This document discusses cultural diversity and its opportunities and challenges for education. It begins by noting that the modern economy values free thinking, fast changes, uncertainty, and diversity rather than standard mass production. Culture has a powerful influence on socioeconomic development. The document then examines key aspects of culture, including values of survival vs self-expression and Hofstede's five societal problems related to individualism-collectivism, power distance, masculinity-femininity, uncertainty avoidance, and long-term vs short-term orientation. It provides tips for leadership and communication based on where a culture falls on these spectrums. The conclusion emphasizes that universities must reflect diverse world in preparing students to work globally.

1. Cultural Diversity:
Opportunities and Challenges
for Education
Olena
Mykhailenko-
Blayone

2. Economics
Business
studies
Transformational
learning
Cultural studies

3. It’s not the economy
of scarcity anymore…
Education for new economy?..

4. …not the economy of standard mass production…

5. It’s the economy of free
thinking and fast changes..

6. … of uncertainty and stress…

7. …of dissimilarity, uniqueness and diversity

9. Culture has an extreme power
over socio-economic development
Lawrence E. Harrison. Jews, Confucians, and Protestants: Cultural Capital and the End of Multiculturalism

10. What is culture?

11. Going to Europe… What does it mean?

12. Survival values - economic and
physical security, material
values, intolerance of dissent,
xenophobia, low value of
freedom and human rights, low
trust, readiness to accept
authoritarianism, obedience
Self-expression values - high
appreciation of personality,
freedom, human rights,
environment, success, gender
equality.
R.Inglehart, 1997
Постіндустріальні
цінності
World Values Survey

13. Socio-economic indicator Data source Correlation between the
level of self-expression
representation
and the value of the of
socio-economic
development indicator
GDP per Capita World Bank, 2002 0,81
Human Development Index UNDP, 2000 0,75
Social Progress Index World Bank, 2005 0,79
Society Knowledge Index UN, 2005 0,80
Social Cohesion Index World Bank, 2005 0,77
Internet Using World Bank, 2003 0,75
Relationships between the level
of SELF-EXPRESSION and KEY SOCIO-ECONOMIC INDICATORS
in countries
(Inglehart & Welzel, 2010)

14. Can we achieve the same level of self-expression
in culturally diverse students population?

15. 0.30 – 2.30

16. Five basic societal problems
Identity: Individualism-Collectivism I-C
Hierarchy: Power Distance PD
Gender: Masculinity-Femininity M-F
Truth: Uncertainty Avoidance UA
Idealism vs. Pragmatism: Long-term and Short-term Orientation LTO
Geert Hofstede Model

17. Individualist culture
• Identity focuses on "I"
• Personal goals and achievements first
• Freedom of speech and entrepreneurship are a norm
and respected
Collectivist culture
• "We" is more important than "I"
• Desires and aspirations of a person should be
sacrificed for the group benefit
• Stability, order, obedience are a norm
Individualism-Collectivism

19. Individualist culture
- Be less dependent on personal relationships and
contacts
- Students will expect a chance to work on projects
on their own. Intervention and dictate can be
perceived negatively
- Be prepared to students’ attempts to stand out
of norms during meetings, presentations and group
work
- Be tolerant to individual expression in appearance
and behavior
Tips for leadership and communications (IDV)

20. Collectivist culture
• Praises and bonuses should be directed to the team,
but not to individuals, otherwise it will cause
psychological discomfort
• Advancement and praises should be more based on
experience and diligence than on efficiency
• Decision-making can be a slow process, since it is
necessary to consult with many people throughout the
hierarchy

21. High:
-The open rank demonstration
- Subordinates wait for directions from above, no
private initiative
- Subordinates take guilt for faults on themselves
- Inequality in society is perceived as a norm
Low:
• Leaders and subordinates behave like equals
• The initiative is welcomed, the fault is fairly shared
• Liberal democracy is the norm
• The society aspires to rights equality
Power Distance (PD)

22. Power Distance

23. High PDI
- Give clear and direct instructions with strict deadlines
- Encourage initiative, but don’t count on it
- Be more authoritarian in your teaching style
- Keep distance in relationships
- Demonstrate respect to those above you
- Expect to meet more bureaucracy in organizations
Tips for leadership and communications (PDI)

24. • Do not expect for special respect for you as a
teacher
• Colleagues will keep up with you informally
• Involve others in the decision making process
• Do not judge people based on their
appearance, behavior or privileges
Low PDI
“Respect people for what they do
but not for that who the are!”

25. Як ми вимірювали та порівнювали групову ментальність?
(Проект Канада-Україна-Грузія)

26. Silly
Primitive
Lazy
Unpunctual
Sly
Aggressive
Impudent
Fussy
ХТО?

28. Culture shock

29. Activity
Using the web sites Hofstede Insights (key words Hofstede compare countries)
and World Values Survey (Findings & Insights), compare Ukrainian national culture
with one selected country.
1) Imagine, you are going to teach the group of students from that country. What
teaching strategy would you choose to make your course culturally sensitive
and successful?
1) You are going to become a student of some postgraduate program in that
country. How would you behave to disprove unfair stereotypes about
Ukrainians?

30. Students from 47 countries
“The campus has to be a reflection
of the very diverse world.
Students to go out to work
anywhere, and they have to get
prepared for that right here.”
M.Sarpong, UOIT diversity officer