Helfrich / Dakhin / Hölter Impact of Culture on Human Interaction

Clash or Challenge?
1. Auflage 2008
ISBN: 978-1-61676-364-0
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 457 Seiten

Will cultural diversity inevitably result in a "clash" (antagonism) between cultural groups, or can we rise to the "challenge" of applying global standards of thought and behavior across diverse cultures? This is the main question examined in this unique book.Based on experiences and research in the context of the political, social, and economic reconstruction of the former Soviet Union, the book focuses on the risks and opportunities of intercultural cooperation and cultural diversity.The first part examines the administrative and political reforms in contemporary Russia from a comparative viewpoint. Capturing the polarities between governmental centralization and social self-organization, the contributions diagnose the roots of social conflicts in Russia and other countries and try to identify societal characteristics that may provide opportunities for mutual transfer of knowledge between East and West. The second part analyzes universal versus culture-specific aspects of human resource management. It addresses similarities and differences in values, work motivation, and decision-making in different cultures. As well as outlining future trends of cultural divergence and cultural convergence, possible means of promoting cultural synergy and concrete examples of this in the fields of economics and education are presented and evaluated.The uniqueness of the book lies in its interdisciplinary and international perspectives: Experts in the fields of sociology, philosophy, economics, psychology, political science, and administration from Russia, Moldavia, Germany, The Netherlands, USA, China, South Korea, and Japan help to bridge the gap between different disciplines as well as between different countries.Providing new theoretical insights as well as practical advice, this volume is of interest for a wide audience, including researchers and students of the above fields, as well as managers in business, administration, and education.

Autoren/Hrsg.

Helfrich, Hede

Dakhin, Andrey V

Hölter, Erich

Arzhenovskiy, Igor V

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Sozialpsychologie

Inhaltsverzeichnis

1;Table of contents;6
2;List of contributors;12
3;Dear Readers!;16
4;A word of thanks;18
5;Introduction;20
5.1;References;22
6;Part I: Administrative- political reforms in Russia’s regions: Political, economical and cadres’ sources in comparative perspective;24
6.1;Regional dimension of administrative reforms: Political, economical and cultural aspects;26
6.1.1;Chapter 1: The political and economic after-effects of political- administrative reform and of changes in structures and regional authority institutions;28
6.1.1.1;Abstract;28
6.1.1.2;Foreword;29
6.1.1.3;Federal political changes;31
6.1.1.4;The regional level;34
6.1.1.5;The near future;37
6.1.1.6;References;38
6.1.2;Chapter 2: A system change from centralization to decentralization: South Korea’s experience;40
6.1.2.1;Abstract ;40
6.1.2.2;Introduction;41
6.1.2.3;Administrative reforms and decentralization reform in Korea;42
6.1.2.4;Obstacles to the decentralization reform of the Participation Government;45
6.1.2.5;Conclusion: Culture is the key word;49
6.1.2.6;References;50
6.1.3;Chapter 3: Consensus and its exceptions: Russian regionalism between “ Political Pedagogy” and “ Social Orthopedy”;52
6.1.3.1;Abstract ;52
6.1.3.2;Introduction;53
6.1.3.3;“Rational” and “political” consensus;53
6.1.3.4;The Nizhny Novgorod projections;56
6.1.3.5;Conclusion;58
6.1.3.6;References;59
6.1.4;Chapter 4: Administrative reform in the region: conflicts and compromises ( by the example of the Ryazan region);60
6.1.4.1;Abstract ;60
6.1.4.2;Changes in the regional executive power and related processes;61
6.1.4.3;Reforms of the legislative authorities;65
6.1.4.4;Municipal reform;67
6.1.5;Chapter 5: The abolition of direct governor election in the Russian Federation: Socio- economic reasons and political consequences;72
6.1.5.1;Abstract;72
6.1.5.2;“Power vertical” reinforcement;73
6.1.5.3;Political regimes’ transformation in Russian regions;77
6.1.5.4;Current situation;82
6.1.5.5;References;83
6.1.6;Chapter 6: Party- political aspects in implementing the administrative reform in Russia in 2000s ( as exemplified by the Nizhny Novgorod Oblast);86
6.1.6.1;Abstract ;86
6.1.6.2;Primary goals of the administrative reform in Russia;87
6.1.6.3;The public administration system in the West as represented by “ governance”;88
6.1.6.4;Public administration in Russia under President V. Putin;89
6.1.6.5;Administration and business;94
6.1.6.6;References;98
6.1.7;Chapter 7: Administrative reform and increasing independence of the regions in forming socio- cultural policy ( the case of the Tatarstan Republic);100
6.1.7.1;Abstract ;100
6.1.7.2;Introduction;101
6.1.7.3;Main characteristics of interethnic relations in Tatarstan;102
6.1.7.4;Regulation on interethnic relations in Tatarstan;103
6.1.7.5;Some conclusions;105
6.1.7.6;References;105
6.1.8;Chapter 8: Political processes in Russian regions in the framework of centralization policy;108
6.1.8.1;Abstract ;108
6.1.8.2;Introduction;109
6.1.8.3;Two faces of “centralization”;110
6.1.8.4;Why centralization? What kind of centralization?;112
6.1.8.5;The main changes in regional political processes in 2000s;114
6.1.8.6;Conclusion;119
6.1.8.7;References;120
6.1.9;Chapter 9: The place and role of the administrative reform in the process of regionalization in Russia;122
6.1.9.1;Abstract;122
6.1.9.2;Introduction;123
6.1.9.3;Regionalization in Russia;124
6.1.9.4;Conclusion;127
6.1.9.5;References;128
6.2;Patterns of training for officials: Political, technological, educational, and methodological aspects;130
6.2.1;Chapter 10: The basic principles of reengineering a government based on ICT;132
6.2.1.1;Abstract ;132
6.2.1.2;Introduction;132
6.2.1.3;The problems of dissimilation when reengineering government is based on ICT;133
6.2.1.4;The analysis of basic principles;136
6.2.1.5;Conclusions;139
6.2.1.6;References;139
6.2.2;Chapter 11: Competence- based training: A new view on training in the Chengdu Institute of Administration;140
6.2.2.1;Abstract ;140
6.2.2.2;Introduction;141
6.2.2.3;An analysis of the civil service training status quo in Chengdu;141
6.2.2.4;A demand analysis based on competence-based training;142
6.2.2.5;A training model founded on the “competence-based training”;143
6.2.2.6;Conclusion;144
6.2.2.7;References;144
6.2.3;Chapter 12: The state service in Russia: Opportunities of its improvement with the help of the best foreign experience adaptation;146
6.2.3.1;Abstract;146
6.2.3.2;Basic administrative principles in Russia;147
6.2.3.3;Basic administrative principles in Western countries;147
6.2.3.4;Conclusion;148
6.2.4;Chapter 13: How the former High Party School of the Soviet Communist Party changed in the context of the State Reform Process: A Russian experience;150
6.2.4.1;Abstract;150
6.2.4.2;Introduction;151
6.2.4.3;Short describing of steps of administrative reforms;154
6.2.4.4;Discourse on the problem of training officials;155
6.2.4.5;The Reorganization of the High Party Schools into the system of Academies for Public Services 1991- 1994;157
6.2.4.6;The Academy and power: The dynamics of a relationship;159
6.2.4.7;Final remarks;163
6.2.4.8;References;164
6.2.5;Chapter 14: Knowledge management as a development factor for the professionalisation of employees in state authorities;168
6.2.5.1;Abstract ;168
6.2.5.2;The research problem;169
6.2.5.3;Knowledge management;170
6.2.5.4;Conclusion;176
6.2.5.5;Reference;177
6.2.6;Chapter 15: Career processes at the level of the individual citizen of the Federation: The Tatarstan experience;178
6.2.6.1;Abstract ;178
6.2.6.2;Social mechanisms in personnel development in the Tatarstan state service;179
6.2.6.3;The peculiarities of career processes in the system of state service in Tatarstan;181
6.2.6.4;Regulation of career processes in the system of state service in Tatarstan;182
6.2.6.5;Conclusion;185
6.2.6.6;References;185
6.3;Public agency for experts’ communication: Development of regional think tanks;186
6.3.1;Chapter 16: The advantages of the RCE in Nizhny Novgorod;188
6.3.1.1;Abstract ;188
6.3.1.2;Introduction;189
6.3.1.3;What are RCEs?;189
6.3.1.4;RCE Rhine-Meuse;191
6.3.1.5;Recommendations for a new RCE in Nizhny Novgorod;193
6.3.1.6;References;193
6.3.2;Chapter 17: The project of a regional agency for public experts’ communications ( RAPExCom);194
6.3.2.1;Abstract ;194
6.3.2.2;The problem of social communication in Russia today;195
6.3.2.3;Regional context;196
6.3.2.4;Essence of the project;197
6.3.2.5;Basic tasks of the project;197
6.3.2.6;What is the RAPExCom?;198
6.3.2.7;References:;200
6.3.3;Chapter 18: The self- regulated organization of business community: Regional experience;202
6.3.3.1;Abstract ;202
6.3.3.2;Introduction;203
6.3.3.3;Realization of an expert center;204
6.3.3.4;Conclusion;207
6.3.3.5;Reference;208
7;Part II: Cultural aspects of Human Resource Management;210
7.1;Values in international comparison: How do cultures differ?;212
7.1.1;Chapter 19: Cultural differences in Human Resource Management: Some methodological considerations;214
7.1.1.1;Abstract;214
7.1.1.2;Introduction;215
7.1.1.3;Etic versus emic approach;215
7.1.1.4;Shortcomings of both approaches;217
7.1.1.5;Need for an alternative approach;218
7.1.1.6;The principle of triarchic resonance as a unified framework;219
7.1.1.7;Conclusion;221
7.1.1.8;References;222
7.1.2;Chapter 20: Searching for meaningful psychological categories, dimensions, and patterns of culture;226
7.1.2.1;Abstract ;226
7.1.2.2;Introduction;227
7.1.2.3;A brief overview of a psychological perspective;227
7.1.2.4;The advent and practical value of Cross-Cultural Psychology;228
7.1.2.5;Psychological categories, dimensions, and patterns of culture: A fruitful search?;229
7.1.2.6;Is there a universal structure of human personality? The Five- Factor Model;230
7.1.2.7;The study of human values;231
7.1.2.8;Social axioms;237
7.1.2.9;Concluding comments;238
7.1.2.10;References;239
7.1.3;Chapter 21: Race and ethnicity in the United States: The case of the state of Georgia;242
7.1.3.1;Abstract ;242
7.1.3.2;A brief review of Georgia’s history of race relations;243
7.1.3.3;An outline of current demographic differences between whites and blacks;244
7.1.3.4;A review of attitudinal differences in perceptions of government based on race;245
7.1.3.5;A new wave of immigration;247
7.1.3.6;Conclusions;253
7.1.3.7;References;254
7.1.4;Chapter 22: The culture of memory and amnesia in the borderland societies: The case of the Republic of Moldova;256
7.1.4.1;Abstract;256
7.1.4.2;Introduction;257
7.1.4.3;Theoretical and conceptual frames;258
7.1.4.4;Re-building collective identity structures via the practices of commemoration;261
7.1.4.5;Analytical approach;267
7.1.4.6;Conclusions;269
7.1.4.7;References;270
7.1.5;Chapter 23: Ethnic identification in the context of the intercultural dialogue;272
7.1.5.1;Abstract ;272
7.1.5.2;Introduction;272
7.1.5.3;Ethnic constants;274
7.1.5.4;The role of the cultural traditions;275
7.1.5.5;Rituals as a basis of forming an ethnic socium;275
7.1.5.6;Ethnic self-consciousness and ethnic self-identification;276
7.1.5.7;Conclusions;277
7.1.5.8;References;277
7.2;Work motivation in cultural context: Which consequences result for Human Resource Management?;278
7.2.1;Chapter 24: About the impact of traditional ethical principles on Western and Russian working life;280
7.2.1.1;Abstract;280
7.2.1.2;Introduction;281
7.2.1.3;Influence of traditional ethical standards;281
7.2.1.4;Needs and their value in Protestant and Orthodox ethic;286
7.2.1.5;Rational versus emotional aspects of motivation;288
7.2.1.6;Conclusions;288
7.2.1.7;References;289
7.2.2;Chapter 25: The impact of supervisor commitment on OCB and turnover intention in different cultural contexts;292
7.2.2.1;Abstract ;292
7.2.2.2;Introduction;293
7.2.2.3;Methods;299
7.2.2.4;Results;301
7.2.2.5;Discussion;304
7.2.2.6;References;306
7.2.3;Chapter 26: The influence of culture on the gender relationship in the modern society;310
7.2.3.1;Abstract;310
7.2.3.2;Introduction;312
7.2.3.3;Survey in the Republic of Chuvash;314
7.2.3.4;Conclusions;317
7.2.3.5;References;318
7.2.4;Chapter 27: The influence of cultural origin on students’ learning habits*;320
7.2.4.1;Abstract;320
7.2.4.2;Introduction;321
7.2.4.3;Culture and learning;322
7.2.4.4;Structure of the survey;323
7.2.4.5;Choice of statistical methods;325
7.2.4.6;The sample;325
7.2.4.7;Discriminant analysis;326
7.2.4.8;Common characteristics and differences in detail;328
7.2.4.9;Conclusions;336
7.2.4.10;References;337
7.3;Economic decisions in cultural context: How are opportunities and risks perceived and evaluated?;340
7.3.1;Chapter 28: Strategies in complex decision making: Economics, problem solving, and culture;342
7.3.1.1;Abstract ;342
7.3.1.2;Introduction: Complex decision making in the managerial context;343
7.3.1.3;Strategic differences – An empirical example;345
7.3.1.4;Strategic preferences in the cultural context;350
7.3.1.5;Human resource developmen – Consequences for intercultural interaction;351
7.3.1.6;References;352
7.3.2;Chapter 29: Complementary cooperation in Russian- German teams: The potential of cognitive cross- cultural psychology with regard to complex problem solving and time use;354
7.3.2.1;Abstract ;354
7.3.2.2;Situation and backgrounds;355
7.3.2.3;Potentials of cognitive cross-cultural psychology;359
7.3.2.4;Prospective aims of the thesis;364
7.3.2.5;Conclusions;365
7.3.2.6;References;366
7.3.3;Chapter 30: Economic decisions: Analysis of typical mistakes;370
7.3.3.1;Abstract ;370
7.3.3.2;Introduction;371
7.3.3.3;Algorithm of decision-making: A problem variant;371
7.3.3.4;Algorithm of decision-making: A purpose variant;375
7.3.3.5;Conclusion;376
7.3.3.6;References;376
7.4;Intercultural cooperation: Synergy or polarization?;378
7.4.1;Chapter 31: Is the ‘ clash of civilizations’ a real problem or an imaginary one?;380
7.4.1.1;Abstract;380
7.4.1.2;What is culture?;381
7.4.1.3;Mass media and nationalism;382
7.4.1.4;Conflicts in East Asia;384
7.4.1.5;Nationalism and the profession of love of the fatherland;386
7.4.1.6;World public sphere?;388
7.4.1.7;References;388
7.4.2;Chapter 32: A bifurcation man as an intercultural boundary phenomenon and a factor of changes in the global world: Synergetic aspects;392
7.4.2.1;Abstract ;392
7.4.2.2;Globalization;393
7.4.2.3;Postmodernism;395
7.4.2.4;Bifurcational man;397
7.4.2.5;Historiosophical prospects;399
7.4.2.6;References;400
7.4.3;Chapter 33: The study of cross- cultural conflicts in Chinese- foreign joint ventures: The Changaan Ford Company example;402
7.4.3.1;Abstract ;402
7.4.3.2;Introduction;402
7.4.3.3;The general situation of Changaan Ford Company;404
7.4.3.4;The manifestations of cross-cultural conflicts in Changaan Ford Company;406
7.4.3.5;The methods and measures of resolving cross-cultural management issues;410
7.4.3.6;References;413
7.4.4;Chapter 34: Thoughts on corporate culture obstacles within the economic globalization process;414
7.4.4.1;Abstract ;414
7.4.4.2;Introduction;414
7.4.4.3;Origins of cultural differences;415
7.4.4.4;Conclusions;417
7.5;Internationalization in higher education: Experiences and perspectives;418
7.5.1;Chapter 35: Internationalization of higher education from a European perspective;420
7.5.1.1;Abstract;420
7.5.1.2;Historical background;421
7.5.1.3;Indicators of internationalization;423
7.5.1.4;Conclusion;428
7.5.1.5;References;428
7.5.2;Chapter 36: Internationalization of higher education in Russia: The case of the International Institute of Economics, Law and Management of NNGASU;430
7.5.2.1;Abstract ;430
7.5.2.2;Introduction;431
7.5.2.3;Main and additional educational programs;431
7.5.2.4;Foreign and Russian partner universities;432
7.5.2.5;Professors and teaching staff;433
7.5.2.6;Students’ mobility;433
7.5.2.7;Teachers’ mobility;435
7.5.2.8;Scientific activity;435
7.5.2.9;Relations with enterprises;435
7.5.2.10;Material resources;436
7.5.2.11;Alumni;436
7.5.2.12;Conclusions;438
7.5.2.13;References;438
7.5.3;Chapter 37: Experiences with the accreditation process of bachelor and master programs in Germany and Russia;440
7.5.3.1;Abstract;440
7.5.3.2;European policy on higher education;441
7.5.3.3;Introduction and accreditation of bachelor and master programs in Germany and Russia;442
7.5.3.4;Conclusions;448
7.5.3.5;References;448
8;Author Index;450
8.1;A;450
8.2;B;450
8.3;C;451
8.4;D;451
8.5;E;451
8.6;F;451
8.7;G;452
8.8;H;452
8.9;I;452
8.10;J;453
8.11;K;453
8.12;L;453
8.13;M;454
8.14;N;454
8.15;O;454
8.16;P;454
8.17;Q;455
8.18;R;455
8.19;S;455
8.20;T;456
8.21;U;456
8.22;V;456
8.23;W;457
8.24;X;457
8.25;Y;457
8.26;Z;457

Leseproben

Shortcomings of both approaches (p. 194-195)
Critique of the etic approach
The etic approach faces two major problems. First, it is difficult to define constructs that have universal validity. "Validity" in this sense not only refers to an equivalent definition of the construct under study, but also to its relative significance within a specific culture. As the constructs imposed by the etic approach are usually rooted in the researcher’s own culture, there is the danger that aspects that are insignificant in his/her own culture but significant in another one are neglected. This may be illustrated by Hofstede’s research. Originally, Hofstede’s analysis yielded only four dimensions (Hofstede, 1980). The fifth dimension (short-term vs. long-term orientation) was later introduced by extending the questionnaires derived from an emic perspective by Bond (cf. Hofstede &, Bond, 1988).

The second problem of the etic approach is associated with the fact that constructs cannot directly be measured but are only measurable in the form of indicators such as verbal reports or observable behaviors. The relationship between the indicators of underlying constructs and the constructs themselves needs theoretical explanation. This relationship mostly varies in culture-specific ways. Thus, for instance, the behaviors indicating individualism, power distance and uncertainty avoidance may be different across cultures (D’Iribarne, 1996/97, cf. Andralojc, 2004) and may refer to different situational contexts across cultures (cf. Spering, 2001). Often the questions (e.g. the question containing the term "breaking a rule" as indicating uncertainty avoidance) do not take into account this meaning and situation specificity and, therefore, may be of limited use in predicting cultural differences in behavior. Situational demands as mediating factors are of special significance in times of growing societal dynamics and cultural change. The acceptability of culture-related practices may significantly change when people take on task requirements that they are not familiar with. Differences specific to these new situations might in fact account for research results that were previously traced back to culture specifics (Conway, Schaller, Tweed, &, Hallett, 2001). D’Iribarne claims that an ethnographic approach, even if it involves much smaller samples, leads to a more certain and precise understanding of constructs and their indicators in a changing society than does Hofstede’s approach using large numbers of examples.

Critique of the emic approach
From the emic perspective, conducting research needs self-reports and self-explanations of the individuals under study who must verbally communicate the nature of their individual experience to the researcher. The problem of using self-reports as a data source is that individuals may systematically misrepresent or misinterpret their own behavior (cf. Helfrich, 1999). Often the explanations given by individuals tend to be guided more by behavior norms and stereotypes than by behavior itself. In other words, self-reports tend to be biased by the social and personal desirability of actions. Empirical studies show that actual behavior may deviate considerably from the standards inferred from self-reports (see e.g., Helfrich, 1996). While there may in some cases be conscious dissimulation designed to create a favorable impression ("impression management"), there may mostly be "self-deception", i.e. positively biased reports that the respondent actually believes to be true (cf. Paulhus, 1986, p. 144).