This article presents a theory of seven cultural value orientations that form three cultural value dimensions. This theory permits more finely tuned characterization of cultures than other theories. It is distinctive in deriving the cultural orientations from a priori theorizing. It also specifies a coherent, integrated system of relations among the orientations, postulating that they are interdependent rather than orthogonal. Analyses of data from 73 countries, using two different instruments, validate the 7 cultural orientations and the structure of interrelations among them. Conceptual and empirical comparisons of these orientations with Inglehart’s two dimensions clarify similarities and differences. Using the cultural orientations, I generate a worldwide empirical mapping of 76 national cultures that identifies 7 transnational cultural groupings: West European, English-speaking, Latin American, East European, South Asian, Confucian influenced, and African and Middle Eastern. I briefly discuss distinctive cultural characteristics of these groupings. I then examine examples of socioeconomic, political, and demographic factors that give rise to national differences on the cultural value dimensions, factors that are themselves reciprocally influenced by culture. Finally, I examine consequences of prevailing cultural value orientations for

A Theory Of Cultural Value Orientations: Explication And Applications

article i nfo Article history: Accepted 15 October 2010 It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.

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e-Learning, Online Learning, and Distance Learning Environments: Are They the Same?.

Cultural differences in teaching and learning

Do differences in individualism and collectivism influence values, self-concept content, relational assumptions, and cognitive style? On the one hand, the cross-national literature provides an impressively consistent picture of the predicted systematic differences; on the other hand, the nature of the evidence is inconclusive. Cross-national evidence is insufficient to argue for a causal process, and comparative data cannot specify if effects are due to both individualism and collectivism, only individualism, only collectivism, or other factors (including other aspects of culture). To address these issues, the authors conducted a meta-analysis of the individualism and collectivism priming literature, with follow-up moderator analyses. Effect sizes were moderate for relationality and cognition, small for self-concept and values, robust across priming methods and dependent variables, and consistent in direction and size with cross-national effects. Results lend support to a situated model of culture in which cross-national differences are not static but dynamically consistent due to the chronic and moment-to-moment salience of individualism and collectivism. Examination of the unique effects of individualism and collectivism versus other cultural factors (e.g., honor, power) awaits the availability of research that primes these factors.

https://deepblue.lib.umich.edu/bitstream/handle/2027.42/89921/oyserman_lee_2008_psychbulletin.pdf?sequence=1

Does culture influence what and how we think? Effects of priming individualism and collectivism.

Organizational theorists have correctly argued that the emergence and maintenance of robust cooperation between global strategic alliance partners is related to the diversity in the partners' characteristics. Yet previous research has failed to systematically delineate the important dimensions of interfirm diversity and integrate the dimensions into a unified framework of analysis. This paper develops a multilevel typology of interfirm diversity and focuses on organizational learning and adaptation as critical processes that dynamically moderate diversity's impact on alliance longevity and effectiveness.

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Interfirm Diversity, Organizational Learning, and Longevity in Global Strategic Alliances

Series Preface Global Leaders and Culture Global Leaders and Communications Global Leadership in Negotiations and Alliances Changes in Life Space Leadership in Cultural Synergy Managing Global Transitions and Relocations Managing Diversity in the Global Work Culture Women in Global Business and Professions Effective Performance in the Global Marketplace Doing Business with North Americans Doing Business with Latin Americans Doing Business with Asians Doing Business with Europeans Doing Business with Middle Easterners Doing Business with Africans Epilogue Index

Philip R. Harris

Papers

Managing Cultural Differences: Global Leadership Strategies for the 21st Century

Managing cultural synergy

Marketing Plans: How to Prepare Them, How to Use Them (4th ed.)

The New Japan – Debunking Seven Cultural Stereotypes

An Overview of Online Learning (2nd ed.)