Setting up an Educational Program in Indonesia that is Already Offered in the Netherlands Based on How People Manage in Both Countries (Term Paper Sample)

Setting up an Educational Program in Indonesia that is Already Offered in the Netherlands Based on How People Manage in Both Countries
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Abstract
This text seeks to establish how Hofstede’s theory of cultural dimensions is applied across Dutch and Indonesian nationalities in the context of a university undergraduate program. The findings of this paper will be employed to uncover how education managers can construct a "management" undergraduate program that, in addition to fulfilling quality demands, fosters an environment of cross-cultural co-existence and efficiency. The research comprises a comprehensive literature review process, based on Hofstede’s theory of national cultural dimensions, namely: Power Distance, Individualism vs. Collectivism, Uncertainty avoidance, Masculinity vs. Femininity, Long-term orientation vs. Short-term orientation, and Indulgence vs. restraint. Research findings reveal that undergraduate programs can be designed across different cultures and that university staff possess different behaviors as intimated in Hofstede’s models of cultural dimensions. It concludes with the an examination of possible future work necessary to further ascertain the effect of national culture on organizational performance,
Keywords: National culture, Hofstede’s model, Power Distance (PDI), Individualism (IDV),
Masculinity (MAS), Uncertainty avoidance (UAI), Long-term orientation (LTO), Indulgence versus restraint (IVR), National culture, Organizational culture, Quality assurance, Strategic alignment, Audit,
1 Introduction
Globalization has resulted in an unprecedented coming together of cultures and nationalities. Citizens of the world, despite differences in their national cultures, collaborate far more frequently than over previous generations. Although modern-day managers can enhance their perspectives, they are also confronted by the uncertainty of cross-cultural communication
Educationists around the world are in need of strategies to understand these cultural idiosyncrasies and apply this knowledge in the classroom setting.
Failure in gaining or applying this understanding can be detrimental to educational performance and student satisfaction. Designing and executing an education program is markedly different in the Dutch and Indonesian contexts. A strategy effective in the Dutch setting can be severely counter-productive in the Indonesian environment. Indeed, organizations and their leaders are micro-players of the broader national cultures (Lees, 2003). As an organization expands globally, managers may have to change their cultural practices. Peters & Waterman (2004) posit that leadership and organizational culture are closely connected to national culture. For instance, religious customs operational in a given country (the macro-level) influence organization-wide practices (the micro-level). In fact, micro-level practices are an extension of, and in some cases contiguous with, macro-level cultures.
This study endeavors to investigate the differences between the Dutch and Indonesian approaches to education using Hofstede’s research. Hopefully, by examining these approaches, this study can also provide a framework for successful education program design and implementation.
2 Literature Review
1 Cultural Dimensions
Culture is an ambiguous term that has been attached to a variety of definitions that can be summarized as "the way things are done around here" (Deal & Kennedy, 1982). It is an umbrella concept for mutual symbolism (Alvesson, 2000). It can be argued that culture denotes association with a shared number of values (House, 2004), shared languages (Bjerke, 1999), among other factors. In a landmark empirical study, Hofstede & Hofstede (2005) defined culture as the "collective programming of the mind that distinguishes the members of one group or category of people from others”. Organizational culture is no more different and comprises collective objectives, meanings and narratives within the workplace.
Hofstede & Hofstede (2005) identified the following cultural dimensions and scored them from low to high (i.e. score 0 to 100 respectively):
1 Power distance
This dimension assesses the degree of inequality between hierarchies within a society or, in this case, commercial organization (university). A high score indicates that inequality is acceptable within that society, and those less empowered understand and accept their place (Hofstede & Hofstede, 2005). Such societies have vast differences in compensation and authority, possess entrenched bureaucracies and are centralized. Alternatively, societies with low scores equitably share power. Such a corporation, for instance, views the supervisors and those they supervise as equal and has a flatter management.
Society with low(er) power distance scores
(Small power distance)

Society with high(er) power distance scores
(Large power distance)

Power should be used legitimately based on the criteria of whether it is bad or good.

The legitimacy of power is irrelevant; no regard is made to the concept of good or evil

Superiors treat the workers they supervise as equal partners

Supervisors expect obedience from those that they supervise

Tenured/Senior employees are neither respected nor feared nor do the demand it

Tenured employees demand respect and fear

Education is student-centered

Education is teacher-centered

Hierarchy affords convenience and does not imply inequality of authority

Hierarchy means inherent inequality

Workplace subordinates expect and demand to be consulted

Subordinates anticipate instruction as opposed to consultation

Changes in values and leadership are peaceful and vote-based

Value systems and leaders are changed based on co-optation and revolution

Accountability is critical; corruption ends corporate careers

Accountability is not expected nor enforced; fraud is dismissed away

Fairly even income distribution

Income distribution is uneven

Equality is emphasized, for instance in religion

Hierarchy of employees is emphasized

Figure 1. Differences between Equal and Unequal Societies
[These differences apply to societies and corporations alike]
2 Individualism and Collectivism
Individualism, a personal characteristic, and Collectivism, a societal attribute, both refer to the extent to which individuals are assimilated into primary groups. Societies with high Individualistic scores have loose ties between individuals while collectivist cultures have cohesive groups that, in return for protection against other groups, demand absolute loyalty
Individualist Societies

Collectivist Societies

Members of the society are intended to take care of themselves and their immediate family members only

Members are part of an extended family or clan that offers protection in exchange for absolute loyalty

The sole individual ("I”) preoccupies consciousness

The group ("We”) dominates consciousness

The individual demands the right of privacy

Expectation of privacy is exchanged for a sense of belonging

Self-expression is expected and welcome

Harmony is more important than self-expression

Other members of the group are seen as individuals as well

Others in the society are classified either as members of the group ("in-group”) or outsiders ("out-group”)

Opinion and universal suffrage is expected

The in-group determines the votes and opinions of its members

Corruption of norms causes feelings of guilt

Corruption of norms causes shame

Self-reference is accepted

Self-reference is avoided

Purpose of education is abstract (i.e. learning how to learn)

Purpose of learning is practical (i.e. learning how to do)

Relationships are of secondary importance to tasks

Relationships are more important than goals/tasks

Figure 2. Differences between Collectivism and Individualism
3 Masculinity and Femininity
This dimension refers to the division or distribution of roles between the genders.
Feminine Societies

Masculine Societies

Minimal differentiation in the distribution of emotional and social roles between the genders

Maximal differentiation

Both sexes are expected to be modest and caring

Men are required to be assertive and ambitious ("masculine”), while women may choose to be so

Work-family balance is expected

Work dominates over the family

The weak receive sympathy and empathy

The strong are glorified and admired

Father and mother figures both deal emotion/feelings and facts

Fathers are expected to deal with hard facts (cognition, logic) while feelings/emotions are reserved for mothers

Boys and girls can cry, but cannot fight

Girls may cry, but boys cannot; boys are expected to be physically assertive (fight), but girls cannot

Mothers determine the family size

Fathers decide on the number of children

Women are politically represented

Women have little/marginal political representation

Religion dwells on humans and human welfare

Religion focuses on divinity (god or gods)

Attitudes towards sexuality are objective; sexual intercourse is a means of establishing social relationships

Attitudes towards sexuality are moralistic and emotional; sex is of practical utility only and discussions about it can be taboo



Figure 3. Differences between Femininity and Masculinit...