Hofstede’s Cultural Dimensions In The Educational Context

Morera, Isabel M.

doi:10.15405/epsbs.2019.04.02.38

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…Specifically, within the dimension of the Curriculum, the statement evaluating the expectations of trainees regarding the appropriateness of the program’s purpose and objectives exhibited the highest correlation. In this context, education centers on the student (Morera, 2019), who assumes a paramount role in the classroom and, through effective interaction with the teacher, shares responsibility for successful learning (Cortina et al. , 2017; Meital and Asmahan, 2022).…”

Section: Discussionmentioning

confidence: 99%

Service quality assessment in a Greek teacher training program: a cultural perspective

Athanasiadis,

Papadopoulou,

Tsakiridou

et al. 2024

QAE

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Purpose This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals’ prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture’s emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.

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Section: Discussionmentioning

confidence: 99%

Service quality assessment in a Greek teacher training program: a cultural perspective

Athanasiadis,

Papadopoulou,

Tsakiridou

et al. 2024

QAE

View full text Add to dashboard Cite

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Context-specific adaptation of a student engagement measure: a case study of a private university in Bangladesh

Siddiqui,

Nahar,

Hossain

et al. 2024

Cogent Education

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A Multidimensional Experience Perspective of Remote Online Education During the COVID-19 Pandemic

Edghiem¹,

Apostolova²,

Alkhalifah

2022

Advances in Electronic Government, Digital Divide, and Regional Development

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The UK's higher education sector continues to be one of the most dynamic in the world, attracting 2,697,380 students by March 2021. The population of UK higher education students as a whole is extremely diverse and reflects a globalised version of contemporary higher education. Globalization, high-quality education, and increased competition for HE degrees have re-energized student migration, resulting in the formation of cross-cultural student environments at educational institutions worldwide. In essence, this culturally diverse higher education sector in the United Kingdom was expected to experience a range of effects from the COVID-19 pandemic crisis on students with asymmetric cultural backgrounds. This chapter provides a multidimensional experience of remote online education during the COVID-19 crisis.

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Hofstede’s Cultural Dimensions In The Educational Context

Abstract: This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Cited by 3 publications

References 3 publications

Service quality assessment in a Greek teacher training program: a cultural perspective

Service quality assessment in a Greek teacher training program: a cultural perspective

Context-specific adaptation of a student engagement measure: a case study of a private university in Bangladesh

A Multidimensional Experience Perspective of Remote Online Education During the COVID-19 Pandemic

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