Dissertations / Theses: 'Cultural differences'

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Alotaibi, Albandari. "Cultural differences in scene perception." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31965/.

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Do individuals from different cultures perceive scenes differently? Does culture have an influence on visual attention processes? This thesis investigates not only what these influences are, and how they affect eye movements, but also examines some of the proposed mechanisms that underlie the cultural influence in scene perception. Experiments 1 & 2 showed that Saudi participants directed a higher number of fixations to the background of images, in comparison to the British participants. British participants were also more affected by background changes, an indication of their tendency to bind the focal objects to their contexts. Experiments 3 & 4 revealed a higher overall number of fixations for Saudi participants, along with longer search times. The intra-group comparisons of scanpaths for Saudi participants revealed less similarity than within the British group, demonstrating a greater heterogeneity of search behaviour within the Saudi group. These findings could indicate that the British participants have the advantage of being more able to direct attention towards the goals of the task. The mechanisms that have been proposed for cultural differences in visual attention are due to particular thinking styles that emerge from the prevailing culture: analytic thinking (common in individualistic cultures) promotes attention to detail and a focus on the most important part of a scene, whereas holistic thinking (common in collectivist cultures) promotes attention to the global structure of a scene and the relationship between its parts. Priming methodology was used in Experiments 5, 6 & 7 to cue these factors, although it did not reveal any significant effects on eye movement behaviours or on accuracy at recognition of objects. By testing these explanations directly (Experiment 8), findings have mainly suggested the holistic-analytic dimension is one of the main mechanisms underlying cultural diversity in scene perception. Taken together, these experiments conclude that the allocation of visual attention is also influenced by an individual’s culture.

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Visanich, Valerie. "Generational differences and cultural change." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10876.

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Young people are arguably facing complex life situations in their transition into adulthood and navigating their life trajectories in a highly individualised way. For youth in post-compulsory education, their training years have been extended, their years of dependency have increased and they have greater individual choice compared to previous youth generations. This study develops an understanding of the process of individualisation applied to youth in late modernity and explores it in relation to the neo-liberal climate. It compares the life situation of this youth generation with youth in the early 1960s, brought up with more predefined traditional conditions, cemented in traditional social structures. The processes that led to generational changes in the experiences of youth in the last forty-five years are examined, linked to structural transformations that influence subjective experiences. Specifically, the shifts of the conditions of youth in post-compulsory education are studied in relations to socio-economic, technological and cultural changes. This study discusses the Western Anglo-American model of changes in youths life experiences and examines how it (mis)fits in a more conservative Catholic Mediterranean setting. The research investigates conditions in Malta, an ex-colonial small island Mediterranean state, whose peculiarities include its delayed economic development compared to the Western setting. The core of the research comprises of primary data collection using in-depth, ethnographical interviews, with two generations of youth in different socio-historical context; those who experienced their youth in the early 1960s and youth in the late 2000s. This study concludes that the concept of individualisation does indeed illuminate the experiences of youth in late modernity especially when compared to the experiences of youth forty-five years ago. However the concept of individualisation is applied in a glocalised manner in line with the peculiarities of Malta that has lagged behind mainstream developments in Western Europe and still retained traditional features. Building on the individualisation concept, I use an empirically grounded concept of compromised choices to describe the increase in the bargaining of choice happening at different fronts in the life experiences of youth, especially in the life biography of women, choices in education and the job market and choices in consumption.

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Golets, T. "Cultural differences in the international." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8539.

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Carlson, Krista Disa. "Cultural Differences in Affordance Perception." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1529690776159751.

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Yu, Wang. "Analysis of cultural differences and management : a case study of a chinese company in Portugal." Master's thesis, Instituto Superior de Economia e Gestão, 2020. http://hdl.handle.net/10400.5/20936.

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Mestrado em Ciências Empresariais
À medida que a escala e o âmbito das empresas multinacionais continuam a expandir-se, cada vez mais empresas chinesas entram no mercado português. Mas, ao mesmo tempo, as diferenças culturais entre países, regiões e nacionalidades criaram conflitos culturais, o que significa que um desafio central para as empresas e gestores empresariais. Uma vez que cultura e economia são interdependentes e inseparáveis, é necessário prestar mais atenção às diferenças culturais, e estratégias adequadas de gestão de conflitos culturais poderiam resolver as possíveis perdas causadas pelas diferenças culturais. Portanto, esta dissertação utiliza o caso de uma empresa chinesa de aquisição - Bison Bank em Portugal, utiliza a metodologia de investigação qualitativa para analisar o impacto da cultura nacional do país anfitrião na sua cultura organizacional e as implicações desta influência na gestão transcultural.
As the scale and scope of multinational corporations continue to expand, more and more Chinese companies enter the Portuguese market. But at the same time, cultural differences between countries, regions and nationalities have created cultural conflicts, which means that a central challenge for companies and business managers. Since culture and economy are interdependent and inseparable, it is necessary to pay more attention to cultural differences, and proper management strategies of cultural conflicts could solve the possible losses caused by cultural differences. Therefore, this dissertation uses the case of a Chinese acquisition company - Bison Bank in Portugal, uses the qualitative research methodology to analyze the impact of the host country's national culture on its organizational culture and the implications of this influence on cross-cultural management.
info:eu-repo/semantics/publishedVersion

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Lucrecio, Lorraine M. "An ocean of difference: An exploration of cultural differences in learning styles." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/240.

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An interdisciplinary approach to learning styles and teaching styles among Native Hawaiian and Pacific Islander students (NHPI) and Western teachers, this thesis suggests specific learning components necessary for academic success for Oceanic learners. This was accomplished by examining academic literature in the fields of anthropology, history, intercultural communication, linguistics, Teaching English to Speakers of Other Languages (TESOL), and Hawaiian studies. The thesis blends the current literature with qualitative research findings from questionnaire results of university students from the Pacific Islands and questionnaire results from Western university faculty. The results of this research provide insight to addressing tactile learning, natural environments, spirit/core wisdom, and awareness of the differences in communication styles for NHPI students in a U.S. university. The results also provide insight on two major themes that inhibit learning: first, that NHPI students face fear and a lack of confidence on a daily basis in the general class environment, and second, that their teachers also have a low regard of the NHPI student because of unmet expectations that are culturally relevant to Western education systems, but that are in direct contrast of Oceanic values. This thesis suggests that both teachers and students often miscommunicate by unknowing conflicting value systems.

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Alcala, Lucia. "Cultural differences in children's collaborative processes." Thesis, University of California, Santa Cruz, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630641.

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This study examined cultural differences in children's collaborative processes and explored the relationship between these collaborative processes and the children's collaboration in household work. 30 6- to 10-year-old sibling pairs from Mexican-heritage and middle-class European-heritage backgrounds participated in the study. Home visits were conducted using a planning task where dyads planned five grocery-shopping trips using a model store, first creating individual plans and then working together to create a combined plan. After participants completed their individual plans, the research assistant asked them to work together and help each other to make the shortest route to pick up all the items on their shopping list. Using 10-second segments, data were coded in four main categories; fluid ensemble, coming to agreement, one child leads activity, or dividing separate roles (which had several subcategories). Mexican Indigenous-heritage siblings collaborated as an ensemble in a higher proportion of segments than middle-class European-heritage siblings, who spent more segments dividing roles. Specifically, when European-heritage pairs were dividing roles they spent a higher proportion of segments being bossy to their sibling with the sibling implementing their plan, and ignoring their sibling while working on the plan. There was a positive relationship between siblings' collaboration at home and collaboration in the planning task. Siblings who were reported to collaborate with initiative in household work, based on mothers' reports, were more likely to collaborate as fluid ensemble with their sibling in the planning task. In contrast, children that were reported to do household work only when adults managed their chores were more likely to collaborate by being bossy to their sibling or by ignoring their sibling while working on the plan. Findings may help us better understand how cultural practices contribute to children's tendencies to collaborate with others in different contexts, including in the classroom setting where collaboration might be discouraged or managed by adults.

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Eriksson, Johan, and Nuhad Jahan. "Intra-Cultural Differences in China : doing business in a culturally diverse country." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-143834.

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The discourse regarding cultural differences has mainly focused on dissimilarities between countries (inter-cultural variations). However, this thesis will suggest that intra-cultural variations also occur within national borders. Especially in developing countries, exposed and influenced by other cultures. The purpose with this thesis is therefore to reveal how culture is perceived on the eastern coast of China compared to the typical view of Chinese culture as a whole. The study has been made by conducting e-mail based surveys with the Swedish company Ericsson, Swedish Chamber of Commerce and the Swedish Trade Council. The result indicates a distinct difference in culture between east coast cities and inland China. Conclusively, intra-cultural variations appeared to be present in the studied country.

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Henriksgård, Madelene. "International students´ experiences of cultural differences in Sweden." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20999.

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Syftet med uppsatsen är att undersöka internationella studenters motivationsfaktorer för att studera utomlands och deras val av Malmö högskola, Sverige. Uppsatsen undersöker kulturella skillnader som de internationella studenterna upplever när de studerar i Sverige och om de upplever att deras kulturella identitet förstärks eller försvagas. Uppsatsen baseras på en induktiv, kvalitativ metod. För att få en djupare förståelse av de internationella studenternas situation och erfarenheter utfördes både individuella intervjuer och gruppintervjuer. I teoriavsnittet definieras begreppen kultur, kulturell identitet och interkulturell kommunikation samt begreppen asserted respektive assigned identitet och thick respektive thin identitet. Studiens resultat visade hur olika motivationsfaktorer påverkade de internationella studenternas val att studera utomlands, att kulturella skillnader blev tydliga genom vardagliga möten i det svenska samhället och på högskolan, och att studenternas kulturella identiteter visade sig vara mer markerade under studenternas vistelse i Sverige. Jag menar att en ny omgivning påverkar de internationella studenterna, och att deras kultur och kulturella identiteter blir mer påtagliga.
The research study aims at exploring the relationship between international students’ motivational factors to study abroad and the choice of Malmö University, Sweden, considering each student’s main “push” and “pull” factors. The research study seeks to examine the international students’ experiences of cultural differences while studying in Sweden. Furthermore, the study investigates whether the international students cultural identity are being reinforced or weakened. Not much previous research on international students´ motivations, cultural differences and cultural identity has been done; however, some related researches provided me with knowledge and acted as guidelines for the research study. The research study is based on an inductive, qualitative research method, and the data was collected through semi-structured and focus group interviews. In respect of the implications to define culture and cultural identity the data will be explored through a theoretical framework of intercultural communication and the theory of asserted and assigned identity and thick and thin identity, respectively. The findings of the research study showed different motivational factors affecting the international students’ reason to choose study outside their origin country. The cultural differences experienced were explained as being caused by everyday encounters in the Swedish society and educational system. The students studied experienced that their cultural belonging became more evident as they were living in Sweden. I believe that an unfamiliar social surrounding, along with the circumstance of being international students in a society that is different from the one at home, make culture and cultural identity more important and evident to the people living there.

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Cash, Deborah Dyer. "Cultural differences on the children's memory scale." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1621.

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Cho, Heeryon. "Analysis of Cultural Differences in Pictogram Interpretations." 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/123848.

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Miskovitz, Michele Susan. "Cultural differences in art concepts of children." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.
Source: Masters Abstracts International, Volume: 45-06, page: 2750. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves [89-91]).

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Alexandersson, Elin, and Rasha Matlak. "Cultural Differences in Fashion Magazines : Targeting Vogue." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12715.

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The purpose of this study is to examine how different cultures within clothing and fashion are featured in the magazine Vogues fashion reportages. The aim is to enlighten editors with infashion media of these cultural differences in order to increase diversity. To pursue the purpose of the study a qualitative approach was chosen where photographs were used as the data that later on was studied through an image analysis. The study looks at six different editions of the fashion magazine Vogue, which indicates a chosen research design as multiple case studies. The six Vogue editions are: US, Japan, Paris, Arabia, India and Brazil, in which clothes, color and context have been analyzed in each editions reportages. The editions Vogue US, Vogue Japan, Vogue Paris, Vogue Arabia, Vogue India and Vogue Brazil reportages wa sanalyzed and compared, and distinct cultural differences was seen in terms of color, cultural clothing and fashion contexts. While Vogue US, Vogue Japan and Vogue Brazil had a widerange in diversity regarding models with different appearance, which were light-skinned anddark-skinned, Vogue Arabia, Vogue India and Vogue Paris had not. Vogue Arabia, Vogue India, Vogue US and Vogue Japan were however diverse in the cultural clothing, where clothes that was shown in the reportages was a mix of different cultural clothes. The researchers therefore found Vogue US and Vogue Japan the most diverse.

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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.

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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.

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Romo, Maria Susanna 1968. "Cultural differences in memory and logical reasoning." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291706.

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The focus of this study was to manipulate factors to determine whether mental representations of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g. arranging objects that differ in a "line" mentally) whereas Hispanic and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.

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Moon, Chanki. "Cultural differences in responses to hierarchical pressures." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61052/.

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Social hierarchy is one of the most fundamental features of human social interaction and has important psychological consequences. How hierarchies function and impact psychological processes, however, varies across cultures. Social interactions in Korea are more hierarchical and collectivistic compared to those in the UK, which are less hierarchical and individualistic. This is reflected in the Power Distance cultural dimension (Hofstede, 1980, 2001), according to which the UK is lower on this dimension than Korea. Social norms enforce hierarchies such as deference, respect, honour and politeness which operate as an invaluable virtue in Korean society. The current research examines consequences of social hierarchy in the UK and Korea and asks the following questions: a) are there any differences between Korea and the UK in terms of how individuals' interactions are governed by the status of the interaction partner; b) how does the impact of rude behaviours exhibited by people occupying different ranks differ in Korea and the UK, focusing on the level of distress caused and individuals' evaluations of the perpetrator; and c) are there any differences between Korea and the UK in terms of how hierarchical relations are embedded in objective organisational prescriptions? Findings from Studies 1 and 2 demonstrated that Korean participants' communication was affected to a greater extent by hierarchical relations showing that Korean participants wrote longer emails to decline a request by a senior colleague compared to a junior colleague; in contrast, the length of the emails written by British participants were not affected by the status of the recipient. Furthermore, across three studies (1-3), findings indicated that Koreans (compared with British) found it less stressful and more acceptable to be exposed to uncivil behaviours (rude and discourteous actions) of a senior colleague compared to a junior colleague. Study 4 confirmed that a similar pattern of hierarchical differentiation can be observed in organisations structured vertically (mirroring Korean culture), but not in organisations structured horizontally (mirroring British culture). Furthermore, in Studies 2, 3 and 4, mediational analyses showed that the observed cultural differences in reported levels of hierarchical relational stress (discomfort) can be explained by group differences in prescriptive norms (acceptability), but not by differences in descriptive norms (likelihood of occurrence). Finally, Study 5 examined how hierarchies are manifested in objective institutional regulations in the form of Code of Ethics adopted by Korean and British organisations. Findings revealed that relative to British organisations, Korean organisations endorsed Code of Ethics that places greater emphasis on hierarchical relations, consistent with prevalent cultural values and beliefs. Together, Studies 2 and 3 have highlighted cross-cultural variations in individuals' subjective mental representations of norms related to the behaviours of high and low ranking individuals and Study 5 demonstrated cross-cultural variations in how hierarchies are embedded in objective organisational prescriptions in Korea and the UK. I discuss the implications of these findings for literatures on social hierarchies/status, social norms, organisational behaviour and culture.

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Redford, Paul Christopher. "Anger : a cross-cultural investigation." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343375.

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Lam, Kent C. H. "Cultural differences in holism, focalism and affective forecasting /." Waterloo, Ontario : Wilfrid Laurier University, 2004. http://wwwlib.umi.com/cr/wlu/fullcit?pMQ96586.

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Leiber, Paul, and Birgit Spanner-Ulmer. "Cultural differences in the use of mobile devices." Universitätsbibliothek Chemnitz, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200902010.

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This paper aims at giving answers to the question of how and why mobile device usage patterns differ in China, Germany and the United States of America. Triangulation was chosen as the appropriate research method: qualitative date from focus groups is complemented with quantitative date from an online questionnaire. Firstly, a short overview over past research results on psychological differences between people from different cultures is given. Then, qualitative data gathered in focus groups is presented. Quantitative data on mobile device usage patterns from an online questionnaire in the three countries is presented. About 300 questionnaires were completed and evaluated. Many statistically significant effects from the quasi-variable culture could be found. For example, although almost all participants from all three cultures use mobile devices for communication purposes, the usage frequencies of other functions differ strongly. Cultures differ also in the acceptance of autonomous interventions by a technical system. Probable explanations for these differences and their consequences on HMI design are discussed
Diese Veröffentlichung soll die Frage beantworten, wie und warum sich die Nutzungsmuster von mobilen Endgeräten in China, Deutschland und den USA unterscheiden. Als angemessene Untersuchungsmethode wurde die Triangulation ausgewählt: Qualitative Daten aus Fokusgruppen werden ergänzt durch quantitative Daten aus einem Online-Fragebogen. Zuerst wird ein kurzer Überblick über bestehende Forschungsergebnisse über psychologische Unterschiede zwischen Menschen aus verschiedenen Kulturen gegeben. Anschließend werden qualitative Daten aus Fokusgruppen und quantitative Daten aus einem Online-Fragebogen über Nutzungsmuster von mobilen Endgeräten präsentiert. Mehr als 300 Fragebögen wurden ausgefüllt und ausgewertet. Viele statistisch signifikante Auswirkungen der Quasi-Variable Kultur konnten gefunden werden. Während beispielsweise fast alle Teilnehmer aus allen drei Kulturen mobile Endgeräte für Kommunikationszwecke nutzen, unterscheiden sich die Nutzungshäufigkeiten anderer Funktionen stark. Die Kulturen unterscheiden sich auch in der Akzeptanz von autonomen Eingriffen durch ein technisches System. Mögliche Erklärungen für diese Unterschiede und deren Folgen für die Gestaltung von Mensch-Maschine-Schnittstellen werden diskutiert

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Reich, Kerstin. "Exploring age and generation effects in cultural differences." Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420758.

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Mauranen, Anna. "Cultural differences in academic rhetoric : a textlinguistic study." Thesis, University of Birmingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417939.

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Mohamed, Shemin. "Stigma and mental illness : are there cultural differences?" Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/39143/.

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Most of the stigma research to date has been completed in western cultures. Not much is currently known about stigma towards mental illness in non-western cultures. Limited research has also been conducted with young people. Given that adolescence is a critical stage in the development of attitudes and identity formation, it seems an important time to investigate attitudes towards mental illness. The study investigated whether there were cultural differences in stigmatising attitudes towards people with mental illness, comparing British and Pakistani adolescents living in the UK. Factors shown to influence stigma were also examined. These included labelling of mental illness, familiarity with mental illness and perceived causal attributions. A quantitative non-experimental cross-sectional design was used. In total 100 adolescents (54 British and 46 Pakistani) completed the survey (online or paper based). Participants were asked to read a vignette describing a person with psychosis and complete a series of questionnaires relating to it. Results indicated that there were no significant differences in stigma between the two cultural groups. Pakistani adolescents considered that supernatural causes and immoral life style were more likely to cause mental illness. British adolescents were more likely to provide the correct psychiatric diagnosis for the problem described in the vignette. Both groups were found to have similar levels of contact with individuals with mental illness. Future research is needed to develop a better understanding of how mental illness is constructed and construed in non-western cultures. Additional studies are also required with adolescents. This would allow the development of culturally sensitive services and appropriate anti-stigma campaigns. The application of existing stigma models to non-western cultures and adolescents should be further investigated. The social psychological model appears to be a useful framework that could be used to aid our understanding of stigma in both populations.

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Mabalane, Moira Darby. "Cultural and demographic differences in financial risk tolerance." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52990.

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The relationship between an individual s financial risk tolerance (FRT) level and demographic factors has been widely researched because of the importance of determining an individual s risk profile. The process by which individuals assess risk to make financial decisions is an important part of the investment process and is an obligatory input for financial advisors in providing financial advice for the client. The assessment of financial risk tolerance is often subjective in nature, and with it comes limitations to quantify it in alignment with objective risk, such as asset allocation and portfolio constructions. Given the importance of financial risk tolerance, both from a legislative as well as a fiduciary perspective, it is imperative that a better understanding of these relationships is obtained to assist financial planners, financial advisers and clients. The aim of the study was to determine the association between an individual s financial risk tolerance and selected demographics. Furthermore, the study aimed to determine whether there were differences in the levels of financial risk tolerance between South African respondents and those from Australia, the United States of America and the United Kingdom. The study was a cross-cultural secondary data analysis of previously collected survey data. The survey data comprised of 6 828 respondents from all four countries who accessed the questionnaire. The secondary data was collected from a survey which used a financial risk tolerance assessment measure, the FinaMetrica personal risk profiling system, which is a commercially provided computer-based risk tolerance measurement tool. Demographics included age, gender, marital status, level of education, income levels and net worth. The risk tolerance components of the questionnaire included questions about the respondent s attitude, values and financial experience. Statistical techniques used for analysis included correlation analysis, t-tests, oneway analysis of variance (ANOVA) and logistic regression. The study revealed cultural differences in the levels of financial risk tolerance between respondents from South Africa, Australia, the United States of America and the United Kingdom, with South Africa having the highest mean financial risk tolerance score. The study revealed that FRT levels are positively related to education, income and combined income for all countries as well as for the total sample when these relationships were considered on a univariate case. These findings were in line with other literature measuring these relationships. For all countries except South Africa, financial risk tolerance scores were found to have a negative relationship with age, which was in line with literature findings. However, within a multivariate model context, age was a consistent predictor and negatively related to financial risk tolerance levels in all countries and for the total sample. In the multivariate model, the total sample consisting of the data of all four countries revealed that higher financial risk tolerance levels were associated with being male, with a higher level of education attained, earning higher income, holding a higher accumulated net worth, being younger and being a South African.
Dissertation (MCom)--University of Pretoria, 2015.
Financial Management
MCom
Unrestricted

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Mursy, Ahmad Aly. "Age differences in Egyptian complimenting behaviour." Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338196.

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Cimendag, Ismail, and Erkan Yalcin. "Global marketing advertising with cultural differences : How can global companies better address cultural differences in marketing advertising in the Middle East?" Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18459.

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The authors realized the importance of being flexible in cultural values in the current environment of today’s economy. This environment is called ‘globalization’ that has become an interesting topic in the academic world. Beyond the different challenges, the most important challenge regarding to the thesis topic is the cultural challenge. The authors have combined these elements and wanted to investigate how these factors influence marketing advertising in the Middle East. Hence, the purpose of this thesis is to reach an understanding about how cultural differences in global marketing advertising can be handled by global companies in the Middle East. The findings of the thesis reflect upon the question of "how global companies can better address cultural differences in marketing advertising in the Middle East" by first understanding and respecting the culture and religion of the region, following the regulations and guidelines for advertising in every specific country, cooperating with local agencies and adapting the marketing advertising strategy with a glocal ‘think global, act local’ approach.

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SILVA, Claudia Cezar da. "GESTÃO DA CULTURA NA UNIVERSIDADE: O NÚCLEO DE ARTE E CULTURA DA UNIVERSIDADE METODISTA DE SÃO PAULO." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1572.

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This dissertation results from an autobiographical reflection, based on the researcher ´s recovery of memories and experiences during the life-work journey while managing the Center for Art and Culture (NAC) of the Methodist University of São Paulo (UMESP ), since its inception in 2005. Understanding the process of creation, formation and inclusion of NAC at UMESP, as well as the exercise of cultural management in this university space were goals of this research, which highlights the dialogue between education and culture, mediated by art, from the insertion of artistic and cultural activities focused on respect for differences and appreciation of human and cultural diversity. What is the role of the cultural action within a university? How these actions can add to the process of educational training? What were the challenges involved the construction and establishment of the Center for Art and Culture at UMESP? These were generating issues for the development of this work, which used an (auto) biographical methodology. In the narrative, the researcher sought to revisit and reframe, with a view to producing knowledge, memories and stories that contributed to the construction of her own identity and that boosted her integration in the management of culture at UMESP, legitimizing and firming the Center for Art and Culture´s action, over its 10 years of existence. In reflecting on this practice, it became clear that working with the subjectivities is the great challenge of managing culture, as well as the construction of collaborative processes, in the perspective of "cause" and not "doing for" is the way to strengthening and deepening the actions.
Essa dissertação resulta de um processo de reflexão autobiográfica, com base no resgate de memórias e vivências do percurso de vida-trabalho da pesquisadora, a partir da experiência na gestão do Núcleo de Arte e Cultura (NAC) da Universidade Metodista de São Paulo (UMESP), desde a sua criação, em 2005. Compreender o processo de criação, constituição e inserção do NAC na UMESP, como também o exercício da gestão cultural nesse espaço universitário, foram objetivos dessa pesquisa, que destaca o diálogo entre Educação e Cultura, mediado pela Arte, a partir da inserção de ações artístico-culturais focadas no respeito às diferenças e na valorização da diversidade humana e cultural. Qual o papel da ação cultural dentro de uma universidade? Como essas ações podem somar com o processo de formação educacional? Que desafios envolveram a construção e constituição do Núcleo de Arte e Cultura da UMESP? Essas são questões geradoras do desenvolvimento desse trabalho, no qual é utilizada a abordagem (auto)biográfica como metodologia de pesquisa. Na narrativa propiciada por essa abordagem, a pesquisadora procurou revisitar e ressignificar, numa perspectiva de produção de conhecimento, memórias e histórias que contribuíram para a construção da sua própria identidade e que alavancaram sua inserção na gestão da Cultura na UMESP, legitimando e firmando a atuação do Núcleo de Arte e Cultura, ao longo dos seus 10 anos de existência. Ao refletir sobre essa práxis, evidenciou-se que trabalhar com as subjetividades é o grande desafio da gestão da Cultura, como também a construção de processos colaborativos, na perspectiva do “fazer com” e não do “fazer para” é o caminho para o fortalecimento e enraizamento das ações.

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Young, Jennifer L. "Chinese-American Transnational Marriage: Cultural differences and marital satisfaction." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331043787.

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Seidel, Glass Paula E. "Differences Among Undergraduate and Graduate Nursing Students’ Cultural Competency." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/940.

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This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.

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Svobodova, Petra, and Anna Gnyria. "Cross-cultural differences in marketing communications : The Importance of cross-cultural differences in the marketing communications: Investigated in Central and Eastern Europe." Thesis, Karlstads universitet, Avdelningen för företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27896.

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Despite the globalization and cultures’ convergence, it is scholarly recognized that cross-cultural issues are important in a business context, especially for companies extending their activities internationally. However, existing theory does not provide an explicit answer of how cultural differences between countries influence customers’ perception of different aspects of marketing communication mix. That is why the underlying task of the current paper is to investigate if cross-cultural differences within the same geographic region are big enough to affect customers’ perception of marketing communication mix used. To facilitate a data collection, Central and Eastern European region represented by Ukraine and Czech Republic were chosen. As a reference tourism industry was used, due to its’ current significance, scale and global nature. Data was collected by conducting secondary and primary research, both having quantitative nature. Secondary data was collected through statistical offices and official on-line sources. For the primary research purposes a questionnaire survey was conducted among pre-defined target audience in Czech Republic and Ukraine. 300 responses obtained provided a solid basis for the further analysis. Based on the relevant theory and secondary research findings four hypotheses were developed to address the research question “Does cross-cultural differences within Central and Eastern Europe affect the marketing communication mix in a specific industry?”. The study results provided that cultural differences exist not only between different regions, but also found within the same geographic region. When considered from marketing perspective, they are significant enough to influence customers’ preferences and perceptions of different aspects of marketing communication mix. The results obtained are specific for a particular case, so they can not be applied to some other countries. However, when it comes to marketing communication perceptions, the results can be used as guidelines by other industries then tourism

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Fan, Gaojie. "Individual Differences in Western and Chinese Culture Groups." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461755665.

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Lillevik, Waheeda Jain Harish C. "Individual differences in group interaction behaviour Cultural differences in the exhibition of organizational citizenship behaviours /." *McMaster only, 2005.

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Tasby, Calissia Thomas. "Cultural differences and perceptions of autism among school psychologists." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3250.

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Mei, Zongxiang. "America and China cultural differences in online learning motivation /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4357.

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Andersson, Mikaela, and Elin Landhager. ""Keep the spirit" : cultural differences after an acquisition process." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12518.

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Mergers and acquisitions have received much attention through the years due to the waves of modernity it has implicated. Three crucial aspects that can shape a merger or an acquisition are culture, leadership and human resource management. These aspects are studied and analyzed in a Swedish company that has been involved in an acquisition process with a French company. The purpose of this dissertation is to explore the role of culture, leadership and human resource management in an acquisition process between a French/Swedish company. An abductive research approach is adopted for the research since a mixture between inductive and deductive research approach is used. The method chosen was semi-structured interviews, which was fulfilled with the management team in the chosen company as well as with a consultant. The findings of the study are that the three aspects have an impact on the acquisition process where culture is the most central. The culture had a significant impact on the acquisition process and affected the leadership and the human resource management within the company as well. In the company studied, the human resource management was lacking and found that communication is crucial during an acquisition process. The limitations are that only one company is studied and the aspects are limited to culture, leadership and human resource management. The original value of the study can give a clearer picture on how the three aspects affect each other and the total acquisition process. Suggestions for further research include analyzing additional processes and cultures, not only the ones chosen in this dissertation.

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Tse, Pui San. "Cross-cultural Differences in the Presentation of Depressive Symptoms." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801937/.

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Epidemiological studies show that China has a lower prevalence rate of major depression than that of Western countries. The disparity in prevalence is commonly attributed to the tendency of Chinese to somatize depression. Empirical evidence of Chinese somatization has yielded mixed results. The present study thus aimed to 1) examine differences in somatic and psychological symptom reporting between Chinese from Macau and Americans in America and 2) identify cultural and psychological variables that would predict somatization. Independent and interdependent self-construals, sociotropy, and emotional approach coping were hypothesized to predict somatization of depression. Participants included 353 Chinese and 491 American college students who completed self-report measures online. Contrary to prediction, results indicated that Americans endorsed a higher proportion of somatic symptoms than Chinese did. Sociotropy predicted both relative endorsement and severity of somatic symptoms for the American sample, whereas emotional expression coping was related to somatization in the Chinese sample. The findings challenge the common assumption of greater Chinese somatization and highlight the importance of context in understanding the relationships between somatization and cultural and psychological variables. Implications of the present study and future directions are discussed.

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Minson, Holly Anne. "Levels of Cultural Activity: Differences by Type of Roommate." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32203.

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One recent trend in colleges and universities across the nation is the internationalization of higher education. This internationalization has taken form in two different areas: (a) the curriculum and (b) the co-curriculum. The curricular realm has responded by offering additional or new programs in languages and area studies as well as opportunities to study abroad. The co-curricular realm has also responded in the construction of international centers, and the development of international-style programming and international theme housing.

One component of the co-curricular realm, international theme housing, has enabled American students to experience a living arrangement with a cross-cultural focus. Researchers have explored the impact this type of arrangement can make in the lives of students during their college career. However, no extensive research has been conducted to see if a connection can be made between roommate pairings and cultural activity.

The purpose of this study was to examine the cultural activity of two groups of American students. Cultural activity was defined in this study as: (a) a focus on international issues in academic work, (b) establishing and maintaining relations with non-American people, and (c) participating in events with an international theme. The two groups of students included Americans with International Roommates and Americans with non-International Roommates. The study compared the levels of cultural activity between participants in the two groups.

To discover the differences in cultural activity between these two groupings of students, a series of logs were created for participants to record their daily activities. These logs included sections for participants to record classes, assignments in classes, use of media, social interactions, and social activities. The researcher recruited 30 participants (15 participants with an international roommate and 15 participants with a non-international roommate) to complete these logs. Data were collected over a two-week period. Participants were also asked questions in an exit interview.

Results revealed only limited differences in the levels of cultural activity between the two groups. The findings suggest that living with an international student does not promote higher levels of cultural activity among American college students.
Master of Arts

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Cutler, Bob D. (Bob Dean). "International advertising: a content analysis of cross-cultural differences." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332550/.

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This study addresses the question of cross-country standardization of advertising by identifying existing cross-national differences in magazine advertisements. A content analysis of 1,983 advertisements in business, women's and general interest magazines was performed. The sample included 1989 and 1990 magazine issues from the United States, United Kingdom, France, India and South Korea.

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Chavira, Maria Romo 1968. "Cultural differences in reasoning and memory: A follow-up." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/289477.

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The focus of this study was to manipulate factors to determine whether mental representation of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g., arranging objects that differ in a "line" mentally) whereas Hispanic students would have a nonlinear (pivot) representation. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas Anglo children performed better if the stimuli were presented in a linear method. With grade level children improved upon the linear format. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.

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Byrd, Rebekah J., and K. Emelianchik. "Gender and Cultural Differences Among Adolescents Self-Injurious Behavior." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2601.

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Research has focused on adolescent white females indicating self-injury may be more prevalent among female Caucasian individuals. This presentation will present data from a current study that indicates males and other ethnic groups are engaged in self-injury, in differing ways than are being studied. Future research, clinical practice, and supervision needs to understand the importance of a broader holistic approach to conceptualize and treat self-injury.

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Gärdekrans, Rasmus. "Password Behaviour : A Study in Cultural and Gender Differences." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13712.

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Jenkins, L. "A cross-cultural study of sex-role socialisation." Thesis, University of Strathclyde, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381456.

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Veronica, Felstad. "Cultural Differences, Social Support and Therapy Outcomes: A Comparative Study Between Individualist and Collectivist Cultures." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583935979670494.

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Roberts, Amy L. D. "Children's reflections on cultural differences in ways of working together /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.

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Deari, Hasim, Viktoria Kimmel, and Paola Lopez. "Effects of cultural differences in international business and price negotiation." Thesis, Växjö University, School of Management and Economics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2215.

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The number of companies operating internationally is growing constantly. The world is opening up for foreign firms and new destinations in the company´ business are increasing. Because of high competition the companies operating abroad are faced with a much larger task then before.

When going international the challenges the company must handle are new and unfamiliar. Obstacles the firm never faced before are becoming crucial in the every day work. Culture is one of these obstacles and can affect the entire co-operation.

Culture can influence the business in different ways. Language problems, pricing difficulties and culture collisions are not uncommon, especially in the beginning. The company must be able to handle these difficulties in a way that is satisfying also for the other part. Mistakes can be difficult to correct and disrespect for the foreign culture can destroy the entire operation.

There are some general advices the company always must have in mind before and during a co-operation on the international market. It is important, even before entering the foreign country, to inform the personal about the manners and customs in that new culture. If the first impression becomes negative, this can be hard to shake. Foreign cultures have different ways of doing business, for example when it comes to planning ahead and keeping delivery times. Culture can be both a positive and negative influence and many companies are struggling in the new and foreign environment.

The important thing to always have in mind is that the foreign culture is not as we are used to at home and to be prepared before starting the new foreign operation. Respecting and understanding the new culture without forcing our own beliefs on people, are things that can be extremely helpful to consider. By learning the host country’s language, can respect and trust more easily be won, and competitive advantages can arise.

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Yan, Xiaoqian. "Cultural similarities and differences in facial identity and expression processing." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/14333/.

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A range of research has shown an advantage for the perception of faces from same-race compared to other-races – the other race effect (ORE). Nevertheless, previous studies have focused on the ability to recognize facial identity. This thesis focuses on how information from the face that conveys expression is processed in own-race and other-race faces. First, the cross-cultural processing of facial expressions of basic emotions in Western Caucasian and Chinese observers was investigated. Perceptual judgments of facial expressions were quite similar between cultural groups, but facial expressions from own-race faces were categorized more accurately than expressions from other-race faces. This is explained by differences in the recognition of lower region of the face. Facial expressions were processed in a holistic way, but there was no difference in the engagement of holistic processing of own-race compared to other-race faces. Reliable own-group advantages were found in facial identity and expression processing with a free card-sorting task. However, there was also a large amount of cross-cultural consistency in response patterns. Two core face-selective regions, the FFA and the OFA, were sensitive to changes in facial identities and expressions, but there was no difference in the magnitude of response to own- and other-race faces. To summarize, this PhD thesis explored the cross-cultural processing of facial expression. Evidence showed significant differences in the perception of own-race and other-race faces, but these effects were generally small. The widely agreed opinion that the other-race effect is large is overstated.

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Luijters, Kyra. "Making diversity bloom coping effectively with cultural differences at work /." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/.

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Berglund, Nonhlanhla, and Simon Hedin. "Transnational Couples : Looking at cultural differences from within a relationship." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-25811.

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Despite a growing literature on transnational couples, little is known about the challenges they face. The aim of this paper is to study these challenges and to identify coping strategies. In order to understand these issues, qualitative, semi-structured interviews were conducted with seven couples. Responders consisted of partners from different cultural backgrounds and were either married or in a romantic relationship. The paper looked at the cultural changes that lead up to the acceptance and growth in transnational relationships. Furthermore, the study examined how these changes have affected and are still affecting the individual couples. Through the interviews, the research looked at the interpersonal dynamics to identify the role of culture within the relationships. Culture, it was found, still plays a great role in the day-to-day life of the transnational couples, in spite of the shift from traditional to more liberal values identified in the study. The challenges faced by the couples were very different from each other as the study represented couples from different backgrounds together with their partner, a native Swede. However, a common issue among the couples was communication breakdowns and a lack of understanding of the partner’s background.

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Henderson, Sandra, Emma Klöfver, and Anette Persson. "Differences in Health, Stress and Coping : A Cross Cultural Comparison." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17576.

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This thesis presents a quantitative research that was conducted as a minor field studywith a comparison of Swedish and Indonesian undergraduates. The purpose of this study wasto compare cultural disparities concerning health, stress and coping strategies between the two countries. A questionnaire was carried out, both online and by paper in Sweden, and by paper in Indonesia. 156 Swedish and 172 Indonesian students participated. The survey consisted offive different instrument scales of time perspective, satisfaction with life, perceived stress, coping, and individualism versus collectivism. Swedish students reported higher levels of health, life satisfaction and stress than Indonesian students. It was also found that Swedishstudents were more future oriented while Indonesian students were more present hedonistic. Swedish students used less active coping than Indonesian students and male students used more active coping than female students. It was also found that Indonesian students did not ask others for help as much as Swedish students. Finally, it was also shown that health predicted satisfaction with life.
Program: Organisations- och personalutvecklare i samhället

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Lennon, Rachelle Evelyn. "A Meta-Analysis of Cultural Differences in Revenge and Forgiveness." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/476.

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Revenge, the act of retaliating against a person or group in response to a perceived wrongdoing, appears to be a human universal. Those who research culture, revenge, and forgiveness have indicated cultural differences, but no clear patterns have emerged that could be useful in mediating conflicts. Thus, a meta-analysis was conducted of studies in which people from two different countries were compared on a measure of revenge or forgiveness. The countries represented were also coded based on Geert Hofstede's national culture dimensions, to test whether any specific cultural characteristics moderated desire for revenge. The final sample was made up of 16 studies, including data from 9416 participants across 16 countries. The largest cultural differences in revenge and forgiveness were observed between countries also showing the largest differences in Uncertainty Avoidance and Power Distance. Participants from countries higher in Uncertainty Avoidance and Power Distance were more likely to seek revenge and less likely to forgive, though the pattern was not statistically significant. These results indicate that, when working toward reconciliation, divergent strategies might be required for different countries and cultures based on the level of Uncertainty Avoidance and Power Distance that exist within those cultures.

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Tang, Fangyan. "Cultural differences in product design between the UK and China." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/34314/.

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Design is one of the significant intellectual activities of human beings and is therefore inevitably influenced by culture, which as Hofstede describes, influences ‘all aspects of human life’. Product design, which emerged in the middle of the last century and is developing under the background of globalization, is a relatively young domain in the design area and also unavoidably a topic of interest in the field of culture study. This thesis brings forth a perspective on the need for an examination of product design in a cross-cultural context. Product design in this research was decomposed into two main components: the design outcome and design process. Two empirical studies were conducted to investigate the cultural differences from the perspective of design outcome. The technique of repertory grid analysis, applied in interviews with participants from the UK and China, found distinctive attributes of designs created by student designers. The designs from the UK students tended to have rounded shapes, simple structures, fewer functions and less creativity; whereas the designs from the Chinese student designers tended to have squarer shapes, more complex structures, more functions and greater creativity. Notable differences were also found in the criteria of design evaluation: people from the UK and China had different emphases on aesthetics, ergonomics and creativity. The differences in design evaluation were validated with a larger sample size using an online survey. Differences in design process were also revealed by two empirical studies that investigated the design activities of designers from the two cultures. A study using a post-hoc reflective method was conducted to analyse submissions from design students, supplemented with an ethnographic observation of daily design activities in a studio. Differences were found in the patterns of design process as well as in the design cognitions revealed through the design representations. UK students were found to sketch more and used sketching as a means of recording, presenting and generating ideas, whereas Chinese students tended to sketch less and used sketching more as a tool for recording and presenting ideas. Chinese students also showed an obvious tendency towards considering a design task in a relational-contextual way, i.e. they tended to consider the relationships between different themes. The differences were confirmed in a protocol study with design practitioners, in which experienced designers were asked to design a condiment stand and subsequently explain their process. UK designers were found to be design-attributes oriented, whereas Chinese designers were more use-environment oriented. Also, compared to their UK counterparts, the design processes of the Chinese designers tended to be more simplified. The differences found in the perspectives of design process and design outcome can be attributed to cultural differences addressed by cultural models such as those from Hofstede. The literature on the cognitive differences between the UK and China also suggested deep-rooted reasons for the relevant differences, such as the analytic cognitive style of UK people and the holistic style of Chinese people, which make them have different focus on interpreting things. The findings of this research offer valuable information in guiding product design activities taking place in the UK / China or any other similar cultures in two ways: 1) the differences in design evaluation criteria offer valuable references to design practice in the relevant markets, i.e. different emphases on the aspects of aesthetics, ergonomics and creativity should be taken when designing for the relevant market; 2) the differences found in design cognition and patterns in design process also provide valuable information: a) for design education, it suggests that Chinese design students should be encouraged to use sketching as a tool for thinking and generating ideas and also to present more of their cognitive process, so as to develop more structured thinking processes to facilitate design; b) for collaborative design practice in a multi-cultural environment, which is typical of today’s product industry, it suggests an integration of different views of designers during early design stage to make more thorough investigation of the design problem, and also a more flexible management in the idea developing stage to fit with the different cognitive styles of the designers.

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Dissertations / Theses on the topic 'Cultural differences'

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