1-ERA10-03686 15
The research "Society Integration and Business: the Ethnic Dimension" (Baltic Institute of Social Sciences and Institute of Economics, Latvian Academy of Sciences, 2004) If "a typical "Russian" company is more dynamic and more risky, "Latvian" companies are said to be calmer and more humble. ERASMUS IP, 2012-1-LV1-ERA10-03686 16
Cultural diversity is it advantage or disadvantage? It may cause obstacles! But it has as well great potential! According to the Complementary Team Theory within the New Paradigm for Management the best team consists of not similarly thinking individuals, but on the contrary, of people who have diverse knowledge, experience and skills but are united with the joint aim to achieve the goals set on the basis of mutual respect (Adizes, 2004). ERASMUS IP, 2012-1-LV1-ERA10-03686 17
Training Read the joke and analyse the two cultures described in the story using the nine critical dimensions. Use the table offered after the story. Work in small groups of two or three. The American investment banker was at the pier of a small coastal Mexican village when a small boat with just one fisherman docked. Inside the small boat were several large yellow fin tuna. The American complimented the Mexican on the quality of his fish and asked how long it took to catch them. The Mexican replied, only a little while. The American then asked why didn't he stay out longer and catch more fish? The Mexican said he had enough to support his family's immediate needs. The American then asked, "but what do you do with the rest of your time?" The Mexican fisherman said, "I sleep late, fish a little, play with my children, take siesta with my wife, Maria, stroll into the village each evening where I sip wine and play guitar with my amigos, I have a full and busy life. ERASMUS IP, 2012-1-LV1-ERA10-03686 18
The American scoffed, "I am a Harvard MBA and could help you. You should spend more time fishing and with the proceeds, buy a bigger boat with the proceeds from the bigger boat you could buy several boats, eventually you would have a fleet of fishing boats. Instead of selling your catch to a middleman you would sell directly to the processor, eventually opening your own cannery. You would control the product, processing and distribution. You would need to leave this small coastal fishing village and move to Mexico City, then LA and eventually NYC where you will run your expanding enterprise." The Mexican fisherman asked, "But, how long will this all take?" To which the American replied, "15-20 years." "But what then?" The American laughed and said that's the best part. "When the time is right you would announce an IPO and sell your company stock to the public and become very rich, you would make millions." "Millions.. Then what?" The American said, "Then you would retire. Move to a small coastal fishing village where you would sleep late, fish a little, play with your kids, take siesta with your wife, stroll to the village in the evenings where you could sip wine and play your guitar with your amigos. ERASMUS IP, 2012-1-LV1-ERA10-03686 19 http://www.shabbir.com/jokes/work/banker.html
Comparison of the two cultures described in the story Cultural dimension Culture A Culture M 1. Performance orientation 2. Uncertainty avoidance 3. In-group collectivism 4. Power distance 5. Gender egalitarianism 6. Human orientation 7. Institutional collectivism 8. Future orientation 9. Assertiveness ERASMUS IP, 2012-1-LV1-ERA10-03686 20
See two video-materials on team work! Team work 1. http://www.youtube.com/watch?v=s-poqappjbq&feature=related Team work 2. http://www.youtube.com/watch?v=mctunuqsjco&feature=fvwrel 1. Find the critical cultural dimensions common for the two cultures. 2. Decide owing to the difference in which of the nine cultural dimensions the results of the team work turned out to be of principally different qualities? 3. Have a discussion on the development potential of both cultures. 4. In what way could these two cultures be combined in one enterprise? ERASMUS IP, 2012-1-LV1-ERA10-03686 21
Describe the culture that created the most expensive commercial in the world http://www.youtube.com/watch?v=zr2uw79w_0c ERASMUS IP, 2012-1-LV1-ERA10-03686 22
Linguistic challenges in cross cultural researches English Latvian Entrepreneurship? Uzņēmējdarbība Process, activity, An individual s aptitudes and qualities Process, activity!!!!!! (LZA Terminoloģijas komisija, 2009) ERASMUS IP, 2012-1-LV1-ERA10-03686 23
The solution of this linguistic problem Entrepreneurship Process Uzņēmējdarbība Entrepreneurship Entrepreneurship Student Process + student Uzņēmējspēja (Bikse, 2009) Uzņēmējdarbība + Uzņēmējspēja ERASMUS IP, 2012-1-LV1-ERA10-03686 24
Food Preference Survey https://sites.google.com/a/bsc.c oop/managers/kitchen/modified -km-manual/feeding-yourhouse/food-preference-survey 1. Is the food offer in the survey close and comprehendible to people of your culture? Explain why? 2. Would it be easy for you to answer the questions of this survey? ERASMUS IP, 2012-1-LV1-ERA10-03686 25
The stages of adapting a test (1) (Malgožata Raščevska, 2005) 1. All sided study of the test within the context of the publications available for making a weighed decision whether it is reasonable to adapt the test. 2. Getting an authorization for adapting the test (for the use in science or practice). 3. Getting the original test (handbook, materials, the records of the test). 4. Careful study of the package of the test material and its theoretical basis. 5. The elaboration of the project for the adaptation of the test, being aware about what kind of knowledge, time and financial resources ERASMUS IP, are 2012-1-LV1-ERA10-03686 needed. 26
The stages of adapting a test (2) 6. Two bilingual translators are prepared to understand the definitions of the concept to be researched, its theoretical structure & the content of the test. Before starting the translation, it is reasonable to divide the test into subgroups. 7. Two independent translators conduct translation into the target language. Then the head of the project who is an expert in the foreign language from which it is translated, together with the translators analyzes these translations and chooses the best translations of each item. Again he/she makes sure whether the general requirements of the formulations are correct (for example, the concepts are translated in the same way in each point, pronouns are not missed, specific national names are changed for the corresponding words which are typical for the new culture, etc.). ERASMUS IP, 2012-1-LV1-ERA10-03686 27
The stages of adapting a test (3) 8. Another independent translator translates this text back into the original language of the test. After that both the translator and the head of the project very carefully compare each point of the text of the backward translation with the original language and analyze the differences. If needed they go back to stage 7 and do all again until the most adequate variant is created. Most important in this stage is to achieve maximal semantic similarity (closeness of content) of what each point of the backward translation may express with words whose meaning should be close to the original text. ERASMUS IP, 2012-1-LV1-ERA10-03686 28
The stages of adapting a test (4) 9. Evaluation of the instruction of the test according to the understanding of the target language population. If needed, the instruction can be expanded, if it may be not understandable for the target language population and if in their culture they don t have such an experience. There can be allowed changes in the form but not in the content as the results of test can t be impacted. Changes in the test are grounded only if they are caused by cultural aspects. ERASMUS IP, 2012-1-LV1-ERA10-03686 29
The stages of adapting a test (5) 10. Creation of the forms of the translated test according to the forms of the original test. 11. Pilot research conducted with a group of 3-5 people for checking the comprehension of the instruction of the test, the content of each paragraph of the test. After the test the respondents are interviewed on how they felt while doing the test, how they understood the test and on probable difficulties which might occur. All the types of unclear elements are fixed. If there are serious remarks, like some concepts are not clear in the text or in the order of the form, etc., it is necessary to go back and start all from stage 7 again till stage 10. ERASMUS IP, 2012-1-LV1-ERA10-03686 30
The stages of adapting a test (6) 12. The adaptation of the test for one or more representative samplings corresponding to the socialdemographic staff (age, gender, belonging to certain social stratum, etc.) of the original test. The optimal number of respondents not less than 200 (Muniz et al.,2001). The test can be designed to be both monolingual and bilingual. 13. Empirical data collection watching very carefully the reaction of the respondents while carrying out the test and fixing the questions which were not clear enough to the respondents in order to see whether there is any systematic tendency in their reactions. ERASMUS IP, 2012-1-LV1-ERA10-03686 31
The stages of adapting a test (7) 14. Inputting the data into computers, showing all the social-demographic characteristics and respondents answers to all the questions. 15. Data processing with SPSS or EXCEL for the Calculation of different statistics characteristics: validity, reliability Statistics (Cronbach s Alpha), etc. 16. Based on the results of the data processing, making a decision concerning each item of the test. In case of serious deviation, the test is again adapted started from stage 7 till 15. ERASMUS IP, 2012-1-LV1-ERA10-03686 32
The plan of our workshop 1. Choose the head of your national group in this project (an expert in English, 1 person). 2. Two persons will translate the original test from English into their mother tongue (2 persons for stage 7). Then the head of the project together with the translators analyzes these translations and chooses the best translations of each item of the test. The test is printed out. From 13.30-14.30 3. One person will translate the test from his/her mother tongue back into English (1 person for stage 8). After that both the translator and the head of the project very carefully compare each point of the text of the backward translation with the original language and analyze the differences. The test with backward translation is also printed out. From 14.30 15.30 4. Carrying out the test first in mother tongue then in English (2 persons for stage 11). The head of the project will not help them but will take away the first test in the mother tongue that that didn t give any hints while carrying out the original test in English. Then the head of the project compares the answers to the questions in both languages. From 15.30 16.20. 5. All the groups gather together in the main hall for the final round table discussion. Each national group presents reports on the difficulties which they had to overcome and compares: a) the results of both tests in their mother tongues and in English; b) the two English versions of the test, the original one and the one created in the course of the double translation. Summarization. ERASMUS From IP, 2012-1-LV1-ERA10-03686 16.20 17.20. 33
Work with the GLOBE Dimensions of Culture Questionnaire http://www.sagepub.com/northouse6e/study/materials/questionnaires/03409_15lq.pdf Conduct the work with the survey text translating as many questions out of the 18 as you manage within the time framework given in the previous slide. ERASMUS IP, 2012-1-LV1-ERA10-03686 34
Literature recommended for reading (1) 1. Baltic Insitute of Social Sciences, Latvian Academy of Sciences Institute of Economics (2004). Society integration and business: The ethnic dimension (R. Karnite, Ed.). Retrieved 9 May, 2011 from http://www.liic.lv/uploads/filedir/file/si-uznemejdarbiba-etniskaisasp_i_dala.pdf 2. Culture and Civilization Matters (2010). Retrieved 4 August, 2012 http://fuquaccl.wordpress.com/tag/cultural-dimensions/ 3. Hofstede, G. (1989). Organising for Cultural Diversity. European Management Journal 7(4):390-397. 4. Lindsay, N.L. (2005). Toward A Cultural Model of Indigenous Entrepreneurial Attitude. Academy of Marketing Science Review. No. 5, University of South Australia Available: http://www.amsreview.org/articles/lindsay05-2005.pdf 5. Muniz, J. Hambleton R.K., & Xing, D. (2001) Small sample studies to detect flaws in item translations. International Journal of Testing, 1(2), 115-135. 6. Raščevska, M. (2005). Psiholoģisko testu un aptauju konstruēšana un adaptācija.rīga: RaKa ERASMUS IP, 2012-1-LV1-ERA10-03686 35
Thank you for attention! ERASMUS IP, 2012-1-LV1-ERA10-03686 36