Individualism and collectivism

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

This paper aims to explore a research question: what are the drivers and barriers to fostering a creative climate in POGs in China and how to improve POGs towards a better sustainable pedagogy? Theoretically, this paper bridges studies on creativity, collaborative learning, creative climate, and sustainable pedagogy in one framework. Empirically, mixed methods of quantitative questionnaire survey (n = 126) and qualitative interviews (n = 15) were used to collect data. The findings demonstrate that the drivers to a creative climate include the challenge of the task, openness, trust between peers, experts’ help, and group diversity, etc. However, some group problems, such as poor management, lacking of supervision supports, and students’ fear of authority, etc., are barriers to a creative climate. This implies the needs of restructuring the relationships between teachers and students in POGs in order to improve it as a better sustainable pedagogy.

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A Study on Creative Climate in Project-Organized Groups (POGs) in China and Implications for Sustainable Pedagogy

Does the cultural background influence the success with which genetically unrelated individuals cooperate in social dilemma situations? In this paper, we provide an answer by analysing the data of Herrmann et al. (2008a), who studied cooperation and punishment in 16 subject pools from six different world cultures (as classified by Inglehart & Baker (2000)). We use analysis of variance to disentangle the importance of cultural background relative to individual heterogeneity and group-level differences in cooperation. We find that culture has a substantial influence on the extent of cooperation, in addition to individual heterogeneity and group-level differences identified by previous research. The significance of this result is that cultural background has a substantial influence on cooperation in otherwise identical environments. This is particularly true in the presence of punishment opportunities.

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Culture and cooperation

A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?

Cultural heritage preservation has become a much‐debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non‐Western societies, where educational theories and practices from elsewhere (the West) have been imported and applied without proper consideration for the host culture's heritage. To illustrate the intricacy of developing such a culturally appropriate pedagogy, a case study of using group learning strategies in a Confucian Heritage Cultural context is introduced, which closely examines both educational and cultural issues. The results of this examination reveal a complex web of cultural conflicts and mismatches that are likely to happen when a Western educational methodology is applied in another context without rigorous adaptation to improve compatibility with the host culture.

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Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context

This article is concerned with the influence of western educational approaches in non‐western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influence educational systems and thinking elsewhere through the process of globalisation. Given the perceived pressure to modernise and reform in order to attain high international standards, educational policy makers in non‐western countries tend to look to the west. Thus they may ‘borrow’ policies and practices that were originally developed and operated, and which appeared to be effective, in a very different cultural context to that of their own societies. In effecting such transfer, detailed consideration of particular aspects of the culture and heritage of the originating country is often neglected. To illustrate some of the problems that result from this, the article presents a case study of the application of Cooperative Learning, an educational method deve...

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Neocolonialism in education: Cooperative Learning in an Asian context

Ample research has been conducted in the organic food market and researchers have investigated factors affecting the purchase behavior of consumers in many countries. However, the studies on organic food that integrate the Theory of Planned Behavior (TPB) and Norm Activation Model (NAM) in a transition country like Vietnam are limited. Thus, the purpose of this study is to investigate factors affecting the organic food purchase intention in the Vietnamese context. We combined the TPB and the NAM to propose an integrated research framework with attitude and personal norms as two mediators. Through a self-administered questionnaire survey, we collected 611 valid responses from the three biggest cities in Vietnam. Data were put into SPSS 22.0 and SmartPLS 3.0 for analysis. The structural equation modeling (SEM) technique was employed to test both direct and indirect relationships among factors of TPB and NAM in the research model. Our findings indicated that attitude plays the most critical role in explaining the organic food purchase intention of Vietnamese consumers, followed by social norms and personal norms. Notably, attitude also remarkably mediated the impact of environmental awareness and knowledge of organic food on purchase intention. Meanwhile, personal norms played the mediating role in the NAM that intervene the connection between social norms and purchase intention. Based on our analysis, we suggested policymakers, manufacturers, marketers, and sellers of organic food change their actions for the growth of the organic food market in Vietnam.

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Integrating the Theory of Planned Behavior and the Norm Activation Model to Investigate Organic Food Purchase Intention: Evidence from Vietnam

Background: Strategic alliance is a popular strategic option for business entities to strengthen the competitive advantages of all partners in a partnership. The global logistics industry has witnessed the formulation of several successful strategic alliances. However, the Vietnamese logistics industry seems to grow slowly and lacks long-term inter-firm partnerships. In such a context, it is critical to have a more effective approach to selecting partners in strategic alliances to increase long-term relationships and firm performance. Method: Thus, this study proposes using the SBM-I-C DEA model to examine and suggest partners for Vietnamese logistics firms to form strategic alliances. Results: Our findings show that integrating technology in managing strategic alliances will foster companies in the alliance to formulate a better strategy with up-to-date information on policies. Conclusion: Using the SBM-I-C DEA model, companies can minimize operating costs and optimize delivery time. Thus, companies can better satisfy customers. From the research findings, some implications are proposed for Vietnamese logistics companies.

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Selecting Partners in Strategic Alliances: An Application of the SBM DEA Model in the Vietnamese Logistics Industry

This paper investigates the role of personality traits in nurturing entrepreneurial intention in South Korea and Vietnam. We developed a research model to examine the integrated influence of both positive entrepreneurial characteristics and dark triad on entrepreneurial intention in South Korea and Vietnam. Primary data was collected from 550 students in South Korea and 700 students in Vietnam using the convenient sampling method in a self-administered questionnaire survey. We used structural equation modelling (SEM) to analyse structural relationships between positive entrepreneurial attributes, dark triads, and entrepreneurial intention in two samples. T-tests were also performed to explore any differences in students’ entrepreneurial intention in South Korea and Vietnam regarding their family background and gender. Findings showed that positive entrepreneurial attributes and dark triads influence entrepreneurial intention differently in the two countries. While the dark triad mainly influenced Vietnamese students’ intention to startup, Korean students received more impact from the positive entrepreneurial characteristics such as risk tolerance, locus of control, and entrepreneurial alertness. Surprisingly, both gender and family tradition do not affect students’ entrepreneurial intention. Based on our findings, we suggested that policymakers and higher education institutions in both South Korea and Vietnam promote students’ entrepreneurial intentions in the future.

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Phuong-Mai Nguyen

Papers

Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context

Neocolonialism in education: Cooperative Learning in an Asian context

Integrating the Theory of Planned Behavior and the Norm Activation Model to Investigate Organic Food Purchase Intention: Evidence from Vietnam

Selecting Partners in Strategic Alliances: An Application of the SBM DEA Model in the Vietnamese Logistics Industry

Role of personality traits in shaping entrepreneurial intention: Comparative study of South Korea and Vietnam