The same goes for the education system. Teachers treat their students as equals and expect them to show their own initiative. Teachers are looked on as experts who should transfer there knowledge as impersonal truth in contrast to countries with high power distance societies where teachers are very highly respected and are ‘gurus’ who transfer personal wisdom. Even though Norway and England were ranked very closely on the PDI index there is still a big difference in the relationship between teachers and students in these cultures. In England teachers are addressed by their last nights and by their title for example Mrs Smith or Dr. Brown. Teachers expect to be shown respect by their students, even if they don’t always show respect. Having been educated in England, coming to Norway at an age of 12, I received a big shock on my first school day at a Norwegian school. There were no school uniforms (school uniform is usually obligatory in England), my teacher had long hair, was wearing jeans and I was supposed to call him Charles. This was all very unusual for me and it took me a while to become comfortable addressing my teachers by their first names. In Norway teachers do treat their students more as equals by to a loss of respect shown towards them by the students.
Individualism (IDV)
Individualism focuses on the degree the society reinforces individual or collective achievement and interpersonal relationships. A High Individualism ranking indicates that individuality and individual rights within the society. Individuals in these societies may tend to form a larger number of looser relationships. A Low Individualism ranking typifies societies of a more collectivist nature with close ties between individuals. These cultures reinforce extended families and collectives where everyone takes responsibility.
Both Norway and England rank high on the Individualism index. England ranks third highest at number 89, Norway ranks 69. Seen in context this means that both countries have ‘individualist’ cultures but Norway leans closer to collectivism than England. In England the emphasis is placed more on the ‘I’ person than the ‘we’ as a group. Children are raised to think as themselves as individuals with own opinions and views. The family life is based around close family, for example parents and siblings. In collectivist societies the family is a bigger group of people, instead of being an individual member of the family you are part of this family group. In Norway though emphasis is also placed on the individual, children are also made to feel as more of a part of a bigger family group, usually consisting of grandparents, aunts and uncles. When you are part of a group you learn that harmony is desirable, so in collectivist societies direct confrontation is considered rude and undesirable. In individualist cultures speaking ones mind is looked on as a virtue. Telling the truth about how one feels is looked upon as a sign of a sincere and honest person. In the individualist family children are encouraged to develop opinions of their own. In Norway it is quite often frowned upon when you speak strong opinions out loud when part of a group. You should not be so open and ready to voice your views. In England it is usual and expected that people voice their opinions and debates are usually started in groups.
At English schools it is expected for students to speak out in class, to answer questions asked by the teacher. In Norway though students are expected to speak up, it is more often that the teacher has to direct the question at a particular student before getting an answer. It is not so important to ‘show up’ in class to draw attention to yourself. It is more normal to want to blend in with the rest of the class. In the individualist classroom students expect to be treated as individuals and regardless of their background. It is interesting to point out that countries with low power distance ranks usually score high on the individualism index. Countries that believe strongly in equal rights for all, tend also to put more emphasis on individuals rights and opinions.
Individualism cultures also believe that every individual has a right to privacy. English people tend to be very private; they guard their personal life very closely. Sometimes people get the impression that the English are very cold, but this coldness is based on the wish to get to know people better before telling them more private things about yourself. The Norwegians can also seem hard to get to know, but it seems more out of disinterest than of coldness. It is important to mention that I am generalising here, most people from both cultures are friendly and open once you give them time and a chance to get to know you better.
Masculinity (MAS)
Masculinity focuses on the degree the society reinforces, or does not reinforce, the traditional masculine work role model of model of male achievement, control and power. A High Masculinity ranking indicates the country experiences a high degree of gender differentiation. In these cultures, males dominate a significant portion of the society and power structure. A Low Masculinity ranking indicates the country has a low level of differentiation and discrimination between genders. In these cultures, females are treated equally to males in all aspects of the society.
This is the index in which the two cultures are most far apart. England scores quite high on Masculinity with a score of 66. Norway is at the lower end being a very feminine society with a score of 8. In Masculine cultures like England, children are taught to be assertive, ambitious and competitive. This is noticeable in the schools; students try to make themselves visible in class. It is important to show what you know and that you are clever. Failing in school is looked upon as disaster in masculine societies. In feminine cultures like Norway children are taught to be non-ambitious and modest. Students in feminine cultures do not want to appear too eager or to appear to ‘show off’. If one fails at school it is not looked on as a big disaster, but a relatively minor incident.
Having experienced public education in both cultures I have noticed that England is much more competitive. You compete to get the best grades and to be the best in the class. It is important to show what you know and to speak up in class. In Norway there is much less competitiveness in the schools. You should not assert yourself in front of your classmates too often, or they will assume you are ‘showing off’ and think that you are better than them. I have sometimes managed to surprise both fellow students and teachers by voicing my opinions and asserting myself in class, whilst everybody has just sat there silent. Also coming from an English society I have been raised to be ambitious and am willing to voice my ambitions. In Norway, though it is fine to be ambitious, it is not the done thing to voice them; they are supposed to be private.
In Masculinity societies the work ethic is ‘Live in order to work’. It is important to be competitive and assertive in a work place to get ahead. Managers are expected to be decisive and assertive. One solves conflicts by fighting them out. In Feminine societies the work ethic is to ‘Work in order to live’. It is more important to use time to stress equality and solidarity in the work place, than to assert yourself in order for promotion. In England the work place is more formal and is more competitive, it’s important to stand out. Life in England is based around your work, work is most important and free time comes second. In Norway work, though part of ones life, is not the most important thing in it. Free time and family time comes first. In Norway the work place isn’t so competitive, it is more important to create a pleasant working environment.
Uncertainty Avoidance Index (UAI)
Uncertainty Avoidance Index focuses on the level of tolerance for uncertainty and ambiguity within the society i.e. unstructured situations. A high uncertainty avoidance ranking indicates the country has a low tolerance for uncertainty and ambiguity. This creates a rule-oriented society that institutes laws, rules, regulations and controls in order to reduce the amount of uncertainty. A low uncertainty avoidance ranking indicates the country has less concern about ambiguity and uncertainty and has more tolerance for a variety of opinions. This is reflected in a society that is less rule-oriented; more readily accepts change and takes more and greater risks.
Norway and England both rank relatively low on Uncertainty avoidance. Norway ranks higher with 50 and England ranks number 35. They are both countries with weak uncertainty avoidance. In low avoidance cultures uncertainty is a normal feature of life and each day is accepted as it comes. This is true of both Norway and England. In both cultures people don’t worry too much about the future, but rather choose to concentrate on each day at a time. In low uncertainty avoidance cultures they tend to feel more comfortable in unknown situations, they experience what is different as curious. In strong uncertainty avoidance societies they experience what is different as dangerous. In the Norwegian culture even though they accept things being different, they will tend to feel uncomfortable and wish to avoid the situation if possible. In England they are more open to unusual situations and will act more openly and curiously.
In weak uncertainty avoidance societies there tends to be few general laws and rules and if these rules cannot be respected they believe they should be changed. In strong uncertainty avoidance there are many precise laws and rules and if the rules cannot be respected they believe they are sinners and should repent. In Norway people have a quite relaxed attitude to the law, they will follow the rules and have a positive attitude toward institutions like the police. It is the same in England; they respect authority and follow the rules. In England if the rules are seen as being useless then the English people will campaign to change them. The Norwegians will be more likely to just accept the useless rules, even though some would complain.
To conclude most of Hofstedes theories do make sense when you compare the ranking of two cultures like the Norwegian and English. It is important to point out that Hofstedes theories are generalisations and do not apply to for example all Norwegians or all English people.
