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International Tourism: Cultures and Behavior
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International Tourism: Cultures and Behavior
First Edition
Yvette Reisinger PhD
AMSTERDAM • BOSTON • HEIDELBERG • LONDON • NEW YORK • OXFORD PARIS • SAN DIEGO • SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO
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Preface xvii List of Tables xxi List of Figures xxiii Introduction xxv Acknowledgements xxix
Part 1 International Tourism: The Global Environment
CHAPTER 1 Globalization, tourism and culture 3 Introduction 3
1.1 The concept and roots of globalization 3
1.2 Benefi ts and criticism of globalization 6
1.3 Globalization and the tourism industry 8
1.3.1 The infl uence of globalization on tourism 8
1.3.2 Forms and examples of globalization in tourism 9
1.3.3 A new type of tourist 10
1.3.4 A new type of tourism 13
1.4 Globalization and culture 15
1.4.1 The emergence of globalized consumer culture? 15
1.4.2 Global consumer and global products? 16
1.4.3 Disappearance of local cultures? 16
1.4.4 Cultural homogenization? 17
1.4.5 Product standardization or customization? 18
1.4.6 Cultural heterogenization? 19
1.4.7 Cultural convergence or divergence? 19
1.4.8 Cultural hybridization? 19
1.4.9 Cultural commoditization? 20
1.4.10 Cultural deterioration, loss, adaptation or change? 20
1.4.11 Consumerism a bad thing for tourism? 21
1.4.12 Globalization and disappearance of local identity? 21
1.4.13 Resistance to cultural change and emergence of local identity 22
1.4.14 Glocalisation 23
Contents
v
1.4.15 Local internationalization and regional cooperation 23
1.5 Benefi ts and limitations of globalization in tourism 23
1.6 Challenges of globalization in tourism 24
1.7 The future of globalization: Americanization of culture, cosmopolitan culture, cultural hybridization, cultural disappearance or culture clash? 25
Summary 27
Discussion points and questions 28
Case Study 1.1: The emergence of a global tourist culture? Disneyland resorts spread over the world 28
Website links 29
CHAPTER 2 Cultural diversity 31 Introduction 31
2.1 The concept of cultural diversity 32
2.1.1 Defi nition 32
2.1.2 Interpretation of cultural diversity 33
2.1.3 How did the concept of cultural diversity develop? 34
2.1.4 How to measure cultural diversity? 34
2.1.5 Is cultural diversity important? 34
2.1.6 The benefi ts of cultural diversity 35
2.1.7 The infl uence of cultural diversity on tourism and hospitality 35
2.2 UNESCO Universal Declaration on Cultural Diversity 37
2.3 The future of cultural diversity 39
2.4 Challenges for the tourism and hospitality industry 40
Summary 41
Discussion points and questions 42
Case Study 2.1: American in Paris 42
Case Study 2.2: Creativity in a tense situation 43
Case Study 2.3: Promoting the “unpromotional” 44
Website links 45
Part 2 Cultural Theories and Practices
Chapter 3 Intercultural theories 49 Introduction 49
3.1 Communication Resourcefulness Theory (CRT) 50
vi Contents
3.2 Episode Representation Theory (ERT) 51
3.3 Expectations Theory (ET) 52
3.4 Cultural Identity Negotiation Theory (CINT) 53
3.5 Meaning of Meaning Theory 54
3.6 Network Theory in Intercultural Communication 54
3.7 Taxonomic Approach (TA) 56
3.8 Anxiety/Uncertainty Management Theory (AUMT) 57
3.9 Stranger Theory 59
3.10 Face-Negotiation Theory 59
3.11 Intercultural Adaptation Theory (IAT) 59
3.12 Communication Accommodation Theory (CAT) 60
3.13 Coordinated Management of Meaning Theory (CMMT) 63
3.14 Constructivist Theory (CT) 64
Summary 64
Discussion points and questions 65
Website links 65
Chapter 4 Cultural practices and tourism impacts on culture 67 Introduction 67
4.1 Erosion of local cultures 67
4.2 Cultural commoditization and transformation 68
4.3 Cultural hostility 68
4.4 Cultural arrogance 68
4.5 Authenticity of tourism experiences 69
4.6 Renaissance of traditional art forms 69
4.7 Marketing of culture and violation of rights to own cultural heritage 70
4.8 Culture change 70
4.9 Culture diffusion 71
4.10 Cultural borrowing 71
4.11 Cultural drift 72
4.12 Acculturation 73
4.13 Cultural adaptation 74
4.14 Cultural adjustment 75
4.15 Culture assimilation 75
4.16 Enculturation 77
4.17 Demonstration effect 77
4.18 Cultural confl ict 78
Contents vii
Summary 80
Discussion points and questions 80
Case Study 4.1: Discovering the Maori culture 81
Website links 82
Part 3 Culture and Cultural Differences
CHAPTER 5 Culture 85 Introduction 85
5.1 Defi nition of culture 86
5.2 Culture as civilization 91
5.3 Cultures by region 91
5.4 Culture as religion 92
5.5 The world’s major religions 92
5.6 Religion by region 96
5.7 Types and levels of culture 98
5.8 Civilization 101
5.9 Types of cultures in tourism 104
5.10 The purpose of culture 104
5.11 Characteristics of culture 105
5.12 Subcultures 106
5.13 Culture versus nationality 109
5.14 Culture versus country of residence 109
5.15 Culture versus country of birth 110
5.16 Cultural identity 110
5.17 Cultural distance 111
5.18 The impact of cultural distance on travel 112
5.19 The measurement of cultural distance 113
Summary 114
Discussion points and questions 115
Case Study 5.1: Micro-cultures of the US 115
Website links 117
CHATPER 6 Cultural variability 119 Introduction 119
6.1 Sources of cultural differences 119
6.2 Cultural values 122
6.2.1 Concept and defi nitions 122
6.2.2 Culture and values 123
viii Contents
6.2.3 Value system and value orientation 123
6.2.4 Value orientation 124
6.2.5 Types of values 124
6.2.6 Classifi cation of values 124
6.2.7 Measurement and analysis of values 125
6.2.8 Value studies in tourism 127
6.2.9 Cultural value dimensions 127
6.2.9.1 Parson’s pattern variables 128
6.2.9.2 Kluckhohn and Strodtbeck’s value orientation 129
6.2.9.3 Stewart’s cultural patterns 132
6.2.9.4 Hall’s cultural differentiation 134
6.2.9.5 Hofstede’s dimensions of cultural variability 139
6.2.9.6 Bond’s Confucian cultural patterns 150
6.2.9.7 Argyle’s cultural differentiation 151
6.2.9.8 Schein’s, Trompenaars’ and Maznevski’s cultural differentiation 152
6.2.9.9 Schneider and Barsoux’s cultural assumptions 154
6.2.9.10 Inglehart’s cultural dimensions 155
6.2.9.11 Minkov’s World Value Survey 155
Summary 161
Discussion points and questions 161
Exercises 161
Case Study 6.1: The US culture 162
Website links 163
CHAPTER 7 Cultural infl uences on intercultural communication 165 Introduction 165
7.1 The concept of communication 166
7.2 What is intercultural communication? 167
7.3 Diffi culties in intercultural communication 168
7.3.1 Verbal signals 168
7.3.2 Non-verbal signals 170
7.3.3 Relationship patterns 173
7.3.4 Conversation style 178
7.3.5 Interaction style 180
7.3.6 Values 181
Contents ix
7.3.7 Time orientation 187
7.3.8 Context orientation 187
7.4 Is intercultural communication possible? 190
7.5 Ethnocentrism 192
7.6 Stereotyping 192
7.7 Prejudices 194
7.8 Racism 195
7.9 Strategies for improving intercultural communication 195
7.10 The ethics of intercultural communication 196
Summary 196
Discussion points and questions 197
Case Study 7.1: Courtesy and politeness in Thailand and Australia 197
Website links 198
CHATPER 8 Cultural infl uences on social interaction 199 Introduction 199
8.1 The concept of scoial interaction 199
8.2 Social interaction in tourism 201
8.2.1 The nature of tourist–host social interaction 205
8.2.2 Context 206
8.3 Intercultural social interaction 209
8.3.1 Dimensions of intercultural encounters 209
8.3.2 Interculturalness of social interaction 209
8.3.3 Degree of interculturalness 210
8.4 Types of intercultural interaction 210
8.5 Model of cross-cultural social interaction 211
8.6 Contact hypothesis 212
8.7 Contact hypothesis in tourism 213
8.8 Diffi culties in cross-cultural interaction 213
8.9 Culture shock 214
8.9.1 Symptoms of culture shock 215
8.9.2 Types of culture shock 216
8.9.3 How long does culture shock last? 216
8.9.4 Culture shock and social interaction 216
8.9.5 Culture shock in tourism 216
8.9.6 Phases of culture shock 217
8.9.7 Intensity and duration of culture shock 219
8.9.8 Doxey’s Irridex ‘‘Irritation Index’’ 220
x Contents
Summary 221
Discussion points and questions 222
Case Study 8.1: Shanghai night or nightmare? 222
Website links 223
CHATPER 9 Cultural infl uences on rules of social interaction 225 Introduction 225
9.1 Rules of social interaction 225
9.2 Orders and types of rules 226
9.3 Relationship rules 227
9.4 Cultural infl uences on rules of social interaction 227
9.5 Understanding rules of social interaction 228
9.6 Breaking rules 228
9.7 Cross-cultural differences in rules of social interaction 229
Summary 229
Discussion points and questions 230
Case Study 9.1: Universal and specifi c rules of social relationships 230
Websites 231
CHATPER 10 Cultural infl uences on service 233 Introduction 233
10.1 The concept of service 233
10.2 Service encounter 234
10.3 Service classifi cation 234
10.4 Key characteristics of service 234
10.5 Importance of service perceptions 237
10.6 Cultural differences in expectations from service 237
10.7 Service quality and value 238
10.8 Service satisfaction 240
10.9 Do cultural differences always matter? 240
Summary 241
Discussion points and questions 241
Case Study 10.1: Chinese travelers in France 242
Website links 242
CHATPER 11 Cultural infl uences on ethics 243 Introduction 243
The concept of ethics 244
11.1 Ethics in tourism 245
Contents xi
11.2 Ethics in a cross-cultural context 247
11.3 Cultural infl uences in ethical behavior 247
11.4 The most debatable business ethics issues 248
11.5 Confl icting ethical behavior and practices in tourism and hospitality. Ethical dilemmas 251
11.6 Theories and frameworks dealing with ethical dilemmas 254
11.7 Strategies for managing business ethical dilemmas 256
11.8 Global Code of Ethics for Tourism 257
Summary 257
Discussion points and questions 258
Case Study 11.1: Global Code of Ethics for Tourism 258
Website links 261
Part 4 Tourist Behavior
CHATPER 12 Human behavior: its nature and determinants 265 Introduction 265
12.1 The concept of human behavior 266
12.2 Environmental factors infl uencing human behavior 268
12.3 Theories of human behavior 270
12.3.1 Cause-Motive-Behavior-Goal Theory 271
12.3.2 Maslow’s Hierarchy of Needs 272
12.3.3 Alderfer’s ERG Theory 276
12.3.4 Herzberg, Mausner, and Snyderman’s Two-Factor Theory 276
12.3.5 Expectancy Theory 276
12.3.6 Cognitive Dissonance Theory 277
12.3.7 Reinforcement Theory 277
12.3.8 Equity Theory 277
12.3.9 McClelland’s Learned Needs Theory 278
12.4 Basic needs of human behavior 278
12.5 Factors infl uencing human needs 279
12.6 The concept of tourist behavior 279
12.7 The nature of tourist behavior 279
12.8 The meaning of tourist behavior 281
12.9 The importance of studying tourist behavior 282
12.10 The importance of studying tourist behavior in a cross-cultural context 283
xii Contents
12.11 Benefi ts of understanding tourist behavior in a cross-cultural context 284
12.11.1 Tourism industry perspective 284
12.11.2 Tourist perspective 285
12.11.3 Local resident perspective 286
Summary 287
Discussion points and questions 287
Case Study 12.1: The Asian woman’s shopping experience: New research from Thailand 288
Website links 288
CHATPER 13 Consumer buying behavior 289 Introduction 289
13.1 Environmental Factors 291
13.1.1 Environmental stimuli 291
13.2 Buyer’s factors 301
13.2.1 Buyer’s personal characteristics 301
13.2.2 Decision process 305
13.3 Other theories of consumer decision-making 318
Summary 318
Discussion points and questions 319
Website links 320
CHATPER 14 Cultural infl uences on tourist buying behavior 321 Introduction 321
14.1 Cultural infl uence on buyer’s personal characteristics 322
14.1.1 Gender roles 322
14.1.2 Lifestyle and activities 323
14.1.3 Personality 324
14.1.4 The self concept 325
14.2 Cultural infl uences on buyer’s psychological characteristics 326
14.2.1 Motivation and needs 326
14.2.2 Perception and image 326
14.2.3 Learning and knowledge 328
14.2.4 Attitudes 329
14.2.5 Attribution 330
14.3 Cultural infl uences on buyer’s decision process 330
14.3.1 Need recognition 330
Contents xiii
14.3.2 Information search and choice of information sources 331
14.3.2.1 The role of reference groups 332
14.3.2.2 The role of opinion leadership 332
14.3.2.3 Family decision making 333
14.3.2.4 Buying roles 333
14.3.2.5 Level of decision-making 333
14.3.2.6 Buying new products 334
14.3.3 Criteria and product evaluation 335
14.3.4 Purchase decision 337
14.3.4.1 Purchase risk 337
14.3.5 Post-purchase behavior/decision 339
14.3.5.1 Satisfaction 339
14.3.5.2 Loyalty and commitment 339
14.3.5.3 Criticism and complaints 340
14.3.5.4 Product disposal 341
14.3.6 Beyond the purchase decision 341
14.3.6.1 Memories and meanings 341
14.3.6.2 Emotions and feelings 342
Summary 343
Discussion points and questions 343
Case Study 14.1: Japanese tourist behavior 344
Case Study 14.2: Cultural infl uences on tourist behavior 344
Website links 345
Part 5 Cross-Cultural Comparison
CHATPER 15 Cultural differences among international societies 349 Introduction 349
15.1 Africa 349
15.2 Asia 350
15.3 Australia 357
15.4 Europe 359
15.4.1 Important European values 359
15.5 India 364
15.6 Latin America 365
15.7 Middle East 366
15.8 North America 368
Summary 369
xiv Contents
Discussion points and questions 369
Case Study 15.1: Managing in Asia: Cross-cultural dimensions 371
Website links 373
Part 6 Multicultural Competence
CHATPER 16 Multicultural competence in a global world 377 Introduction 377
16.1 The concept of multicultural competence 378
16.2 Dimensions of multicultural competence 378
16.2.1 Cognitive domain 379
16.2.2 Affective domain 381
16.3 Other factors infl uencing multicultural competence 384
16.4 Multicultural competence as a process 384
16.5 Multicultural competence development levels 384
16.6 Multiculturalism assessment techniques 385
16.7 An educational challenge 386
Summary 386
Discussion points and questions 386
Case Study 16.1: One practical solution to overcoming the language barrier 387
Website links 387
Conclusion 389
References 391
Contents xv
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Preface
There is no doubt that international tourism expanded signifi cantly in the last decade. International tourism has also been forecasted to reach unprecedented numbers in the years to come. The consequences of such increased international travel can be very diverse. The question arises whether international tourism enhances understanding among people and the level of their enjoyment, or increases the likelihood of cultural misunderstanding and confl ict. The argument of this book is that in order for the tour- ism industry to be successful in the future, managers and marketers need to be aware of and sensitive to cultural differences among international tourist markets. Learning about, understanding, and respecting the national cultures of others can prevent po- tential cultural misunderstanding and confl ict in international tourism, signifi cantly improve social contact between international tourists and local hosts, enhance tourist satisfaction with travel products, and generate repeat visitation.
There is a widely held assumption that tourism promotes understanding and peace. However, there is also evidence that individuals group themselves around the core values of their national cultures. Usually people who share cultural similarities under- stand and interact with each other more easily than people from different cultures. Those who are from different cultures do not understand each other well and may even be in confl ict with each other. An increase in international travel and social exchanges among culturally different people may be a highly dividing force; social exchanges among culturally different individuals may increase interpersonal tensions and intolerance. It is very likely that increased contact between individuals from dif- ferent cultures may in fact generate clashes of values, disharmonies, social barriers, and even very threatening experiences. This notion is supported by the distinctive- ness theory from social psychology that holds that people do not defi ne themselves by what makes them similar to others; rather, they defi ne themselves by what makes them different from others. People want to distinguish themselves from others and be seen as unique. International travel and tourism create opportunities for social ex- changes and emphasize peoples’ cultural origins and identities, sometimes to the dis- satisfaction of others. This establishes the grounds for undermining the others’ values, exhibiting hostility toward the others’ culture, breeding resentment, and even provok- ing rejection. However, these negative feelings can be avoided if people accept and learn to respect others and their cultures. This is the only way to successfully maintain the character of global international tourism, whose future will be determined by cultural factors.
This book alerts the reader to the fact that individuals’ behavior is culturally bound. Culture and cultural values pervasively infl uence how individuals act and react. This book explains how deeply national culture of the individual determines human behav- ior and how important culture is for understanding tourist behavior and the opera- tions of the tourism industry.
xvii
xviii Preface
This book focuses on the differences in behavior among international tourists and hosts. A tourist is defi ned in this book as a temporary visitor staying at least 24 hours in a region for the purpose of leisure (holiday, sport, study, or recreation), business, family (visiting friends and relatives), or meetings and conferences. However, the term tourist can have a range of meanings, depending upon categories of tourists that vary by the degree of institutionalization, type of encounter exchange, form of travel, traveler’s status, and so forth. Some academics refer to tourists as sojourners. The defi nition of a tourist is further accentuated when one starts crossing cultural borders. For example, in many parts of the South Pacifi c tourists are treated as guests rather than tourists. Thus, for the purpose of this book a tourist is defi ned as a culturally different interna- tional visitor who sojourns at a destination for a minimum of 24 hours and a maximum of 12 months for the purpose of holiday, business, study, family, sport, or conference.
Hosts are defi ned either as (a) local residents, (b) people of the visited country, or (c) those employed in the tourism industry who provide a service to tourists. For the purpose of this book the host is defi ned as a resident of the visited country. This can be either an international resident of a destination or someone who is employed in the local tourism industry and provides a service to tourists (e.g., hotelier, front offi ce employee, waiter, shop assistant, customs offi cial, tour guide, tour manager, and taxi or bus driver). This type of host is often referred to as a ‘professional host’.
This book explains how national cultures of tourists and hosts infl uence their social behavior and why tourists and hosts behave the way they do. In order to understand the behavioral differences among international tourists and hosts, one must learn about the concept of human behavior in tourism and the factors that infl uence this behavior.
There are many diverse defi nitions and theoretical approaches to the study of hu- man behavior. The concept of human behavior is multidisciplinary. It has borrowed many ideas developed in other scientifi c disciplines, such as psychology, sociology, social psychology, anthropology, economics, marketing, and management. As a result, the concept of human behavior has different meanings in each discipline. In tourism, some concepts that defi ne tourist behavior have also been borrowed from the above disciplines, as well as from recreation, geography, urban and regional planning, trans- portation, law, agriculture, and education. It is no surprise that defi ning tourist behav- ior is a complex and diffi cult process. In order to explain the concept and avoid any confusion caused by its multidisciplinary nature, there is a need to examine it in the context in which tourist behavior currently takes place or will take place in the future, that is, international tourism.
Today, a solid understanding of the infl uence of national cultures on tourist behav- ior and the identifi cation of cultural differences and similarities among international tourist markets has become more crucial than ever before. The international tourism industry is facing globalization, and an increasing number of tourists from different cultures are crossing national borders. This creates challenges for an industry attempt- ing to standardize its products and consumers globally. Tourist behavior is culturally
Preface xix
bound. In order to successfully market the tourism product to international tourists, the industry must have a cultural knowledge of its target markets.
In the author’s opinion, cultural factors have the most direct and infl uential effect on tourist behavior. Cultural factors are the most signifi cant determinants of international tourist behavior. A detailed cultural analysis of the international tourist background gives a richer and more robust portrait of tourist behavior than any other discipline can provide alone. Understanding tourist behavior from the cultural point of view allows marketers and managers to better identify how national cultures infl uence tour- ists’ purchases, choices, and experiences. Cultural variables can explain in a much bet- ter way many objective aspects of tourist behavior, such as the preferences for specifi c products and destinations, as well as subjective aspects of tourist behavior, such as the infl uence of emotions, beliefs, or customs on these preferences. Cultural variables can better explain the reasons for specifi c tourist reactions to the external environment. By using a cultural approach to understanding tourists and tourism, marketers and managers can make better strategic decisions.
Different cultural groups of tourists behave differently. They have different travel needs and motivation, engage in different search-and-learning processes, and are infl uenced by distinct internal and external environmental stimuli. Different cultural tourist groups develop different images and perceptions of travel products and assign dif- ferent degrees of importance to product attributes. Culturally distinct groups of tour- ists also have different expectations and awareness, seek different benefi ts, and use different choice criteria. Culturally different tourists develop different attitudes; they have different opinions, emotions, and tendencies to buy. They not only have different preferences for travel lifestyle, accommodation, and food, but also color, numbers, and packaging. Their experiences and product evaluations differ, as well. Culturally differ- ent tourists select different destinations, respond to different communication prac- tices, and are infl uenced by different promotional strategies and incentives. Culturally different tourists differ in how they communicate their reactions of satisfaction and dissatisfaction. They express different levels of loyalty and have different degrees of satisfaction with a product.
In summary, in order to be successful, tourism marketers should have cultural knowl- edge of their target markets. They must know and understand the major value orienta- tions of their customers, and be aware of and sensitive to cultural differences among international tourist markets and local hosts. Tourism marketers and managers should learn, understand, and respect the infl uence of national culture on human behavior.
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List of Tables
Table 1.1 Defi nitions of globalization
Table 1.2 Dimensions of globalization
Table 1.3 The infl uence of globalization on tourism
Table 1.4 Global values and new tourism products
Table 2.1 US labor force
Table 5.1 World’s major religions
Table 5.2 The world’s eight major civilizations
Table 6.1 Rokeach’s instrumental and terminal values
Table 6.2 Kluckhohn and Strodtbeck’s (1961) value orientation
Table 6.3 Characteristics of low- and high-context cultures
Table 6.4 Characteristics of in-groups and out-groups
Table 6.5 Evaluation of various countries on Hofstede and Hofstede’s (2005) fi ve value dimensions
Table 6.6 Ranking of various countries on Hofstede and Hofstede’s (2005) fi ve value dimensions
Table 6.7 Ronen and Shenkar’s country clusters and Hofstede’s culture dimensions
Table 6.8 A comparison of distinct cultural orientations towards the world and people
Table 7.1 Verbal signals affecting intercultural communication
Table 7.2 Non-verbal signals affecting intercultural communication
Table 7.3 Relationship patterns in communication affecting intercultural communication
Table 7.4 Conversation styles affecting intercultural communication
Table 7.5 Styles of interaction affecting intercultural communication
Table 7.6 Values affecting intercultural communication
Table 7.7 Time orientation as it affects intercultural communication
Table 7.8 Context orientation as it affects intercultural communication
Table 8.1 Major features of social interaction
Table 8.2 Typology of a tourist
Table 8.3 Symptoms of culture shock
Table 9.1 Types of rules of social interaction
Table 13.1 Future consumer segments and their buying needs
Table 13.2 Future important market segments
Table 13.3 Factors infl uencing pre-purchase information search xxi
Table 13.4 Criteria used to evaluate tourism destinations
Table 13.5 Example of ratings for hypothetical destinations
Table 13.6 Destination purchase decision: attribute criteria
Table 13.7 Types of risk associated with tourism
Table 15.1 Cultural differences between Mandarin-speaking tourists and Australian hosts
Table 15.2 Cultural differences between Indonesian tourists and Australian hosts
Table 15.3 Cultural differences between Japanese and Australian characteristics
Table 15.4 Cultural differences between Thai and Australian characteristics
Table 15.5 Evaluation of the European countries on Hofstede and Hofstede’s (2005) cultural dimensions
Table 15.6 Major values and orientations of the US population
Table 16.1 A self-evaluation form for assessing multicultural competence
xxii List of Tables
List of Figures
Figure 3.1 Communication Resourcefulness Theory (CRT)
Figure 3.2 Episode Representation Theory (ERT)
Figure 3.3 Expectations Theory (ET)
Figure 3.4 Cultural Identity Negotiation Theory (CINT)
Figure 3.5 Social Network Theory (SNT)
Figure 3.6 Taxonomic Approach (TA)
Figure 3.7 Anxiety/Uncertainty Management Theory (AUMT)
Figure 3.8 Intercultural Adaptation Theory (IAT)
Figure 3.9 Communication Accommodation Theory (CAT)
Figure 3.10 Coordinated Management of Meaning Theory (CMMT)
Figure 4.1 Acculturation-assimilation continuum
Figure 5.1 The concept and elements of culture
Figure 5.2 Major religious groups as a percentage of the world’s population in 2005
Figure 5.3 Map of prevailing religions in the world
Figure 5.4 Abrahamic and Indian religions in the world
Figure 5.5 Christian and Muslim religions around the world
Figure 5.6 Levels of culture
Figure 5.7 Relationships between dominant culture and minor subcultures A-G
Figure 5.8 Cultural differences among cultures and subcultures according to Samovar and Porter (1991)
Figure 6.1 Key dimensions of culture
Figure 7.1 Communication model
Figure 8.1 A continuum of interculturalness
Figure 8.2 The cross-cultural interaction model
Figure 8.3 The U-curve and W-curve of cultural change and adaptation over time
Figure 8.4 The acculturation curve
Figure 8.5 Doxey’s Irridex “Irritation Index”
Figure 12.1 Major aspects of human behavior
Figure 12.2 Levels of the environment infl uencing human behavior
Figure 12.3 Categories and sources of motivation
Figure 12.4 Cause-Motive-Behavior-Goal model (Leavitt et al., 1990)
Figure 12.5 Maslow’s Hierarchy of Needs (original 5-stage model)
Figure 12.6 Maslow’s Hierarchy of Needs (8-stage model) xxiii
Figure 12.7 Maslow’s Hierarchy of Needs and information sought at different needs levels
Figure 12.8 Factors infl uencing human needs
Figure 13.1 Consumer buying behavior process
Figure 13.2 The infl uence of buyer’s personal and psychological characteristics on decision process
Figure 13.3 Types of products from which consumers make selection
Figure 16.1 A conceptual model of multicultural competence
Figure 16.2 The cognitive domain of multicultural competence
Figure 16.3 An affective domain of multicultural competence
Figure 16.4 A behavioral domain of multicultural competence
Figure 16.5 An environmental domain of multicultural competence
xxiv List of Figures
Introduction
The modern tourism environment is experiencing an increasing internationalization and globalization. Advances in technology, communication, and transportation are enhancing people’s mobility and travel, and leading to their exposure to culturally dif- ferent societies, social interactions, and cultural exchanges. This book argues that it is imperative for the tourism and hospitality industry representatives, who operate in the international business environment and deal with international tourists on a daily basis, to understand the national cultures of the tourists and the infl uence of these cul- tures on tourist behavior. Tourism and hospitality graduates who will work in a very complex multicultural tourism environment must understand how national culture affects the relationships between guests and hosts, the quality of services expected by the guests, their perceptions of tourism products, their vacation experiences, their satisfaction, and, ultimately, their repeat visitation.
The culturally different tourist is the target of the international tourism industry. Cur- rently, Asia is the major international market generating tourism around the world. New emerging markets are Central and Eastern European, as well as Latin American. The business challenge will be to better understand the cultural diversity of these tourist markets, and to determine how these markets will experience and perceive the outside world and engage in cultural exchanges. It is imperative that a new class of tourism managers, marketers, and industry professionals enter the industry with multicultural skills. Cross-cultural competencies are critical as the tourism and hospitality industry moves into the 21st century. Ignoring cultural differences among international tourist markets and the impact of tourists’ national cultures on their behavior and travel deci- sion-making will undermine tourism destinations’ efforts in achieving their objectives.
Although the number of cross-cultural studies investigating the infl uence of national culture on consumer behavior has increased in the last decade, information on cul- tural differences among international tourist markets is not yet readily available in the tourism literature. The concept of culture is very complex. The analysis of culture in a multidisciplinary tourism context and the application of the concept of culture to the abstract psychological concepts of perception, attitude, or satisfaction, all of which have different meanings in different cultures, create problems. Consequently, more information is required on the infl uence of cultural characteristics on international tourist behavior. With tourism businesses becoming more global and with thousands of professionals hosting international guests, it is becoming increasingly important to analyze and understand the cultural differences among international visitors and the impact of these differences on tourist behavior. Such analysis should allow for identifi - cation of similarities and differences among international tourists, as well as locals and decision-makers in different countries. It should also contribute to more adequate and effective tourism marketing and management.
Given all of the above, it was felt that the most effective and appropriate response to the current and future international tourism needs was to prepare a textbook that
xxv
would focus on cross-cultural differences in tourist behavior and explain the infl uence of cultural differences on international tourist behavior.
This book is intended to complement the Butterworth-Heinemann title Cross-Cultural Behaviour in Tourism: Concepts and Analysis, written by Y. Reisinger and L. Turner for the graduate market. This graduate version is primarily a research reference book that provides in-depth insights into concepts, defi nitions, and measures of cultural components and that focuses on the statistical tools for analyzing cultural differences and testing substantive theories. The graduate-level book was written under the as- sumption that many readers do not use quantitative methods due to statistical com- plexity. The current book is a simplifi ed version of the graduate-level book. It is de- signed specifi cally for the undergraduate market. The current book does not replicate the graduate version. The statistical material has been eliminated and new chapters added. Because of the enduring nature of the subject, some concepts (e.g., culture, val- ues, social interaction, rules of social behavior, service quality) have been retained. The chapters discussing these concepts have been rewritten and efforts have been made to include the newest approaches to the concepts.
Aims
The major aims of the current book are: 1. To explain the impact of globalization on international tourism and culture 2. To present the role and the importance of cultural diversity to the tourism industry 3. To understand major cultural theories and their applications to tourist behavior 4. To explain major cultural practices and the impact of international tourism on the
tourist and host culture 5. To discuss the concept of national culture and cultural differences 6. To identify major cultural differences among the international tourist markets
such as Africa, Asia, Australia, Europe, India, Latin and North America, and the Middle East
7. To show how cultural differences among the international tourist markets infl uence tourist behavior and, in particular, communication, social interaction, perceptions and satisfaction with service, and buying decision process
8. To explain the importance of cross-cultural awareness, sensitivity, and competency skills for international tourism managers and marketers
9. To understand the need for a cultural approach to destination marketing.
Scope
The book can be used in the following disciplines:
Tourism – The book determines how national characteristics of international tourist behavior contribute to the development of tourist experiences.
Marketing – The book shows that understanding the cultural background of interna- tional tourists helps in formulating marketing strategies that promise to respond to the cultural needs of these tourists; indicates the importance of a cultural approach
xxvi Introduction
to marketing in order to increase international tourist visitation; and allows for direct comparison of cultural orientations of international tourist markets.
Management – The book helps to understand which cross-cultural skills need to be acquired by future tourism and hospitality managers to enable them to understand, effectively deal with, and motivate international tourists to visit a destination.
International business – The book implies which strategies need to be applied by today’s international business professionals to be able to work effectively within mul- ticultural tourism environments.
Cross-cultural communication - The book broadens knowledge of the theory and practice of the cross-cultural encounter and communication by suggesting specifi c skills necessary for an effective interaction and communication with culturally differ- ent tourist markets.
Reader benefi ts
This book presents defi nitions and explains the cultural factors that infl uence tourist behavior in an international tourism context. It gives a theoretical understanding of the abstract concepts of culture and cultural differences. It summarizes the most fre- quently used cultural value dimensions and explains their infl uences on intercultural communication and interaction. It presents models of tourist behavior and explains cultural infl uences on tourist purchasing behavior. The book explains what to do with all this cultural theoretical knowledge.
This book also discusses the practical implications of the cultural infl uences on in- ternational tourist behavior for tourism marketing, management, and communication strategies. The book describes the psyche of the average tourist; identifi es major cul- tural characteristics of the main international tourist markets, such as Asia, Australia, Europe, Latin America, the Middle East, and the United States, and gives guidelines on how to meet the needs of these markets.
This book should be a loud wake-up call for those who underestimate the signifi cance of cultural differences in tourism. It addresses the current debate about how to re- spond to the needs of culturally diverse tourists in a globalized world. The book offers a solution to this debate by emphasizing the importance of being culturally aware and sensitive to international tourist markets’ needs and understanding how the cultural background of these markets infl uences tourist experiences. As a result of being able to understand the tourists’ cultural needs, the industry’s managers and marketers may be able to differentiate their products, deliver those products more effectively and effi ciently, and improve their social relations with international tourists.
This book is also a hard hit at those who operate with preconceived cultural assump- tions, or form their own cultural perspective. For those who are already sensitive to cross-cultural issues, the book provides a valuable checklist of what one should bear in mind.
Introduction xxvii
Moreover, this book is a vital piece in the jigsaw puzzle of tourism impacts because it indicates potential outcomes of tourist behavior in the cross-cultural context and ex- plains how, and under what conditions, these impacts occur and manifest themselves.
The structure of this book allows for it to be used as a textbook for tourism students worldwide. The author hopes the book will have good longevity, as it does discuss as- pects that do not change in the short term.
General market
The most suitable academic level is fi rst-, second-, and third-year undergraduate-level courses in tourist behavior, tourism marketing and management, tourism analysis, and cross-cultural communication. The book can also be used as a reference text for gradu- ate tourism and hospitality students, those with undergraduate degrees in areas other than tourism, university academics, and researchers involved in all aspects of travel and tourism.
The secondary market comprises tourism practitioners who interact and communi- cate with culturally different international tourists. Providing detailed information about the fundamental cultural differences between tourists from various countries, the book allows practitioners to improve their managerial, interpersonal, and com- munication skills. Industry people will fi nd the presented mini cases to be particularly useful as benchmark practices. However, this book should not be considered a hand- book or a “know-how” manual for practitioners.
The book has an international orientation; it can serve the various international stu- dent, academic and industry markets that can access books written in English. The book provides case studies which are all international in nature. Despite a “Western- world” orientation that is due to the origin and experience of the authors, the text was written with the intention of benefi ting readers from various cultural backgrounds.
The author hopes the book will be popular for a long time to come. Although it has been written for academic readers, the author recognizes that many of its readers will be from various industries as well as a variety of businesses.
The author hopes she can better serve your needs.
Yvette Reisinger, Ph.D. Temple University Philadelphia,
Pennsylvania, USA
xxviii Introduction
Acknowledgements
I would like to acknowledge and thank Professor Frederic Dimanche from CERAM Business School, Nice, Sophia Antipolis, France for his comments on the initial draft of this book. I owe gratitude to some of his students for permitting to use portions of their assignments and converting them into mini case studies.
Yvette Reisinger
xxix
PART
International Tourism: The Global Environment
1 Part one discusses the concept of globalization, its impacts on international
tourism, and the changes it brings in culture and tourist behavior. The importance of cultural diversity in tourism is highlighted.
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CHAPTER
Globalization, tourism and culture
1 The aim of this chapter is to explain the concept of globalization and its impact
on international tourism and culture.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of globalization & Identify benefits and criticism of globalization & Understand the impact of globalization on tourism & Understand the impact of globalization on culture & Explain the challenges and future of globalization
INTRODUCTION Today, there is a trend in the tourism sector towards globalization. Many tourism
organizations are global organizations operating across national borders. But what is
globalization, and how does it affect tourism and consumer behavior in tourism? This chapter explains the concept of globalization and its impact on tourism, tourist
behavior, and culture.
1.1 THE CONCEPT AND ROOTS OF GLOBALIZATION Globalization is a complex and multidimensional process. There are five key related
definitions of globalization that significantly highlight different elements. According
to Scholte (2000), globalization should be defined in terms of internationalization, 3
liberalization, universalization, Westernization or modernization, and deterritorializa-
tion. The explanation of the above terms is provided in Table 1.1.
Globalization has powerful economic, cultural, social, environmental, political, and
technological dimensions, and as such should be viewed from different perspectives.
However, most definitions refer to globalization in economic terms as the process that
merges national economies into an interdependent global economic system. This process includes forming regional economic trading blocs, growing local internation-
alization through developing economic ties, deepening multinationalization by multi-
national firms, introducing global norms and standards, developing global markets and
strategies, and growing firms with no specific national operational base. The phenom-
enon of globalization has increased interconnectedness between societies in various
areas of life (Saee, 2004). Various dimensions of globalization are explained in Table 1.2.
The concept of globalization has often been used in the past. For decades people
referred to the process of globalization in terms of decentralizing production to differ- ent countries, and internalizing capital and labor markets, export, and imports. The
concepts of modernization, capitalism, and economic interdependence have also often
been used to understand the precursors of globalization. However, today, the form of
globalization has changed. While in past decades globalization has been described
as flows of goods and population, now globalization is described by the movements
Table 1.1 Definitions of Globalization
Globalization as internationalization A process of developing cross-border relations between countries and international exchange and interdependence between people in different countries; describes a growing flow of trade, capital, and goods beyond the border of a national economy to a stronger, globalized economy. Globalization as liberalization A process of removing government-imposed trade barriers, capital controls, and restrictions on the flow of goods between countries in order to create an open, borderless world economy or so- called ‘‘free-trade’’ economy. Globalization as universalization A worldwide process of spreading objects and experiences to people at all corners of the earth (e. g., spreading computing, television, etc.). Globalization as Westernization or modernization A process of Americanizing the economy; a dynamic process that spreads the social structures of modernity, such as capitalism, rationalism, and industrialism around the world, destroying pre- existing cultures and local self-identity. Globalization as deterritorialization A process of spreading supraterritoriality; reconfiguring geography so that territorial places, distances, and borders do not exist; linking distant places in such a way that what is happening locally is determined by events occurring many miles away. Source: http://www.infed.org/biblio/globalization.htm
Source: Scholte, J. (2000). Globalization. A critical introduction. London: Palgrave.
4 CHAPTER 1 Globalization, tourism and culture
of services and flows of information and capital. Today, societies are services
oriented and embrace new elements of globalization, such as information technology
and experiences. Globalization is not just about modernization or Westernization and
liberalization of markets; it is more than internationalization and universalization.
Table 1.2 Dimensions of Globalization
Economic dimension Cultural dimension From the economic point of view, globalization is the process whereby the world economies are becoming increasingly integrated and interdependent, market-oriented approaches to development are spreading, the notion of state provision of privatization and deregulation are being withdrawn, trade and investment are being liberalized, and increased penetration of transnational corporations in life is being encouraged.
From the cultural point of view, globalization is the process of increasing homogeneity of lifestyles and aspirations via media, TV, films, tourism, etc., combined with the rapid spread of different views and greater opportunities for marginalized voices to be heard.
Technological dimension Social dimension From the technological point of view, globalization is the process of rapid innovation and increasing inter-connectivity, particularly for information and communication services, and biotechnologies. This is the process in which knowledge is the most important factor determining the standard of living, more than capital or labor. Today's most technologically advanced economies are truly knowledge- based (World Bank, 1998).
From the sociological point of view, globalization is the process of incorporating people into a single world society. The world is becoming a ‘‘global village.’’
Political dimension Environmental dimension From the political point of view, globalization is the new process of shifting the power from national governments in directing and influencing their economies, to global institutions, such as the World Bank, the European Union, the European Central Bank, the World Trade Organization, the World Health Organization, and the World Tourism Organization. In order to survive, national governments that can no longer manage their national economies must increasingly manage national politics by adapting them to the pressures of transnational market forces.
From the environmental point of view, globalization is the process of increasing inter- linkages between ecosystems, accelerating biological invasions, simplifying and homogenizing natural systems, and intensifying pressure on global commons.
Source: Saee, J. (2004). Managing organizations in a global economy: An intercultural perspective. Australia: Thomson.
1.1 The concept and roots of globalization 5
Today, globalization is about an intensification of worldwide economic, socio-cultural,
political and environmental relations. These relations link distant places in such a way
that local events are determined by international events, or in other words, what is
happening locally is determined by what is happening globally (Saee, 2004).
1.2 BENEFITS AND CRITICISM OF GLOBALIZATION Several benefits of globalization have been identified, such as
& Increased spread and connectedness of production and communication technol-
ogies across the world. & Diffusion of ideas and practices around the world.
& New developments and technological improvements.
& Development of the knowledge economy.
& Growth and expansion.
& Increased economic and cultural activity.
& Gains in productivity and efficiency.
& Increases in revenues, profits and returns on investment, and raised incomes.
& Job creation. & Growth in economies of scale achieved by centralizing the marketing and pro-
duction activities.
& The rise of global brands and products that can be sold everywhere (e.g., Coca
Cola, Nike, and Sony have become part of the lives of large numbers of people).
& Increased understanding of geography and experience of localness.
& Increased understanding of the world (Saee, 2004).
Some of the major benefits of globalization, such as the new developments in the
life sciences and digital technology, have opened vast, new possibilities for world
production and exchange. Innovations such as the Internet have made it possible to
access information and resources across the world. Access to knowledge and the
knowledge itself have become the most important factors determining the standard
of living, beyond labor and capital of production. Knowledge generates new ideas,
turns them into commercial products and services, and increases revenues and
incomes of those who know how to use it. Those who have knowledge can develop, grow, and succeed. All technologically advanced economies are knowledge based.
Knowledge makes the nations and their economies truly competitive and successful.
Unfortunately, not all nations and economies can benefit yet from globalization,
developments in new information technology, and access to knowledge. Globalization
is perceived by some as discriminatory and moving against human rights. Critics of
globalization claim that globalization brings
& Decline in the power of national governments and an increase in the power
of multinational corporations and supranational organizations. National economies become dependent on activities of the major multinational corpora-
tions that have the capital and technical expertise.
6 CHAPTER 1 Globalization, tourism and culture
& An increased polarization of the world in favor of the stronger economies.
Poorer countries become dependent on activities in major economies, such as
the United States. The gap dividing rich and poor nations is rapidly increasing. Rich
and powerful nations have capital and technology; poor and powerless nations do
not have access to capital and information technology. Those with capital and
technology do not allow for generating and spreading information and knowledge equally among the other nations. Large corporations claim intellectual property
rights over new discoveries in physics, chemistry, biology, for example, in genetic
research, and receive large profits from licensing their knowledge to others. There
are doubts whether modern economies are indeed knowledge economies.
& Supraterritoriality. Although most employment is local or regional, the strategic
activities have been spread around the world. What happens in a local neighbor-
hood is increasingly dependent upon the activities of people and systems operating
in different countries and on different continents. People’s lives and their activities across the globe have become increasingly interdependent and interconnected.
& Negative impact on local communities. The big multinational companies usually
operate in regions where they can exploit cheap labor and resources. Although
profits flow into the local communities, the local industries are taken over by
multinational corporations. This generates social and economic inequalities, large
unemployment, low wages, and generally poor working conditions. Since chil-
dren and young people represent the cheapest source of labor, they are econom-
ically exploited. Also, multinational companies have significant influence on the provision of infrastructure, such as hospitals, roads, and housing, which are built
mainly to meet corporate demands rather than public needs.
& Delocalization and outsourcing. Many of the activities that were previously local
are now being performed across great distances and national borders. Banking,
telecommunication, and retailing have adapted new technologies that allow them
to operate in different parts of the world with less customer-seller face-to-face
interaction and thus reduce the cost of their operations. They serve local clients
on different continents. Similarly, local bakeries, restaurants, and boutique shops have been closed in favor of opening big, cost-effective shopping malls. The result of
economic and social activities leaving local regions and cultures in pursuit of cheap
labor over the border has been this: a significant de-localization in world operations.
& Separation of work from the home. Technology has allowed people to commu-
nicate and make transactions between different places, spaces, and communities.
As a result, the work place has been separated from the home place. People move
between cities, regions, states, countries, and continents in search of jobs. They
relocate to different geographic and time zones. & Decline in social capital and civic community. A large segment of tourism activities
has been converted into commercialized and privatized activities. Many public parks,
outdoor recreation areas, land where children could play, beaches, fields and planta-
tions have been purchased or rented by developers to build new housing complexes,
apartments, or shopping malls. These events have seriously decreased the quality of
life and sense of well being within communities. The features that first attracted
1.2 Benefits and criticism of globalization 7
people to a local community, such as isolation, natural beauty, and peacefulness of
landscape, have been gradually eroded by new developments and a faster pace of life.
& Imitation of Western culture. A large number of consumers, mainly from devel-
oping countries, have developed an interest in and demand for products and
services that reflect the standards of the developed countries. They seek to imitate
Western consumption patterns to enhance their social status and self-esteem. & Standardization of the tourism product and disappearance of local standards.
The process of globalization has led to the homogenization of consumption of such
globally marketed goods and services as food, clothing, music, and travel products.
Many communities follow global ideas and demand global products, in turn losing
their local consumption patterns, distinct qualities, and sense of being different.
& Environmental degradation. The global industry has exploited the natural envi-
ronment and radically changed its quality. The land, sea, and air have acquired
commercial value. Many farming and fishing centers have been converted into new developments, resorts, shopping malls, or entertainment centers. These
changes have often been irrevocable; they have turned the environment into
places that cater to developers rather than local communities, causing alienation
of locals and loss of their distinct qualities.
& Considerable risk. Technological and economic progress have generated high
production risk across the globe. New diseases, viruses, and substances that
threaten life on Earth are produced every day. They can quickly spread beyond
their immediate context. The more that dangerous goods are produced on this Earth, the more peoples’ lives, properties, and commercial interests will be put at
risk (see http://www.infed.org/biblio/globalization.htm).
1.3 GLOBALIZATION AND THE TOURISM INDUSTRY Tourism is one of the world’s largest multinational economic activities (Friedman, 1995);
it ranks among the top five export industries for 83% of countries (Fayed & Fletcher,
2002). Tourism involves the greatest flows of goods, services, and people on the surface of the earth, and it is, therefore, the most visible expression of globalization. Although
the role and share of tourism in international trade is constantly increasing in
importance, trade in tourism services has been concentrated mainly in the developed
countries, such as North America and the European Union. The share of developing
countries in total world tourism is comparatively low, although rising significantly.
1.3.1 The influence of globalization on tourism Globalization has opened new opportunities for developments in tourism. Globalization
has facilitated growth in tourism through developments in electronic technology, com- munication, and transportation. It has affected worldwide suppliers and computerized
information and reservation systems, which have become more flexible and cost-effec-
tive; decreased costs of air travel; and offered easier access to destinations (Peric, 2005).
The rapid spread of information technology has improved the efficiency of the industry’s
8 CHAPTER 1 Globalization, tourism and culture
operations as well as the quality of services provided to consumers. It has also generated
increased demand for new travel services, such as computerized hotel and car bookings,
online reservation services, teleconferencing, video brochures, smart cards, and elec-
tronic funds transfer. The increasing use of the Internet in destination marketing, direct sales, and bookings has given rise to electronic tourism markets.
The development of sophisticated websites has allowed for the direct dissemina-
tion of travel information to potential clients. The Internet has made travel products
globally accessible at much lower costs. As a result, customer demand has become
more technology- and Internet-driven. In fact, the Internet has become the most
sought-after amenity in hotel rooms, airports, travel information and entertainment
centers, and educational institutions. The impact of technology and the Internet has
dramatically affected all operations of the travel industry and significantly reduced the need for travel intermediaries.
1.3.2 Forms and examples of globalization in tourism Globalization in tourism has taken many forms. The examples of globalization in the
airline sector have included the liberalization of air transport that allowed for market
access for private carriers, the formation of international alliances, privatization,
restructuring of government-owned airlines, investment in foreign carriers, airline
consolidations at the national level, joint ventures between airline companies or
between airlines and equipment manufacturers, and outsourcing. The three major
airline alliances have been Star Alliance, Oneworld, and SkyTeam (Dimanche & Jolly, 2006). These alliances have cooperated in marketing and promotion; standardization
of equipment, services, and suppliers; development of a common brand; and sharing of
frequent-flyers programs (Peric, 2005). Large air carriers developed computerized
reservation systems, such as CRS and GDS, which facilitated the flight reservations
process and became the main distribution and marketing tools in international tourism.
Examples of globalization in the accommodation sector have included hotel coop-
eration and chain creation, joint ventures, franchising, management contracts, and
consortia of independent hotels. Major international hotel groups include Interconti- nental Hotels (the United Kingdom); Accor (France); and Cendant, Marriott, and Star-
wood Hotels and Resorts (the United States). These hotel corporations are involved in
various countries worldwide. For example, Marriott International bought more than
50% of Renaissance Hotel Group and is presently managing more than 1300 hotels of
different brands worldwide. Strategic partnerships provided Marriott International
with access to 40 new markets, including Russia, China, Japan, India, Italy, and Turkey.
Four Seasons Hotels used the strategic partnership with Regent International Hotels
Ltd. to take over the management of hotels in Bangkok, Hong Kong, Kuala Lumpur, Melbourne, and Sydney (Knowles, Diamantis, & El-Mourhabi, 2001).
Examples of globalization in the retail sector include partnerships, integration, and
franchising. Tour operators and travel agencies entered into partnerships and/or inte-
grated with hotels, charter airlines, retail distributors, and cruise companies. American
Express developed a range of products in various sectors of the industry. Since it
1.3 Globalization and the tourism industry 9
focuses on the activities of 3200 travel agencies, it has become the largest tour operator
in the United States, Australia, Canada, Mexico, and France (Knowles et al., 2001).
Franchising and management contracts are used as management strategies by food-
service companies. Another example is the German group TUI, leisure tourism world leader. This integrated company owns travel agencies, tour operators, airlines, cruise
ships, and hotels in more than 30 countries.
Large firms have exerted their influence on the operations of local firms by, for
example, obliging local authorities to comply with certain laws and imposing conditions
on local suppliers. Some tour operators have exerted a strong influence on the ways
hotels operate and the prices they charge. For example, one adventure tour operator from
the United Kingdom, strongly committed to protecting the environment of the destina-
tions it features, ensures that local suppliers comply with environmental protection rules and use environmentally friendly equipment, products, and materials (Peric, 2005).
1.3.3 A new type of tourist Globalization and the new political and economic world also brought changes to the
tourist profile and preferences for products and services. In the eighteenth and nine-
teenth centuries, scientific and technological advances led to mass production and the
development of mass markets with similar attitudes and tastes. The consumer
demanded mass-produced goods and services at a low price. This led the producers
to mass produce products and services that had a universal appeal, such as fairly
standardized mass-market package holidays. They offered good value products, though quality was sacrificed for price. This process has often been described as
‘‘McDonaldization’’ (Ritzer, 1993). New consumers have shown a completely different behavior pattern. They have
become more globally oriented. As a result of developments in communication and
information technology, and increased social and economic exchanges, they have been
exposed to different cultures and developed new ideas and viewpoints. They have
multiple demands, often borrowed from other cultures. They have become more de-
pendent on information technology, self-service, and personal reservation tools. The new self-sufficient consumer has become more individualistic and requires more cus-
tomized and highly developed products; greater choice, quality, and variety; and good
value for money. Consumers have also begun to demand easier access to information
technology, lower-cost transportation, and greater flexibility in travel (Akpinar, 2003).
Moreover, after September 11, 2001, the fear of the unexpected, such as wars,
political conflicts, terrorism, or incurable diseases, has increased consumers’ desire for
safety, social stability, and order. Consumers have begun to re-evaluate their consump-
tion behaviors, use of time, and attitudes toward leisure. They have chosen a new balance between career and family, and work and play. They have developed a new
‘‘wait and see’’ attitude, facilitated by ‘‘last-minute-purchase’’ web sites, resulting in late bookings. Also, the emergence of ‘‘search for experiences’’ as a travel motivator, as well as increased environmental awareness, has led travelers to modify their behav-
ior and to look for alternative forms of travel. These changes in consumer behavior
10 CHAPTER 1 Globalization, tourism and culture
have generated demand for new experiences. Consumers have begun to demand
authentic and genuine experiences. A new type of tourist called the ‘‘experiential’’ tourist has emerged. This type of tourist is interested in novelty, ‘‘strangeness,’’ authenticity, and all that is different and that creates unique experiences. As a result, the industry has striven to organize tours to various localities that have something
unique and specific and that set them apart from other destinations with their scenic
beauty, festivals, or art works.
The new tourist has also developed new, intrinsic travel motivations and cultural
needs, such as seeking new identity, self-actualization, and self-development, rather
than physical recreation and rest. As a result, the suppliers must pay more attention to
what the new tourist thinks and feels.
Such a shift in consumption preferences has begun to produce a new tourist who demands new products, variety, flexibility, and personalization. New tourists have also
begun to develop new values and worldviews that stress the importance of family and
ecology. It is hoped that in such a world, traveling will come to be more about
developing social relations, preserving natural resources, becoming educated, and
maximizing the quality of experience than about the quantity of products purchased.
In fact, more and more tourists are seeking the fulfillment of intrinsic needs and finding
self-expression in culture, ethics, and morality; understanding the importance of intel-
lectual, emotional, and spiritual well-being; and becoming more concerned about the planet, its resources, and its inhabitants all coexisting in peace.
Such changes in consumer behavior have also brought changes to destination
marketing and called for the development of more targeted and customized products.
A number of new lifestyle segments, such as single-parent households; ‘‘empty nesters’’ (couples whose children have left home); double-income couples without kids (DINKS); baby boomers; and generations X, Y, and M, have became prevalent in
tourism and signaled the need for a more differentiated approach to targeting. The
identification of the specific needs of the individual customer have called for product diversification, customization, and exploitation of niche marketing. Table 1.3 shows
the examples of the influence of globalization on tourism.
Table 1.3 The Influence of Globalization on Tourism
Culture Creation of global village Globalization of culture Global uniform culture Global tourist; uniform tourist behavior Culture change Resistant to change in culture Emergence of local identity Emergence of local consumer behavior Glocalization
1.3 Globalization and the tourism industry 11
TABLE 1.3 (Continued )
Ecology Ecological degradation Climate changes and their effects on destinations Global warming and its effect on tourism businesses
Economy Horizontal and vertical integration strategies of tourism enterprises Foreign investments in hotels and tourist attractions Global players and strategic alliances (air companies, hotels, tour operators) Global tourism management Global competition of vacation resorts
Politics Increasing importance of international tourism organizations Necessity for global coordination and regulation of passenger circulation Sustainable development as quality and dominant idea
Technology Global booking systems Global distribution networks Web 2.0 tools Mobile phone technology Standardized technologies in transport systems
Tourist behavior Global orientation Dependence on information technology Use of self-service and personal reservation tools Demand for new experiences Increased uncertainty and fear New intrinsic travel motivations Wait-and-see attitude Sensitivity to price Travel cost-cutting Individual travel, do it yourself Travel by car/coach/train instead of plane Accommodation other than hotel (apartments, country houses, bed and breakfasts) Visiting family and relatives
Note. Some items adapted from Peric, V. (2005). Tourism and globalization. In the Proceedings of the 6th International
Conference of the Faculty of Management Koper, Congress Centre Bernardin, Slovenia, 24–26 November 2005.
12 CHAPTER 1 Globalization, tourism and culture
1.3.4 A new type of tourism Changing values of the new consumer have created a demand for new products and
provided a driving force for the development of new types of tourism. Traditional mass tourism, although still prevalent, is evolving into a ‘‘new tourism,’’ often called re- sponsible, soft, alternative, green, or sustainable tourism. The new types of tourism
that hold a great potential for the future tourism market are cultural tourism; health,
wellness and spa; nature-based; educational; wildlife; geo-; genealogic; gastronomic or
food and wine; photographic; volunteer; virtual; experiential; space; ethical or moral;
community; and para tourism. These new types of tourism require tourism product
customization, which has begun to play an important role in the industry and tourism
marketing. The industry is facing the challenge of catering to the individual tourist’s needs, and it is therefore transforming itself from being focused on the mass market to
becoming diversified and focused on individual tourists’ needs. Table 1.4 shows the
global values and future demand for new tourism products.
Table 1.4 Global Values and New Tourism Products
Values General Features Relevance to Tourist Behavior Community Public service Demand for products that
create a sense of community and connect with the community (social events, social tourism)
Culture Culture more important than money and material possessions
Demand for cultural products (art, music, film, museums, galleries, concerts, cultural tourism, ethnic tourism)
Ecology Importance of saving, conserving, and protecting natural resources
Demand for products that protect fragile environment and nature (eco-friendly products, ecotourism, geotourism, nature-based tourism, wildlife tourism)
Education Education is the best investment
Demands for products that encourage learning experiences (books, guides, videos, educational tourism, cultural tourism, wildlife tourism, interpretation services, special interest tourism, food and wine tourism)
1.3 Globalization and the tourism industry 13
TABLE 1.4 (Continued )
Values General Features Relevance to Tourist Behavior Family Importance of family
relations, support and love Demand for products that bond family together (games, sport and fishing products, family vacations, group activities, genealogy tourism, community tourism)
Friendship Importance of friendship, friends are forever
Demand for products that allow people to spend time with friends and show appreciation (games, card, gifts, wine, tea, jewelry, visiting friends and relatives, community tourism, volunteer tourism)
Harmony Social harmony Demand for products and services that create social harmony (social events, social tourism, ethical tourism, moral tourism)
Humanitarianism Caring for others, empathy, human rights
Demand for products that compete with commercial market leaders (products for elders, disabled, unemployed, fund-raising events, donations, voluntary tourism, tourism for those with special needs, subsidized vacations, non-profit tourism)
Love Importance of feelings, ethics and morality
Demand for products that generate and teach feelings (poetry, music, art, romantic cruises, nostalgic tourism, nature-based tourism)
Safety and security Importance of safety, security, social stability, and order
Demand for risk-free products and products that reduce risk (comfortable and safe clothing, transportation, sport and kitchen equipment; translating, guiding and interpreting services; insurance)
14 CHAPTER 1 Globalization, tourism and culture
1.4 GLOBALIZATION AND CULTURE
1.4.1 The emergence of globalized consumer culture? It seems that the world’s consumption patterns are following a global consumer culture
characterized by a high level of desire for and consumption of material possessions (Ger
& Belk, 1999). This is accompanied by the acquisition and display of goods and services
which is a source of destructive envy and resentment but also desire and admiration
(Belk, 1988) and fuels consumers’ needs (Ger & Belk, 1999), even in countries where
purchasing power does not allow access to goods and services. High levels of consump-
tion are generally believed to be a symbol of the good life. Also, global consumer culture
dictates that people strongly believe in the unlimited ability and achievements of science and modern technology. Modern technology has produced and disseminated informa-
tion and images that convince people of its ability to solve all human problems, such as
disease, hunger, and poverty, and to offer the means to a better and bigger future. These
images have led to the desire to possess everything, enjoy freedom, and make change.
Global consumer culture is thus characterized by high purchasing power, high individ-
ualism, individual freedom, a strong focus on material achievements and possessions, a
belief in time as a scare commodity, a tendency to devalue the past in favor of a future
orientation, and enthusiasm for change and innovation. Consumption has become a necessity in order not to be behind the time, to live like
a human being of the contemporary world, and to achieve major economic growth and
liberalization (Ger, 1992). However, in some cultures consumption and materialism
are generalized symbols that stand for evil (Wuthnow, 1994) and are seen as being
foolish, wasteful, and shallow. It is believed the excessive consumption and material-
ism create humanistic, social, environmental and religious discourses. For example,
TABLE 1.4 (Continued )
Values General Features Relevance to Tourist Behavior Spirituality Importance of inner values,
inner peace, satisfaction Demand for spiritual and religious products that allow people to understand their inner self and the purpose of life (stones, crystals; tarot cards; bibles; religious books; spiritual retreats; pilgrimages; health, wellness, spa tourism; religious tourism; experiential tourism; trips to sacred sites)
Source: Reisinger, Y. (2006). Shopping in tourism. In D. Buhalis & D. Costa (Eds.), Tourism business frontiers: Consumers, products and industry. Burlington, MA: Elsevier.
1.4 Globalization and culture 15
one of the environmental concerns that is typical of global culture and is caused by
excessive consumption patterns is the increased level of pollution and the depletion of
the ozone layers.
1.4.2 Global consumer and global products? Some argue that in a new global world consumers have become increasingly similar in their values and behavior patterns despite their national cultural characteristics; global
consumers are increasingly eating the same food, wearing the same brands, and watch-
ing the same TV programs (DeMooij, 2004). It is argued that it is even possible to
identify consumers on a worldwide basis. For example, one can create segments of
consumers with a similar global profile and attitudes. These segments can be targeted
without reference to their national characteristics. For example, marketers can easily
distinguish among the European, American, or Asian consumers who share particular
characteristics; they have similar lifestyles, incomes, and interests. These segments can be targeted with global products. The global products are of similar nature and are
produced for similar consumers (rather than consumers demanding them). For exam-
ple, global business travelers can be targeted with global brands from a wide variety of
duty-free shops. Global products are advertised and sold in many countries around the
world. In 2007, Amadeus, a world leader in technology solutions for the travel industry,
published a report that identified four major ‘‘traveller tribes’’ that may emerge in the next 10–15 years and potentially transform how the airline industry delivers its pro-
ducts and services. These tribes include global executives, active seniors, cosmopol- itan travelers, and global clans (www.amadeus.com). According to Amadeus, these
tribes will be recognized across borders and cultures.
However, there is also an argument that there is no such thing as a global consumer.
One cannot distinguish among European, American, or Asian consumers because of
the differences in their lifestyles across continents and countries as well as at the local,
regional, and national levels. For example, although there are clear differences be-
tween the EU countries, there is also a fundamental disparity in their value systems and
lifestyles (Wierenga, Pruyn, & Waarts, 1996). Numerous studies suggest that a global tourist does not exist (see Reisinger & Turner, 1999a, 2002a, 2002b). Very different
people live in the different countries of the world. They have different cultures and
behavior patterns. For example, Asian consumers cannot be clustered into one group
because Japanese differ from Thais, Thais differ from Indonesians, Indonesians differ
from Chinese, and Chinese differ from Koreans. Similarly, there are differences among
European consumers: German consumers differ from French, British, and Italians.
Because there are these cultural differences among consumers from different coun-
tries, the marketing mix must also change to suit the national characteristics.
1.4.3 Disappearance of local cultures? It is argued that global consumption patterns and global consumers do not exist. The
true globalization of consumption patterns and global consumers could occur in a
16 CHAPTER 1 Globalization, tourism and culture
genuine global world only. This would happen only when French consumers develop a
real taste for peanut butter, American women decide to wear kimonos, and Australian
men swap their shorts and things for Bavarian lederhosen (Usunier, 2005). This,
however, is not possible. Local cultures and their consumption patterns do not disap- pear. For example, both Americans and Europeans like their coffee, but the Americans
treat their coffee as a morning necessity, while the Europeans treat their coffee as a
social and leisure event. Similarly, Americans and Australians have different eating
habits (fast food versus slow food).
It is possible that consumption patterns could be globalized if everyone were to
adapt others’ ways of life and cultural values. However, a direct adaption of others’ ways
of life and values might not be effective. In fact, the potential for one society to adapt the
values and consumption patterns of another is limited. For example, the adaption of the American (or Westernized) style of life would be difficult to implement in other coun-
tries (e.g., developing countries) with different tastes and preferences. Some countries
might be resistant to a change and disapprove others’ technological developments and
adaptation of ideas (e.g., China, Japan, and France often oppose US ideas).
Further, although some people might share global values that transcend national
borders (e.g., teenagers wear jeans or watch MTV), they often have to give up on these
values and re-adapt nationally accepted values. For example, when Japanese young
people join the workforce or start a family, they are expected to follow culturally appropriate behavior. Significant elements of local culture, such as dress, social rela-
tions rules, or language patterns, must be followed.
1.4.4 Cultural homogenization? There are arguments that globalization leads to cultural homogenization. The growing
economic and cultural interdependency has accelerated the homogenization of con-
sumer demands for and universal acceptance of global products such as food, drink,
clothing, music, and film. The new developments in technology and media commu-
nication, such as the Internet, television programs, travel documentaries, and online
newspapers and magazines, have allowed people from different regions and cultures to contact each other, communicate, expose themselves to other cultures, and export
their own. The cumulative effect of the communication media and of tourists bringing
in new ideas and products reflecting urban, Western ideals is additional cultural
exposure and exportation. The end result is that similar products are consumed
throughout the world, especially by teenagers, who quickly adapt the same fashions,
jargon, music, or entertainment preferences. Thus, globalization significantly acceler-
ates cultural homogenization (McLeod, 2004) and convergence toward a common set
of cultural traits and practices. Those who believe in a continuous cultural homogenization also believe that global
culture follows the global economy and so-called ‘‘McDonaldization’’ and ‘‘Coca- colonization.’’ The notion of ‘‘McDonaldization’’ refers to the worldwide homogeni- zation of societies through the impact of multinational corporations, cultural Western-
ization, and, in particular, Americanization of the entire globe. Other nations have
1.4 Globalization and culture 17
followed the US pattern of buying cars, home electronics, and fast food. People around
the world identify themselves with McDonald’s and Coca-Cola. The homogenization of
culture around the world began with the McDonaldization of society.
Consumption has been built upon a standardized brand image, mass production, advertising, and the high status attached to Western products and services, particularly
US products. The global consumer has been targeted by the images of non-utilitarian
values, such as dreams of affluence and personal success, rather than the utilitarian
convenience of global products. Societies have become very consumption oriented.
Over the years, the process of cultural homogenization has been strengthened by
the rise of the Internet and other information technologies. Companies such as Yahoo,
Microsoft, Google, and Motorola have become more important cultural icons than
McDonald’s and Coca-Cola. Also, Western education and knowledge have disseminat- ed Western standards and created similar values that have influenced international
organizations, such as the World Bank, the International Monetary Fund, the United
Nations, and many other multinational/global corporations. This, of course, has given
rise to the emergence of similar interests of global elites.
1.4.5 Product standardization or customization? It seems that consumer purchasing patterns are becoming similar across the world.
The US purchasing patterns are followed by others. However, the emergence of a
global consumer culture implies a certain standard to follow. This standard means that
(1) the same product is offered to everybody, everywhere, all the time; and (2) the product’s quality is also the same. This standardization has four benefits: (1) it implies
efficiency of production and delivery to a consumer; (2) it allows for quantification
based on measured criteria; (3) it guarantees predictability (the consumer has access to
the same product across different places and times); and (4) it guarantees the following
of strict production and delivery rules, and allows for control. This standardized
consumption pattern has often been criticized for not being good and useful to people
in all cultures. The meaning of standardization and its implications for the consumer
might differ in various cultures. For example, the fast-food concept and product standardization have been successfully adapted in the People’s Republic of China,
where consumers praise shorter waiting time and fast service. However, it has been
received with criticism in France, where consumers seek distinctiveness and identity.
The issue of standardization has been debated in the American market context,
mostly. The United States is the ultimate example of a homogenous country where one
finds the same types of hotels, shops, fast-food restaurants, etc., all over the country.
The country does not have cultural differences shaped by many centuries of inhibited
communication and exchange between different regions (Wierenga, Pruyn, & Waarts, 1996). Since global consumers increasingly follow the American consumption pat-
terns, shopping malls, hotels, airports, banks, and even gambling casinos are quickly
becoming indistinguishable, whether they are in the Americas, Australia, Europe, or
Asia. Only the world religions, languages, and currencies continue to show major
differences among nations. It is possible, however, that these differences will also
18 CHAPTER 1 Globalization, tourism and culture
disappear. Fortunately, evidence suggests that cultural differences between regions of
the United States are significantly increasing instead of diminishing (Kahle, 1986).
1.4.6 Cultural heterogenization? Some believe that the process of globalization has led to a culture of heterogenization.
Heterogeneity is developed through an increasing emphasis on local cultural elements, such as language, education, religion, traditions, art and crafts, food, shared history, or
the role of family. These elements are created and brought by the arrival of different
people from a wide variety of cultural backgrounds. As a result, people become
exposed to various cultures and are made increasingly aware of their differences.
However, the process of cultural heterogenization is limited. Global foreign brands,
theme parks, films, and television programs have different meanings and impacts in the
world. The American soap operas are interpreted very differently among Japanese,
Israelis, Algerians, and Americans (Liebes & Katz, 1990). Likewise, the Western clothes, soft drinks, cigarettes, liquor, films, and books that flooded Eastern and Central
European countries significantly differed from the ethnic clothing and foods, and thus
were not always popular on the local markets.
One may also argue that the processes of cultural homogenization and heterogeni-
zation occur simultaneously, albeit at different levels. The homogenization of the
consumption patterns occurs at the international level, whereas the efforts to maintain
cultural uniqueness and distinctiveness occur more at the regional and local level.
1.4.7 Cultural convergence or divergence? The concepts of cultural homogenization and heterogenization have led to two theo- ries, one claiming that the world’s cultures are converging and others diverging. The
first theory claims that since the world is under pressure to become global and more
homogenized, it converges to commonality. As more and more people cross national
borders, trade goods and assets, and exchange ideas and cultures, the planet is getting
smaller, and its cultures are converging (mainly economically and technologically).
The second theory claims that the flows of goods, assets, and knowledge are directed
towards the main centers of capital and knowledge only. Societies that do not have
access to electronic technology and cannot communicate with each other across the globe remain uninformed and thus lack accurate and adequate knowledge of the
world. As a result, according to Burns, these societies and their cultures are diverging
(mainly in social relations) (cited in Wahab & Cooper, 2003).
1.4.8 Cultural hybridization? There are also arguments that increasing interconnections between people and places
have caused the partial convergence of cultures and led to new forms of culture called
cultural hybridization (Meethan, 2001). Cultural hybridization implies the incorpo-
ration of cultural elements from a variety of sources within particular cultural practices.
1.4 Globalization and culture 19
For example, the McDonald’s in Moscow mixes an American fast-food restaurant into a
Russian market. American students living in Toronto eat at a Vietnamese restaurant.
Japanese women wearing kimonos use the bank’s automated teller machines. Cultural
hybridization can develop through migration or bio-cultural marriages allowing for the combination of two identities, two languages, and two cultures. Hybridization is the
solution to cultural polarization (homogenization versus heterogenization). Hybridiza-
tion allows for movement and negotiations between the cultures.
1.4.9 Cultural commoditization? As a result of globalization and the attempt to respond to tourists’ demands for cultural
experiences, culture is often commoditized and transformed into a new form (com-
modity) in order to sell it. Cultural commoditization is done by creating inauthentic
cultural artifacts, specifically designed for tourist consumption, and adapting them to
the needs of tourists. They are accepted by many tourists as being traditional cultural products. Many would argue that cultural commoditization is the worst effect of
globalization on culture. Turning authentic cultural products into commercialized
commodities for tourist consumption strips these products of their original quality
and meanings; they have nothing to do with the traditional and genuine ways of their
production and are far from the traditional way of life that produced them (Richards,
1996).
Although cultural commoditization is unavoidable, it is not necessarily a bad thing.
Cultural commoditization can be the solution to local cultural deterioration. By be- coming cultural artifacts for tourists, local products are recognized and traditional
values enhanced. Cultural commoditization can be a means of cultural conservation
and preservation, provided that local communities maintain control over their own
products.
1.4.10 Cultural deterioration, loss, adaptation or change? There is a belief that globalization has led to cultural commoditization and erosion of
cultural forms. Since culture has been comodified and commercialized for the purpose
of sale to mass tourists, many elements of culture have deteriorated and even signifi-
cantly eroded. Also, the increasing contact between peoples from different cultures has caused some communities to change their local values and traditions. In fact, some
communities have lost their traditional values by adapting to foreign values. As a result,
pristine, genuine, and authentic elements of local culture have disappeared.
The development of new technology has become a major threat to cultural authen-
ticity. The media and communication technology that created the demand for the
unfamiliar have homogenized culture. For example, the development of tourism in
Bali that generated demand for comodified forms of the local culture caused cultural
pollution, disappearance of genuine local traditions, and a threat to the Balinese people. Likewise, the development of tourism in the Caribbean and Goa brought
commoditization and deterioration of the local culture (Meethan, 2001).
20 CHAPTER 1 Globalization, tourism and culture
Some argue that globalization has not homogenized and deteriorated culture. In-
creasing interconnections between people and places has caused the convergence of
cultures and cultural change. Culture changed through cultural contacts, cultural
borrowing, and adaptation. Cultural elements, both material and non-material, are being transformed between places, adjusted, and adapted for more localized forms
of consumption. As a result, cultures have become so intermixed that there is no longer
any pure or authentic culture distinct from others. For example, hybridization of
culture has brought a loss of cultural ‘‘purity’’ and authenticity. Thus, one also can no longer assume that cultures are territorially bounded and self-contained wholes
(Meethan, 2001).
However, the spread of globalization does not always have to cause a loss of cultural
purity. In some regions culture adapts itself to foreign themes. The production of local products is adapted to tourist consumption. This is an example of cultural change
(local consumption change through differentiation) but not an example of a loss of
cultural authenticity or purity through commoditization (Meethan, 2001).
1.4.11 Consumerism a bad thing for tourism? One of the universal results of globalization is consumerism, defined by an increasing
demand for high consumption of a variety of products and services. Consumerism
affects tourists by exposing them to the attitudes of the consumer-oriented society,
with its modern, urban lifestyle, expectations of high service levels, and an under-
standing that everything is for sale. It is often believed that consumerism destroys culture and generates environmental and social problems such as congestion, over-
crowding, and queues at attractions, museums, and restaurants. For example, the
overwhelming influx of tourists in Venice has produced a growing number of nega-
tive environmental and social impacts. Venice is essentially ‘‘full’’ of tourists. The invasion of visitors in St. Mark’s Basilica has caused serious damage to the frescos
through the condensation of the visitors’ breath. Also, the stones underfoot have been
worn away by the stream of visitors. However, these environmental problems are often
accepted by tourists and seen as being an important part of their experience (Richards, 1996).
Tourist consumption does not necessarily have to destroy culture. High tourism
consumption creates high demand for cultural preservation and conservation. Tourism
consumption revitalizes local traditions and authenticity, promotes cultural aware-
ness, and creates new systems of values and power. One must only know which
elements of culture are for sale and tourist consumption, which are not, and which
need to be preserved.
1.4.12 Globalization and disappearance of local identity? McLeod (2004) believes that globalization destroys socio-cultural identity of the local community and its native values, traditions, and way of life. Today, the land and sea
are often acquired by developers who turn farms and fishing centers into tourist
1.4 Globalization and culture 21
resorts, and cut off fields and forests to build apartments and commercial centers.
Modern hotels, expressways, and bridges lack the previous local uniqueness and
appeal. Everything that initially attracted tourism, such as the beauty of the land-
scape, peacefulness, or isolation, including the qualities of life, are gradually eroded by tourism developments and the faster pace of life. Fishermen become shopkeepers
and tour guides, young women seek financial independence and emotional libera-
tion, locals reinterpret traditional roles and events, and all follow different patterns
of life and values. The meaning of local culture is dissolving. Tourists now go fishing
in ‘‘real’’ fishing boats while fishermen work in supermarkets, and locals eat ‘‘local’’ dishes in modern restaurants while watching themselves performing traditional
dances in promotional videos (McLeod, 2004). This results in locals becoming
alienated from their natural and local surrounding. With the increasing influx of foreigners, new technology, and modern lifestyles, opportunities for maintaining
local identities become smaller and even disappearing. Also, as more infrastructure
and apartments are built, and locals follow global life patterns, the experiences of
visitors and locals are getting lower. Consequently, globalization and tourism devel-
opment destroys local identities, the quality of tourism, and tourism itself (McLeod,
2004).
1.4.13 Resistance to cultural change and emergence of local identity There is growing evidence of local resistance to the forces of globalization that
have destroyed local cultures. In Europe, which is culturally very fragmented, the process of resistance to global cultural influences is in progress. European coun-
tries pay particular attention to their cultural identities, origins of artists, rituals, art
works, buildings, and even whole landscapes. Cultural differences are increasingly
emphasized. Cultural differences are what attract tourists to a particular place. The
most attractive are the differences that are unique, authentic, and place bound.
Thus, in an increasingly globalized and culturally homogenized world, there is a
growing need to establish local difference. However, the degree of difference must
not be too great because it would cause disturbance and friction between the local population and tourists.
Local resistance to globalization also gives rise to nationalism. Through the means of
mass communication and increased social contacts, people and nations realize that
they can strive for cultural sovereignty and identity. Individual communities often fight
for their cultural recognition, history, and distinct qualities. For example, despite the
European Union’s increasing involvement in the lives of its countries and an increasing
number of arrivals of foreign nationals, European countries have not lost their identi-
ties and sense of themselves (McLeod, 2004). Numerous European communities guard their national borders and currencies and preserve culture and language. It is hoped
that the national identities of many European communities will not disappear. Accord-
ing to Hall (1990), it is not likely that globalization destroys national identity of distinct
communities. People will search for local roots and go to various lengths to preserve
the national, state, community, and individual values.
22 CHAPTER 1 Globalization, tourism and culture
1.4.14 Glocalization One of the important means of preserving local/regional identity is glocalization.
Glocalization represents a blend of globalization and localization, and it means that globalization is adapted to local conditions (Robertson, 1995). One example of gloca-
lization is the Moscow McDonald’s that varies from its American counterparts by
catering to Moscow’s consumers. Although McDonald’s is an increasingly global cor-
poration, it survives only by catering to local tastes and needs. Another example of
glocalization is global advertising of goods and services differentiated for local markets
and consumers. The success of such glocalization depends on the in-depth understand-
ing of the target markets and their expectations.
It is often argued that it is not so much cultural homogenization, but a global localization that develops as a result of globalization. McDonaldization does not rep-
resent a form of cultural homogenization; rather, it is a form of intercultural hybridiza-
tion (intermingling between cultures). Firms like McDonald’s have abandoned product
standardization and developed marketing and product strategies that are as numerous
as the variations of consumer demands in different markets.
Glocalization is the result of the relationships between the global and the local.
These relationships allow the global and the local to reinforce and complement each
other rather than compete with each other. Although markets, customers, and pro- ducts may be global in many contexts, they are local in their designs and content.
1.4.15 Local internationalization and regional cooperation Another important means of preserving local identity as well as differentiation in a
global tourism market is local internationalization and regional cooperation that pro-
mote direct investment, lower transportation and transaction costs, and reduced pro-
duction and distribution costs through developing economies of scale. Local
internationalization and cooperation facilitates and secures regional economic develop- ment and competitiveness. For example, in East Asia a number of regional growth areas
have been established to maximize cross-border movements of goods, services, and
human capital; to attract investment and technology; and to compete with much larger
countries, such as China and India. Similarly, Europe and North America established
sub-regional growth. According to Hall, examples in North America include cross-
border relations between the United States, Canada, and Mexico (cited in Wahab &
Cooper, 2003). These sub-regional areas not only provide a more competitive environ-
ment, but also allow the regions to develop their own uniqueness and distinctiveness.
1.5 BENEFITS AND LIMITATIONS OF GLOBALIZATION IN TOURISM Globalization has brought great benefits to tourism. For example, globalization
has increased trade, capital, and human flows; generated growth; and created
thousands of jobs in developed and emerging economies. Globalization has boosted
1.5 Benefits and limitations of globalization in tourism 23
the development and progress of the tourism industry by encouraging investments in
new tourism infrastructure, particularly in underdeveloped regions, and improving
their positioning in the international market. Globalization has raised incomes of
consumers, as well as the quality of their material life in terms of increased product choice (Saee, 2004). Tourism has benefited from globalization by following global
principles of socio-economic, ecological, and culturally sustainable development, thus
contributing to the betterment of the world as a place in which to live and work.
However, globalization has also polarized the world. Developing countries have little
influence on global institutions and their activities. Globalization largely benefits ad-
vanced societies and creates new forms of colonial control. World trade is responsible
for uncontrolled environmental problems. Globalization continually invades the bio-
system. Developing nations that believe they have a right to their natural resources build factories that pollute the air and water. Globalization in tourism also means
standardization of a tourism product and the loss of national, regional, and local
character. Globalization helps to create homogenous tourist resorts, food and beverage
establishments, theme parks, and events, thereby erasing local standards. It offers
impersonal service standards, superficial communication, and poor content. Globali-
zation causes the loss of competitive advantage; it renders a tourism product standard-
ized and unrecognizable, and can even make it disappear. For this reason tourism
destinations have to differentiate themselves from others clearly and follow strict local cultural standards, balanced with the global service standards that customers have
come to expect.
Supporters of globalization assume that benefits associated with globalization far
outweigh the perceived drawbacks. Generally, globalization has been beneficial to
nearly all countries around the world, resulting in increased real living standards, as
measured by per capita GDP. No nation can afford to ignore it since it can be beneficial
to nations involved in international trade (Saee, 2004).
1.6 CHALLENGES OF GLOBALIZATION IN TOURISM Globalization presents the world and the tourism industry with a new set of challenges.
The most important is that businesses operating in foreign host countries with differ-
ent cultural, political, economic, technological, and legal practices must adapt to the local environments. Practices and strategies that are perfectly acceptable in one coun-
try can be taboo in another country. Complexities of globalization call for understand-
ing and accommodating different worldviews, variations in employers’ business
practices, and differences in national cultures of employees and consumers. Global
tourism managers and marketers must develop high levels of intercultural communi-
cation and competencies and make appropriate adjustments to their business practices
to suit a particular international environment. Global tourism managers must effec-
tively deal with communication difficulties, control legal and political decisions. They must accommodate the structure and composition of the workforce and its require-
ments to culturally different business practices. They must develop international
24 CHAPTER 1 Globalization, tourism and culture
human resources policies; provide cross-cultural raining in the accommodation, trans-
portation, and catering sectors; and develop awareness of the different cultural norms,
for example, in work and leisure patterns, health, safety and occupational standards, as
well as hiring, dismissal, discrimination, and workers’ rights. Employees’ worldviews and attitudes toward work will vary, as will consumers’
needs and preferences. To accommodate their employees and customers, global man-
agers and marketers must therefore learn about cultural differences in religions, cus-
toms, work ethics, languages, and behavioral codes and standards. For example, when
McDonald’s entered India, its menu had to accommodate the cultural tastes of locals.
Globalization has also created new challenges for destination marketing. Cultural
differentiation, market disaggregation, and segmentation – not cultural convergence
and market aggregation – are important future targeting tools that will determine destination competitiveness. Global tourism marketers must become aware of the
cultural needs of particular markets and use the knowledge of these needs to develop
destination marketing plans for international tourists. Marketers must distinguish be-
tween global, international, and sub-national cultures, and differentiate their approach
to destination marketing accordingly. Destinations must create unique cultural iden-
tities that differentiate themselves from other destinations in the global marketplace.
Also, since tomorrow’s global consumers are today’s children, the challenge will be
to develop their interests in the local communities and pride in their identities. Today’s children are familiar with the Internet and influenced by a variety of global advertising.
They are accustomed to desiring global products such as McDonald’s or Disney from an
early age. Whether these children will follow traditional versus global values when
they become older will depend on their intellectual, ethical, and practical reasons for
protecting local cultures from globalization (Usunier cited in Swarbrook, 2007). The
challenge will be to develop their interest in the local environment and pride in own
cultural identity.
1.7 THE FUTURE OF GLOBALIZATION: AMERICANIZATION OF CULTURE, COSMOPOLITAN CULTURE, CULTURAL HYBRIDIZATION, CULTURAL DISAPPEARANCE OR CULTURE CLASH? The term ‘‘globalized world’’ often refers to a ‘‘global village’’ and suggests that the world in which we live is a peaceful place where people live together and follow
commonly accepted rules that help them organize their lives. However, Sebastian
(2005) argued that globalization is not a peaceful, orderly, equitable process. The
world is without law and order, dominated by the influence of the United States, the
largest and strongest economy in the world, with the best technology, most well
equipped universities, and unparalleled expertise. American consumerism has chan-
ged values and patterns of peoples’ behavior; the societies which were integrated and lived peacefully have begun to follow American patterns of consumption. This
increased demand for self-conscious consumption has brought acts of violence,
1.7 The future of globalization: Americanization of culture 25
kidnapping, looting, assault, and drug trafficking. It has created tension between what
globalization offers and what the lower classes are capable of actually obtaining
(Sebastian, 2005).
The power of the American film industry – Hollywood images, music, and fashion – pervades the whole world and generates an identity crisis among the poor nations.
Millions of people reject the good elements of their own cultures to follow the
American way of life and its modern culture. Many risk losing their identities; they
do not know who they really are or where they belong. For this reason, many people
resent the power, world dominance, and influence of US culture on other cultures
(Sebastian, 2005).
However, the strong associations of globalization with Americanization of culture
might be overstated. There still remain strong cultural relationships between the former colonizing nations (e.g., the United Kingdom and France) and their former
colonies (e.g., India and French-speaking Africa). Also, although Americanization of
culture is criticized and rejected by many, it seems that Indonesianization may be more
worrisome than Americanization, as Japanization may be for the Koreans, Indianization
for Sri Lankans, and Vietnamization for Cambodians (Huntington, 1996).
Moreover, although globalization spreads American culture throughout the world,
the United States does not represent a cultural power or a world culture with which all
others are homogenized. There are multiple cultural powers, not one strong, dominant culture in the world. A real global culture is a cosmopolitan culture that represents a
symbiosis of all elements of the many other existing cultures (Sebastian, 2005). The
creation of a cosmopolitan culture implies, however, accepting cultural differences
and a common universe of difference. Cultural hybridization, that creates transcontex-
tual and less cosmopolitan cultural forms, rather than globalization may facilitate this
process. Since different cultures are transcontextual (not cosmopolitan) and inter-
mixed, there is not and will no longer be any pure or authentic culture that is distinct
from others. If the world does not respect all cultures and the process of hybridization does not
develop on a larger scale, the process of globalization will continue. As a result, we may
experience a separation and even disappearance of certain cultures. Cultures that are
the weakest and most vulnerable, such as small Indian populations in the Amazon,
Mexico, the Patagonia, and other remote parts of Latin America, Aborigines in the
Pacific, or the pigmies in Central Africa, might be gradually eradicated from the face of
the earth. The modern communication and technology will not reach them. They will
be cut off from markets, and their societies will gradually die out. In addition, if ethnic minorities are excluded from advances in science and disconnected from progress,
their cultural biodiversity might also suffer (Huntington, 2003).
It is also likely there will be a clash of major cultures or even civilizations. The
beginnings of this are already taking place in the world today (Huntington, 2003). The
weak cultures that are unable to compete due to a lack of opportunities or education,
will feel threatened, overpowered by wealth and the rich life of the strong cultures. As
a result, they would like to free themselves from the influence of the global consump-
tion and fight for social and economic justice.
26 CHAPTER 1 Globalization, tourism and culture
In summary, if cultural homogenization is occurring, it is not an Americanization of
the cultural world. Other Western and non-Western cultures have risen to cultural
powers. Too great a focus is placed on the Western hemisphere as shaping the rest of
the world. If the world is to survive, we must represent and accept various powers and we must see it as multicultural.
SUMMARY Globalization has important economic, cultural, social, environmental, political, and technological dimensions. Although numerous benefits of globalization have been
identified, globalization is perceived by some as discriminatory and moving against
human rights. In tourism, globalization has opened new opportunities for growth
through the developments in electronic technology, communication, and transporta-
tion. Globalization has brought changes to the tourist profile, created preferences for
new products and generated demand for new experiences. A new type of tourist with
new values and worldviews has emerged. A new approach to destination marketing
which focuses on more targeted and customized products is required. It is argued that in the new global marketplace, consumers have become increas-
ingly similar in their consumption patterns. However, many believe that there is a
fundamental disparity in their value systems and lifestyle such that global consumption
patterns do not exist. The truly global consumption patterns and global consumers
occur in a genuine global world only. There are and will be cultural differences among
consumers from different countries. In fact, evidence suggests that cultural differences
among countries and regions are significantly increasing.
There are also arguments that increasing interconnections between people and places creates the convergence of cultures and leads to cultural hybridization, which
implies a loss of cultural ‘‘purity’’ and authenticity. One of the worst effects of globalization on culture is cultural commoditization; culture is modified for tourist
consumption and transformed into a new inauthentic form in order to sell it. However,
tourist consumption does not necessarily destroy culture; high tourism consumption
creates demand for culture preservation, conservation, and revitalization of local
traditions. It is also argued that globalization destroys local identity and native values
As a result, there is growing local resistance to globalization and a need for establishing local differences. Glocalization represents a means of preserving local identity; glob-
alization is adapted to local conditions.
Globalization presents new challenges in tourism. Priorities include understanding
and accommodating different worldviews and cultural differences among consumers
and employees, and developing intercultural communication competencies to suit a
particular international environment. The cultural approach to destination marketing,
and in particular cultural market disaggregation and segmentation, are important
targeting tools. Although American consumerism has changed values and patterns of peo-
ples’ behavior around the world, the strong associations of globalization with
1.7 The future of globalization: Americanization of culture 27
Americanization of culture is overstated. The United States does not represent a
cultural power or world culture; there are multiple cultural powers. If the world is
to survive, we must accept it as being multicultural. A real global culture is a cosmo-
politan culture; a symbiosis of all elements of the many other existing cultures which accepts cultural differences and a common universe of difference.
DISCUSSION POINTS AND QUESTIONS 1. Critically discuss the advantages and disadvantages of globalization for the
nations involved in globalization. 2. To what extent has the Internet affected globalization? 3. What does it mean to be truly global in tourism? 4. What impact does globalization have on tourists and their consumption patterns? 5. Why has marketing to international tourists become an opportunity and challenge? 6. Do you agree that the global consumer exists? Develop arguments for the
emergence of a global consumer and identify reasons against it.
7. What impact does globalization have on local cultures? 8. Do changes brought by globalization lead to the eradication of cultural differ-
ences and the replacement of cultural heterogeneity with a global culture
characterized by homogeneity?
9. Does the process of globalization lead to cultural heterogenization or homoge- nization? What are the pros and cons for cultural homogenization versus hetero-
genization?
10. To what extent should cultural products be commoditized and to what extent should local communities retain control over their own culture?
11. What is the impact of globalization on destination marketing? 12. What is the future of globalization? Do you think the world will continue to be
dominated by the influence of the United States?
CASE STUDY 1.1 The Emergence of a Global Tourist Culture? Disneyland Resorts Spread Over the World
Over the years Walt Disney Co. has tried to apply global tourism and global consumption patterns to its theme parks. It has attempted to ‘‘Disneyize’’ society and promote the mass consumption of its products. However, mass consumption does not mean a global consumer culture. The spread of Disney resorts throughout the world started fifty years ago with the launch of the concept in California. Since then four more attraction parks have been built around the world. The launch of the Hong Kong Park represented an attempt to reach the Chinese market and reinforced the idea that the company could be successful everywhere because
28 CHAPTER 1 Globalization, tourism and culture
international tourists would adapt to the product. Disneyland has become a ‘‘top of mind awareness’’ attraction park and is now part of the culture of every tourist in the world. Disneyland has penetrated different countries in terms of culture. With the increasing brand consciousness in people's minds, Disneyland has become a destination by itself. The global culture has led tourists to buy the concept rather than the product itself; tourists became attached to the concept more than to its concrete application. Such behavior was in line with Disney's initial idea: to sell the same concept everywhere. However, tourists did not react in the same way to the product concept as to the product itself. International tourists were not completely adapted to the Disneyland product; parks and resorts had to be developed to suit the tourists’ needs. The Disney company made an effort to adapt to tourists’ cultural needs. For example, in Hong Kong the company did not build Western-style attractions because they were not part of the Chinese culture. The existing attractions were also managed differently. It was believed that tourists who enjoyed Disneyland in California might not enjoy Disneyland in Hong Kong to the same degree; the former would react differently in Hong Kong. For example, Disneyland in Paris was not as appreciated as much as Disneyland in Tokyo. While Disneyland in Paris suffered from a bad image, long waits, and language problems (only French was spoken), Disneyland in Tokyo was perceived as being clean and customer friendly. Tokyo's lines were short, and English was spoken. Since tourists demanded more tailor-made experiences, had more diverse needs and tastes, and no longer wanted mass-standardized and rigidly packaged vacations, Disneyland resorts provided them with a broader range of products, each for different customer groups (e.g., hotels of every possible category, restaurants with different types of food, and different attractions adapted to every age). Although Disney's concept can be sold everywhere in the world, the product must be sold in different ways. Although the global tourist culture emerged, every park has had to adapt its product to the specific needs of consumers.
WEBSITE LINKS 1. Mass customization in the hospitality industry: Concepts and applications, http://
www.hotel-online.com 2. Definitions of globalization, http://www.infed.org/biblio/defining_globalization.
htm
3. Accor Hotels, http://www.accor.com/gb 4. Amadeus, http://www.amadeus.com 5. TUI, http://www.tui-group.com/en
Since in globalized world the tourism industry will hire more workers and serve
more guests from diverse cultural backgrounds, the next chapter will discuss the
concept of cultural diversity and its importance to the tourism industry.
Website links 29
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CHAPTER
Cultural diversity
2 This chapter explains the concept of cultural diversity and
how it can enrich people and organizations and provide competitive advantage for tourism businesses.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of cultural diversity & Learn how cultural diversity enriches a tourism business environment and provides it with competitive advantage
& Understand why managing a multicultural workforce in the tourism and hospitality industry presents both opportunities and challenges
INTRODUCTION In a globalized world, hotels, restaurants, and travel organizations will hire more
workers and serve more customers from diverse cultural backgrounds. Understanding
those who are culturally different will present a global challenge to the tourism and
hospitality companies that compete in a global marketplace. This chapter explains the concept of cultural diversity and its importance to the tourism industry.
31
2.1 THE CONCEPT OF CULTURAL DIVERSITY
2.1.1 Definition The concept of cultural diversity can be defined in numerous ways. Cultural diversity
is most often referred to as
& The variety of human groups, societies, or cultures in a specific region, or in the
world as a whole
& The mosaic of individuals and groups with varying backgrounds, characteristics, values, beliefs, customs, and traditions
& Differences in race, ethnicity, nationality, religion, or language among various
groups within a community, organization, or nation
& The variety or multiformity of human social structures, belief systems, and strat-
egies for adapting to situations in different parts of the world.
Culturally diverse groups of people can be small and limited to one country only.
However, these groups can also be large, encompass varieties of people, and extend
over large geographical areas with numerous nations and cultures. Different races,
ethnic groups, languages, and religions can be found among people living in these
areas. For example, a wide variety of people with different characteristics, religions and
beliefs can be found in the United States: African-Americans, Native Americans, Cau- casians, Hispanics, Middle Easterners, Asian-Pacific Islanders, Koreans, and Chinese
Americans, to name but a few. All these people have their identities and ways of life,
speak different languages, and have different experiences. A wide variety of subcul-
tures can also be found in India, China, Asia, Australia, Europe, and Canada. Culturally
different behaviors and values of locals encountered in these countries reflect a wide
cultural diversity.
In the United States, one third of the most populous counties are occupied by
various groups of people classified as multicultural or multiethnic. Currently, the largest sites of multicultural groups in the United States are large international cities,
such as Chicago (with Asian populations), Washington (with Hispanic populations),
and Houston (with African-American populations). The other large sites of multiethnic
groups are fast-growing suburbs. The new wave of multicultural immigration spread to
the suburbs and transformed them into so-called ‘‘majority minority’’ places. Hispanic people, in particular, are increasingly attracted to areas outside major metropolitan
centers because of job opportunities and lower costs of living. While between 2000
and 2006, the total population in small towns and rural areas increased by 3%, the Hispanic population in these counties grew by 22%, from 2.6 million to 3.2 million. The
largest increases in Hispanic population were noted in Los Angeles and Riverside,
California; Dallas and Houston, Texas; and New York.
Although African-American populations declined in New Orleans, San Francisco,
Los Angeles, San Diego, and New York, the biggest increases were noted in Atlanta,
Houston, Dallas, Miami, and Washington. The growth in Atlanta, Houston, and Dallas
was partially attributed to the influx of refugees from Hurricane Katrina. The highest
32 CHAPTER 2 Cultural diversity
growth rates among Asian populations were experienced in Napa, California;
and Ocala, Naples, Cape Coral, and Port St. Lucie, Florida. The greatest numerical
increases were in New York, Los Angeles, Washington, San Francisco, and
Chicago (http://diversityspectrum.com/index.php?option=com_news_portal&task= section&id=16&Itemid=1038).
These trends indicate that the United States is a very diverse country in terms of
human cultures. The minority cultural groups are increasingly spreading across the
continent, making it one of the most culturally diverse countries in the world.
Considerable differences are also recognized in peoples’ physical characteristics,
social class, economic status, age, and even gender. A wide variety of people of
different demographic and socio-economic characteristics can be found in every coun-
try or region of the world. The large differences among people indicate that they do not represent a homogenous group; rather, they belong to different groups with different
characteristics. There are hundreds of millions of people in the world who claim to
belong to one or even more than one specific group of people. For example, one can
claim to be Caucasian, European, Catholic, female, Irish, middle class, and young.
There are also significant variations among people depending upon the way soci-
eties organize themselves, that is, in their conception of morality, ethics, freedom, and
loyalty, and in the way they interact with their environment and show concern for its
resources. Some of these differences arise from human migration, and some are pro- ducts of human evolution. This book examines the variety of people in terms of the
differences in their cultural backgrounds; it does not examine differences in peoples’
physical characteristics, or their demographic or socio-economic characteristics. The
book focuses solely on the cultural diversity of human groups.
2.1.2 Interpretation of cultural diversity The concept of cultural diversity has different meanings and interpretations because
culture is differently defined by various nations and ethnic groups. The modern an-
thropological definition of culture refers to common knowledge, perceptions, and
values that constitute the foundation of social, economic, and religious institutions in a society (Svanberg & Runblom, 1988). According to this definition, culture is a histor-
ically formed system of meanings that gives significance and direction to peoples’ lives.
Peoples’ customs, food, dress, traditions, and perceptions of the world give their life
meaning. Since culture has no national borders, those customs can differ between and
within social communities, between generations, and even between men and women.
This means a person can have multiple cultural identities and belong to different
cultural subgroups. Since there are hundreds of millions of people in the world who
claim to belong to different cultural groups, their interpretations of culture and what cultural diversity means differs from one to another. Consequently, the differences
between people indicate that people are not homogenous; rather, there are groups of
different individuals with different characteristics.
The term cultural diversity is sometimes used to refer to multiculturalism (http://
en.wikipedia.org/wiki/Cultural_diversity). Multiculturalism is an ideology advocating
2.1 The concept of cultural diversity 33
that society should consist of, or at least allow and include, distinct cultural and
religious groups, with equitable status. Some countries have official multiculturalism
policies aimed at preserving the cultural identities of immigrant groups. In this context,
multiculturalism advocates a society that extends equitable status to distinct cultural and religious groups, no one culture predominating. However, the term is more
commonly used to describe a society consisting of minority immigrant cultures exist-
ing alongside a predominant, indigenous culture. Often, multiculturalism is inter-
changeably used with the term interculturalism. Which term is used depends on
what language is spoken by the people. For example, English-speaking European
researchers usually use the term multicultural, while non-English-speaking researchers
use the term intercultural (Gunadar, 1998). It is also argued that multicultural describes
the nature of the society whose members are from different ethnic and religious groups, while intercultural describes their interactions, negotiations, and processes.
Another view is that intercultural refers to two culturally different groups of people,
and multicultural refers to more than two culturally different groups of people. There-
fore, the term multicultural is acceptable when referring to multiple cultures.
2.1.3 How did the concept of cultural diversity develop? There is a consensus among anthropologists that since humans first emerged in Africa
about 2 million years ago, they spread throughout the world, adapting to different
conditions and climate changes. As a result, many separate societies, significantly
different from each other, emerged around the globe. Many of the differences among these societies persist to this day.
2.1.4 How to measure cultural diversity? Cultural diversity is difficult to measure. A good indication of cultural diversity is the
number of races, nationalities, religions, and languages spoken in a region or in the
world. For example, by using the language measure, one can notice that the world’s
cultural diversity is declining. Less than 10% of the languages currently spoken in the
world will still be spoken in 100 years’ time. One language becomes extinct every two
weeks (David Crystal, Honorary Professor of Linguistics at the University of Wales,
Bangor). The reasons for this decline in languages are immigration and imperialism. International organizations, such as Survival International and United Nations Educa-
tional, Scientific and Cultural Organization (UNESCO), work towards protecting threat-
ened societies and cultures, and preserving and promoting cultural diversity and
intercultural dialogue.
2.1.5 Is cultural diversity important? Cultural diversity is vital for the long-term survival of humanity on earth. According
to UNESCO, the conservation of many different cultures and, in particular, indige-
nous cultures, is as important to humankind as the conservation of species and
34 CHAPTER 2 Cultural diversity
ecosystems to life. However, this argument is rejected for several reasons. First, it is
argued that the importance of cultural diversity for survival cannot be proved or
disproved. Second, it is unethical to preserve ‘‘less developed’’ societies and their cultures, because this denies their members the access and benefits of technolog- ical developments and medical advances enjoyed by those in the ‘‘developed’’ world. Finally, there are many people with strong religious beliefs who are con-
vinced that it is in the best interests of individuals and humanity to reduce cultural
diversity and support only one model of society to which all other societies would
conform.
2.1.6 The benefits of cultural diversity By paying attention to the cultural differences in their workforce, a company can
raise their levels of comfort and capitalize on employees’ different skills and abilities
as a major asset to the company’s productivity. The wider the range of cultural differences in the workplace, the richer the organization and the more excellent its
performance. The ability to utilize cultural differences and manage cultural diversity
can provide the company with competitive advantage. Cultural diversity stimulates
greater innovation, creativity, and responsiveness to consumer demands and chang-
ing environments. It also contributes to the reputation of the work place and more
effective competition.
The ability to attract and manage cultural diversity can also develop greater sensi-
tivity to and satisfaction from different consumer markets. Product development proposed by people from different cultures is more likely to be successful among
the wider variety of consumers and suit the different tastes of consumers than when
it is proposed by people from a single culture. People from different cultures are more
likely to understand the needs of different consumers and fulfill these needs. Products
that meet the different needs of consumers draw consumer attention and generate
higher demand.
2.1.7 The influence of cultural diversity on tourism and hospitality Because of cultural differences, the management of companies operating in the global
tourism and hospitality environment might have trouble relating to their employees’ work style, expectations, and ethics. Problems may arise because of a lack of commu-
nication and differences in work style and ethics. Someone’s values and beliefs may
preclude the understanding of others’ behavior and attitudes. Many of the misunder-
standings among people from culturally diverse groups may be due to ethnocentrism,
which is assigning primacy to one’s own culture and assessing others according to it.
Ethnocentrism and limited knowledge about another’s culture may prevent objective
assessment and understanding of culturally different people. This lapse can pose
serious consequences for the work environment. In order to manage culturally different employees and attract culturally different
customer markets, it is necessary to know the surrounding culture of that employee
2.1 The concept of cultural diversity 35
and consumer, learn their established cultural practices, and understand why they act
the way they do.
In tourism and hospitality, cultural misunderstanding often occurs when delivering
services to customers. Often customers are disappointed with service because of their cultural bias. For example, a European traveler to the United States does not want a
glass of water to be totally filled with ice cubes, and an American traveler get frustrated
when traveling in Europe if her/his glass of soda contains only two ice cubes! Cultural
misunderstanding may affect service staff, as well: American waiters may develop
negative attitudes toward European tourists who do not tip. In Europe, tipping is
usually not practiced; a 15–20% gratuity is always included in the check. European
travelers need to be reminded about the practice of tipping in the United States, and US
providers need to be explained the different tipping practices in Europe. ‘‘To forget to tip’’ may create bad impressions of European tourists in the United States and nega- tively affect guest–host social relations. Likewise, to demand a tip from European
customers may also create a bad impression of American providers.
Many of the cultural mistakes can be avoided if tourists, locals, and industry
professionals are made aware of the cultural differences among them. Since quality
of the social contact between customers and employees influences customers’
perception of service quality and their ultimate satisfaction with the product, tour-
ism and hospitality representatives should pay increasing attention to managing cultural differences in personal relations between providers and customers. Being
aware of the cultural differences and learning how to face and manage them will be
one of the keys to success in the future tourism marketplace. The following two
examples present the strategies implemented by two European organizations to
better satisfy Chinese tourists.
In 2005, over 31 million Chinese traveled abroad. Maison de La France, the French
National Tourism Organization, commissioned a study to determine France’s potential
as a destination for Chinese tourists. The study suggested that France was the top overseas country in terms of intention to visit in the next 5 years. Realizing the
challenge that numerous Chinese travelers would present to hospitality businesses,
Maison de la France published a practical handbook titled Les touristes chinois:
Comment bien les accueillir? (How to properly welcome Chinese tourists) that was
made available to various tourism-related businesses intent on attracting and satisfying
this new market segment. This handbook presents some very practical advice to help
tourism professionals satisfy Chinese travelers.
Anticipating growing demand from Chinese travelers, Accor, the leading European hotel company, implemented a product-development strategy for its European hotels:
Accor put in place various training strategies for its hotel managers, chefs, and staff so
that they could better understand and respond to Chinese travelers’ specific needs and
expectations. For hotels that wanted to go further and be recognized as ‘‘Chinese friendly,’’ Accor proposed a ‘‘Chinese Optimum Service Standard’’ certification. Those hotels provide Chinese-speaking staff, Chinese newspaper, Chinese TV channel, hot
water point or a kettle in the room, and Chinese breakfast with rice soup and noodles.
36 CHAPTER 2 Cultural diversity
2.2 UNESCO UNIVERSAL DECLARATION ON CULTURAL DIVERSITY In 1945, UNESCO recognized the importance of cultural diversity. One of its mis-
sions is to encourage mutual knowledge and understanding between peoples by
promoting the free flow of ideas, encouraging education, and spreading culture and
knowledge. The UNESCO Universal Declaration on Cultural Diversity states that intercultural dialogue and respect for cultural diversity and tolerance are essential
to building world peace. The Declaration recognizes that globalization, together
with rapid advances in information and communication technologies, presents a
threat to cultural diversity but also creates conditions for dialogue among cultures
and civilizations.
The Declaration was adapted in Paris in 2001. It lays down general guidelines on
how to live in a more open, creative and democratic world. The Declaration raises
cultural diversity to the level of humanity’s common heritage, which is a source of exchange, innovation, and creativity, and is as essential for humankind as biodiversity
is for nature. According to the Declaration, cultural diversity should be protected for
the survival of humanity and the benefit of both present and future generations, and
should be considered a basic human right. According to the Declaration, cultural
diversity is a process that must guarantee and prevent segregation and fundamental-
ism. Each individual must acknowledge the plurality of his or her own identity within
societies that are themselves plural. Cultural products and services are the symbols of
identity, values, and meaning, and must not be treated as commodities or consumer goods. Cultural diversity is expressed through cultural industries and can be a strong
contributor to sustainable development. According to the Director General of
UNESCO, Mr. Matsuura (2001), the Declaration is an outstanding tool for development,
capable of humanizing globalization. Below are some statements from 11 articles of the
Declaration.
Article 1 – Cultural diversity: the common heritage of humanity
Culture takes diverse forms across time and space. This diversity is embodied in the
uniqueness and plurality of the identities of the groups and societies making up humankind. As a source of exchange, innovation and creativity, cultural diversity is
as necessary for human kind as biodiversity is for nature. In this sense, it is the common
heritage of humanity and should be recognized and affirmed for the benefit of present
and future generations.
Article 2 – From cultural diversity to cultural pluralism
In our increasingly diverse societies, it is essential to ensure harmonious interaction
among people and groups with plural, varied and dynamic cultural identities as well as
their willingness to live together. Article 3 – Cultural diversity as a factor in development
Cultural diversity widens the range of options open to everyone; it is one of the
roots of development, understood not simply in terms of economic growth, but also as
a means to achieve a more satisfactory intellectual, emotional, moral and spiritual
existence.
2.2 UNESCO Universal Declaration on Cultural Diversity 37
Article 4 – Human rights as guarantees of cultural diversity
The defense of cultural diversity is an ethical imperative, inseparable from respect
for human dignity. It implies a commitment to human rights and fundamental free-
doms, in particular, the rights of persons belonging to minorities and those of indig- enous peoples. No one may invoke cultural diversity to infringe upon human rights
guaranteed by international law, nor to limit their scope.
Article 5 – Cultural rights as an enabling environment for cultural diversity
Cultural rights are an integral part of human rights, which are universal, indi-
visible and interdependent . . .. All persons have therefore the right to express themselves and to create and disseminate their work in the language of their
choice, and particularly in their mother tongue; all persons are entitled to quality
education and training that fully respect their cultural identity; and all persons have the right to participate in the cultural life of their choice and conduct their
own cultural practices, subject to respect for human rights and fundamental free-
doms.
Article 6 – Towards access for all to cultural diversity
While ensuring the free flow of ideas by word and image care should be exercised
that all cultures can express themselves and make themselves known. Freedom of
expression, media pluralism, multilingualism, equal access to art and to scientific and
technological knowledge, including in digital form, and the possibility for all cultures to have access to the means of expression and dissemination are the guarantees of
cultural diversity.
Article 7 – Cultural heritage as the wellspring of creativity
Heritage in all its forms must be preserved, enhanced and handed on to future
generations as a record of human experience and aspirations, so as to foster creativity
in all its diversity and to inspire genuine dialogue among cultures.
Article 8 – Cultural goods and services: commodities of a unique kind
. . . particular attention must be paid to the diversity of the supply of creative work, to due recognition of the rights of authors and artists and to the specificity of cultural
goods and services, which, as vectors of identity, values and meaning, must not be
treated as mere commodities or consumer goods.
Article 9 – Cultural policies as catalysts of creativity
. . . cultural policies must create conditions conducive to the production and dis- semination of diversified cultural goods and services through cultural industries that
have the means to assert themselves at the local and global level.
Article 10 – Strengthening capacities for creation and dissemination worldwide . . . it is necessary to reinforce international cooperation and solidarity aimed at
enabling all countries, especially developing countries and countries in transition, to
establish cultural industries that are viable and competitive at national and internation-
al level.
Article 11 – Building partnership between the public sector, the private sector and
civil society
. . . promotion of cultural diversity . . . is the key to sustainable human devel- opment.
38 CHAPTER 2 Cultural diversity
2.3 THE FUTURE OF CULTURAL DIVERSITY The importance of cultural diversity for global business will grow in significance. There
are several reasons for this.
(1) Increasing multicultural work force. The tourism and hospitality industry is becoming global. Companies are diversifying and developing their operations
abroad to expand their market possibilities. Many companies from the United Kingdom, Japan, and the United States send managers and executives to work
overseas. Some countries that do not have the necessary skilled personnel locally
send their hospitality managers to gain experience abroad.
(2) Growing international ownership. The increase in international ownership throughout the world, together with European economic integration, has
resulted in increasing numbers of managers and employees working outside
their native country. For example, in the last decade Japanese companies made
significant purchases of US corporations, including hotel companies. Australia accounts for a significant amount of foreign direct investments overseas.
(3) Increasing migration. Many people migrated to other countries to improve their living conditions. For example, more than 2 million people from East and South
East Asia have left home to work elsewhere in the region. Many have entered
hospitality and tourism as flight attendants and cooks. Furthermore, it is estimat-
ed that up 500,000 Eastern Europeans may migrate each year. Thus, tourism and
hospitality businesses will increasingly rely on employees who are of a different
nationality and culture than those of existing managers or employees. (4) Changes in demographics. Demographic projections indicate businesses in the
United States will face a drastically different worker base beyond the year 2010.
The workforce will grow more slowly, becoming older and comprising more
females and minorities. Women, non-whites, and immigrants will comprise more
than 50% of new additions to the workforce. The current proportion of an increas-
ing ethnic and racial diversity in the United States is 72% white, 13% African-
American, 11% Hispanic, 3% Asian, 1% Native American and Eskimo (2005). It is
predicted that the Hispanic group will become the largest minority group in the United States by 2010. For example, the Hispanic population of Florida recently
earned the right to use Spanish as an official language in governmental affairs.
Currently, Hispanics represent more than 65% of Miami’s population. The African-
American group is expected to increase to up to 15% of the population. These
proportions will dramatically increase in the next 20 years. Other minority groups,
such as Asians, Pacific Islanders, and Native Americans will also grow in the next
decades. The white, non-Hispanic population is not growing as fast as other
groups. Consequently, the United States is moving towards a mix of cultural minor- ities with no majority. Moreover, some minorities will become new majorities.
The changing demographics, growing international ownership, increasing migra-
tion, and multiculturalism will have numerous repercussions for the structure and
composition of the workforce. For example, in 2005 all minorities represented more
2.3 The future of cultural diversity 39
than 50% of the total workforce. It has been predicted that the importance of women
and Hispanics will significantly increase by 2020. In 2005 women constituted 48% of
the US workforce; by 2020 they will represent 68% of the work force. Likewise,
Hispanics represented 11% of the workforce in 2005 and will equal 14% by 2020.
The contribution of Whites, non-Hispanics will decrease from 73% (2005) to 68%
(2020) (see Table 2.1).
2.4 CHALLENGES FOR THE TOURISM AND HOSPITALITY INDUSTRY A truly multinational organization is one that is able to utilize cultural diversity as its
competitive advantage. Cultural diversity derives from human resources of different
backgrounds, with different values and expectations. The challenge is to respond to
the demographic trends in the workforce, understand the cultural background of the human diversity, and effectively utilize it to drive the company’s profitability and
competitiveness. Unfortunately, not many companies think about cultural differences
as a source of competitive advantage. They utilize diversity mostly by integrating
women and people of different ages into the workforce. Cultural diversity and the
skills of multicultural and multiethnic groups are often ignored.
Cultural diversity cannot be ignored. Tourism and hospitality companies that op-
erate in an international environment need to learn about their culturally diverse
workforce and how to manage it. The effective management of culturally different people is of critical importance for the success of the tourism industry. Tourism
managers must pay more attention to cultural human resources management.
Cultural diversity and differences in peoples’ cultural orientation impact people’s
attitudes to innovation and learning, acceptance of failure, functioning in teams,
evaluation of performance criteria, communication style, group affiliations, accep-
tance and use of technology, attitudes toward challenge, loyalty, and work and leisure
ethics. Knowledge of the culture of the company’s employees and customers is im-
portant to an understanding of how the employees and customers will behave and how to manage and market to them. Culture defines the appropriate behavior of different
social groups, the roles their members play in the workplace, the relevance of social
Table 2.1 US Labor Force
Percentage 1995 Percentage 2005 Percentage 2020 Whites, non-Hispanic 76% 73% 68% Women 46% 48% 68% Hispanics 9% 11% 14% African-Americans 11% 11% 11% Asian-Americans 4% 5% 6%
Workforce 2020, Hudson Institute.
40 CHAPTER 2 Cultural diversity
status, goals, and behavior that gain social approval, and ways of meeting the socially
acceptable needs. Culture defines social rules, establishes conventions in terms what is
appropriate and what is not, and affects peoples’ orientation to time and activities.
The tourism and hospitality industries have to adapt to the multicultural environ- ment of its workforce; otherwise the relationships between customers and employees
may be threatened. For example, cultural differences in service expectations or com-
munication may lead to frustrations among personnel and dissatisfaction among cus-
tomers. Thus, training of employees in recognizing culturally different customers may
be required.
Culturally different markets will be the future of the tourism and hospitality indus-
try. Most of the tourists will be international tourists from different cultural back-
grounds who are not always fluent in English. In particular, there will be an increasing number of travelers from Eastern Europe and Asia. Since these travelers
represent a culturally diverse pool of potential customers, a cultural approach to
marketing and providing services will be required. It will be imperative for tourism
managers, supervisors, and other employees to understand how their clients differ.
Cultural competence will be the key term for the future success of the tourism
industry. Those with language skills other than English and cultural awareness and
understanding will succeed. Opportunities should be given to people from different
cultures and with languages other than English to teach the management of interna- tional markets.
In conclusion, the tourism and hospitality industry is people based. This is an
industry run by people and for people. The real potential for the tourism and hospitality
companies lies in their people. Each person’s differences bring unique and special gifts
to the organization. Cultural differences among employees and customers can make or
break the industry. If the industry is to flourish in the future, the managers of tourism’s
multinational companies need to be flexible and adapt to the growing number of people
from culturally diverse groups. Tourism industry representatives need to be able to identify unique individual and cultural skills and utilize them appropriately.
SUMMARY A wide variety of people with different demographic, socio-cultural, and economic
characteristics, religions, and beliefs live in different countries and continents. Differ-
ences in their behaviors and values reflect a wide cultural diversity in these countries
and regions. In the United States, one third of the population is represented by
multicultural or multiethnic groups of people. The three major ethnic groups living
in the United States are African-Americans, Hispanics, and Asian-Americans. Cultural
diversity often refers to multiculturalism, which describes the nature of a society
whose members are from different ethnic and religious groups. Cultural diversity advocates equal status and rights for these groups.
Cultural diversity is important for the long-term survival of humankind on earth. Its
importance has been recognized by UNESCO’s Universal Declaration on Cultural
2.4 Challenges for the tourism and hospitality industry 41
Diversity, adapted in 2001. Cultural diversity brings numerous benefits to the work-
place, including greater innovation, creativity, and responsiveness to consumer
demands, increased productivity, and more effective competition. Cultural diversity
determines management styles and practices of tourism and hospitality organizations. Knowledge of the culture of the company’s employees and customers is important to
understanding how they will behave and how to manage them.
The importance of cultural diversity for global business will grow in significance
due to the increasing multicultural workforce and migration, growing international
ownership, and changes in demographics and the structure and composition of the
workforce. The major challenge for the tourism and hospitality industry is to utilize
cultural diversity as its competitive advantage.
DISCUSSION POINTS AND QUESTIONS 1. What are the major reasons for increasing cultural diversity around the world? 2. Does the concept of cultural diversity mean the same as multiculturalism? 3. Why has managing an intercultural workforce in the tourism and hospitality
industry become an opportunity?
4. Why has managing an intercultural workforce in the tourism and hospitality industry become a challenge?
5. What are the major statements of the UNESCO Universal Declaration on Cultural Diversity?
6. Identify hospitality companies that have properties and workers in more than one continent.
CASE STUDY 2.1 American in Paris
In the last few decades international companies have grown larger. In the tourism industry, huge travel conglomerates have been formed with offices on most continents of the world. People of different nationalities and different cultural backgrounds work together for the same company. This diversity in human resources can lead to communication problems, different perceptions of projects or tasks, and different attitudes toward work and work methods. To illustrate this we take as an example an American's view of the French while going to a meeting in Paris.i An American, a representative from the sales offices of a large tour operator in the United States, is going to meet with his counterparts from the offices in France to decide about ideas for a new ad campaign. The meeting is set for 9 a.m. on Monday. The American decides to fly to Paris on Sunday and come back home on Monday night. In his mind, one day is more than enough to discuss business affairs with his French counterparts; he even plans to visit the Eiffel Tower before he leaves for the United States.
42 CHAPTER 2 Cultural diversity
At 9 a.m. on Monday the American arrives at the meeting place in Paris and realizes that the people he is supposed to meet are not there yet. Finally, at 9:30 a.m., all the participants arrive and assemble in the meeting rooms. Now everyone starts with a cup of coffee and a chat about what they did over the weekend, followed by a long and heated discussion about where to have lunch. After only a few minutes’ discussion of the ad campaign, the clock turns 11 a.m., and someone exclaims that it is time to go to the restaurant ‘‘in order to beat the traffic.’’ To ease the young American's mind, the French manager tells him not to worry; they will continue with the meeting over lunch. However, during lunch the topics of conversation are football, wine, and world news; everything except the topic of the meeting. At 2 p.m. they return to the meeting room, the French bringing their laptops. Now a half- hearted discussion starts on the topic at hand, as the majority of the attendees are busy reading their e-mails or chatting on the Net. Then at 4:30 p.m. the French manager announces that they will have to conclude their meeting over dinner at 8 p.m., ‘‘as the most important decisions in business are usually done over dinner, anyway.’’ Now the American rushes to the phone to postpone his flight back home by one day and book a hotel room for one more night; he doesn’t want to miss this important dinner meeting. Over dinner they discuss the campaign while enjoying excellent food and good wine. The young American, who had arrived in Paris with a clear vision of the project at hand and who had been used to a more focused meeting agenda, left France the following day with an unclear understanding of whether or not a decision had been made on the business topic. The American was confused about the way the French conducted the meeting. He was used to focused agendas, clear visions, and directions, whereas ‘‘in France deciding is giving the broad guidelines without getting into implementation details.’’ii
It is important to an international company to understand and teach its own employees about cultural and social differences in doing business in different countries. What may seem to be a necessity in one country may be considered unimportant in another; what one nation describes as being focused might be considered too detailed in another; what one society looks favorably upon as being authoritative might be condemned as being arrogant and dominating in another.
i Adapted from Hall, E., & Hall, M. (1990). Understanding cultural difference. Yarmouth: Intercultural Press.
ii Messier, J.M. (former CEO of Vivendi). Retrieved from www.understandfrance.org/France/ Intercultural3.html
CASE STUDY 2.2 Creativity in a Tense Situation
A US firm has a major investment in an international project headquartered in Moscow, Russia. They send an engineering team that includes Trina, an African-American woman, 32; and three men: Brian White, a European American, 26; Bob Velasquez, a Peruvian- American, 29; and Derek Chan, a Chinese American, 28.
Discussion points and questions 43
After arriving in Moscow, Trina finds that Brian, Bob and Derek tend to do things without inviting her, and she sometimes feels excluded in casual conversations. She turns her attention to her foreign colleagues, who include Russian, Austrian, and Italian professionals. She determines to make an extended effort to get to know them and to learn and experience as much as she can during her stay in Moscow. Her efforts are more than rewarded when the Russians organize a special tour of excavation sites in the Kremlin as well as other excursions to places otherwise unavailable to visitors. She feels welcomed and celebrated and quickly develops several friendships. Her US colleagues notice Trina's success and the invitations she is receiving. They are rarely approached by non-US colleagues, except in work conversations. They become resentful and start calling her ‘‘Chechen Rebel’’ in public places. With the ethnic tensions running high in Moscow, such an ethnic joke could become a security issue for Trina. Trina calls her boss in the United States and asks for help. Please explain how you would handle the situation:
A. This is a security issue; it must be handled quickly and efficiently. Brian, Bob, and Derek should be reprimanded. Security and safety policy should be reviewed to include breaches of professional conduct.
B. This is a racism and sexism issue, and should be managed as such. Domestic diversity training should be integrated into international assignments.
C. This is an issue of trust. The group does not know and trust one another. Team-building training should be conducted to enhance the employees’ performance and repair rela- tionships.
D. This is a business issue. Trina uses a creative relationship-building strategy that allows her to integrate into the international team and provides a competitive advantage for her company. Her efforts should be rewarded and used as the best example for future projects of this type.
E. Other explanation.
Adapted from Cameron, C., Fertelmeister, T., Yuzhakova, S., & Hofner S. D. (2004). The cultural detective: Russia. www.culturaldetective.com. Also http://www.diversityhotwire. com/learning/diversity_dilemma.html.
CASE STUDY 2.3 Promoting the ‘‘Unpromotional’’
A major international company has operations in the United States, Russia, Somalia, and Japan. After reviewing promotional statistics in the organization, the senior vice president in charge of diversity and equity is dismayed to find that the organization tends to promote European Americans to key management positions at a rate three times greater than that of Asian-Americans, African-Americans, Hispanics, Somalis, Russians, and Japanese. The vice president does not fully understand why this is the case. He has implemented major equity programs in the company, worked with human resources around diversity concerns, and required key management to attend diversity and EEO-related training programs.
44 CHAPTER 2 Cultural diversity
The general response among (largely European American) top management is that many of the non-dominant (United States, Russian, Japanese, Somali) applicants for managerial positions do not want a promotion, lack appropriate interpersonal and leadership skills, or are simply ‘‘not ready’’ yet for promotion to key management positions. The president of the company has requested that the vice president provide a set of recommendations to increase promotional rates among Asian-American, African-American, Hispanic, Russian, Somali, and Japanese employees. Among the recommendations were: (a) management development training for employees; (b) training for management around the cultural differences in identifying professional role; (c) assumptions and expectations, developing key guidelines for promotion; (d) strengthening the performance and promotion system; (e) workshop for all management worldwide to reduce prejudice. What would you recommend? Adapted from Hammer, M. www.http://www.diversityhotwire.com/learning/diversity_dilemma. html.
WEBSITE LINKS 1. UNESCO Global Alliance for Cultural Diversity 2. International Network for Cultural Diversity 3. Foundation for Endangered Languages 4. Cultural diversity in WikEd 5. Diversity central (‘‘resources for cultural diversity at work’’) 6. Broadcasting regulation and cultural diversity 7. CEN/ISSS cultural diversity focus group 8. Accor Hotels: http://www.accorhotels.com
Since in a globalized world there will be increased opportunities for communica- tion and interactions between culturally different persons the next chapter will discuss
theories related to intercultural communication and interaction.
Website links 45
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PART
Cultural Theories and Practices
2 Part two summarizes current theories designed to explain social interaction and communication in the cross-cultural context. This part also presents the cultural worldwide practices and their impacts on the host culture and culture
change. The purpose of this part is to alert the reader to various cultural theories and practices before the concept of culture and its influence on
tourist behavior is discussed.
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CHAPTER
Intercultural theories
3 The aim of this chapter is to present theories of intercultural interaction
and communication.
OBJECTIVES
After completing this chapter the reader should be able to: & Identify theories related to intercultural interaction and communication & Identify variables that influence intercultural interaction and communication & Understand the influence of culture on social interaction and communication & Draw the models of intercultural interaction and communication
INTRODUCTION Intercultural interaction and communication refer to interaction and communica-
tion between persons who are distinct from one another in cultural terms. This is
in contrast to interpersonal interaction and communication between persons
who are distinct in terms of their person-specific qualities. Intercultural interac-
tion and communication theories seek to understand how people from different
countries and cultures interact, communicate, and perceive the world around them. Most of these theories relate to the management of social interaction and
communication for the purpose of creating meaning across cultures. The theories
developed can be and have been applied to many fields of studies, such as
consumer behavior, marketing, advertising, and website design. As businesses
become more international, it is important for them to learn how to interact
and communicate with customers and employees. Intercultural theories are
now used within education, health care, and other public services due to growing
multicultural populations. Intercultural theories are of particular importance to 49
international tourism due to the rapid increase in the number of tourists from
different cultural backgrounds.
3.1 COMMUNICATION RESOURCEFULNESS THEORY (CRT) The Communication Resourcefulness Theory (CRT) (Spitzberg & Cupach, 1984) refers
to the ability of the individual to use three types of resources – cognitive (knowledge),
affective (motivation) and behavioral (skill) – in order to communicate appropriately and effectively in diverse social situations (see Figure 3.1). Knowledge means knowing
what behavior is best suited for a given situation. Motivation means having the desire to
communicate in a competent manner. Skill means having the ability to apply the best-
suited behavior in the given context. The CRT explains how people can approach
social interaction with culturally different strangers. Some individuals treat an inter-
cultural encounter with others as a source of knowledge, challenge, and learning
(use cognitive resources), while others develop fear and become anxious about it.
Some individuals can be motivated by self and self-ego (use affective resources); others can focus on others. Some people can develop a wide range of verbal and non-verbal
skills (use behavioral resources) to respond to strangers and learn from them. Others
can be unresponsive and unwilling to learn about and from strangers.
Culture plays a major role in developing knowledge, motivation, and skills for
intercultural encounters. For example, members of individualistic cultures usually
are self-oriented and develop skills that help them to meet their individual needs. On
the other hand, members of collectivistic cultures are usually other-oriented and
develop skills and activities aimed at caring about others. Similarly, members of the high-uncertainty-avoidance cultures are cautious about strangers and foreigners and
thus experience difficulties in learning from strangers and foreigners. In contrast,
Figure 3.1 Communication Resourcefulness Theory (CRT).
50 CHAPTER 3 Intercultural theories
members of the low-uncertainty-avoidance cultures are open, willing to accept stran-
gers and foreigners, and learn from them something new.
3.2 EPISODE REPRESENTATION THEORY (ERT) The Episode Representation Theory (ERT) (Forgas, 1983) assumes that those who
are involved in intercultural encounters and communication differ in terms of cogni-
tive representations of social episodes such as the degree of intimacy, involvement,
friendliness, self-confidence, activity, evaluation of each encounter, the importance
of task-versus-relationship orientation, anxiety, and values (see Figure 3.2). Cultural
differences play an important role in how people think about the social episodes. The
greater the cultural differences between interactants and communicators, the more difficult it is for them to understand the social episodes. For example, members of
collectivistic cultures (e.g., in Asia) perceive social episodes in terms of collective
values, while members of individualistic cultures perceive the same social episodes
in terms of competitiveness and individualism. Similarly, members of high-power-
distance cultures perceive social episodes in terms of usefulness, as opposed to
members of low-power-distance cultures that perceive these episodes in terms of
pleasure and joy.
Figure 3.2 Episode Representation Theory (ERT).
3.2 Episode representation theory (ERT) 51
The degree of differences in social episodes and difficulties experienced in inter-
cultural interactions is determined by a person’s social skills. For example, those with
highly developed social skills treat social episodes positively and see them in terms of
high involvement, intensity, and friendliness, while those with poorly developed social skills treat social episodes negatively and develop fear and anxiety.
3.3 EXPECTATIONS THEORY (ET) This theory argues that social behavior and communication are influenced by people’s
expectations about others’ behavior, in particular how others who receive
their message will respond to what they say (Miller & Steinberg, 1975). People’s
expectations are determined by their knowledge, beliefs/attitudes, stereotypes,
self-concept, social roles, prior interaction, and social status (Berger & Zelditch, 1985) (see Figure 3.3). The more accurate the knowledge and information people
have about others, the fewer stereotypes, prejudices, negative attitudes, and expecta-
tions they develop. In order to gain accurate information about others, people must
interact directly with members of other cultures; they must ask questions, share and
exchange views, and not be afraid to self-disclose.
People’s concept of self (the way they define themselves) and their social
roles influence how people relate to one another and what they expect from
another persons’ behavior. For example, when people define themselves as unique and distinct individuals, their interaction and communication with others
is interpersonal, whereas when they define themselves as members of a group,
Figure 3.3 Expectations Theory (ET).
52 CHAPTER 3 Intercultural theories
their interaction and communication with others is called inter-group. In inter-
group interaction and communication, people’s expectations about others’ behavior
are influenced more by their beliefs about and attitudes toward people than by
one-on-one relationships. Social status also determines expectations about others. Social status is determined
by external factors (e.g., race, ethnicity, gender, attractiveness, education, occupation,
income), expressive factors (e.g., eye contact, speech style, dialect), and indicative
factors (someone’s statement that he/she grew up in a high/low status family). Culture
plays an important role in how people assess their status. For example, in high-power-
distance cultures (e.g., Japan) professional status is very important; people need to
know in advance the professional position of the person they are about to interact with
in order to determine how to address that person correctly. The introductory business cards (meisihi cards) that are exchanged at the beginning of each social encounter and
conversation indicate the owner’s status. On the other hand, in a low-power-distance
society like Australia, attempts to assess someone’s professional status are regarded as
rude.
Expectations of others’ behavior are not always met. If person A does not have
knowledge of, or has inadequate knowledge of, person B’s culture, the expecta-
tions of person A’s own culture prevail. As a result, person A can develop
ethnocentrism, stereotypes, or prejudice towards person B. According to the Expectancy Violation Theory, when communicative norms are violated, the
violation may be perceived either favorably or unfavorably, depending upon
the perception that the receiver has of the violator. Thus, when person B’s
behavior is in accordance with person A’s expectations, person A assesses person
B usually positively. However, when person B’s behavior violates expectations of
person A, person A negatively evaluates person B. In inter-cultural encounters in
which participants are from different cultural backgrounds, there is a higher rate
of negative evaluations of partners than in intra-cultural encounters (Hoyle, Pinkley, & Insko, 1989).
3.4 CULTURAL IDENTITY NEGOTIATION THEORY (CINT) The Cultural Identity Negotiation Theory (CINT) (Collier & Thomas, 1988) refers to
communication between people of different cultural identities. In the process of
intercultural communication and contact with others, people form, compare, judge,
ascribe, negotiate, confirm, and challenge their cultural identities. This theory argues
that by interacting and communicating with those who are culturally different, people
negotiate stereotypes, opinions, norms, and meanings of, for example, concepts of
time, feelings, or activities, which differ from one culture to another. Cultural identities
influence interpretations of the meanings. When people identify with cultural groups, they are able to manipulate and understand systems of symbols and beliefs and are able
to enact culturally appropriate and effective behavior with members of that group. The
successful intercultural encounter is characterized by reaching an agreement as to
3.4 Cultural identity negotiation theory (CINT) 53
the negotiated meanings and norms. Once the agreement is reached the individuals’
cultural identities are positively enhanced (Collier, 1988) (see Figure 3.4). The CINT
can be very useful in identifying similarities and differences in interpretations of rules,
norms, feelings, and symbols. The theory also assumes that all individuals have many cultural identities. Cultural identity is dynamic and fluid because it is rendered in
interaction. However, it also is transmitted from generation to generation, or from
cultural group member to newcomer. One or more particular cultural identities may be
salient in a given encounter.
The CINT has its origin in the Social Identity Theory (SIT), a theory formed by Tajfel
(1978) and John Turner, which assumes that individuals seek positive social identities
in inter-group encounters. According to the SIT, individuals (1) put others (and them- selves) into categories and label them as Muslim, Turk or piano player, (2) identify
with certain groups (or in-groups) which help them to boost self-esteem, (3) compare
their groups with other groups, and (4) desire their identity to be distinct from that of
others.
3.5 MEANING OF MEANING THEORY The Meaning of Meaning Theory (Richards, 1936) argues that misunderstanding takes
place when people assume words have direct connections with their referent. How-
ever, words alone mean nothing. Meaning is created by the way people use words. In
order to understand meanings, people use definitions, metaphors, language, or exam-
ples. Similar cultural background, a common past, history, and traditions facilitate
understanding the meaning and reduce misunderstanding.
3.6 NETWORK THEORY IN INTERCULTURAL COMMUNICATION Network Theory in Intercultural Communication (Yum, 1988) has its origin in the
Social Network Theory (SNT), which suggests that individuals are embedded in a
structure or network of social relationships and are tied by their values, visions,
ideas, friends, kinships, race, ethnicity, gender, dislikes and likes, conflicts, jobs,
sexual relations, work relations, etc. Positions and social relationships, rather than
beliefs and norms, are the main focus of the network. The social networks are
Figure 3.4 Cultural Identity Negotiation Theory (CINT).
54 CHAPTER 3 Intercultural theories
very complex (see Figure 3.5). There are many networks because there are many
types of social relationships among individuals. Social networks operate on many
levels, from families up to the level of nations. Members of the local networks
share the same values, information and their communication style converges. Members of the national or regional networks diverge in the communication.
Precursors of SNT in the late 1800s were Emile Durkheim and Ferdinand Tonnies.
They argued that individuals could be linked by shared values and beliefs (gemein-
schaft) or impersonal, formal, and instrumental social links (gesselschaft). For exam-
ple, individuals L, M, and N form gemeinschaft; they are closer to each because they
may share cultural values and beliefs and be family members or in-group members. On
the other hand, individuals C, D, and F form gesselschaft; they are more distant from
each other because they may have only formal relations (e.g., work). George Simmel (1908/1971) pointed out the importance of nature and network size, and their influ-
ence on social interaction. Personal interactions occur when the network is small and
ties are strong, whereas formal and official interactions occur when the network is
larger and ties are looser.
The Network Theory in Intercultural Communication (Yum, 1988) is based on the
assumption that intercultural communication is more heterogeneous than intracul-
tural communication. Intercultural networks are less dense, less likely to be multiplex,
more likely to consist of weak ties than strong ties, and have weaker effects on social relationships. Networks with many weak ties and social connections are more open
and likely to have new ideas and seek new experiences than close networks with many
redundant ties. In other words, a group of similar people (e.g., culturally similar) who
have close networks and only interact and communicate with each other is likely to
have the same and limited knowledge and opportunities. On the other hand, a group
of people who have open networks, with connections to other social networks
(e.g., culturally different social networks) is likely to have access to a wider range of
information, more and broader knowledge, and opportunities.
Figure 3.5 Social Network Theory (SNT).
3.6 Network theory in intercultural communication 55
3.7 TAXONOMIC APPROACH (TA) The Taxonomic Approach (TA) to intercultural communication (Sarbaugh, 1988)
establishes similarities and differences among participants in communication. The
degree of difference is referred to as the level of homogeneity/heterogeneity of
the participants and is used to classify the differences along a continuum of homogeneity/heterogeneity. This continuum indicates the levels of intercultural-
ness of communication (see Figure 3.6). When participants are highly homoge-
nous/similar in their (1) worldviews (beliefs about the nature of life, the purposes
of life, people’s relationships to the cosmos), (2) normative patterns (beliefs and
actions pertaining to what is involved in being a good person), (3) code systems
(verbal and non-verbal codes, including time and space), and (4) perceived rela-
tionships and intent (compatibilities of goals, hierarchy of relationships, positive-
ness or negativeness of feeling toward the other person), then the level of their interculturalness is low, and communication requires minimal effort and is very
accurate. On the other hand, when participants are very heterogeneous or differ-
ent on the continuum of the above variables, their communication requires greater
effort, and communication can be inaccurate.
The TA to intercultural communication allows for creating numerous combinations
of variables from groups (1), (2), (3), and (4). Also, it is not just the presence or absence
of difference that influences the intercultural communication, but the degree of
difference. The amount of difference may range from undetectable to the most extreme. Differences might be small in one dimension of the taxonomy and large in
another. The question is which differences on which dimensions have the most
influence on communication outcomes.
Figure 3.6 Taxonomic Approach (TA).
56 CHAPTER 3 Intercultural theories
3.8 ANXIETY/UNCERTAINTY MANAGEMENT THEORY (AUMT) The Anxiety/Uncertainty Management Theory (AUMT) (Gudykunst, 1988) proposes
that intercultural encounters, particularly in their early stages, are characterized by
high levels of uncertainty and anxiety, especially when cultural differences are large. In
order to communicate effectively, individuals attempt to manage their anxiety and reduce uncertainty about themselves and the people with whom they are communi-
cating and interacting. The AUM theory shows what encourages and inhibits effective
communication and what takes place during this communication.
The AUMT has its origin in the Uncertainty Reduction Theory (Berger & Calabrese,
1975), according to which individuals seek information to reduce uncertainty. Berger
and Calabrese (1975) suggested that as levels of non-verbal behavior (e.g., showing
warmth, smiling, touching, eye contact), information sought, intimacy level, self-dis-
closure, reciprocity, similarity, and liking increase, uncertainty is reduced, and the amount of communication increased. The higher the similarity between individuals,
the lower the uncertainty and the greater the amount of communication. Likewise, the
higher the dissimilarity between individuals, the higher the uncertainty and informa-
tion seeking and the lesser the amount of communication.
In a cross-cultural context, the AUMT (Gudykunst, 1988) refers to communication
between strangers, usually those from different cultural groups. Individuals experi-
ence uncertainty because they are not able to predict others’ culturally determined
attitudes, feelings, and beliefs. When the individuals experience uncertainty at too high a level, they feel uncomfortable and try to reduce uncertainty by searching for infor-
mation about the strangers. They also may avoid encounters with strangers and even
end the interaction. As a result, the individuals may develop stereotypes and use them
to predict other people’s behavior. This leads to misinterpretation of messages and
misunderstanding. On the other hand, when the individuals experience uncertainty
and anxiety at too low a level, they may be bored and not pay attention to interaction
with strangers. Consequently they may miss important cues and behave ineffectively.
In general, effective communication is achieved when the levels of uncertainty and anxiety are between too high and too low. However, in interactions with strangers
who are culturally different, the levels of uncertainty and anxiety are usually too high to
achieve effective intercultural communication.
Several strategies can be used to reduce uncertainty, such as information seeking,
controlling anxiety, or adapting to new situations and people. In terms of information
seeking, people can adapt three strategies: (1) passive strategies – observe personally
or through mass media or do nothing and hope that things will become clearer,
(2) active strategies – seek information about others from outside sources (e.g., ask other strangers about the group), and (3) interactive strategies – seek direct inter-
actions and communication with people about whom uncertainty exists to obtain
information about them and be able to predict their behavior (Berger, 1979).
Figure 3.7 shows that intercultural communication is influenced by anxiety and
uncertainty that in turn are influenced by a large number of variables, such as self-
concept, motivation, cognitive capacity, social categorization, situational processes,
3.8 Anxiety/Uncertainty management theory (AUMT) 57
Figure 3.7 Anxiety/Uncertainty Management Theory (AUMT). Source: Adapted from Gudykunst, W. (2005). An anxiety/uncertainty management (AUM) theory of effective communication. In W. Gudykunst (Ed.), Theorizing about intercultural communica- tion (p. 292). Thousand Oaks, CA: Sage; Guirdham, M. (1999). Communication across cultures (p. 211). Hundmills, Basingstoke, Hampshire: MacMillian Press.
58 CHAPTER 3 Intercultural theories
connections to strangers, and mindfulness. A change in one of these variables affects
anxiety and uncertainty and thus intercultural communication. For example, having
poor knowledge of locals and their traditions and customs, as well as experiencing
foreign language difficulties, decreases a sense of security and emotional stability of tourists and make their intercultural interaction and communication with locals less
effective. However, an increase in similarity, attractiveness, and liking of locals reduces
uncertainty and anxiety of tourists and makes their intercultural communication more
effective. In high-uncertainty-avoidance cultures, people are usually highly anxious
about interacting with strangers, whereas in low uncertainty avoidance cultures peo-
ple are not threatened by uncertainty and are willing and able to adapt communication
when interacting with strangers.
3.9 STRANGER THEORY The Stranger Theory (Gudykunst, 1985) is a sub-theory of Gudykunst’s AUMT (Gudy-
kunst, 1988). The Stranger Theory claims that strangers are more inclined to notice and
stereotype members of the host society. For instance, a stranger from the United States
in Japan may claim that all the Japanese buy too many gifts. Strangers tend to overes-
timate the influence of cultural identity on peoples’ behavior in a host society, and
disregard individual differences. As a result, cultural conflicts appear.
3.10 FACE-NEGOTIATION THEORY According to a Face-Negotiation Theory (Ting-Toomey, 1985), whenever two people
from different cultural backgrounds meet for the first time, they develop feelings of
uncertainty and anxiety. As a result, they develop strategies to avoid conflict that could be generated by these feelings. Members of collectivistic high-context cultures, who
are concerned about others, saving mutual face and belonging to a group, try to avoid
conflicts or seek compromise. People from individualistic low-context cultures who
are concerned about the self, self-face, and independence, try to dominate and solve
a problem.
3.11 INTERCULTURAL ADAPTATION THEORY (IAT) Intercultural adaptation is the process through which people in cross-cultural situa-
tions change their behavior to facilitate understanding. In other words, intercultural
adaptation refers to the adjustment of behavior to decrease the probability of being
misunderstood by someone from a different culture. For example, a British conversing
with another British can facilitate understanding by adjusting his/her communication style in response to perceived miscommunication. Adaptation that occurs between
people of different cultural backgrounds requires more adjustment to reduce
3.11 Intercultural adaptation theory (IAT) 59
miscommunication than adaptation that occurs between individuals of similar cul-
tures. For instance, in conversations, people of the same culture may only need to
repeat a particular sentence or word to understand each other, whereas people of
different cultural backgrounds may need to use body language and other non-verbal cues to compensate for their inability to convey message through verbal means.
People adjust their behavior during initial stages of cross-cultural interactions,
where there is a perception of ‘‘foreignness.’’ If there is no perception of ‘‘foreignness,’’ adaptation is not likely to occur. One may perceive the other person to be foreign based on that person’s voice quality, skin color, or non-verbal cues. Also,
if individuals believe that they are interacting with a person who is foreign, they usually
perceive that they share limited or no knowledge with this person, including language,
which will likely result in miscommunication. Thus, potential misunderstandings are usually occurring when interactants lack shared knowledge of each other. So, as
perceived ‘‘foreignness’’ increases, perceptions of shared knowledge decreases, the probability of miscommunication increases and understanding decreases, and vice
versa (Cai & Rodriguez, 1997).
The Intercultural Adaptation Theory (IAT) (Ellingsworth, 1988) describes the
conditions under which individuals interacting in a new cultural environment
make changes in their identities and behavior (adapt or not). The theory argues
that the process of adaptation is goal driven; individuals are interacting and com- municating to accomplish some goals. Various factors influence intercultural
adaptation, including participants’ motivation and power in the interaction
(Ellingsworth, 1988) (see Figure 3.8).
According to the IAT, people adapt their behavior when they have a specific
purpose in an interaction and are motivated to make it successful. If people have
the same purpose (e.g., they need to cooperate or agree on something) they adapt
their behavioral style, regardless of their differences. If both persons have the same
purpose, then both persons adapt. However, if only one person has a purpose, then only that person adapts. Similarly, when one person has more power than the other
(e.g., has a territorial advantage or more social status), then the other person adapts.
The more the people adapt, the more they change their attitudes to and perceptions of
themselves and others and the culture they represent. During the adaptation process
people learn about themselves and others and modify their cultural perceptions and
stereotypes. The knowledge they gained during the adaptation process influences
their future intercultural behavior.
3.12 COMMUNICATION ACCOMMODATION THEORY (CAT) The Communication Accommodation Theory (CAT) (Gallois, Franklyn-Stokes, Giles, &
Coupland, 1988) examines the way individuals change their communication style
while interacting during cross-cultural encounters. The theory analyzes the motiva-
tions and consequences of what happens when two speakers change their communi-
cation styles. The theory argues that communication involves a constant movement
60 CHAPTER 3 Intercultural theories
towards and away from others; people change their communication styles and try
to accommodate or adjust their style of speaking to others. This can be done in
three ways: convergence (decreasing communicative distance), divergence (increas-
ing communicative distance), and maintenance (maintaining communicative distance) (see Figure 3.9). Communication convergence involves changing one’s linguistic
behavior (language, dialect, speech style, vocabulary) or paralinguistic behavior (tone
of voice, speech rate) to improve communication clarity and comprehension and
decrease communicative distance and thus become similar in communication style
to the partner and gain approval. The more a speaker converges to his partner, the
more favorably the person is likely to be evaluated by the listener. Communication
divergence involves the opposite: speakers seek differences between their communi-
cation styles to increase communicative distance and emphasize their uniqueness. The more a speaker diverges from his partner, the less favorably the person is likely to be
evaluated. Communication maintenance refers to continuing one’s own speaking
style.
Figure 3.8 Intercultural Adaptation Theory (IAT).
3.12 Communication accommodation theory (CAT) 61
The communication movement depends on the social and psychological contexts
and communicators’ characteristics. For example, strong individuals or people with strong ethnic or racial pride often use divergence strategy to emphasize their identity.
On the other hand, powerless individuals who have strong need for social approval use
convergence strategy.
An expanded model of the CAT indicates that communication accommodation
depends upon additional variables, such as situational factors, the interactors’ initial
orientation, the social/psychological states of speakers, addressee focus, interactional
strategies, reactions, and the evaluation (see Figure 3.9). Situational factors decide
whether communication occurs in high-status and high-threat situations (business meetings) or low-status and low-threat situations (party with friends, vacations). Inter-
cultural (intergroup) communication usually occurs in high-status and high-threat
situations. In these situations people evaluate the behavior of others negatively and
follow strict norms of group behavior. Social/psychological state refers to the speakers’
perceptions of the communication as having potential for conflict, and motivations to
accommodate to others. Initial orientation refers to the differences in the way the
individuals view their situation, either as being a member of a dominant ethnic majority
or a subordinate ethnic group.
Figure 3.9 Communication Accommodation Theory (CAT). Source: based on Gallois, C., Franklyn-Stokes, A., Giles, H., & Coupland, N. (1988). Commu- nication accommodation in intercultural encounters. In Y. Y. Kim & W. B. Gudykunst (Eds.), Theories in intercultural communication. Newbury Park, CA: Sage; based on Guirdham, M. (1999). Communication across cultures (p. 211). Hundmills, Basingstoke, Hampshire: Mac- Millian Press.
62 CHAPTER 3 Intercultural theories
Addressee focus refers to the way speakers pay attention to the needs or behavior of
each other (e.g., conversational needs, skills, and competence of the partner). They
can converge or diverge in their communication, depending on their needs. If they
focus on the skills and competence of the partner, they can slow the speech, use more questions, and select familiar topics for conversations to ensure the partner under-
stands what is said and achieve mutual understanding. If they focus on the partners’
conversational needs, they can share a topic of choice. If, however, they emphasize
their roles in the communication, they may interrupt each.
Speakers’ reactions to one another modify the communication moves. When speak-
ers seek social approval, focus on self-presentation or own social status or role-played
in relations, they decrease communicative distance, and communication convergence
occurs. When speakers desire to communicate their unique images, dissociate from the other speaker and emphasize differences between speakers (e.g., in experience,
knowledge, status, style) they increase communicative distance, and communication
divergence occurs.
Evaluations of the communication behavior (positive or negative) of the other
speaker (accommodating or not accommodating) influence the changes in com-
munication moves. These evaluations also have impact on future communication
encounters.
3.13 COORDINATED MANAGEMENT OF MEANING THEORY (CMMT) The Coordinated Management of Meaning Theory (CMMT) (Cronen & Shuter,
1983) is based on theory of Pearce and Cronen (1980) that argues that people
who are interacting socially construct the meaning of their conversation and see the social world depending on specific situations and contexts. According to the
CMMT, the meaning can be created and understood by attaining some coherence
and coordination. The meaning can be created on six contextual levels: (1) Verbal
and non-verbal behavior: how clearly people understand one another’s speech,
gestures, posture, signals, eye movement, words, (2) Speech acts: the way meaning
is attached to forms of address such as status or level of formality or respect,
(3) Episodes: sequence of behavior, rituals, arrangements for eating, sightseeing,
tipping, or gift giving, (4) Relationships: nature of social bonds, rights, and expectations, responsibilities, formation of friendships, development of business
relationships, (5) Life script: the way people perceive themselves in action, their
relationship to others and physical environment, social and cultural institutions,
and (6) Cultural pattern: the way the larger community is defined, what is
perceived as honesty, guilt, justice or equity within a society, freedom of speech,
spiritual beliefs, attitudes to gender (see Figure 3.10). These different contextual
levels play key roles in how people create meanings and understand messages.
People choose which contextual level is most important in the situation and behave accordingly. These six contextual levels need to be heeded in order
to solve the problem of cultural misunderstanding. Successful cross-cultural
3.13 Coordinated management of meaning theory (CMMT) 63
encounter and communication are characterized by understanding the exchanged
messages at all levels. It is possible to analyze every single element of cultural
misunderstanding at each contextual level.
3.14 CONSTRUCTIVIST THEORY (CT) Constructivist Theory (CT) argues that through processes of accommodation and
assimilation to a new environment (e.g., new cultural environment), individuals de-
velop new experiences, learn, and construct new knowledge. When individuals as- similate to a new environment, they incorporate their new experiences into their
existing beliefs. When individuals’ new experiences contradict their beliefs they
may change their perceptions of the experiences and knowledge of the external world.
Thus, by accommodating to a new environment, developing new experiences and
changing beliefs and the perceptions of how the world works, the individuals learn and
construct new knowledge. They become richer, more understanding, and more open
to the outside world.
SUMMARY Several intercultural theories can be used to explain communication behavior in
international and global contexts. However, these theories are of Western origin. It
is questionable whether they can be applied in all cultures. Each theory stands alone; no effort has been made to integrate them. There are many more variables that could be
included in each model to explain the concept of successful intercultural communi-
cation and encounters. More theories from disciplines such as psychology, social
psychology, intercultural communication, marketing, or management should be
drawn to arrive at one intercultural communication and interaction theory that
Figure 3.10 Coordinated Management of Meaning Theory (CMMT).
64 CHAPTER 3 Intercultural theories
international researchers and theorists can agree upon. More reference should be
made to cultural differences in the various models.
DISCUSSION POINTS AND QUESTIONS 1. What do you understand by cognitive, affective, and behavioral communication resources,
and how do they influence communication effectiveness?
2. What are the major assumptions of the Uncertainty Reduction Theory and AUMT? 3. What are the three communication accommodation strategies, and what factors influence
the communication movements?
4. Under what conditions will people interacting in a new cultural environment adapt their communication style?
5. Explain how six contextual levels of cross-cultural encounter facilitate understanding exchanged messages and cultural understanding.
WEBSITE LINKS 1. The Intercultural Communication Institute: http://www.intercultural.org. 2. Intercultural theories: http://www.uky.edu/�drlane/capstone/intercultural. Since many countries and destinations experience changes in culture as a result of
contact between tourists and hosts of different cultures the next chapter will discuss
the impacts of international tourism on the host and tourist culture.
Website links 65
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CHAPTER
Cultural practices and tourism impacts on culture
4 This chapter investigates the impacts of tourism on culture and their
consequences for tourist and host societies.
OBJECTIVES
After completing this chapter the reader should be able to: & Explain the impact of tourism on culture & Explain worldwide cultural theories and practices related to culture change
INTRODUCTION The results of numerous empirical studies show that many countries and destinations
experience cultural changes due to tourism development. The larger the numbers of
tourists the more significant are the changes. This chapter explains tourism impacts on
native cultures and shows what happens when tourists step into hosts’ lives when
each other’s value systems are different.
4.1 EROSION OF LOCAL CULTURES It is often argued that with an increase in international travel and excessive demand
for tourism products many societies experience erosion of local cultures and tradi- tional ways of life and customs, including indigenous cultures. In order to keep up
with tourist demand for local arts, the non-traditional craftsmen are given tasks to
create pseudo-native artifacts, called ‘‘original art.’’ The original art forms become 67
replaced by unsophisticated mass produced forms, often sloppily and carelessly
made. As a result, the quality of the traditional artistic designs and forms deteriorates
and their artistic and symbolic values and meanings disappear. The traditional art
forms become substituted for meaningless pseudo-traditional arts promoted for the purpose of sale.
4.2 CULTURAL COMMODITIZATION AND TRANSFORMATION Traditional culture is being packaged and treated as commodity for sale over which
tourists and entrepreneurs from the tourist culture, rather than locals, have rights.
Superficial non-authentic art forms are produced to create quick impressions of what
art once was and provide tourists with ephemeral and superficial experiences. As a
result, the local culture is commercially exploited and the rights of locals to own cultural heritage are lost. Examples abound of mass produced and distributed ‘‘local’’ souvenirs or artifacts that can be found in various regions and countries, and that bear
little resemblance to original and local artwork.
4.3 CULTURAL HOSTILITY Since tourism often destroys traditional ways of life and local economies, creates
dependency and low-skilled unsecured jobs, and harms indigenous peoples, local
hosts develop hostility to tourists. Cultural hostility is a form of cultural rejection or denial, often associated with anger and aggression. It refers to refusing to accept
others’ views of the world and forcing others and the world to fit their views regardless
of the cost. The larger the number of tourists visiting the destination, the greater the
hosts’ hostility towards tourists. If hosts are not involved in setting the guidelines for
tourism development, they may resent tourists and tourism development.
4.4 CULTURAL ARROGANCE Confronted with an influx of mass tourists, host populations often stage cultural experiences in order to compensate tourists for the lack of real experience. Staging
cultural experiences is done by creating backstage areas, where locals continue their
meaningful traditions away from the gaze of tourists, and front stage areas, where locals
perform a limited range of activities for tourist audiences (MacCannell, 1973). Display-
ing superficial local traditions and customs to tourists is a form of cultural arrogance.
However, this is done to protect and insulate local culture from the impact of mass
tourism. Staging cultural experiences diverts tourists from authentic local culture,
relieves pressure upon it and thus helps its preservation. Designing international hotels in Western styles and showing little respect and
appreciation for the local traditions is another example of cultural arrogance. In order
68 CHAPTER 4 Cultural practices and tourism impacts on culture
to avoid being called culturally arrogant, some hotels incorporate local features in hotel
interiors, exhibit work of the indigenous painters or sculptures, and display symbols of
local lifestyle, such as crafts and dress.
4.5 AUTHENTICITY OF TOURISM EXPERIENCES In order to satisfy mass tourism, pseudo-artifacts are produced and commoditized
creating standardized and inauthentic products. Some scholars argue that tourists like
commoditized, inauthentic products, imitations, images, and so called ‘‘staged attractions’’ (Boorstin, 1961).
However, it is debatable whether tourists are able to actually experience what is
authentic in foreign cultures, as most of what they are offered is pseudo-experience. In
order for tourists to experience an authentic foreign culture, they need to get away from the main streets, shopping centers, and attractions where only staged authentic-
ity is present. False back stage areas are often set up to deceive tourists; they could be
more inauthentic than staged front regions. Thus, commoditization and globalization
destroy the authenticity of tourist experiences (MacCannell, 1989).
However, some believe that what is promoted to tourists is assumed to be authentic
(Culler, 1981) and what is inauthentic may become authentic over time (Graburn,
1976). For example, tourism products that are initially regarded as inauthentic (e.g.,
Disney World) eventually get incorporated into local culture and perceived as authen- tic (Cohen, 1988).
Tourists are often willing to perceive tourism products as being authentic because
they are ‘‘symbols’’ of authenticity, not because they are originals or represent reality (Culler, 1981). Tourists like to take home from Mexico sombreros with Mexican
designs on them as authentic evidence of their destinations. Although these objects
are made for the mass market and promote inauthenticity (Errington, 1998) traditional
techniques may remain unchanged (Cohen, 1993).
Many tourists are not concerned with authenticity and the origins of attractions as long as they enjoy them and the products transformed by the commoditization remain
authentic in the tourists’ eyes. Also, many tourists accept superficiality of tourism
products as long as it helps to protect the original culture (Cohen, 1995). Tourists
understand that commoditization of cultural products may change or add new mean-
ings to them (Cohen, 1988; Grunewald, 2002). Most tourists accept commercialized
objects as authentic as long as they are convinced that these objects have traditional
designs and have been made by members of an ethnic group (Cohen, 1988).
4.6 RENAISSANCE OF TRADITIONAL ART FORMS In some cases tourism enables a rejuvenation of particular forms of art and craft. The
exposure to other ethnic groups can often result in the adaption of their art traditions,
forms, and designs (e.g., pottery, jewelry). By borrowing from one culture, modifying
4.6 Renaissance of traditional art forms 69
and refining the original local art, new forms of traditional art can develop. For
example, refining highly demanded Indian and Aboriginal arts and crafts allowed for
developing new ideas and creating new designs. Thus, in the process of commoditi-
zation (mass) tourism may help to maintain and revive original traditions, and art designs and forms (Cohen, 1988).
4.7 MARKETING OF CULTURE AND VIOLATION OF RIGHTS TO OWN CULTURAL HERITAGE By treating traditional culture as a commodity for sale and making it commercially
exploited, culture is turned to paid performance. Traditional ceremonies and festivals are pre-arranged and treated as daily entertainment rituals for sale (e.g., hula girls greet
tourists at Honolulu airport; Maori perform daily dances in Rotorua, New Zealand). As a
result, the tourists see the visited country through superficial experiences that are
selective, pre-arranged, and distorted from reality. The commercialization of culture
proves that the traditional culture can be treated as a commodity over which locals lose
their rights.
The discussed above cultural practices are usually responsible for culture change.
4.8 CULTURE CHANGE Culture change occurs as a result of (1) evolutionary changes occurring within a society,
(2) changes in the way people live, and (3) contact between societies and groups from
different cultures (e.g., hosts and visitors). All cultures are changing in response to the
changes in social environment, institutions, technologies, politics, and ideologies. One
of the major reasons for culture change is frequent contact between societies. Cultural
elements such as values, ideas, or scientific developments are spread all over the world
by travelers, immigrants, business people, guest workers, diplomats, and students. Culture is also carried by film and literature. The spread of these cultural elements
among societies is a two-way process. Visitors bring their ideas to the host country, and
hosts expose visitors to their values and perspectives. As a result of cultural contact
between their members, both cultures (host culture and visitor culture) influence each,
and affluent society has more influence on the non-industrialized and developing
society. For example, the Western industrialized nations have more influence on Third
World countries than the Third World countries have on developed Western nations.
Those with more power significantly influence the culture of those with less power. Tourism significantly influences the changes induced through contact between
societies with different cultures. Many studies show that the interaction between locals
and tourists creates significant changes in cultural (as well as social, economic, and
political) value systems. Tourism is a medium for cultural transformation. In particular,
tourism can initiate irreversible changes within the cultures of host communities (Robin-
son, 1998). Tourists are viewed as agents of cultural changes (Pearce, 1995).
70 CHAPTER 4 Cultural practices and tourism impacts on culture
4.9 CULTURE DIFFUSION Cultural diffusion refers to the spread of cultural elements such as ideas, styles, food,
religions, technologies, etc., between individuals and groups within a single culture or
from one culture to another. For example, the new fashion items and dressing styles,
such as blue jeans, Nike shoes, or Movado wristwatches; technology products, such as the Apple ipod or Dell personal computers; foods, such as pizza, spaghetti, or sushi;
ideals, such as democracy or human rights, have spread rapidly around the world in the
last several years. The spread of cultural elements across different cultures is called
inter-cultural diffusion, and it usually happens through migrants and trans-cultural
visitors such as tourists, diplomats, soldiers, business people, scientists, actors, trans-
cultural marriages and media (letters, books), all of which carry their culture with
them. The effect of culture diffusion is changing local cultural features (dressing, styles,
food) and traditions; creating new products, services, and jobs; changing beliefs and ideas and improving the quality of life. In tourism, culture diffusion refers either to the
tourist or the host populations who spread and adapt cultural elements of one another.
The cultural elements that are spread through tourism can be gastronomy, dress,
language, traditions, art and music, handicrafts, architecture, religion, and leisure
activities.
Various theories explain the origins of culture diffusion. According to the helio-
centric diffusionism theory, all cultures originate from one culture. Culture circles
diffusionism (Kulturkreise) theory teaches that cultures originate from a small number of cultures. Evolutionary diffusionism theory assumes that societies and their cultures
are influenced by other societies and their cultures, and that all humans are equally able
to create new ideas and innovate. Biblical diffusionism theory argues that the universe
and all cultures started with Adam and Eve. The cultural evolutionary diffusionism
theory states that new cultural items appear simultaneously and independently in
several different places when certain items are diffused to the respective communities.
For example, the inventions of the portable computer and cell phone spread simulta-
neously all over the world. Although the concept of cultural diffusion is often used to explain similarities
among cultures, it has been criticized for implying that various cultures would not
be capable of development if it were not for cultural diffusion. Also, diffusion is difficult
to prove; it can be proved only when it leaves some tangible traces, such as arche-
ological traces. In addition, the theories of cultural diffusion fail to explain why some
cultural elements have not been diffused between countries and continents.
4.10 CULTURAL BORROWING Cultural borrowing occurs when two cultures come into contact and borrow each
other’s traditions, customs or values. Borrowing is not symmetrical; it depends on the nature and the duration of the contact, its purpose, context, characteristics of
the interacting individuals, and the differences between individuals and their
4.10 Cultural borrowing 71
societies. Those who are from less wealthy and influential societies borrow from
those who are from wealthier and influential societies. For example, hosts from
developing countries are more likely to borrow from tourists who are from devel-
oped countries. Host destinations that support tourism development borrow cultural elements
from tourists’ cultures in order to follow the standards of their culture. As a result of
cultural borrowing in developing countries, the original culture of the host societies
becomes weaker (they develop a Western style of society) and the culture of the tourist
societies becomes stronger.
The effects of cultural borrowing may be positive and negative. Cultural borrowing
may lead to learning elements from other cultures, better understanding of other
people and to some extent influencing people’s patterns of life. Sometimes both cultures become similar. When the host culture lags technologically behind, cultural
borrowing can revitalize its cultural features (art, culture, etc.) (Pearce, 1995). How-
ever, cultural borrowing may also lead to cultural collision: natives, for example, may
replace their traditional costumes with cheap imitations of the city tourist’s dress (t-
shirts and jeans), while the tourists may adorn themselves with expensive imitations of
native costumes (Gee, Makens, & Choy, 1997).
4.11 CULTURAL DRIFT Cultural drift refers to a temporary and random cultural change. A good example of
cultural drift is a temporary change in language; over time, pronunciation, vocabulary,
spelling and even grammar can change. Although some of these changes occur as a
result of changes in education and technology, most of them are caused by the changes
brought by different cultures, especially a continuous interaction between societies. In
tourism these changes are brought by contact between tourists and locals. Since their
contact is often seasonal and brief, the changes may be temporal. The temporary contact between tourists and hosts can result in visible changes in
their behavior (phenotypic behavior). For example, the host can develop an attitude of
servitude toward tourists. Since tourists visit the host’s culture for the purpose of
leisure, and hosts are at work, both strive to achieve different goals: tourists strive
for personal satisfaction and hosts for financial gains. This often results in exploiting
each other and the host environment.
Cultural drift assumes that the hosts’ and tourists’ behavior is changed temporarily
for the duration of the tourist stay. The hosts and tourists may return to their original values and lifestyle when tourists leave. However, the changes in the host behavior
may also be permanent. As the number of visitors to a destination increases and the
contact between hosts and guests is more continuous, hosts may need to adjust to the
needs of the tourists on a more permanent basis. Their values, norms, and standards
are permanently changed and passed from one generation to the next. These reflect
the changes to hosts’ genotypic behavior. The larger the contrast between the host
culture and the tourist culture, the more significant the changes.
72 CHAPTER 4 Cultural practices and tourism impacts on culture
4.12 ACCULTURATION Acculturation ‘‘results when groups of individuals from different cultures come into continuous first-hand contact, which causes changes in the original cultural patterns of
either or both groups (Redfield, Linton, & Herskovits, 1936). During the acculturation
process, cultural elements of each group or individual are exchanged. As a result of this exchange, the original cultural patterns of either or both groups may be changed, but
the groups remain culturally distinct (Kottak, 2007). Those who come to a new
environment learn the behaviors, attitudes, and values of a culture that is different
from their culture of origin (Lee, 1988). During the acculturation process, both
changes of phenotypic and genotypic behaviors occur.
The process of acculturation is not balanced. Acculturation occurs when contact
takes place between a stronger culture and a weaker one. It is more likely to occur
between the developed and the developing world. For example, tourists from power- ful, developed countries influence locals from poorer, developing countries.
Historically, acculturation was believed to be a one-way process whereby the
individual coming to a new culture learned its values and norms. Acculturation can
affect one or both groups. However, it influences one group more than the other (Berry
& Sam, 1997). For example, although both the newcomer culture and the host culture
undergo changes, the impact of the host culture on the newcomer culture is relatively
stronger compared to the influence of the newcomer culture on the host culture (Kim,
1985). The newcomers need to adapt more to the host culture than the hosts need to adapt to the newcomer culture (Ogden, Ogden, & Schau, 2004).
Traditionally, it was believed that in order to adapt to a culturally different envi-
ronment individuals had to lose their cultural characteristic and gain characteristics of
other cultural groups. Today it is believed that individuals may maintain their culture of
origin while gaining characteristics of other cultural groups (Berry, 2003). Individuals
themselves determine the amount of cultural characteristics and contact needed with
the dominant culture to successfully adapt. Individuals who are not able to make this
decision often experience stress resulting in reduced mental health (Berry, 2003; Burnham, Hough, Karno, Escobar, & Telles, 1987).
Acculturation occurs at both individual and group levels. On the individual level,
newcomers learn new values and develop new perceptions, attitudes, and personality
(Berry, 1980). On the group level, acculturation occurs through socialization, social
interaction, and mobility (Olmedo, 1979). Individual acculturation is called transcul-
turation and occurs on a smaller scale and has less visible impact. It mostly occurs to
long-stay visitors and first-generation immigrants, for whom the process is very difficult,
due to the lack of precedents in the family. The degree of acculturation varies, depending on the individual’s interests and the motivation. An example of individual acculturation
is learning regional vocabulary by a traveler who spent some time in a foreign country.
The group acculturation occurs on a larger scale and is more visible. The group
acculturation occurs due to the inflow of new technology, modernization, and ad-
vancement. For example, due to continuous contact, cultures exchanged foods,
recipes, music, clothing, and technologies. However, the group acculturation may
4.12 Acculturation 73
have damaging impact on the indigenous culture, leading to total assimilation of the
indigenous people with the dominant culture. For example, many Native Americans of
the United States, Taiwanese aborigines, and Australian aborigines have nearly lost
their traditional culture when it was replaced by the dominant new culture. Acculturation is measured by the extent to which a person has adapted to a new
culture and changed his or her own behavior as a result of the contact with a new
culture. In the early 1900s many of the European migrants successfully assimilated and
adapted American culture. However, the new immigrants to the United States (e.g.,
Hispanics) do not desire to be fully assimilated. Many of them want to maintain their
own cultural identities.
One of the most important indicators of acculturation is the extent to which new-
comers (1) speak their native language versus host language, (2) become aware of the cultural heritage, identity, and social behavior of a new culture versus their culture, and
(3) are culturally affiliated with a new culture and do not feel discrimination.
Acculturation can be voluntary or forced. Acculturation is voluntary when the
individuals voluntarily come to a new culture and learn its values and beliefs. Accul-
turation is forced when the individuals are forced to come to a new culture for political
or economic reasons. Voluntary acculturation is quicker and easier because individuals
are motivated to learn the host language, become familiar with the preferences and
lifestyle of a new culture, and become affiliated with a new culture. Forced accultur- ation is difficult and it takes longer time.
The process of acculturation is often referred to as the ‘‘Macdonaldization’’ of global cultures (Mason, 2003). Due to globalization, access to new technology and advance-
ments in communication customers, regardless of their location, learn about new
products and share common tastes and preferences on a worldwide scale. Homoge-
nized products and global standards that imitate and assimilate patterns of social be-
havior, language, dress, and, cuisine are spread around the world (Ritzer & Liska, 1997).
This standardization of products around the world blurs cultural lines (Jafari, 1996) that results in cultural homogeneity and standardization of tourism destinations.
4.13 CULTURAL ADAPTATION Cultural adaptation refers to adaptation of elements of other culture. Hosts need to
adapt some elements of tourist culture in order to meet tourists’ needs. Host commu-
nities are usually pro-active and adapt to different categories of tourists despite stereo-
types (Sofield, 2000). The process of adaptation depends on the duration of the
tourist’s visit, duration and intensity of interaction between tourists and hosts, the
strength of their cultural affiliations, and capacity to withstand the influences of each
other. The process of hosts’ adaptation to tourists’ needs often leads to commoditiza-
tion and commercialization of local culture. There are various adaptation models developed. For example, according to Doxey
(1976), the resident population (hosts) changes their behavior and attitudes to tourists
over time. When tourists first visit the destination, hosts greet them with euphoria and
74 CHAPTER 4 Cultural practices and tourism impacts on culture
then over time as the numbers of tourists and their impacts (positive and negative)
grow, hosts’ attitudes move through stages of apathy and annoyance to a level of
aggression towards the visitors (Mason, 2003).
4.14 CULTURAL ADJUSTMENT Cultural adaptation is often referred to as cultural adjustment. Trivonovich identified
four different stages which every visitor may have to go through when adjusting to a
new and different culture: (1) honeymoon stage, (2) hostility stage, (3) integration/
acceptance stage, and (4) home stage (http://www.cgu.edu/pages/945.asp). In the
honeymoon stage visitors are excited and fascinated with everything new. They are
happy, interested in a new life and other people, and willing to please and cooperate.
In the hostility stage the visitors become anxious, judgmental, fearful, and often depressed. They are frustrated about new rules of life and customs. They are easily
upset by small and unimportant things, are not able to sleep and eat, and suffer from
headaches, indigestion, and other illnesses. They blame the new environment for own
discomfort and unhappiness and reject it. Visitors become hostile to all that is new and
foreign; they lose motivation and often withdraw. In the integration stage visitors begin
to feel comfortable and relaxed in the new environment. They smile and joke, and are
not concerned with minor misunderstandings which previously caused hostility. They
make friends and start seeking more information about the new environment. In the home stage, visitors feel at home and treat their new culture as their native culture.
They have successfully adjusted to the customs and standards of the new environment
and are able to live successfully in both cultures (http://www.cgu.edu/pages/945.asp).
Sharp (1992) identified similar stages of adjustment, such as (1) initial enthusiasm and
excitement about visiting a new destination, (2) withdrawal and loneliness due to
difficulties caused by cultural problems, (3) re-emergence and adjustment, and (4)
achievement and enthusiasm after adapting to a new culture.
There are several techniques that can be used to ease cultural adjustment. These include (1) being humble and having a genuine desire to meet and talk with local
people, (2) expecting different things when traveling, (3) being open minded and not
taking things seriously, (4) not letting others get on one’s nerves, (5) enjoying the
experiences and being a good ambassador for one’s country, (6) learning about the
new country to be visited, (7) not judging others by the people one has trouble with,
(8) listening and observing, (9) understanding that other people may have different
thought patterns, (10) being aware of what may be offensive to other people, and (11)
reflecting on new experiences (http://www.cie.uci.edu/world/shock.html).
4.15 CULTURE ASSIMILATION There is some ambiguity between the concept of acculturation and cultural assim-
ilation. Consequently both terms are often used interchangeably. However, there is
a difference between these two concepts. Acculturation refers to cultural borrowing
4.15 Culture assimilation 75
when some elements of the other culture are added without abandoning the native
culture (individuals gain characteristics of another cultural group while maintaining
their original culture, causing changes in the original cultural patterns. When con-
tact between tourists and hosts is temporary, hosts get back to their traditional values and lifestyles after tourists leave. If the contact is very short, a host society
can experience cultural drift. On the other hand, assimilation occurs when a person
fully adapts mainstream values of a new culture and gives up his/her cultural
heritage (Berry, 1980; Padilla, 1980). Assimilation is about the replacement of one
set of cultural traits by another one. It is a very intense process of integration and
absorption of members of a cultural group (typically immigrants) or minority groups
into another one. During this process many cultural characteristics of those who try
to assimilate can be lost. The differences between acculturation and assimilation can be presented on an
acculturation–assimilation continuum. At one end of the continuum is the unaccultur-
ated extreme, where the individual’s cultural heritage strongly influences his/her
behavior. At the other end is the acculturated extreme, where the individual is fully
assimilated to the host culture and has fully adapted the values and attitudes of the host
population (Hair & Anderson, 1972). At this end, assimilation rather than acculturation
occurs (see Figure 4.1).
Similarly to acculturation, assimilation can be voluntary (in the case with long-term
visitors and immigrants) or forced upon an individual or group. When individuals or
national groups are forced to assimilate for political or economic reasons they may
strongly resist it. Sometimes governments put extreme pressure and even use force to assimilate the minority groups to a dominant culture. In this process some minority
cultures can be exterminated and even physically eliminated because they usually do
not have political power and are not in a formal position to impose elements of their
culture on the dominant culture.
Different individuals assimilate in a different way. Some can assimilate quickly (e.g.,
young and motivated), while others cannot assimilate at all (e.g., elderly). Children
born in host countries to long-term visitors, such as guest workers, diplomats, soldiers,
or immigrant parents, do not have trouble assimilating. These children easily associate with the host culture on a regular basis and treat the culture into which they have been
born as their native culture. However, new long-term visitors and immigrants and their
children have to adapt first before they assimilate to the host societies; they retain or
modify elements of their native culture depending on how the host culture meets their
needs.
Figure 4.1 Acculturation–Assimilation Continuum.
76 CHAPTER 4 Cultural practices and tourism impacts on culture
Individuals try to assimilate with the new environment by learning the language of
the host country, making new friends, finding a job, or going to school. Host societies
also try to adapt to newcomers by accepting them as their own, providing them with
language classes, helping to find schools and jobs, and giving them preferential treat- ment over themselves.
The effects of assimilation may be positive and negative. Assimilation may lead to
learning, understanding, and accepting a new culture and its people. However, it may
also lead to the minimization of the distinctive features of the native cultures and even
their total disappearance.
4.16 ENCULTURATION Enculturation refers to the learning of what is contained in culture. It is the process of
learning the accepted norms and values of the culture or society in which the individ-
ual lives, what is and is not permissible within that society’s framework, and the
individual role within society. Enculturation also involves learning the language and
ways of life of other people and their countries. Enculturation is about learning from
other people how to behave. Thus, enculturation results in behavioral similarities and
differences across societies.
Much of learning occurs through communication (speech, words, and gestures), observation of others and emulating their behavior (e.g., using different slang, expres-
sions, and dress), education, and socialization (through social events and behaviors
that prevail in a particular culture). Thus, enculturation also refers to socialization
(Segall, Dasen, Berry, & Poortinga, 1990). Parents play a very important role in a child’s
learning a culture. Enculturation is a life-long process. It can be conscious or uncon-
scious. Individuals are usually unaware of how much they learn. People who are most
thoroughly enculturated are the least aware of their culture’s role in influencing them
(Segall, Dasen, Berry, & Poortinga, 1990). Enculturation is sometimes referred to as acculturation, a word which originally referred only to exchanges of cultural features
with foreign cultures.
4.17 DEMONSTRATION EFFECT Demonstration effect is the effect on the behavior of individuals caused by observation
of the actions of others and their consequences (http://en.wikipedia.org/wiki/Demon-
stration_effect). The example of demonstration effect includes individuals or countries
that adapt cultural elements and policies used by those who have been successful in adapting them. The purpose of demonstration effect is to emulate the success of
others.
In tourism, demonstration effect refers to local residents adapting the styles and
manners of visiting tourists. Locals notice the superior material possessions of the
visitors and wish to have the same. One of the positive effects of demonstration effect
4.17 Demonstration effect 77
is that it encourages residents to better work and productivity. Particularly, in devel-
oping countries hosts can be motivated to perform better because they can see in
tourists the standard of living they want to follow. However, the expensive cameras
and watches carried by tourists can not only be the objects of admiration and motiva- tion to work harder, but also a source of anger and even threat. Demonstration effect
can be disruptive; locals can become resentful of visitors because they are unable to
obtain the goods and lifestyle demonstrated by them. The exposure of the host society
to tourists’ goods or ways of living can create unhappiness of hosts with what they
previously regarded as acceptable. Demonstration effect can often generate jealousy,
resentment, and even hatred of tourists in the developing host countries, especially,
when locals see they cannot be as wealthy as tourists and have the same standard
of living. Demonstrating the Western way of living, either through travel and tourism or
media, to host countries that have not reached the same level of development and
wealth, may be a sign of egoism on behalf of tourists. However, international travelers
from developed countries are not always aware of the socio-economic situation of the
host countries in which they travel and thus do not always understand the effects of
their behavior on the local population. Consequently, tourists are not always to be
blamed for their behavior. Demonstration effect is most often brought by commercial
and media activities which are to be blamed. Young people are particularly susceptible to demonstration effect. Demonstration
effect encourages young people to leave their families and home land, especially rural
areas, and move to urban areas or even overseas in search of the better
‘‘demonstrated’’ lifestyle. Demonstration effect may be responsible for social divisions between the young and old members of a society, and conflicts rather than learning
and cooperation (Mason, 2003).
4.18 CULTURAL CONFLICT Cultural conflicts are created by cultural contacts. Conflicts arise because those in
contact (individuals or groups) are from different cultures. Culture is a major factor in
culture conflict. In particular cultural differences that cause misunderstanding and value clashes, cause culture conflicts. People are cultural beings, and culture is part of
their identity, the way they perceive and act in the world and the way they interact.
Culture affects their relationships, how they develop meanings, create identities,
understand their roles and responsibilities, and argue and negotiate. Culture is an
important component in human conflicts. Human conflicts are cultural conflicts. In
all human conflicts tensions develop due to inaccurate communication or stressed
relationships, which are due to differences in culture. Even conflict resolutions are
influenced by culture. For example, the Kosovo conflict or Israeli–Palestinian or Indian–Pakistani conflicts are not about territory and sovereignty issues; they are also
about making different meanings, perceiving the world, and acknowledging and legit-
imizing own cultural identities and ways of living.
78 CHAPTER 4 Cultural practices and tourism impacts on culture
Societies as well as individuals who share cultural similarities understand each
other, develop mutual relationships, and group themselves around their values. Those
who do not share cultural values and preferences have difficulties with understanding
each other and are not successful in developing relationships; thus they are increas- ingly in conflict with each other. The question is whether global tourism will be
characterized by increasing cultural understanding or conflicts? What is the likelihood
of cultural understanding and conflicts between people?
Whether international travel traffic has increased its impact on human contact
and relationships is often debatable. It is generally assumed that international
tourism reduces the probability of cultural conflict and leads to cultural under-
standing and peace. However, there is not much evidence to confirm this assump-
tion. In fact, to the contrary, there is much evidence that increasing contact between people from different cultures may be a highly divisive force for interna-
tional tourism (see Chapter 8). One may even say that it is unlikely that increasing
contact between people from different cultures will ease international tensions or
promote greater international understanding and good relations among countries.
Even economic benefits that tourism brings cannot foster understanding and peace
among nations. Increased communication, trade, and travel multiply interactions
among cultures, and increasingly encourage people to pay attention to their cul-
tural uniqueness and identity. For example, two Europeans, one German and the other French, interacting with each other, identify each other as German and
French. However, when interacting with two Arabs, one Saudi and the other
Egyptian, they define themselves as Europeans and Arabs. Consequently, in an
increasingly globalized world there will be a very strong focus on cultural, ethnic
and even civilizational identity. People will increasingly desire to emphasize
their identities which may be a determining force for generating future cultural
conflicts.
Cultural conflicts are more dangerous than conflicts between social or econom- ic classes. Vaclav Havel, a former president of the Czech Republic stated that
‘‘cultural conflicts are increasing and are more dangerous today than at any time in history’’ (Havel, 1994). Nations who share similar culture, values, social rela- tions, customs and philosophical assumptions and have similar outlook on life
usually support ethnic conflicts, tribal wars, and violence between groups from
different cultures. Thus, it is expected that future conflicts between nations and
individuals will be generated by cultural factors rather than by economics or
ideology (Delors, 1993). In today’s increasingly multicultural world, global tourism will be characterized by increasing cultural conflicts (Huntington, 1996). Cultural
differences will be undoing the world. The more the world will become globalized,
the more pressure there will be on societies and individuals to become culturally
unique and distinct. The existence and nature of the cultural conflicts will greatly
depend upon understanding and accepting the cultural differences as differences
rather than deficiencies. As a result, those who want to avoid conflicts and func-
tion more effectively in a new global world will require cultural competency (see
Chapter 17).
4.18 Cultural conflict 79
SUMMARY With an excessive demand for tourism products many societies experience erosion of
local cultures. Traditional cultures are being commoditized and commercialized
exploited over which locals lose rights. Although commoditization destroys authen-
ticity of local culture it also helps its conservation and preservation. Culture change refers to changes in culture due to contact between culturally
different groups. Cultural diffusion defines the spread of cultural elements from one
culture to another. Various theories failed to explain why some cultural elements are
not being diffused. Cultural borrowing occurs when two cultures borrow each other’s
traditions, customs, or values. Although cultural borrowing may lead to learning other
cultures, it may also generate cultural collision. Cultural drift refers to a temporary and
random cultural change. The tourist–host contact can result in temporary and visible
(phenotypic) or permanent (genotypic) changes in behavior. Acculturation refers to adding some elements of the other culture to one’s native culture and causing changes
in one’s original cultural patterns. Acculturation is measured by the extent to which a
person has adapted to a new culture. Cultural adaptation refers to adaptation of
elements of another culture. Hosts need to adapt some elements of tourists’ culture
to meet tourists’ needs. There are various stages of cultural adaptation or adjustment
and techniques for easing cultural adjustment. Culture assimilation occurs when a
person fully adapts mainstream values of a new culture and gives up his/her cultural
heritage. The differences between acculturation and assimilation can be presented on an acculturation–assimilation continuum. Acculturation and assimilation can be volun-
tary or forced. Although assimilation may lead to learning a new culture it can also lead
to a total disappearance of native cultures. Enculturation refers to the learning of what
is contained in culture; it often results in behavioral similarities and differences across
societies. Demonstration effect refers to local residents adapting the styles and manners
of visiting tourists. Demonstration effect frequently creates jealousy and hatred of
tourists in the developing host country. Culture conflicts are caused by misunderstand-
ing and value clashes and are more dangerous than conflicts between social or eco- nomic classes. Global tourism will be characterized by increasing cultural conflicts.
DISCUSSION POINTS AND QUESTIONS 1. What is the effect of cultural commoditization and transformation on local tradi-
tions and customs?
2. Find in the literature examples of products that are sold to tourists as ‘‘local and authentic’’ although they may be mass produced elsewhere.
3. How important is authenticity of tourism experiences? 4. What is the difference between acculturation and cultural assimilation? 5. What strategies do you use in your own life which aid your adaptation in foreign
country and reduce cultural stress?
6. Give three examples of demonstration effect in tourism.
80 CHAPTER 4 Cultural practices and tourism impacts on culture
CASE STUDY 4.1 Discovering The Maori Culture
I arrived in New Zealand on the 20th of October 2004. This country has always fascinated me. At that time I didn’t know much about Maori culture. The only image of New Zealand I had was the entrancing ceremony made by the New Zealand rugby players before a match. I also saw a film Once Were Warriors on failed assimilation and destruction of indigenous cultures. When visiting New Zealand I wanted to experience the cultural practices of its indigenous people. I hoped the Maori culture had not been transformed into some kind of tourist attraction. After a few days in Auckland, I headed off for Rotorua – the cradle of Maori culture and the birthplace of tourism in New Zealand. My first confrontation with the Maori culture was through the visit of the New Zealand Maori Arts and Crafts Institute (NZMACI), a carving and weaving school. Arts and crafts are very important in Maori culture. ‘‘Like the pictures of a book, arts and crafts are the pages of the Maori culture. It's how stories were told and passed down through generations; how traditions and genealogy were preserved. History was carved and woven’’ (http://www.nzmaori.co.nz). Through the visit of this living museum, Maori people can preserve their culture and share their art with the tourists. After this very interesting introduction to the Maori culture, I attended a Maori show in the evening. I was never interested in staged tourist attractions, because I would rather experience real cultural practices. I felt that by participating in this show I was consuming culture like any another product; I could pay for a piece of the Maori cultural heritage. However, I also knew that I wouldn’t be able to experience the Maori culture if I didn’t attend the show. I wanted to learn more about the Maori culture, so I decided to attend the show. The performance took place in the Maori village at Te Puia, literally ‘‘the land of Maori ancestors.’’ After a traditional welcome, the show began with a challenge by fierce warriors, following an hour of song and dance inside the Marae, the ‘‘sacred meeting house.’’ Being surrounded by the carvings of ancestors, I could enjoy the seductiveness of the Poi dance and the ferocity of the Haka, the war dance. After the show, the performers shared with us a food provided from the traditional Hangi, where food is steam cooked on hot rocks of the earth. I left the village with the impression that I knew a little more about Maori culture and that those people were proud of their heritage and willing to share it with the tourists. According to Zeppel (1997), ‘‘The experience of presenting Maori people as part of a living culture is a success for both the tourists and the hosts. Maori staff recreate a traditional lifestyle, the hangi and concert provide an educational experience of Maori culture for visitors, and Maori employees are motivated to learn about their own culture and to share it with the visitors.’’ The Rotorua region and its people are known for their hospitality. They naturally accept the tourists coming to share their cultural practices. Their shows not only generate incomes and work in the community, but also better educate tourists about Maori culture and keep their traditions alive. It is important that the Maori people and tribes continue to be involved in all instances of the planning and further developments of tourism in New Zealand.
Discussion points and questions 81
Zeppel, H. (1996). Maori tourism conference Te Putanga Mai. Journal of Travel Research 36 (2), 78–80.
WEBSITE LINKS 1. Cultural change: http://en.wikipedia.org/wiki/Culture 2. Culture change: http://anthro.palomar.edu/change/default.htm 3. Cultural diffusion: http://en.wikipedia.org/wiki/Diffusion_(anthropology) 4. Cultural drift: http://www.mentalwanderings.com/gulch/2003/12/cultural_
drift.html
5. Acculturation: http://en.wikipedia.org/wiki/Acculturation, http://www. encyclopedia.com/doc/1E1-accultur.html
6. Cultural adaptation: http://www.temple.edu/studyabroad/students/cultural_ adaptation.html
7. Cultural adjustment: http://internationaloffice.berkeley.edu/multiple_use/ cultural_adjustment.php, http://www.uazone.net/Adjustment.html
8. Cultural assimilation: http://en.wikipedia.org/wiki/Cultural_assimilation 9. Enculturation: http://en.wikipedia.org/wiki/Enculturation
Since the aim of this book is to explain the impact of culture on tourist behavior, the
next part will discuss the concept of culture and cultural differences.
82 CHAPTER 4 Cultural practices and tourism impacts on culture
PART
Culture and Cultural Differences
3 Part three explains the concept of culture and identifies major cultural
differences in core value patterns among international societies. This part also discusses the influence of national culture on communication, social
interaction, rules of social behavior, and service. The discussion is placed in the context of ethics.
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CHAPTER
Culture
5 The aim of this chapter is to provide a detailed explanation of the
concept, elements, and characteristics of culture.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept, elements, and characteristics of culture & Identify different types and levels of culture & Explain the concept of subculture & Distinguish between national culture, nationality, country of residence, and country of birth
& Learn about the importance of cultural identity in this world & Understand the concept and measurement of cultural distance
INTRODUCTION In an increasingly multicultural tourism context, the question of the similarities and
differences in tourist behavior across cultural borders is gaining in importance. More
and more people are traveling around the world, and their countries are being inte-
grated into global markets. Therefore, tourism marketers and managers operating in
this environment need to understand the concept of culture and the role of national culture in influencing tourist behavior.
85
5.1 DEFINITION OF CULTURE Many people generally believe that culture manifests itself in music, literature, paint-
ing, sculpture, theatre, and film (Williams, 1976). Others describe it in terms of
consumption and consumer goods (Berger & Smith, 1971). However, the concept of
culture is very difficult, perhaps even impossible, to define because it is a theory and/or abstract name for a very large, complex, multidimensional phenomenon. Hundreds of
definitions of culture have been developed under different conditions under which
different scholars have worked. These scholars have all had different views about what
constitutes the concept and meaning of culture.
Originally, the term culture derived from Latin cultura, which means to cultivate.
The term refers to patterns of human activity and the symbolic structures that give such
activities significance and importance. Anthropologists, in particular, point to the
human origin of culture. Functionalists refer to culture as a set of rules that gives direction to people, informs them how they should behave and what means they
should use to meet their needs. Cognitive anthropologists view culture as cognitive
knowledge. Symbolists refer to culture as a system of symbols and meanings that help
to communicate. Social anthropologists emphasize the importance of social relation-
ships and practices of human consumption processes. Cultural anthropologists focus
on human norms and values. Archaeologists concentrate more on the material remains
of human activity. Marketers refer to culture as a set of important assumptions that
members of a particular community share in common. These different definitions reflect different theoretical bases for understanding the concept of culture and criteria
for evaluating human activity. Such a division of thoughts also shows difficulties in
arriving at one central definition. As a result, culture is ambiguously defined, and no
single consistent and integrated definition of culture has been proposed. Yet, the term
is used as if its meaning was clear.
The section below presents more detailed explanations of culture. The definitions
presented range from the view that culture is an all-inclusive phenomenon (e.g.,
culture is everything) to the view that it takes a narrow perspective (e.g., culture is about people’s way of life). Sir Edward Burnett Tylor, who described culture from the
perspective of social anthropology, defined culture as ‘‘that complex whole which includes knowledge, beliefs, art, morals, law, customs, and any other capabilities and
habits acquired by man as a member of society’’ (Tylor, 1874, p. 1). This classic definition of culture emphasizes the inclusive nature of culture (many variables are
included).
A view of culture from a narrower perspective points to different aspects of the
concept and reflects its essential features. These definitions are not mutually exclusive. Accordingly, culture refers to the:
1. Human environment. Culture has been created by humans; it is a part of a human-made environment that holds human groups together.
2. Social heritage and traditions. Culture refers to the history of a nation, region, or group of people, and its traditions, customs, art crafts, architecture, music,
and painting.
CHAPTER 5 Culture86
3. Way of life. Culture is a way of life of a group of people or an entire society; it shows how to live and what standards and criteria to use to decide what to do in
life and how to do things.
4. Behavior. Culture is about human behavior; it influences human behavior and shows how people should behave. It determines the patterns of behavior asso-
ciated with particular groups of people, and the conditions and circumstances under which various behaviors occur. Culture also helps to interpret, under-
stand, and predict others’ behavior. People’s behavior depends upon the culture
in which they have been raised. Culture is the foundation of human behavior.
5. Rules of social life. Culture represents a set of rules that gives direction con- cerning how human beings should behave in their lives. These rules also allow
for a better understanding of others’ behavior and predicting how others will
behave and why. These rules need to be followed to maintain harmony and
order in a society. 6. Dress and appearance. Culture dictates how people should dress. It determines
what clothing people wear for a business or casual meeting, as well as at home.
To be socially accepted people dress appropriately for the occasion. Cultural
customs and traditions determine the dress code and color, the length of hair,
the jewellery to be worn, and the amount of makeup to be used. Some cultures
accept jeans worn by youth and elders (e.g., in the United States), others favor
traditional dress, (e.g., Japanese kimono or the sarong in Southeast Asia). Culture
determines a sense of aesthetics. 7. Food and eating habits. Culture determines how food is prepared, cooked,
presented, and consumed. For example, in some cultures people eat beef (e.g.,
in the United States), while in others beef is forbidden (e.g., India). In some
cultures people use forks and knifes to eat (e.g., Europeans), while in others,
people use chopsticks (e.g., Chinese), or their hands (e.g., Indians). Culture
determines table manners. For example, one can distinguish between Eur-
opeans and Americans by observing how they hold forks and knives at the
dinner table. 8. Sense of self. Culture gives people a sense of identity and self-esteem. Culture
provides meanings and directions, and shows people where they belong. Cul-
ture also provides answers to those who feel lost due to globalization, industri-
alization, urbanization, new technology, and rapid economic developments.
9. Relationships. Culture impacts personal relationships, businesses, corporations, and government. Culture indicates how people should behave in a group, relate
to each other, and treat others, for example, friends, elders, teachers, supervisors,
minorities, and special needs groups. For example, in some cultures, elders are honoured, respected, and allocated the best rooms in the house (e.g., Korea). In
other cultures it is common to send elders to special care facilities (e.g., the
United States). Culture influences attitudes towards genders, gender roles and
responsibilities, marriage, social relationships, and work. The concept of culture
can explain various systems of a society, such as social, political, economic,
financial, educational, kinship, religious, health, and recreational systems.
5.1 Definition of culture 87
10. Values and norms. Culture dictates the priorities people should attach to certain values; it indicates what should be the most important and least important values.
In some cultures individuals are concerned with work, personal achievements,
and material things (e.g., the United States), whereas in other cultures people are
expected to share, obey, and be concerned about others (e.g., Asia). Culture
helps to reaffirm values, cope with difficulties, and find solutions to problems. Culture includes systems of values, and values create culture.
11. Beliefs and attitudes. Culture defines people’s beliefs, views, opinions, percep- tions, and attitudes towards themselves, others, and the world. Culture deter-
mines religious practices, beliefs in life and death, and the difference between
good and bad.
12. Ways of thinking and doing things. Culture is the socially acquired way of thinking, feeling, and doing things. Culture is the means through which human
beings communicate their thoughts and values and fulfil their needs. 13. Work and leisure habits. Culture determines attitude towards work, work habits
and practices, accomplishments, assessments, promotions, incentives, responsibil-
ities, work ethic, worthiness of activity, loyalty to employer, commitment to quality
of work and service, and ways of making decisions. In some cultures people ‘‘live to work’’ (e.g., the United States), in others, people ‘‘work to live’’ (e.g., Australia, France). Culture also determines attitudes towards leisure, travel habits, frequency
and seasonality of travel, preferred modes of travel and accommodation, sources of
information used, spending patterns, length of stay, and destination selection. For example, tourists from the United States and Europe like to travel independently,
whereas tourists from Asia prefer to travel in groups.
14. Time. Culture determines attitude towards time. In some cultures punctuality and promptness are expected (e.g., Germany). In others, people do not bother
about time, instead they manage their life by sunrise and sunset, and by winter,
spring, summer, or fall. For example, in India or in Latin America, being late for
appointments and not adhering to time schedules are accepted.
15. Cognitive knowledge. Culture is a system of cognitive knowledge, classifica- tions, and categories existing in the minds of people and shaped by the human
brain. Culture is often described as ‘‘the collective programming of the mind, which distinguishes the members of one group or category of people from
another’’ (Hofstede, 1991, p. 5). For example, rules for human behavior are created by a culturally patterned mind.
16. Mental process and learning. Culture is about how people organize and process information, how they learn and adapt to the surrounding environment, and
how they suffer the consequences of not learning certain information and not adapting to new circumstances. For example, some cultures favor straightfor-
wardness, logic, cognition, and intellectual skills (e.g., Germany), others stress
circular logic, conceptualization, abstract thinking, and emotional communica-
tion (e.g., Japan).
17. Information and communication. Culture is information, and information is communication. Thus, culture is a communication system. It uses verbal and
CHAPTER 5 Culture88
non-verbal cues that distinguish one group from another. Language is a guide to
communication and culture. Language helps to transmit people’s values, beliefs,
perceptions, and norms. It facilitates the development of attitudes and percep-
tions of the world. Differences in languages and verbal cues create different
ways of expressing beliefs, values, and perceptions. Non-verbal cues, such as
gestures or body language, also differ by culture. For example, in some cultures, interruptions in discussions are common (e.g., Brazil), in others, they are
regarded as rude (e.g., Japan). So, different cultures have different communica-
tion systems. In some societies people speak several major languages (e.g, in
Switzerland people speak German, Italian, and French). Within one language
group there may be various dialects, slang, jargons, or accents. People who
speak the same language with the same accent or jargon distinguish themselves
from others.
18. Symbols and meanings. Culture is a system of symbols, meanings, ideas, and emotions that influence people’s experiences. Members of the same culture rely
on the same symbols (e.g., letters, signs) to frame their thoughts, expressions,
and emotions (e.g., joy, sorrow). Symbols help people communicate, develop
attitudes towards life and others, and understand socially accepted behavior.
Symbols make culture possible and readable. Although meanings cannot be
observed and measured, they can help to understand others’ behavior. For
example, in some cultures patting a child on the head is unacceptable because
the head is considered to be the center of intellectual power (e.g., Malaysia), while in other cultures head patting is acceptable. In Poland, for example,
patting a child on the head is considered to be a caring and protective gesture.
19. Perceptions. Culture is a way of perceiving the environment. Culture is ‘‘the sum of people’s perceptions of themselves and of the world . . ..’’ (Urriola, 1989, p. 66). The similarity in people’s perceptions indicates the existence of similar
cultures and the sharing and understanding of meanings (Samovar, Porter, &
Jain, 1981).
20. Differences and similarities between people. Culture is about differences and similarities between people. Culture is often referred to as differences between
groups of people who do things differently and perceive the world differently
(Potter, 1989). These differences indicate the existence of different cultures. It is
important to understand how cultural differences affect human perceptions of
the world. Figure 5.1 illustrates the concept and elements of culture.
The definitions of culture that were presented cover a very wide range of meanings.
However, they do not exhaust the many uses of the term culture. In 1952, Alfred Kroeber and Clyde Kluckhohn compiled a list of 164 definitions of culture. As a
conclusion of their extensive analysis, they suggested a comprehensive and all-inclu-
sive definition of culture: ‘‘Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achieve-
ments of human groups, including their embodiments in artifacts; the essential core of
culture consists of traditional (i.e., historically derived and selected) ideas and
especially their attached values; culture systems may, on the one hand, be
5.1 Definition of culture 89
considered as products of action, on the other as conditioning elements of further
action’’ (Kroeber & Kluckhohn, 1952, p. 181). This definition is consistent with Malinowski’s (1988, p. 74) more concise definition of culture as ‘‘the sum of goods, of rights and duties, of ideas, beliefs, capabilities, and customs.’’
Culture, as these definitions suggest, represents a system of tangible and intan-
gible components. Tangible components of culture represent material culture and
comprise productive forces and physical elements necessary to support human
life, such as clothing, tools, food, buildings, paintings, and many other cultural objects and artifacts. Intangible elements of culture represent non-material culture
and refer to values, beliefs, attitudes, morality, ethics, spirituality, traditions, and
customs.
In recent years Herbig and Dunphy (1998) defined culture in terms of human
experiences and their interpretation. They referred to culture as ‘‘both explicit and implicit rules through which experience is interpreted’’ (p. 11). Pizam cited in Pizam and Mansfeld (1999) referred to culture as ‘‘an umbrella word that encompasses a whole set of implicitly, widely shared beliefs, traditions, values, and expectations that charac- terized a particular group of people’’ (p. 393). More recently, the United Nations
Figure 5.1 The Concept and Elements of Culture.
CHAPTER 5 Culture90
Educational, Scientific and Cultural Organization described culture as the set of distinc-
tive spiritual, material, intellectual and emotional features of society or a social group that
encompasses, in addition to art and literature, lifestyle, ways of living together, value
systems, traditions and beliefs (UNESCO, 2002). It appears that the basis of all human behaviors and beliefs is the group’s specific value system. Values represent the core
of any culture (Rokeach, 1973; Kroeber and Kluckhohn, 1952) and comprise psycho-
logical, spiritual, and moral phenomena (Kroeber & Kluckhohn, 1967; Trompenaars,
1994).
5.2 CULTURE AS CIVILIZATION Culture was also compared to civilization (Tylor, 1874). According to this notion, some
countries and nations are more cultured or civilized than others. Similarly, some people
are more cultured and civilized than others. It was noted that the word cultured
describes people who know about or take part in the elite activities such as museum
art and classical music (Bakhtin, 1981). These activities are called ‘‘high culture’’ and are pursued by the ruling social groups. High culture differs from mass culture or
popular culture (pop culture), which is pursued by the masses (non-elites). However,
today masses also engage in cultured activities as elites.
The word cultured is often assigned to the Western world; some believe that the
Western culture is more civilized and cultured than non-Western culture. This assump-
tion is wrong. Non-Westerners are just as civilized and cultured as Westerners, albeit in
a different way.
5.3 CULTURES BY REGION Different geographical regions are characterized by different cultures through the
influence of social contacts, colonization, trade, travel, migration, religion, and mass
media. For example, African culture, especially sub-Saharan African culture, has been influenced by European colonialism and Arab and Islamic culture, especially in North
Africa. The American culture has been shaped by the cultures of the people of Africa,
Europe, and Asia, who arrived either through the slave trade or the waves of immigra-
tion from Europe, (e.g., Dutch, English, French, German, Irish, Italian, Portuguese,
Scandinavian, or Spanish), Latin America (e.g., Cuba, Mexico, and Nicaragua), and
more recently Asia (e.g., China, Korea, and Vietnam). The North American culture is
known as a ‘‘mixed culture’’ because it has adapted different cultural elements from different cultures and races. Asian cultural traditions were influenced by Buddhism and Taoism, especially in East Asia, and the social and moral philosophy of Confucianism.
Hinduism and Islam influenced the culture of various parts of South Asia. The influence
of Chinese and Chinese writing on Korean, Japanese, and Vietnamese languages is well
known. The countries of the Pacific Ocean have been influenced by their indigenous
cultures as well as European culture. For example, Australian and New Zealand
5.3 Cultures by region 91
cultures have been shaped by European settlers and indigenous Australian and Maori
(New Zealand) cultures. The Polynesian culture was strongly influenced by Christian-
ity. The European culture has been mostly influenced by ancient Greek, ancient Rome,
and Christian cultures. The Middle East has been influenced by Arabic, Persian, and Turkish cultures. This region is predominantly Muslim, although a large number of
minorities (Christians and others) live there. Arabic culture has influenced the Persian
and Turkish cultures through Islam, affecting their languages, writing systems, art,
architecture and literature. The Iranian culture influenced Iraq and Turkey (http://en.
wikipedia.org/wiki/Culture#Cultures_by_region).
5.4 CULTURE AS RELIGION Religious beliefs are integral to a culture. Religion is defined as a set of beliefs, practices, and moral claims, often codified as prayers, rituals, and religious laws, all of which are
shared within groups. Religiousness is referred to as adherence to the beliefs and
practices of an organized church or religious institution (Shafranske & Malony,
1990). Religion teaches people to search for an external God. Religion often dictates
behavior, as in the case of the Ten Commandments of the Judeo-Christian tradition, or
the five precepts of Buddhism.
5.5 THE WORLD'S MAJOR RELIGIONS The world’s major religions are classified into Christianity (33% of the world’s popu-
lation), Islam (20%), Hinduism (13%), Chinese folk religion (6%), and Buddhism
(5–6%). These religions can be combined into larger groups, or smaller sub-denomina-
tions. The larger groups are represented by (1) Abrahamic religions, which include
Christianity, Islam, and Judaism (and sometimes the Bah�a’�ı Faith), (2) Dharmic reli- gions (or Indian religions) which include Hinduism, Buddhism, Sikhism, and Jainism,
and (3) Far Eastern religions (or East Asian, Chinese, or Taoic religions) which include Shinto, Taoism, Confucianism, and Chinese folk religion. Conversely, the major reli-
gions may be parsed into denominations such as (a) Christian denominations (Cathol-
icism, Eastern Orthodoxy, Protestantism, Oriental Orthodoxy, and Nestorianism), (b)
divisions of Islam (Sunnism, Shi’ism, Sufism, and Kharijites), (c) Hindu denominations
(Shaivism, Vaishnavism, Shaktism, Smartha and others), and (d) schools of Buddhism
(Theravada, Mahayana, and Vajrayana). About 4% of world’s population follows indig-
enous tribal religions. About 12% of the world’s population is irreligious. Table 5.1
presents the world’s major religions. In 2005 the majority of the world’s population adhered to Abrahamic religions
(53.5%), Indian (19.7%), Far Eastern (6.5%), tribal religions (4.0%), and new religious
movements (2.0%). More than 14% of the world population was irreligious.
Figure 5.2 shows the major religious groups as a percentage of the world population
in 2005.
CHAPTER 5 Culture92
Table 5.1 World's Major Religions
Religion Beliefs and concepts Christianity Christianity is a religion centered on the life
and teachings of Jesus of Nazareth. Christians believe Jesus to be the Son of God and the Messiah (or Christ) prophesied in the Old Testament.
Islam Muslims believe that God revealed the Qur’an to Muhammad, God's final prophet, and regard the Qur’an and the Sunnah as the fundamental sources of Islam. They do not regard Muhammad as the founder of a new religion, but as the restorer of the original faith of Abraham, Moses, Jesus, and other prophets.
Hinduism Hinduism is a religious tradition that originated in the Indian subcontinent. Hinduism is often referred to as San�atana Dharma, a Sanskrit phrase meaning ‘‘the eternal path’’ or ‘‘the eternal law’’. A conglomerate of diverse beliefs and traditions, Hinduism has no single founder.
Buddhism Buddhism is a set of teachings described as a religion. One point of view says it is a body of philosophies influenced by the teachings of Siddhartha Gautama, known as Gautama Buddha. Another point of view says it is teachings to guide one to directly experiencing reality.
Sikhism Sikhism, founded on the teachings of Guru Nanak Dev and nine successive gurus in fifteenth century Northern India, is the fifth- largest religion in the world. The principal belief of Sikhism is faith in V�ahigur�u – represented using the sacred symbol of �ek �oaEk�ar, the Universal God. Sikhism advocates the pursuit of salvation through disciplined, personal meditation on the name and message of God.
Judaism Judaism is the religion associated with the Jewish people. It is based on the principles and ethics embodied in the Hebrew Bible (Tanakh), as further explored and explained in the Talmud.
5.5 The world's major religions 93
The prevailing world religions are Catholicism, Eastern Orthodoxy, and Protestant-
ism, followed by Islamic religions, Chinese religion, Buddhism and Hinduism.
Figure 5.3 shows the prevalence of the major world religions by continents.
The prevalence of Abrahamic (dark) and Indian (light) religions in each country is shown in Figure 5.4.
The relative proportion of Christians (dark) versus Muslims (light) in each country
is shown in Figure 5.5.
Over the last 100 years, there has been an increase in the proportions of the
world population adhering to Islam and Christianity. It has been predicted that
the proportion of Christians will decline to about 25% of the world’s population
by 2025, and the proportion of Muslims will continue to increase to 30% (Hun-
tington, 1996).
TABLE 5.1 (Continued )
Religion Beliefs and concepts Bah�a’�ı Faith The Bah�a’�ı Faith is a religion founded by
Bah�a’u’ll�ah in 19th-century Persia, emphasizing the spiritual unity of all humankind. According to Bah�a’�ı teachings, religious history has unfolded through a series of God's messengers who brought teachings suited for the capacity of the people at their time, and whose fundamental purpose is the same.
Confucianism Confucianism is an ancient Chinese ethical and philosophical system developed from the teachings of the Chinese philosopher Confucius. It focuses on human morality and good doings. Confucianism is a complex system of moral, social, political, philosophical, and quasi-religious thought that has had tremendous influence on the culture and history of East Asia.
Jainism Jainism, traditionally known as Jain Dharma, is one of the oldest religions in the world. It is a religion and philosophy originating in ancient India. The Jains follow the teachings of the 24 Jinas (conquerors) who are also known as Tirthankars.
Shinto Shinto is the native religion of Japan and was once its state religion. It is a type of polytheism, and involves the worship of kami, spirits.
Source: http://en.wikipedia.org/wiki/World_religion; retrieved 18 February, 2008.
CHAPTER 5 Culture94
Figure 5.2 Major Religious Groups as a Percentage of the World's Population in 2005.
Source: http://en.wikipedia.org/wiki/World_religion.
Figure 5.3 Map of Prevailing Religions in the World.
Source: http://en.wikipedia.org/wiki/World_religion.
5.5 The world's major religions 95
5.6 RELIGION BY REGION Most Africans adhere to the Abrahamic religions, either Christianity (Egypt, Ethiopia,
Eritrea) or Islam. Islam is the dominant religion in Northern Africa, and it is also
prominent in western Africa (Côte d’Ivoire, northern Ghana, southwest and northern
Nigeria), northeastern Africa and along the coast of eastern Africa. Christianity and
Figure 5.4 Abrahamic and Indian Religions in the World.
Source: http://en.wikipedia.org/wiki/World_religion.
Figure 5.5 Christian and Muslim Religions Around the World.
Source: http://en.wikipedia.org/wiki/World_religion.
CHAPTER 5 Culture96
Islam are often adapted to African cultural contexts and indigenous belief systems.
Many also practice African traditional religions and folk religion (http://en.wikipedia.
org/wiki/World_religion).
Asia is the birthplace of Hinduism, Judaism, Buddhism, Sikhism, Confucianism, Taoism, Christianity, and Islam, as well as many other beliefs. Roman Catholicism is
the second largest religion in Vietnam.
The majority of Chinese people adhere to Buddhism, followed by Taoism and
Chinese folk religion. Mahayana Buddhism represents the largest organized religion
since its introduction in the 1st century. Some Chinese consider themselves both
Buddhist and Taoist. Minority religions are Christianity (3–4%), Islam (1.5–2%), Hindu-
ism, Dongbaism, Bon, and a number of new religions and sects (particularly Xiantian-
ism and Falun Gong). In 2005, 14% of the Chinese population was irreligious (http:// www.adherents.com/).
In India 80% of the population follows Hinduism and 13% follows Islam.
Religion in North America is dominated by Christianity (Mexico: 94%; the United
States: 80%; Canada: 75%). Canada (16%) and the United States (15%) have the
highest number of irreligious people (atheists, agnostics) and account for roughly
10% of the North American population. Islam is practiced by only 2% of the Canadian
population, 0.6% the US population, and 0.3% the Mexican population. Judaism is
practiced in the United States by 1.4% of the population. Also, Voodoo is practiced in the back islands of North and South America (http://en.wikipedia.org/wiki/World_
religion).
The United States is one of the most religious countries due to the nation’s diversity
and multicultural makeup. Most US citizens adhere to Christianity (78.5%). About 15%
of the population has no religious affiliation, which is still less than in Britain (44%) and
Sweden (69%). Judaism is the second major religion (less than 3% of the population),
followed by Islam (less than 1%), Buddhism (0.5%) and Hinduism (0.4%) (http://en.
wikipedia.org/wiki/World_religion). Most South Americans (90%) are Christians: 81% are Roman Catholic, 9% are of
other Christian denominations. Altogether South Americans account for about 19% of
Christians worldwide (http://en.wikipedia.org/wiki/World_religion).
In Australia, over two-thirds of the population is Christian and over one-sixth is
atheist. The remaining population (less than one-sixth) represents a diverse group
which includes all the world’s main religions (http://en.wikipedia.org/wiki/World_
religion).
Religion in Europe has a rich and diverse religious history. Predominant reli- gions in Europe are Roman Catholicism, Eastern Orthodoxy, and Protestantism.
The vast majority of religious Europeans are Christians. Roman Catholicism is one
of the largest denominations, with adherents existing mostly in Latin Europe,
Ireland, and the Visegr�ad Group, and also the southern parts of Germanic Europe. Protestantism and Eastern Orthodoxy are divided into many churches, the largest
of which are Eastern Orthodoxy (Albania, Belarusia, Bulgaria, Greece, Romania,
Russia, Serbia), and Protestantism, including Lutheranism–Zwinglianism (Denmark,
France, Belgium, Germany, Hungary, Sweden, Switzerland), Anglicanism (England,
5.6 Religion by region 97
Ireland, Scotland, Wales, Spain), Calvinism–Presbyterianism (England and Wales,
Scotland, Ireland, Great Britain, Netherlands) and Anabaptism–Baptism (Great Brit-
ain, Sweden). These various faiths have influenced European art, culture, philoso-
phy and law. Islam, Hinduism, Buddhism and Judaism exist in much smaller numbers. Europe has also the largest number of irreligious, agnostic, and atheistic
people in the Western world, with a particularly high number of non-religious
people in the Czech Republic, Estonia, and Sweden (http://en.wikipedia.org/wiki/
World_religion).
Europe has no Islamic tradition, except for the Balkans region, which was formerly
part of the Ottoman Empire, and the Iberian Peninsula, which was part of the Arab
Empire before the Reconquista. The Muslim population in Europe today is mostly a
result of migration, accounting for about 10% of the population in France, 6% in the Netherlands, 5% in Denmark, just over 4% in Switzerland and Austria, and almost 3% in
the United Kingdom. In comparison, in the Balkans, Muslims make up 70% of the
population of Albania, 40% in Bosnia and Herzegovina, more than 30% in Macedonia,
about 20% in Montenegro, and more than 10% in Bulgaria (http://en.wikipedia.org/
wiki/Islam_by_country).
Religion in the European Union is also diverse, however predominantly Christian.
Although the European Union is secular, there are state churches (typically Protestant),
for example the Church of England. In Southwest Asia and North Africa the majority of the population is represented by
Muslims. In the majority-Muslim countries, Islam dominates politically. There exist
many divisions in Islam, for example, the Sunni–Shia split. However, the Muslim (or
Islamic) community spreads across many other different nations and ethnic groups. It
represents roughly one-fifth of the world’s population (http://en.wikipedia.org/wiki/
World_religion).
5.7 TYPES AND LEVELS OF CULTURE The term culture often refers to national culture. However, nationality alone does not
define culture. People’s behaviors and preferences are influenced by several other cultures: global environment, ethnicity, race, religion, occupation, family, friends, and
even individual value systems. For example, people everywhere are influenced by
political and social systems as well as economic development. Business people are
influenced by industrial, organizational, and professional culture. Socially people are,
of course, influenced by family and friends. Accordingly, the following types of culture
can be identified:
& Universal culture refers to culture of all nationalities and humans, their ways of
life, behavior, values, morals, and ideas. & Civilization culture refers to culture of a particular civilization, which comprises
different nationalities with similar political systems, economic development, eth-
nic roots, and religious values.
CHAPTER 5 Culture98
& Ethnic culture refers to culture of an ethnic group of people who share a language,
color, history, religion, descent or heritage, or some other attribute of common
origin.
& Race culture refers to culture of a specific race, such as African-American, Asian-
American or Hispanic-American.
& National culture, which is the focus of this book, refers to culture of a national group, sometimes called ‘‘country’’ culture. National culture can be defined in this way as long as nation and country have clearly defined regional boundaries.
However, this is not always the case. Different nationalities may coexist within the
geographic boundaries of a single country and have different cultures. For exam-
ple, four different nationalities, Serbs, Croatians, Kosovars and Macedonians, each
with a different culture, lived in a one single country, the former Yugoslavia.
& Regional culture refers to the culture of a particular geographical region, such as
the Southeastern culture of the United States (casual and relaxed) or the North- eastern culture (formal and busy), each with different values, priorities, and life-
styles.
& Generation culture refers to the culture of a particular generation. For example,
generations of Baby Boomers and Generation XL have different values, prefer-
ences, and needs.
& Industry culture refers to the culture of a specific industry. Industries such as
tourism, banking, construction, retailing, or pharmaceuticals have their own spe-
cific cultures because they share different worldviews on how to organize and manage a business. For example, the tourism industry culture is more customer-
oriented than the banking culture. On the other hand, the banking industry is
more customer-oriented than the construction culture.
& Professional culture refers to the culture of a specific profession. Distinct occu-
pational and professional groups (e.g., doctors, lawyers, engineers) have their
unique cultures because they differ in their task requirements, beliefs, and values,
have distinct codes of conduct, and even have unique dress codes.
& Organizational/corporate culture refers to the culture of a specific organization. Organizations and corporations have different cultures because they are influ-
enced by the different nature of the industry, business, products, and services.
Some are involved in information technology; others sell real estate, cars, or
insurance.
& Functional culture refers to the culture of a specific department within an orga-
nization. Different departments and sections in organizations (e.g., finance, pro-
duction, marketing, research, and development) are characterized by distinct
cultures: they have different functions to perform, time frames for achieving objectives, and customers to serve. For example, the department of research
and development tends to take a more down-to-earth approach, whereas the
advertising department is more creative.
& Family culture refers to the family’s structure and cohesion, the nature of the
relationships between its members, roles and responsibilities of wives and hus-
bands, as well as orientation towards religion, politics, or economy.
5.7 Types and levels of culture 99
& Individual culture refers to an individual’s value system, beliefs, ideas, expecta-
tions, actions, attitudes, and intentions, all of which are often influenced by
demographic characteristics (e.g., gender, age, income, years of formal education)
and personality (e.g., motivations, knowledge, etc.).
The above presented conceptions of culture can be regarded as different levels of
culture. As a result, one may distinguish several levels of culture (see Figure 5.6). At the
bottom of the pyramid and at the lowest level of culture is individual culture, charac-
terized by values and standards of the individual. The second level is represented by
organizational and family cultures that are shared by the smallest social groups, for
example, organizations, families or clans. The third level comprises industry and
professional cultures, which are shared by groups or communities, for example, a professional group or industry such as physicians or the pharmaceutical industry.
The fourth level refers to nation, origin, or residence cultures that are shared by people
of the same nationality, country of origin, or country of residence. The fifth level is
represented by civilization culture and comprises different nationalities with similar
political systems, economic stages of development, ethnic roots, and religious values.
Finally, the sixth level is represented by universal human culture. This highest level
represents culture of all nationalities and humans, their way of life, behavior, values,
ideas, and morals. These various culture levels are interdependent and influence each other. For
example, a national culture is influenced by the economic system and development,
ethnicity, and religion of a civilized culture. In turn, national culture influences indus-
try and professional cultures, as well as organizational cultures and family traditions.
Figure 5.6 Levels of Culture.
CHAPTER 5 Culture100
5.8 CIVILIZATION A civilization is the highest cultural grouping of people (after nationalities, ethnic
groups, and religious groups) and the broadest level of cultural identity people have.
For example, a resident of France can define herself/himself as being French, Catholic,
Christian, European, and Western. The Western civilization to which the French resident belongs is the broadest level of identification with which s/he identifies.
A civilization distinguishes humans from other species. Civilization represents an
advanced stage of human development characterized by a high level of art, religion,
science, and social and political organizational development. A civilization is a culture.
Each civilization encompasses many nations, political units, governments, and states.
The key cultural elements which define a civilization are the blood, language, history,
religion, way of life, worldviews, social structures, institutions, and self-identification
of its people. Civilization differs from race; there may be people of different races united by the
same civilization, or there may be people of the same race deeply divided by civiliza-
tion. For example, Christian and Islamic civilizations encompass societies comprising
people from a variety of races. The major distinctions among human groups relate to
their values, beliefs, institutions, and social structures, not their physical appearance,
head shapes, and skin colors.
Civilizations evolve through time, adapt, appear and disappear, and are the most
enduring of human associations. Civilizations differ in size and importance. A civiliza- tion may involve a very large number of people, such as the Chinese, or a very small
number of people, such as the former Cretan civilization. There are major and periph-
eral civilizations. People can change their identities and thus the composition and
shape of civilizations.
Today at least 12 civilizations have been identified, seven of which no longer exist
(Mesopotamian, Egyptian, Cretan, Classical, Byzantine, Middle American, Andean) and
five of which do (Chinese, Japanese, Indian, Islamic, and Western) (Melko, 1969). In
the contemporary world, to these five civilizations one has to add Orthodox, Latin American, and African civilizations (see Table 5.2).
The Buddhist areas of Bhutan, Cambodia, Laos, Mongolia, Myanmar, Sri Lanka,
Thailand, Arunachal Pradesh, Kalmykia, parts of Nepal, parts of Siberia, and the
Tibetan government-in-exile are identified as separate from other civilizations. Hun-
tington (1996) does not identify them as a major civilization in the sense of their
international importance. In some cases, the Sinic, Hindu, Buddhist and Japonic civi-
lizations are merged into a single civilization called Eastern World.
The foundations of major civilizations are the world’s major religions. Religions determine characteristics of civilizations. For example, the four major world religions
associated with major civilizations are Christianity, Islam, Hinduism, and Confucian-
ism. The fifth major religion, Buddhism, has not been the basis of any major civilization
because it was separated into Confucianism and Taoism and suppressed. The great
religions of the world were produced by non-Western civilizations. The Western
civilization has never generated a major religion (Huntington, 1996).
5.8 Civilization 101
Table 5.2 The World's Eight Major Civilizations
Civilization Characteristics Nations Sinic A single distinct Chinese
civilization dating back to 1500 B.C. and perhaps a thousand years earlier, or two Chinese civilizations in the early centuries of the Christian epoch. Although this civilization is often labelled ‘‘Confucian,’’ it encompasses more than Confucianism.
The common culture of China in Southeast Asia and elsewhere outside of China, cultures of Vietnam, Korea, Singapore, Taiwan
Japanese Distinct civilization which was the offspring of Chinese civilization, emerging during the period between 100 and 400 A.D.
Japan
Hindu Existed on the Subcontinent since at least 1500 B.C., referred to as Indian, Indic, or Hindu; the core of Indian civilization.
India, Nepal
Islamic Originates in the Arabian Peninsula in the 7th century A.D. Many distinct cultures or subcivilizations exist within Islam, including Arab, Turkic, Persian, and Malay.
North Africa, Iberian Peninsula, Central Asia, Southwest Asia; cultures of Afghanistan, Albania, Azerbaijan, Bangladesh, Indonesia, Malaysia, Maldives, Pakistan, Somalia, parts of India
Orthodox Centered in Russia, distinct religion, 200 years of Tatar rule, bureaucratic despotism, limited exposure to the Renaissance, Reformation, Enlightenment and Western cultural experiences.
Armenia, Belarus, Bulgaria, Cyprus, Georgia, Greece, Montenegro, Republic of Macedonia, Romania, Russia, Serbia, Ukraine
CHAPTER 5 Culture102
The major differences in civilizations are due mostly to the differences in religions
associated with them. Differences in religions create conflicts between people and
nations. Often, those who share ethnicity and language may differ in religion, and
slaughter each other, as happened in Lebanon, the former Yugoslavia, and the sub-
continent (Tiryakian, 1974). The current world conflicts occurring between major
civilizations (Western versus non-Western) are due mostly to religious and cultural
differences.
TABLE 5.2 (Continued )
Civilization Characteristics Nations
Latin American Offspring of European civilization, different from Europe and North America; has authoritarian culture; Catholic only; incorporates indigenous cultures which vary in importance; often considered as a subcivilization within Western civilization or a separate civilization affiliated with the West. A question is as to whether it belongs in the West.
Mexico, Central America, Peru, Bolivia, Argentina, Chile
Western Historically it is European civilization. In the modern era it is Euroamerican or North Atlantic civilization.
Europe, North America, Australia, New Zealand
African Most scholars do not recognize distinct African civilization. North Africa and east coast belong to Islamic civilization; Ethiopia has its own civilization; South Africa has multi-fragmented European (Dutch, French, English) culture; south Sahara has Christianity.
South Africa is possibly its core state
Source: Melko, M. (1969). The nature of civilizations. Boston: Porter Sargent; http://en.wikipedia.org/wiki/ Clash_of_Civilizations
5.8 Civilization 103
Currently, Western civilization’s influence is declining. Asian civilizations (e.g.,
Sinic, Japanese) are expanding their economic, military, and political strength. The
Islamic civilization is exploding demographically and appears to be having destabiliz-
ing consequences for some Muslim countries and their neighbors. Non-Western civi- lizations are reaffirming the value of their own cultures (Huntington, 1996). Thus,
globalization is bringing cultural revival in Asian and Islamic countries generated by
their dynamic economic and demographic changes. The era dominated by Western
ideology may come to an end; the world is moving into an era in which multiple and
diverse civilizations will interact, compete, coexist, and accommodate each other
(Sakakibara, 1995).
5.9 TYPES OF CULTURES IN TOURISM In tourism, one can distinguish among different types of culture: tourist culture, host
culture, and tourism culture.
The tourist culture refers to the country culture that tourists bring with them when
visiting other countries, whether for business or for vacations. The tourist culture
influences and contributes to explaining tourist behavior. However, since tourists
behave differently when they are away from home, the tourist culture depends on
the ‘‘residual culture,’’ which explains how tourists from different cultures behave (Jafari, 1987). Also, since both ‘‘touristic cultures’’ (the culture of groups of tourists, backpackers, etc.) and national cultures influence tourists of different national cul-
tures, it is important to understand the extent to which ‘‘touristic cultures’’ are free of national cultures and are reflected in the behavior of all tourists regardless of nation-
ality (Pizam, 1999 cited in Pizam and Mansfeld, 1999).
Host culture is the culture of the host country with which tourists are in contact
(Jafari, 1987). It is the national culture of those who provide local offerings and services
to tourists. Tourism culture refers to the outcome of the behavior of all participants involved in
the tourism process, that is, the behavior of tourists and those who offer tourism and
hospitality products and services. Tourism culture is a result of mixing together tourist,
host, and residual cultures. It is a special type of culture created at each destination.
Tourism culture is distinct from everyday culture of tourists and hosts because tourists
and hosts behave differently from the way in which they behave at home, without the
presence of the other group (Jafari, 1987).
5.10 THE PURPOSE OF CULTURE The purpose of culture is to teach people how to live, do things, and think. Culture
guides people through life. Its purpose is to establish ways of behavior, standards,
and criteria of performance, and ways of dealing with interpersonal and environ-
mental relations that will reduce uncertainty, increase predictability, and promote
CHAPTER 5 Culture104
survival and growth among the members of any society. Culture influences human
behavior and determines which behavior is appropriate and socially accepted;
which is helpful and should be rewarded; and which is unacceptable and harmful,
and should therefore be discouraged (Herbig, 1998). Culture tells what is correct, good, true, honest, valuable, and important (Kraft, 1978). Culture teaches significant
rules of behavior, rituals, traditions, customs, and procedures. It dictates what
clothes to wear, what kind of food to eat, what to say, how to serve guests, and
what to do at a dinner party. Culture dictates ideas and sets the rules that the
majority of society obeys. It regulates human behavior by offering order, direction,
and guidance (Herbig and Dunphy, 1998). Culture teaches relationships with others,
and how to form and maintain relationships (Dodd, 1998). It determines relationship
patterns and encourages a specific interaction style. Cultural rules and norms help to achieve and maintain harmony in society. Without these rules and regulations,
society would be in chaos (Jandt, 1998). Culture simplifies everyday life decisions.
Culture provides the means for satisfying physiological, psychological, and social
needs (Herbig and Dunphy, 1998).
Culture also makes it possible for human society to communicate using verbal and
non-verbal codes of communication. Culture explains how a distinct group under-
stands received information (Herbig and Dunphy, 1998). Culture determines a partic-
ular communication, negotiation, persuasion, and discussion style. Culture shapes perception, and develops attitudes, feelings, images, and stereotypes (Dodd, 1998).
Culture structures the governmental bodies. It influences the social, political,
economic, financial, educational, kinship, religious, health, and recreational systems
of a society. Culture influences family, social, and work relationships.
Culture binds people together (Dodd, 1998); it determines the identity of the group
of people. Culture identifies the uniqueness of the social group, its values, beliefs, and
thoughts (Leavitt & Bahrami, 1988). Members of the same culture share similar
thoughts and experiences. Shared experiences, values, and norms give the members of a society a sense of their common identity (Herbig and Dunphy, 1998). Culture helps
to define who they are (Jandt, 1998).
5.11 CHARACTERISTICS OF CULTURE The following section provides a set of characteristics for culture.
1. Long term perspective: Culture was developed thousands of years ago and is the sum of accumulated experience and knowledge.
2. Collection: Culture is a collection of beliefs, values, habits, norms, and traditions. 3. A social phenomenon: Culture arises out of human interaction and is unique to
human society. 4. An environmental phenomenon: Culture is influenced by various environmen-
tal factors (micro, e.g., peer or organizational rules; and macro, e.g., economy,
politics, geography).
5.11 Characteristics of culture 105
5. Political phenomenon: Culture is influenced by various political and legal fac- tors (e.g., legislation, laws, regulations, bills)
6. Learned: Culture is learned, not inherited genetically, not innate, it is succes- sively learned from other members of the society by people who enter the
society. It is possible to learn new cultural behavior and unlearn old behavior.
7. Shared: Culture is shared by a large group of people and is particular to that group.
8. Functional: Each culture has a function to perform and a purpose that provides guidelines for behavior of a particular group of people.
9. Influential: Culture influences human behavior. The nature of its influence on life, economics, politics, and human behavior can vary from one period to
another.
10. Prescriptive: Culture prescribes acceptable behavior. 11. Arbitrary: Cultural practices and behaviors are arbitrary; certain behaviors are
acceptable in one culture and not acceptable in other cultures.
12. Value laden: Culture provides value, indicates what has most and least value, and tells people what is expected of them.
13. Facilitates communication: Culture facilitates verbal and non-verbal commu- nication.
14. Adaptive/dynamic: Culture is constantly changing to adapt to new situations and environments; it changes as society changes and evolves. If a specific
standard of conduct does not fully satisfy the members of a society, it is modified or replaced. Thus, culture continually evolves to meet the needs of society.
15. Satisfies needs: Culture helps to satisfy the needs of the members of a society by offering direction and guidance.
16. Implicit: Culture can be expressed by its intangible forms, such as beliefs, values, and ideas.
17. Explicit: Culture can be expressed by its tangible forms, which involve archi- tecture, painting, and music.
5.12 SUBCULTURES Large societies often have subcultures, or groups of people with distinct sets of
behaviors and beliefs that differentiate them from a larger culture of which they are
a part. A subculture can be distinguished based on its members’ race, nationality, tribe,
religion, geographic region, ethnicity, social and economic class, age, gender, occu- pation, politics, and sexual orientation, or a combination of these factors. Each culture
consists of several subcultures.
There are different categories of subcultures:
& Racial subcultures often refer to groups of people with similar biological char-
acteristics, mainly the same color and /or physical type. Different racial categories
can be characterized by different physical features, such as skin color or shape of
the eyes. Racial subcultures may also refer to a group of people descended from
CHAPTER 5 Culture106
the same ancestors, sharing the same history, language, customs, for example, the
German race. Race recognizes the evolution of the world. Various racial categories
have evolved in history. For example, many western European countries include
people of the Caucasian race.
& Nationality subcultures refer to groups of people who share a common history
and usually a language, but may not always live in the same area, for example, the Indian national subcultures of North America and the United Kingdom.
& Tribe subcultures refer to groups of people, smaller than nations, sharing the same
customs and usually the same language, and often following an ancient way of life,
for example, a wandering tribe of hunters in the Amazon forest.
& Ethnic subcultures refer to a wide variety of groups of people who share a
language, region of origin, history, religion, descent or heritage, and phonotypical
characteristics (e.g., skin color, hair color), or other attribute of common origin,
and identify themselves as a distinct nation or a cultural group. Ethnic cultural traits are passed on to children. The examples of the ethnic groups are Anglo-
Americans, Blacks/African-Americans, Middle Easterners, Southeast Asians, Hispa-
nics, Philippinos, or Jews. In former Yugoslavia, there were numerous ethnic
groups (e.g., Serbs, Croatians, or Muslims), each with its own culture, who were
forced to live as one nation, following World War II.
& Religious subcultures refer to a wide variety of groups of people who are identi-
fied on a basis of the differences in their religious beliefs and worship.
& Geographical and regional subcultures refer to geographic differences within countries or similarities between countries. Regional subcultures refer to subcul-
tures that evolved due to differences in geography, history, politics, economics,
language, and religion (within and beyond national borders). Each geographic area
or region develops its own culture, values, and lifestyle. For example, the South-
west of the United States is known for its casual lifestyle, outdoor entertainment,
and active sports. The Southwest also appears to be more innovative when com-
pared to the conservative region of New England.
& Economic and social subcultures are identified on a basis of the differences in the socio-economic standing of people (differences in income and wealth). For exam-
ple, the urban African-American subculture in the United States has often been
associated with low income, drugs, and educational deprivation.
& Age-based subcultures are identified on a basis of the differences in the age. Each
age group develops its own culture. For example, younger people have different
preferences for clothing, food, music, shelter, cars, and leisure activities than older
people. Young people prefer to spend heavily on fashionable clothes, music, and
entertainment; elders prefer to spend more on comfortable clothes, medicine, and insurance.
& Gender-based subcultures are identified on the basis of the differences in gender.
Each gender develops its own cultural habits and customs.
As a result of regional, demographic or socio-economic differences, each subcul-
ture provides its members with a different set of values and expectations that tell
people how to behave, interact, and think within these subcultures. Each subculture
5.12 Subcultures 107
exhibits different patterns of behavior that distinguish it from others within a
dominant culture. Therefore, the major dominant culture differs from minor variant
subcultures.
Figure 5.7 presents a model of the relationships between various subcultural groups (A–G) and dominant culture. Each subculture has its own unique pattern
of values, beliefs, and expectations, yet all groups share dominant cultural pat-
terns. While dominant culture determines the form of public, socially accepted
behavior, the minor subcultures indicate the forms of private social behavior.
Consequently, the behavioral patterns of the individuals who are from the same
dominant culture may not be the same because they may be members of various
subcultures.
Subcultures can be represented by a small or large group of people. People can be members of many different subcultures at the same time. A person might identify with
being a white, Irish-American female, a Catholic, a member of the middle class, with
high annual income, and age of 25.
Distinguishing a dominant or typical cultural pattern for any culture is extremely
difficult or even impossible. Many societies are culturally highly diverse. A wide variety
of ethnic groups can be found in many countries. For example, the United States,
Australia, and Canada have British, Germans, Italians, Greeks, Turks, Serbs, Croatians,
Poles, and many other nationalities. The United States contains over 125 ethnic groups and nearly 1200 different religions (Samovar, Porter, & Stefani, 1998). Thus, the
analysis of culture of a specific country must be limited to the dominant culture of
this country.
The focus of this book is on the dominant national culture of the tourists and hosts.
The minor subcultures and private patterns of social behavior are not analyzed.
Figure 5.7 Relationships Between Dominant Culture and Minor Subcultures A–G.
CHAPTER 5 Culture108
5.13 CULTURE VERSUS NATIONALITY Nationality refers to a relationship between a person and its state of origin, or a
membership of a nation by a person. Usually, nationality is established at birth by a
child’s place of birth and/or bloodline. Nationality may also be acquired in life through
naturalization. The legal sense of nationality, particularly in the English-speaking world, may often mean citizenship, although it does not mean the same thing every-
where in the world. For example, in the United Kingdom, citizens have rights to
participate in the political life of the state of which they are citizens (voting or standing
for election). However, nationals need not immediately have these rights; they may
often acquire them in due time.
One can have the nationality of a country and live somewhere else. For example,
one can have British nationality and live in France. Nationality also refers to a large
group of people with the same race, origin, and language. For example, people from different nationalities (e.g., Latvian, Ukrainian, and Belarusian) live in the former
USSR.
Often, no distinction is made between culture and nationality as long as culture
and nationality of a group are clearly defined by geographical borders. However,
this is not always the case. In today’s world, people of different nationalities and
different cultures live within the same geographic boundaries (e.g., Mexican,
Russian, and Brazilian nationals live in the United States). Thus, in order to avoid
confusion between the concepts of culture and nationality, the term national culture should be used; it is more precise for describing the particular groups of
people.
Nationality cannot be used as a single factor to explain cultural differences among
people. Individuals may possess multiple nationalities, their culture can be different
from their nationality, and many can be bicultural. For example, one can be a US
national who is Russian but follows a French cultural pattern. Also, some nationals
of the United States, Australia, and Canada may be conversant in more than two
cultures because they originate from other cultures. In addition, those nationals who migrate to a new culture may possess a nationality different from the culture to which
they migrate.
5.14 CULTURE VERSUS COUNTRY OF RESIDENCE Country of residence refers to a country where one permanently lives. Country of
residence can be but does not have to be the same as someone’s national culture. For example, one can live in Spain and be an Australian national with an Australian cultural
pattern. Thus, national cultures differ and cannot be determined by a country of
residence (‘‘where you live’’). Some people may live in another country for a long time and have no time or desire to adapt to its culture; they maintain and follow the
patterns of their national culture.
5.14 Culture versus country of residence 109
5.15 CULTURE VERSUS COUNTRY OF BIRTH Country of birth refers to a country where one was born. Country of birth can be
but does not have to be the same as someone’s national culture. Many people move
to a new culture (immigrants) and experience a process of acculturation and
deculturation, they learn new cultural patterns and unlearn childhood cultural patterns of the country in which they were born. Thus, their national culture
can change although a country of birth is still the same. Also, the country of birth
can be but does not have to be the same as someone’s country of residence. For
example, one can be born in Italy and live in New Zealand. Thus, someone’s
culture differs from, but cannot be determined by, a country of birth (‘‘where you were born’’), or country of residence (‘‘where you live’’), or even citizenship (‘‘your nationality’’).
In conclusion, the concepts of culture, nationality, country of residence, and country of birth are different. Some people might be born and raised in one country
and live in another. Foreign nationals (born in one country and raised in another) and
those who were born and raised in one country and lived in another for extended
periods of time may behave differently than those who were born and raised, and live,
in the same country all their lives.
5.16 CULTURAL IDENTITY Cultural identity is the (feeling of) identity of a group, culture, or individual as far as this
individual is influenced by his or her belonging to the culture. The issue of cultural
identity and self-definition is of growing importance in a globalized world. As more people travel, take new jobs, migrate to new countries, become separated from their
ancestry roots, and become exposed to new socio-economic and cultural environ-
ments, they increasingly search for new sources of identity, values, morals, and image.
People need to know who they really are, who they are not, where they belong, and
where they are heading.
People define their identity in terms of their occupation, education, material
possessions, wealth, social classes, kinship, place of residence, ideology, ancestry,
language, history, values, customs, institutions they work for, and even politics. However, the most important distinction among people is not political, economic,
social, or ideological, but cultural. Cultural identity is dramatically increasing in
importance compared to other dimensions of identity. People identify themselves
with cultural groups such as tribes, ethnic groups, religious communities, nations,
and, at the broadest level, even civilizations. They like to use symbols of their
cultural identities, including traditional clothing, music, food, flags, crosses, head
coverings, and colors. Cultural identity is what is most meaningful to most people. It
is the major factor that gives people the sense of self and belonging, provides meanings and directions, helps to reaffirm values, defines beliefs and views, and
develops attitudes towards world politics, the economy, and the environment.
CHAPTER 5 Culture110
Cultural identity gives strength to those who are lost through globalization, indus-
trialization, urbanization, and rapid economic and technological developments. The
question ‘‘Who are we?’’ is important not only to individuals and societies but to all nations. Most nations identify themselves not by economic wealth or military power but their cultural values. Thus, today more and more nations are seeking their
cultural identities.
However, in recent years there seems to have begun a global identity crisis.
As the world has brought everyone closer, people and nations are renewing
their desire to maintain their identities; they want to return to the differences.
People and nations want to distinguish themselves for their cultural differences,
not commonalities. According to the distinctiveness theory in social psychology,
people define themselves by what makes them different from others, not by what they have in common. Thus, they search for different ancestry, religion, language,
and values to distance themselves from others. In a global culture what counts
the most is that people and nations want to define themselves in cultural
terms. Having a strong cultural identity allows people to enhance their relation-
ships with others and makes their position in the world stronger. Those who
do not have a cultural core will lose their culture and become part of another
one.
Unfortunately, the increasing need of people and nations throughout the world for differentiating themselves in cultural terms also means that conflicts between different
cultural groups are inevitable; these conflicts may present a central problem to global
tourism and could prove very destructive.
5.17 CULTURAL DISTANCE Cultural distance (CD) refers to the extent to which national cultures differ or to which
a cultural gap exists among different cultural systems. Large CD can be a source of
friction and potentially disrupt all economic, social, or political relations between
countries. The CD construct can be applied in international tourism and defined as
the extent to which national culture of the originating region (tourists) differs from that
of the receiving region (local hosts). The CD construct has implications for interactions between tourists from one culture and visiting another culture. The larger the CD
between international tourists and hosts, the higher the probability tourists will expe-
rience difficulties in the host culture.
The extent of CD between tourists and host national cultures may range from very
small to extreme. When national cultures of tourists and hosts are very similar to one
another, the CD between tourists and hosts is very small; it may even not exist, whereas
when national cultures of tourists and hosts are very different from one another, the CD
between tourists and hosts is very large. It can be argued that cultures are distant from one another because every culture
has different values and norms and consists of multiple different subcultures. However,
it is not just the presence or absence of difference between national cultures, but the
5.17 Cultural distance 111
degree of difference between the culture that influences CD. As the degree of differ-
ence increases, the CD increases.
Depending on the degree of differences between national cultures, one can distin-
guish several categories of CD:
(1) When national cultures of tourists and hosts are the same or similar, the CD between tourists and hosts is very small or non-existent.
(2) When national cultures of tourists and hosts are different, but the differences are small and/or supplementary, the CD between tourists and hosts is small.
(3) When national cultures of tourists and hosts are different, and the differences are large and/or incompatible, the CD between tourists and hosts is large. In this
case, tourists and hosts have no cultural commonalities, and experience difficul-
ties in their interaction. As the differences in national cultures increase, tourists
and hosts can experience misunderstanding, friction, anxiety, and often conflicts (Sutton, 1967).
In light of the above, CD can be defined as the degree of difference in national
cultures of people; if CD is large, it can distort people’s perception of each other and
lead to conflict. CD between national cultures of tourists and hosts is usually large in
the destinations where the majority of tourists are foreigners. Consequently, conflicts
between culturally different tourists and hosts are inevitable and may present a major
problem to global tourism. Samovar and Porter (1991) presented a scale that allows for examining the
degree of cultural difference between nations along a minimum–maximum dimen-
sion (see Figure 5.8). The largest CD was found between Asian and Western
cultures. This means that visitors from Asia to the West or vice versa have the
least commonalities with each other; their interaction can be very difficult, and
they can get involved in cultural conflict. Although some cultural groups may seem
to be similar (e.g., United States American/English/Canadian), they may also be
culturally dissimilar due to a different variety and size of ethnic groups found in these cultures.
5.18 THE IMPACT OF CULTURAL DISTANCE ON TRAVEL The distance between a tourist and a host national culture influences intentions to
travel and visit specific destinations. Many tourists like to travel to destinations that
share the same cultural background. For example, Hong Kong nationals frequently
travel to mainland China because of its similar cultural background and very small, if
any, CD. Saudi tourists prefer to visit Muslim countries (Yavas, 1987). Visiting culturally similar destinations with low CD reduces the extent of cultural conflicts and increases
the likelihood of positive experiences. Although the above is true, cultural differences,
rather than similarities, can also attract tourists to destinations. Culturally dissimilar
destinations provide an attractive travel environment for the young, adventurous, and
educated market segments.
CHAPTER 5 Culture112
5.19 THE MEASUREMENT OF CULTURAL DISTANCE There are several measures of the perceived CD between countries.
Cultural diversity index Jackson (2001) measured CD between 50 countries included in Hofstede’s (1980)
research and the base country (Australia). He ranked these countries from 1 to 50.
He calculated the absolute rank difference between each country from the base country for each of Hofstede’s cultural dimensions (power/distance, uncertainty avoid-
ance, individualism/collectivism, and masculinity/femininity). He produced the cul-
tural diversity index by summing all four absolute rank differences (for four
dimensions). The index ranged from very similar (4) to very dissimilar (196). Although
the index is simple and easy to use, it is based on work-related values obtained between
1968 and 1972, and thus does not capture individuals’ perceptions of cultural differ-
ences today.
Figure 5.8 Cultural Differences Among Cultures and Subcultures According to Samovar and P- orter (1991).
Source: Reisinger, Y., & Turner, L. (2003). Cross-cultural behavior in tourism: Concepts and analysis (p. 29). Burlington, MA: Butterworth-Heinemann; based on Samovar, L., & Porter, R. (1988). Intercultural communication: A reader. Wadsworth, Belmont, CA.
5.19 The measurement of cultural distance 113
Cluster analysis Clark and Pugh (2001) calculated CD by using cluster analysis. They discriminated
between countries on the basis of language, religion, and geography, and identified five clusters: Anglo, Nordic, Germanic, Latin (Latin European and Latin American), and the
Rest of the World (Near Eastern, Far Eastern, Arab and the independent clusters). They
calculated each cluster’s distance from Great Britain by coding countries in the same
cluster as Great Britain as 1, countries in the Nordic cluster as 2, countries in the
Germanic cluster as 3, countries in the Latin cluster as 4, and countries in the Rest of
World as 5. Their index of CD was criticized for its scoring based upon a subjective
identification of clusters, rather than on empirical observation, and thus not reflecting
real cultural differences.
Self-rating Boyacigiller (1990) and Rao and Schmidt (1998) used self-rating to measure perceived CD. In a survey, respondents were asked about their perceptions of the cultural
differences between their countries and a set of other countries using a low-to-high
distance scale (‘‘How large are the cultural differences between your country and XYZ country?’’). The mean score was used as a measure of CD to their home country.
Linguistic distance Measuring distance between national cultures offers only a limited approach to mea-
suring CD because culture does not necessarily correspond to national boundaries.
Many countries consist of multicultural groups, are characterized by regional differ-
ences, and welcome people of multiple nationalities (e.g., with different country of
birth, residence, and nationality). Since culture is often defined within linguistic,
ethnic, or religious boundaries, linguistic, ethnic, and religious distance could be much better tools for evaluating the extent of cultural differences among nations. West and
Graham (2004) proposed a linguistic distance as a measure of CD. Their measure is
based on language genetics or common ancestor, and implies grammatical similarity.
West and Graham (2004) measured 50 countries for linguistic distance from English-
speaking countries and found it to range from 0 (lowest distance) to 7 (highest
distance). Linguistic distance in multilingual countries was calculated on the weighted
average of the official languages spoken in that country.
SUMMARY Culture is a very difficult and complex multidimensional phenomenon to define. There
is no consensus definition of culture. The term generally refers to patterns of human
activity, and to the way people life and behave. Culture is compared to civilization and
religion. The Western civilization is declining in its influence, and non-Western
CHAPTER 5 Culture114
civilizations are strengthening the value of their cultures. There are different types and
levels of culture. Culture also serves different purposes. There are intangible and
tangible elements of culture. Large societies consist of various subcultures. National
cultures cannot be determined by a country of residence, country of birth, or citizen- ship (nationality). Cultural identity is becoming of growing importance in a globalized
world. CD, or the extent to which national cultures differ, is an important index in
international tourism, influencing travel intentions and destination choice. The largest
CD is between Asian and Western cultures. CD can be measured by using the cultural
diversity index, cluster analysis index, self-rating method, and linguistic distance index.
DISCUSSION POINTS AND QUESTIONS 1. Define culture and explain its major elements. 2. What are the purposes of culture? 3. Can cultural elements completely distinguish among different cultural groups? 4. What are the major levels of culture? Which level, in your opinion, is the most
important?
5. Why is culture compared to civilization? 6. Identify and describe regional, religious, geographical, ethnic, racial, socio-eco-
nomic, age-based, and gender-based subcultures in the context of your national culture.
7. Explain the differences among the concepts of nationality, citizenship, country of residence and country of birth. Can these concepts determine national culture? If
not, why not?
8. Why is it important to understand the concept of cultural distance in international tourism?
CASE STUDY 5.1 Micro-Cultures of the United States
African-Americans African-Americans represent 13% of the US population, and their buying power is projected to reach $1 trillion by 2010. Their economic standards and buying power are relatively lower than white Americans. African-American consumers in the United States are price conscious and shop at neighborhood stores. Despite this, there has been a rapid growth of the black middle and upper classes. African-Americans are now emerging as an attractive market for expensive products, such cars, large appliances, electronics, telecom, entertainment, travel services, financial services, insurance, and computer-associated hardware and software. They also spend relatively more on clothing than white consumers. African-Americans are arbiters of popular culture; they influence the purchasing choices of the greater marketplace in high-image categories such as cars and alcoholic beverages, and in youth products, such
Discussion points and questions 115
as fashion and entertainment. African-Americans are trendsetters who enhance brand volume among all consumers.
Hispanic-Americans Spanish-speaking Americans represent the world's fifth-largest Hispanic nation. Hispanic or Latino Americans are the second largest and fastest-growing US minority. They represent more than 10% of the US population, and their buying power will soon reach $1 trillion. The group is very diverse in terms of history, wealth, and class. Some are wealthy, whereas others are hard-working migrants who have low-paying, low-status jobs. The majority are Roman Catholics who support family values. The first generation of Hispanics is generally Spanish-speaking and extremely curious and enthusiastic about products and services available in the United States. The second and third generation Hispanics, born and educated in the United States, are bilingual and bicultural. The ability to work and live in English and Spanish gives them a very distinct competitive advantage. Some desire to retain their own language, cultural values, and traditions of Spain, Mexico, Central and South America, and Cuba, as a complement to American values. Hispanic Americans represent a very lucrative and influential market not only for food, beverages, and household appliances, but also for upscale consumer products, such as computers, photography equipment, travel, recreation, and financial services. Hispanic-Americans are brand- and quality-conscious and are easily reached through a growing network of Spanish language TV, radio, and print media. Hispanics have access to approximately 250 Hispanic television stations across 12 Hispanic television networks, 650 Hispanic radio stations, and 433 Hispanic newspapers, magazines, and newsletters. They are very heavy adapters of new media. Effective Hispanic marketing must focus on emotional connections with consumers in order to motivate them to purchase. By the year 2015 the Hispanic population will increase by 75% and will reach 96 million by 2050.
Asian-Americans The Asian-American market is uniquely attractive. Asians are experiencing the fastest population growth rate of all racial groups in the United States. They have the highest median household income of all groups, more than $9000 ahead of non-Hispanic White households and far ahead of Hispanic and African-American median incomes. Asians also have the highest level of education of all groups in the United States, with 44% of Asians holding an undergraduate degree or higher. In addition, they have disproportionately high rates of business ownership. They are heavy consumers of international calling, banking, and financial services. They buy new cars and luxury products such as fine spirits, cosmetics, computer hardware/software, and travel and leisure packaged goods. According to the US census, the Asian-American population will more than double in size to 23 million by the year 2020. By 2050, Asian-Americans are projected to account for a full 10% of the total US population.
CHAPTER 5 Culture116
African-Americans, Hispanic-Americans, and Asian-Americans constitute almost one-third of the total US population. They are the fastest-growing populations in the country. They also represent 50% of California's population. Source: Gitlin, S. (2000, May–June). The Asian-American market: An updated opportunity for America's marketers. Archives Multicultural Marketing News; Buford, H. (2007). Simple truths for maximizing your share of the African American market. In L. Skriloff (Ed.), The source book of multicultural experts 2006/07. New York: Multicultural Marketing Resources; Gitlin, S. (2007). The Asian-American market: Heading towards Census 2010. In L. Skriloff (Ed.), The source book of multicultural experts 2006/07. New York: Multicultural Marketing Resources; Lopez Negrete, A. (2007). Is Espanol still enough when marketing to Hispanics? In L. Skriloff (Ed.), The source book of multicultural experts 2006/07. New York: Multicultural Marketing Resources.
WEBSITE LINKS 1. Culture: http://www.en.wikipedia.org/wiki/Culture 2. Nationality: http://www.en.wikipedia.org/wiki/Nationality 3. Residency: http://www.en.wikipedia.org/wiki/Residency 4. Cultural identity: http://www.en.wikipedia.org/wiki/Culturalidentity 5. Major religious groups: http://en.wikipedia.org/wiki/Major_religious_groups 6. Certificates of non-citizen nationality: http://travel.state.gov/law/citizenship/
citizenship_781.html
Since there are many cultural differences among various nations, the next chapter
will identify major dimensions along which national cultures differ.
Website links 117
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CHAPTER
Cultural variability
6 The aim of this chapter is to introduce the concept of cultural differences and
identify major cultural dimensions along which national cultures differ.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand major sources of cultural differences & Understand the concept of value system and values orientation & Identify different types and measurements of values & Describe major value dimensions & Identify major cultural differences in values among international communities
INTRODUCTION Cultural differences influence human behavior. Cultural values predict human behav-
ior. Cultures differ along major value dimensions which provide ways to understand
how people behave and communicate across different cultures, how they develop
social relationships and what perceptions they develop of others. This chapter iden-
tifies major cultural value dimensions along which cultures differ and demonstrates the
ways in which these dimensions affect human behavior.
6.1 SOURCES OF CULTURAL DIFFERENCES Triandis (1972) argued that the main elements of culture are values, perceptions,
attitudes, stereotypes, beliefs, categorizations, evaluations, expectations, memories,
and opinions. Various cultures perceive these elements in different ways. Those who 119
are of a similar culture perceive these elements in the same way; they have similar
values, norms, rules, beliefs, expectations, behaviors and language. On the other hand,
those who belong to different cultures perceive these elements in different ways; they
have different values, norms, rules, beliefs, attitudes, and often languages. They per- ceive things differently and behave differently.
Scollon and Scollon (1995) argued that the major areas of cultural differences are (a)
ideology, including history, beliefs, values, religion; (b) socialization, including educa-
tion, enculturation, acculturation, learning; (c) verbal communication, including in-
formation, relationships, negotiation, group harmony, individual welfare; and non-
verbal communication, including kinesics (body movement), proxemics (the use of
space), and concept of time; and (d) social organization, including kinship, the concept
of self, in-group–out-group relationships and Gemeinschaft and Gesselschaft. Others identified sources of cultural differences in language (spoken and written),
economic and political systems, religious beliefs, social institutions, classes, family
structures, values, attitudes, manners, customs and traditions, aesthetics, education,
and material items (Czinkota and Ronkainen, 1993; Hofstede, 1991; Trompenaars,
1993).
6.1.1 Cultural differences in communication Cultures differ in the way they communicate:
(a) Different patterns of verbal communication (language and paralanguage: into- nation, laughing, crying, questioning), and
(b) Different patterns of non-verbal communication (body language, such as facial expressions, head movements, gestures, use of space, use of physical distance
between people) (Bochner, 1982).
Differences in verbal communication and, especially the manner by which lan-
guage influences the ways in which people think are due to:
(a) Variations in vocabulary (different words are used to express the same meaning). For example, the word chips is used in the United Kingdom or Australia, whereas
Americans say French fries.
(b) Variations in linguistic grammar (due to differences in time, social hierarchy, and cultural characteristics).
(c) Linguistic relativity and intercultural communication (differences occur due to ethnic, social class, generational and political reasons; different dialects, accents,
and jargon) (Whorf, 1956).
Differences in verbal communication are also reflected in the (a) differences in
sound (phonology), (b) differences in meaning units (morphology), (c) differences in
meanings of words (semantics), (d) differences in the sequence of the words and their
relationships to one another (syntactics), and (e) differences in effects of language on perceptions (pragmatics) (Lustig & Koester, 1993).
CHAPTER 6 Cultural variability120
Differences in non-verbal communication are reflected in:
& Body movements (kinesics), such as gestures (emblems); visual representation of
the verbal message (illustrators); facial and body movements (affect displays);
synchronizers of conversation, such as head nods, eye contact (regulators); and body movements as a reaction to an individual’s physical or psychological state
(adaptors).
& Space (proxemics), such as use of personal space (intimate, personal, social,
public), and territoriality.
& Touch, such as the meanings of touch, and differences in whom, where, when,
and how often one can touch.
& Time, such as orientation towards the past, present, and future; orientation to-
wards time systems (technical or formal/informal time); time perceptions (long/ short time); and use of time (time commitment/no time commitment).
& Voice, such as vocal communication (high/low, fast/slow, smooth/staccato, loud/
soft).
& Other non-verbal codes, such as natural body odor, tears, sweat, smells (chemical
code system); blushing, blanching (dermal code system); facial features, skin and
hair color, body shape (physical code system); and clothing, buildings, furnishing,
jewellery, lighting, cosmetics (artifactual code system) (Lustig & Koester, 1993).
Cultural differences are also reflected in:
& Persuasion style (presentational/analogical).
& Argumentation style (evidence, warrants, claims, conclusions).
& Conversation structure (topics discussed, the ways topics are presented, value of
talk and silence, rules of conversations) (Lustig & Koester, 1993).
6.1.2 Cultural differences in social categories The other major aspect in which culture differs is social categories: social role, status,
class, hierarchy, attitudes towards people, natural environment, activity, time, relation-
ships between individuals, standing, looking, perceiving sense of shame, feelings of
obligations, responsibility, saving face, avoiding embarrassment, confrontation, taking
initiatives, responses, and external appearance (Argyle, 1967, 1978; Damen, 1987;
Dodd, 1987; Gudykunst & Kim, 1984; Hall, 1955, 1959, 1976, 1983; Taylor, 1974;
Thiederman, 1989).
6.1.3 Cultural differences in rules of social behavior The third major aspect in which cultures differ is rules of social behavior: ways of defining and attributing importance to social relations, ways of establishing and main-
taining social relations, greetings and self-presentations, beginning a conversation,
degree of expressiveness, showing emotions, frankness, intensity, persistency, intima-
cy, and volume of social interaction expressing dissatisfaction and criticism, describing
6.1 Sources of cultural differences 121
reasons and opinions, exaggerations, moral rules about telling the truth, joking, asking
personal questions, complimenting and complaining, expressing dislike, showing
warmth, addressing people, apologizing, farewelling, expressing negative opinions,
and gift giving (Argyle, 1967; Argyle, 1978; Jensen, 1970; Nomura & Barnlund, 1983; Triandis, 1972; Wagatsuma & Rosett, 1986).
6.2 CULTURAL VALUES
6.2.1 Concept and definitions There are many definitions of value. Every person has a unique set of values. The values that permeate a culture are called cultural values, and they inform about what is good
and bad, right and wrong, true or false, positive or negative, and the like. Values define
what ought to be or ought not to be, what is useful and useless, appropriate and
inappropriate, what types of events lead to social acceptance and satisfaction. However,
there is also a lack of consensus about what exactly constitutes value. For example,
values have been defined as the core of culture (Kroeber & Kluckhohn, 1952); world-
views (Redfield, 1953); system and core of meaning (Kluckhohn, 1956); specific beliefs
about preferences (Baier, 1969); standards and criteria (Rokeach, 1973); attributes of individuals (Barton, 1969) and collectives (Kluckhohn, 1951). Important definitions of
value are presented below.
Values are principles that define life situations, selection, and decision-making, and
create social order. Values are attributes of people; they have affective, cognitive, and
conative elements (Kluckhohn, 1951). Value is ‘‘a conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influ-
ences the selection from available modes, means and ends of actions’’ (Kluckhohn, 1951, p. 395).
Value is ‘‘an enduring belief that a specific mode of conduct or end-state of exis- tence is personally preferable to an opposite mode of conduct or end-state of
existence’’ (Rokeach, 1973, p. 5). Values are ‘‘beliefs about desirable goals and modes of conduct’’ (Rokeach, 1979, p. 41), such as to seek truth and beauty, and to behave with sincerity, justice, compassion, humility, respect, honor, and loyalty. These desir-
able modes of conduct are abstract ideals, which represent ideal existence, such as
security, happiness, freedom, equality, state of grace, and salvation (Rokeach, 1973).
Values are ‘‘means and ends’’ (Rokeach, 1973). Values are socially shared, and are conceptions of the desirable (Rokeach, 1973) and they are standards or criteria (Wil-
liams, 1970, 1979). Values are criteria that we ‘‘employ to guide action, . . . to guide self-presentations, . . . to evaluate and judge ourselves and others by; to compare ourselves with others . . ., not only with respect to competence . . . but also with respect to morality. We employ values as standards, . . . to decide what is worth and not worth arguing about, worth and worth persuading and influencing others to
believe in and to do . . . We employ values to guide. . . action, thought, and judgment. Thus, the ultimate function of human values is to provide us with a set of standards to
CHAPTER 6 Cultural variability122
guide us in all our efforts to satisfy our needs and at the same time to maintain and . . . enhance self-esteem . . . to make it possible to regard ourselves and to be regarded by others as having . . . morality and competence’’ (Rokeach, 1979, p.48). Therefore, values determine social behavior (Rokeach, 1973).
Values play an important role in judging, praising, or condemning (Smith, 1969).
Values are preferences for actions and have strong affective components (Kluckhohn,
1951; Triandis, 1972; Williams, 1979). Values are abstract categories (Triandis, 1972).
Values are individual attributes that can affect people’s attitudes, perceptions, needs,
and motivations (Bailey, 1991; Kluckhohn, 1951).
6.2.2 Culture and values Culture and values held by its members are related (Hofstede, 1980). Values are the
core of culture (Kroeber and Kluckhohn, 1952) and depend on culture (Fridgen,
1991). Culture represents a system of shared values of its members (Bailey, 1991); culture is rooted in values (Hofstede, 1980). Values are psychological variables that
characterize people within the same culture. People with similar values belong to a
similar culture. People with different values belong to different cultures (Segall, 1986).
Differences in values indicate differences among cultures, such as differences in think-
ing, acting, perceiving, understanding of attitudes, motivations, and human needs
(Rokeach, 1973). Differences in values involve not only differences in the importance
members of a particular culture attach to values but also the extent to which members
of each society adhere to particular values, the degree to which the values are accepted in a society, and the emphasis which each society places on particular values (Williams,
1979).
6.2.3 Value system and value orientation Values can be organized and prioritized (Rokeach, 1979) systematically (Rokeach,
1973). A value system is an organization of beliefs concerning preferable ways of
behavior (preferable modes of conduct) or end-states of existence along a continuum
of their relative importance. A value system is the system of criteria by which one can
evaluate one’s own and others’ behavior and apply sanctions to it; it is a system of
socially accepted guidelines that show the cultural norms of a society and specify the ways in which people should behave, a system of standards that permits individuals to
make decisions about relationships with self, others, society, nature, and God
(Rokeach, 1973).
A value system is relatively stable over time but may change and be rearranged in
the long-term. Changes in values affect people’s thoughts, beliefs, and actions. Differ-
ences in value systems may create disagreements and even conflicts. For example, on
an individual level, a person may feel a conflict about being polite and friendly versus
being dishonest, whereas on a societal level, members of different cultures may feel a disagreement on the importance of values. When people are from different cultures,
differences in their values may jeopardize their social relations. Violations of a value
6.2 Cultural values 123
system by someone from a different value system can often produce conflict, hurt, and
even insult.
6.2.4 Value orientation There is a distinction between value and value orientation. Value orientation refers to
‘‘complex but . . . patterned-rank ordered principles, . . . which give . . . direction to the . . . human acts . . . the solution of common human problems’’ (Kluckhohn & Strodt- beck, 1961, p. 4). Differences in value orientations are the most important cultural
differences and the central focus of the structure of culture (Kluckhohn & Strodtbeck,
1961). People’s value orientation is a critical variable to examine when comparing
cultures (Zavalloni, 1980). Cultures differ along major value orientations. Human
behavior, standards, and criteria for behavior differ in these cultures. The major value
orientations are discussed later in this chapter.
6.2.5 Types of values In general, there are two types of values: instrumental and terminal (Rokeach, 1973; Kluckhohn 1951; Kluckhohn & Strodtbeck, 1961). Instrumental values are
preferable modes or means of behavior (to be honest, obedient, ambitious, and
independent; to love). These values may be moral and socially accepted (to behave
honestly; to be helpful, loving), or may be concerned with personal competency or
self-actualization (to be ambitious, self-controlled, logical, imaginative). Terminal
values are goals (salvation, world peace, freedom, comfortable life, true friendship).
They may be personal (individual security, freedom, happiness, salvation) and
social (national security, social recognition, true friendship). People’s attitudes and behavior depend on whether their personal or social values have priority
(Rokeach, 1973). Instrumental values are means to terminal values (ends). For
example, being ambitious is a means to social recognition. Table 6.1 identifies
terminal and instrumental values from the Rokeach’s Value Survey (RVS) (Rokeach,
1973).
The number of values is limited by a person’s biological and socio-cultural char-
acteristics and needs. A person possesses about 18 terminal values and between 60 and
72 instrumental values (Rokeach, 1973). Further, values may be applied to individuals and groups. By examining personal
values it is possible to identify cultural values of a particular group or society, although
individual values need not to be identical or similar to dominant cultural values of a
group or society.
6.2.6 Classification of values Values can be classified according to their importance within a society. There are
primary, secondary, and tertiary values (Samovar & Porter, 1988). Primary values
are the most important and are at the top of the value hierarchy; they specify what is
CHAPTER 6 Cultural variability124
worth the sacrifice of human life, or worth dying for. Secondary values are very
important, but they are not strong enough for the sacrifice of human life. Tertiary
values are at the bottom of the value hierarchy (e.g., hospitality to guests may be a
tertiary value). Whether a value is primary, secondary, or tertiary depends upon the national culture of an individual.
6.2.7 Measurement and analysis of values Values can be measured directly and indirectly. The direct measurements include
surveys; people are asked to rank values according to their importance (Rokeach,
1973), or to rate them on a disagreement/agreement Likert scale (Milbraith, 1980;
Moum, 1980). The indirect measures include asking people about their desired and
desirable values, or by describing other people. People’s perceptions of other people
are influenced by their values. Values can also be examined through open-ended
questions or essays; by observing people’s choices, interests, types of rewards and punishments; and by analyzing historical documents, and reading about art, myths, and
legends.
Table 6.1 Rokeach's Instrumental and Terminal Values
Instrumental values Terminal values Ambitious (hard working, aspiring) A comfortable life (a prosperous life) Broad-minded (open-minded) An exciting life (a stimulating, active life) Capable (competent, effective) A sense of accomplishment (lasting contribution) Cheerful (lighthearted, joyful) A world at peace (free from war and conflict) Clean (neat, tidy) A world of beauty (beauty of nature and the arts) Courageous (standing up for your beliefs) Equality (brotherhood, equal opportunity for all) Forgiving (willing to pardon others) Family security (taking care of loved ones) Helpful (working for the welfare of others) Freedom (independence, free choice) Honest (sincere, truthful) Happiness (contentedness) Imaginative (daring, creative) Inner harmony (freedom from inner conflict) Independent (self-reliant, self-sufficient) Mature love (sexual and spiritual intimacy) Intellectual (intelligent, reflective) National security (protection from attack) Logical (consistent, rational) Pleasure (an enjoyable, leisurely life) Loving (affectionate, tender) Salvation (saved, eternal life) Obedient (dutiful, respectful) Self-respect (self-esteem) Polite (courteous, well mannered) Social recognition (respect, admiration) Responsible (dependable, reliable) True friendship (close companionship) Self-controlled (restrained, self- disciplined)
Wisdom (a mature understanding of life)
Source: Rokeach, M. (1973). The nature of human values. New York: Free Press; Rokeach, M. (1979). Understanding
human values: Individual and societal. New York: Free Press.
6.2 Cultural values 125
Values were measured by different techniques: Ways to Live Test (Morris, 1956),
Survey of Interpersonal Values (Gordon, 1960), Personal Value Scales (Scott, 1965),
ranking procedures (Kohn, 1969; Rokeach, 1973), Value Survey of Rokeach (1973),
and a variety of questionnaire measures and procedures developed for specific pur- poses (Mirels and Garrett, 1971; Scott, 1965). Not all of these techniques gained
universal acceptance. For instance, Morris’s (1956) Way of Life Test was criticized
for being suited to highly educated respondents only. Scott’s (1965) Personal Value
Scale used forced-choice format. One of the best available tests is the Allport–Vernon–
Lindzey’s (AVL) Test (Allport et al., 1951, 1960). Also, value surveys are very useful in
studying adult values. The value surveys were praised not only for measuring a person’s
value but also for perceiving others’ values.
The Rokeach Value Survey (RVS) (Rokeach, 1973) is found to be the best avail- able survey instrument for measuring human values. Rokeach introduced two lists of
18 alphabetically arranged instrumental and terminal values (see Table 6.1) accom-
panied by short descriptors. Rokeach (1973) asked the respondents to arrange
values in order of importance to them from 1 to 18. He found that the three most
important terminal values are a world of peace, family security, and freedom,
whereas the three most important instrumental values are honesty, ambition, and
responsibility.
The RVS was found to be an excellent tool in differentiating various political, religious, economic, generational, and cultural groups (Braithwaite & Law, 1985).
The RVS has been used in many studies to measure human values. It identified cultural
differences in values between Western and Asian countries. The RVS was also used to
construct the ‘‘List of Values’’ (Kahle & Timmer, 1983) that included a sense of belonging; fun and enjoyment; warm relationships with others; self-fulfillment; being
well respected; and having a sense of accomplishment, security, self-respect, and
excitement.
The value surveys were also criticized for not allowing for explanations of cultural differences. Some value surveys are inappropriate for less developed societies and
groups with low verbal comprehension. Certain values may be misunderstood or
irrelevant to some cultures and thus should not be included in surveys. Although the
ranking procedure allows for developing a hierarchy of values understandable to
groups with little education, the meaningfulness of the ranking procedure was ques-
tioned. Consequently, the most recent value studies apply a rating rather than a ranking
system.
In summary, it is difficult to measure and examine values: values are abstract constructs, difficult to translate into different languages. Their interpretations depend
on the cultural backgrounds of respondents and researchers. Often the evaluation of
the behaviors of others is based on the values and belief system of the observers.
Moreover, values can be confused with other concepts, such as attitudes or interests.
It is often difficult to determine which particular values should be measured. Usually
the values that are important to the individual receive high rankings, for example,
love, family, and friendship are given a higher priority than economic values; leisure
values are ranked lower. One of the best techniques to assess values is to focus on
CHAPTER 6 Cultural variability126
values that are less individualistic, more cultural. Further, the choice of technique to
measure values creates problems. Each measuring method (direct/indirect, surveys,
ranking/rating) has its own advantages and disadvantages. Studies that use multiple
methods of measurement of values give the best understanding of cultural values.
6.2.8 Value studies in tourism Not many value studies have been conducted in tourism. Shih (1986) used a Values,
Attitudes, and Lifestyles (VALS) technique to assess whether personal values affect
the selection of Pennsylvania as a holiday destination. Pitts and Woodside (1986)
used values to describe visitors to tourist attractions versus non-visitors, and identify
‘‘a value profile’’ of each group. They noted that differences in cultural values can predict visitation to tourist attractions. Pizam and Calantone (1987) examined a
value scale related to tourist vacation behavior. They used different scales to mea-
sure values such as the RVS, Scott’s Personal Values Scales (Scott, 1965), and others. Pizam and Calantone (1987) noted that values predict travel behavior. Muller (1991)
found that different segments of American tourists in Toronto had different values
and thus attached different importance to destination attributes. Madrigal and Kahle
(1994) identified differences in vacation activity preferences among English-speak-
ing tourists to Scandinavia; these differences depended upon the different impor-
tance tourists placed on four value domains. Based on the above studies it appears
that values are important variables in predicting tourist behavior and destination
visitation.
6.2.9 Cultural value dimensions Many elements differ among cultural groups. Can these elements completely and
adequately distinguish between all cultures? How many of the cultural elements need
to be different in order to determine cultural differences? Which cultural elements are
the most significant to indicate cultural differences? Which cultural elements have the
most significant effect on human behavior? To what degree should these cultural
elements be different in order to indicate cultural differences between people and
nations? Which elements should be used to be able to successfully compare cultures?
Among the elements on which cultures differ, the most frequently used are the Parson’s (1951) pattern variables, Kluckhohn and Strodtbeck’s (1961) value orienta-
tions, Stewart’s (1971) cultural patterns, Hall’s (1960, 1966, 1973, 1976, 1977, 1983),
Hall and Hall’s (1987), Hofstede’s (1980, 2001) and Hofstede’ and Bond (1984) dimen-
sions of cultural variability, Argyle’s (1986), Schein’s (1992), Trompenaars’ (1984,
1993), Trompenaars and Hampden-Turner’s (1994), Maznevski’s (1994), and Schnei-
der and Barsoux’s (1997) cultural dimensions. These dimensions provide ways to
understand how people behave and communicate across different cultures, how they
deal with social life and human relationships, what difficulties they may have in relating to others, and what perceptions they may develop of others. These dimensions also
indicate how the major cultural differences may influence the social relations between
6.2 Cultural values 127
international culturally different tourists and hosts. The ways cultures differ for these
major cultural dimensions are discussed below.
6.2.9.1 Parson's pattern variables Parsons (1951) identified six pattern variables that differentiate cultures: universalism–
particularism, ascription–achievement, diffuseness-specificity, affectivity–affective
neutrality, instrumental–expressive orientation, and self-orientation–collective orien-
tation. The universalism–particularism dimension differentiates between cultures depending upon the way people describe each other and the objects and rules they use
for this purpose. In cultures with a universalistic orientation, people use universal and
general rules and standards to describe themselves and objects. People also interact
and communicate with others in the same way regardless of social situations and
circumstances. In cultures with a particularistic orientation, people describe them-
selves and others in specific categories that are unique to the situation. People’s
interaction and communication patterns with others differ depending upon situations.
For example, the United States and Canada are the most universalistic cultures on earth, whereas Japan, Singapore, Hong Kong, China, Thailand, and South Korea are
more particularistic (Ballah, Madesn, Sullivan, Swindler, & Tripton, 1985).
The ascription–achievement dimension differentiates between cultures depend-
ing upon how people assess each other. In the ascription orientation people, assess
others on the basis of the inherent qualities (e.g., gender, family heritage, race, ethnic
group), and predict others’ behavior on the basis of qualities ascribed to them (India,
China, Japan, Indonesia, France). In the achievement orientation, people judge others
and objects on the basis of the performance and measurable results, and predict others’ behavior on the basis of their efforts, occupational status, and achievements (the
United States, the United Kingdom).
The diffuseness–specificity dimension differentiates between cultures depending
upon how people categorize others and objects. People categorize others and objects
in a holistic manner within a wider context by searching for patterns, structures, and
theories (collectivistic cultures). In the specificity orientation, people categorize
others and objects according to specific facts, tasks, and numbers, and respond to a
particular aspect of a person or an object only, for example, role or responsibility assigned (individualistic cultures). Japan, Thailand, Malaysia, China, Hong Kong, Sin-
gapore, and Nepal are holistic oriented, whereas Canada, Australia, France, Germany,
the United States, Netherlands and the United Kingdom are more specifics oriented
(Hampden-Turner & Fons-Trompenaars in Joynt, 1996).
The affectivity–affective neutrality dimension differentiates between cultures
depending upon the nature of the gratification people seek, their emotional and
non-emotional responses, and the way their decisions are made. In the affective
orientation people look for immediate gratification; their behavior and decisions are guided by emotions (Latin American cultures such as Spain, Italy, or Mexico). In the
affective neutrality orientation people express self-restraint; their behavior and deci-
sions are guided by cognitive information and facts (the United States, Australia, the
United Kingdom).
CHAPTER 6 Cultural variability128
The instrumental–expressive dimension differentiates between cultures depend-
ing on the nature of the goals people seek to achieve in their social interactions. In the
instrumental orientation social interactions are important because they help to
achieve certain goals (the United States), while in the expressive orientation, social interactions are valued for their own sake (Latin America, Arab cultures). In the
expressive orientation, people value friendships more than in instrumental orientation
(Gudykunst & Kim, 1997).
The self-collective orientation dimension differentiates between cultures by iden-
tifying those cultures that focus on the needs and rights of individuals versus those that
care about the welfare of others and the community. In the self-oriented cultures the
individual goals are emphasized, people look after themselves and take initiatives (the
United States, the United Kingdom). In the collective cultures people are concerned about the interests and well being of others (Asia). Americans and Canadians are the
most self-oriented and individualistic nations on earth; the Chinese, Singaporeans,
Hong Kong, Malaysians and Koreans are more concerned with the group of people
with whom they work or interact socially (Hampden-Turner & Fons-Trompenaars,
1996).
6.2.9.2 Kluckhohn and Strodtbeck's value orientation Kluckhohn and Strodtbeck (1961) compared cultures on the basis of people’s beliefs
about the character of human nature, the relationship of human kind to nature, the
value placed on human activities, orientation toward time, and the relationship of
people to each other.
Orientation toward human nature deals with inner character, which is good, evil, or a mixture. Western societies perceive a person as good, while Eastern societies (e.g.,
Chinese) perceive a person as good or bad. This orientation has a significant impact on
people’s attitudes toward each other, including trust, and their interpersonal contact.
Humans can also be viewed as able to change (mutable) or not able to change (immu-
table). As a result, there are numerous combinations of various aspects of human
nature. Humans are categorized as evil but mutable, evil and immutable, neutral with
respect to good and evil, a mixture of good and evil, good but mutable, and good and
immutable. The US Americans see human nature as evil but mutable; they use disci- pline and self-control to change their nature.
Orientation toward nature deals with the way humans treat their environment.
Humans can have mastery over nature, live in harmony with nature, or subjugate to
nature. Western societies believe they can control nature and that all natural forces can
and should be overcome (e.g., floods, storms). Eastern societies believe people should
live in harmony with nature and worship it. Asian societies see nature as a creation of
God, and life as God’s will. They regard members of Western societies who seek out
alternatives for God and spiritual dimensions, as barbaric, untrustworthy, unintelli- gent, and biased. Latinos believe people should be subjugated to nature; nothing can be
done to control nature if it threatens. The orientation towards nature affects people’s
attitudes toward religion, aesthetics, material possession, life quality, and interpersonal
relations.
6.2 Cultural values 129
Orientation toward human activities deals with people’s attitudes toward activ-
ity. People can be either doing, or being or being-in-becoming, oriented. Societies that
are ‘‘doing’’ and ‘‘action’’ oriented (Western cultures, such as the United States or Germany) emphasize activity, task completion, goal achievement, getting things done, and competition. They believe that activities are tangible and can be measured. For
example, a common question in the United States is, ‘‘What do you do for living?’’ The being orientation is the opposite of the doing orientation. People engage in sponta-
neous activities, indulge in pleasure, and show their spontaneity as an expression of
their personality, for example, Latin cultures. The being-in-becoming orientation is
concerned with spiritual more than material life. The focus is not on what you own, but
on self-development, contemplation, meditation, and self-improvement (e.g., Hindu-
ism, Zen Buddhist monks). In both being and being-in-becoming cultures, people emphasize passivity and defensiveness; they strive for social harmony in interpersonal
relations at the expense of efficiency. These cultures are people oriented and social-
harmony oriented.
Eastern cultures are either being or being-in-becoming oriented. Eastern cultures
stress humility, tolerance, peacefulness, individualistic obligations to society, group
harmony, warm relationships, and gift-giving (Beatty et al., 1991). An understanding of
the activity orientation gives insight into the people’s decision-making. In the being-
oriented societies, decisions are emotional and people oriented, whereas in the doing- oriented societies, decisions are economically driven and task oriented. The activity
orientation dimension has a significant influence on interpersonal relations.
Orientation toward time deals with people’s attitudes toward time. People can
focus either on the past, present, or future. Western societies are future-oriented. They
perceive time as a scarce resource and try to use it effectively. They value change and
see the future as ‘‘bigger and brighter’’ (e.g., the United States). Eastern societies, on the other hand, are past- and tradition-oriented; they worship ancestors and have
strong family traditions (e.g., China, Japan). They attach relatively less importance to time schedules, appointments, and punctuality. They perceive time as circular rather
than linear (e.g., Indonesia). However, in Western-influenced Hong Kong, the majority
of Chinese act according to precise time schedules. Present-oriented societies believe
that the moment has the most significance. The future is vague and unknown; what
really matters is ‘‘now.’’ People pay relatively little attention to what happened in the past. People believe they must ‘‘enjoy their moment.’’ People of the Philippines, Mexico, and Latin America are usually present-time oriented. Also, present time pre-
dominates among the Navajo Indians of northern Arizona. Time orientation has a significant impact on people’s attitudes to tradition, ceremony, etiquette, and inter-
personal relations.
Orientation towards other people appears to be the most crucial in governing
human relations and is the most differentiating between Eastern and Western cultures.
There are three types of orientations towards other people: (1) individualistic (individ-
ual goals take primacy over group goals); (2) collateral (the individual is part of a social
group which results from laterally extended relationships; and (3) linear (stresses the
continuity of the group through time in succession) (Kluckhohn & Strodtbeck, 1961).
CHAPTER 6 Cultural variability130
Western cultures (the United States) emphasize individualism, personal goals that en-
hance social status, competition, self-image, and informality. Eastern cultures, on the
other hand, emphasize both collaterality and linearity (hierarchy). Collateral (collectiv-
istic) relationships are characterized by the strong and smooth relationship between an individual and a group, group harmony, consensus, agreement with group norms, and
concern for the welfare of others. For example, the important Chinese values are
politeness, thrift, and saving face; causing someone else the embarrassment of losing
face is regarded as inappropriate behavior (DeMente, 1991). Smooth interpersonal
relations, the importance of being together, emotional closeness with the family, and
friendly relations outside the family are also vital to the Philippinos (Hollnsteiner, 1963;
Jocano, 1966; Lynch, 1964). Similarly, Thai emphasize smooth interpersonal relations,
being polite, kind, pleasant, and conflict-free (Komin, 1990). Smiling is an important element in Thai interpersonal relations (Gardiner, 1972). Also, the Vietnamese frequent-
ly display affection and are ready for social contact with strangers (Forrest, 1971).
Linear interpersonal relations are characterized by the hierarchy of society; obedi-
ence, and loyalty to authority; feelings of duty, responsibility, and submission to the
group, elders, and those in superior positions; desire to comply; and being respectful.
The major Confucian values teach people to behave modestly and refrain from challeng-
ing one’s superiors (Leung, 1991). For example, in Chinese culture politeness and
deference to authority are considered to be virtues (Ettenson & Wagner, 1991). One of the important Confucian values of the Chinese people is the giving of unquestioning
respect to parents and the elderly through understanding and expectations of authority
(filial piety) (Huyton, 1991). Deference to age and authority; face saving; connections
(Yau, 1988); and maintaining harmony, prestige, and social respect (Huyton, 1991) are
important to the Chinese. The Chinese believe that it is better to perform acts of self-
effacement rather than break the group harmony. Submissiveness to authority, the desire
to comply, and filial piety also characterize the Vietnamese culture (Forrest, 1971).
Similarly, conformity, endurance, and deference with regard to interpersonal relations is important to the Philippino (Lynch, 1970). In general, Eastern societies are more
conforming, and people depend more on each other than Westerners do (Doi, 1981).
Table6.2 shows Kluckhohn and Strodtbeck’s value orientations and their characteristics.
Table 6.2 Kluckhohn and Strodtbeck's (1961) Value Orientation
Character of human nature
Evil Mixture Good
Relationship of humankind to nature
People subject to nature Live in harmony Master nature
Orientation toward activity Being Being-in-becoming Doing Orientation toward time Past Present Future Relationship of people to other people
Authoritarian Group Individualistic
6.2 Cultural values 131
Importance of social harmony Eastern cultures emphasize harmony in interpersonal relations, self-restraint – the
avoidance of negative emotions, criticism, negative opinions, complaints, and conflicts in all interpersonal relations. Members of Eastern cultures try to ‘‘save face’’ and avoid embarrassment to maintain harmony in interpersonal relations. Openly disagreeing or
saying ‘‘no’’ is considered rude and damaging to social harmony. For instance, in China one confirms a negative statement with a ‘‘yes’’ (Leung, 1991). In Japan there are several techniques for politely saying ‘‘no.’’ Philippinos avoid social disruption, em- barrassment, or disagreement because these can bring shame (Lynch, 1970). The
Philippine and Indonesian concept of shame is very similar to the Chinese and Japa-
nese concept of ‘‘saving face.’’ In Eastern societies, criticizing in public makes people lose face and damages their relationships with those who criticize. Thus, in order to
protect the individuals from loss of face, peoples of the East rarely criticize or admit
failure. For example, the Thai response to criticism, where criticism is rare and face
saving common, is rigidity and withdrawal (Foa et al., 1969). The most acceptable
expression of anger by Thai people is ‘‘keeping calm’’ (Gardiner, 1968). For the Japanese, good human relationships are more important than money (Ellis & Ellis,
1989). In Japan, social relations are seen as mutual responsibilities, and the smallest
favors put the receiver in debt. Similarly, harmony in social relations is paramount for the people of Hong Kong (Huyton, 1991). In contrast to Eastern societies, Western
societies see interpersonal relationships as opportunities for friction; Westerners are
less concerned with apologies, and more with self-esteem. For example, the Wester-
ner’s reaction to failure or criticism is an attempt to improve performance and an
increased cognitive flexibility (Foa et al., 1969). The Eastern concept of shame also
appears to be in contrast with the Western emphasis on truthfulness and forthright-
ness, which often cause disagreement, social disruption, and embarrassment.
Importance of apology In order to maintain social harmony, people in Eastern cultures apologize frequently.
The Japanese apologize by acknowledging their fault even when they are not at fault, in
order to indicate their will to maintain or restore relations (Wagatsuma & Rosett, 1986).
Americans, on the other hand, blame others even when they know they are at fault.
Further, the Japanese, who are sensitive to fulfilling their social obligations, apologize
frequently for not meeting their obligations (Coulmas, 1981). The Japanese tend to apologize if repayment is not possible and offer compensation for the other person in
order to maintain harmony in relations. Americans, on the other hand, give explana-
tions and justify their behavior (Barnlund & Yoshioka, 1990).
6.2.9.3 Stewart's cultural patterns According to Stewart (1971), cultures can be differentiated according to their mem-
bers’ orientations to activity, social relations, the self, and world. Activity orientation is similar to Kluckhohn and Strodtbeck’s (1961) activity ori-
entation; it differentiates between cultures on the basis of how people view human
CHAPTER 6 Cultural variability132
activities and how they express themselves through activities (doing/being/becom-
ing). Doing cultures value action and ‘‘getting things done’’; people seek change and want to control their lives (Euro-Americans). Being cultures focus on non-action
(African-American, Greek); people believe that all events are determined by fate (Hin- dus from India). Becoming cultures see human beings as evolving and changing
(Native Americans, South Americans).
The activity orientation determines the pace of people’s life. Doing cultures are
governed by time schedules and appointments, and are characterized by a fast pace of
life. Being and becoming cultures are characterized by a slower and more relaxed pace
of life (Lustig & Koester, 1993). The activity orientation also determines how people
measure their own success. In doing cultures, people set the goals for their activities and
evaluate the results of their activities by measurable criteria. In being and becoming cultures, the process is more important than the final result. Further, the activity orien-
tation influences the relationship between work and play. In doing cultures, work is
separated from play: employees are supervised and controlled. In being and becoming
cultures, work is a means to an end, and there is no clear distinction between work and
play. Employees mix together and socialize. Moreover, doing cultures challenge and
solve problems that arise. Being and becoming cultures accept the difficulty rather than
challenge and eliminate it. Further, in doing cultures, interpersonal interaction and
communication focus on accomplishing specific tasks and solving problems. In being and becoming cultures, social interactions focus on being together.
Social relations orientation is similar to Parson’s (1951) self-and-group orientation
and Kluckhohn and Strodtbeck’s (1961) individualistic–collateral and linear relation-
ships. It differentiates cultures on the basis of how people relate to one another
(formal/informal; egalitarian/hierarchical; direct/indirect). In formal cultures people
follow rules of social hierarchy and address others in an official way by using appro-
priate titles (Japan, Germany). In informal cultures social relations are based on
equality, and people interact and communicate informally (the United States, Austra- lia). Egalitarian cultures (European and the United States) emphasize equality, even-
ness in interpersonal relationships, independence, and a minimum number of
obligations and responsibilities (the United States, Australia, the United Kingdom).
Hierarchical cultures (Korea, Japan, Mexico) emphasize status differences between
individuals, obligations, and dependence (Japan, China). The degree of dependency in
hierarchical cultures depends on the social status and formality that exists between
individuals. Direct cultures emphasize directness and openness in interpersonal inter-
actions and communication (Europe, the United States). Indirect cultures emphasize ambiguity and the use of third parties or intermediaries (Japan, Korea, Thailand, China,
Africa) (Lustig & Koester, 1993).
Self-orientation is similar to Parson’s (1951) self-orientation and Kluckhohn and
Strodtbeck’s (1961) individualism–collectivism orientation. Self-orientation differenti-
ates between cultures depending upon how people view themselves and form their
identities; whether their nature is changeable; what motivates their actions; and who is
valued and respected (self/group orientation). In self-oriented the United States and
Europe the emphasis is on the individual self. Children are encouraged to make their
6.2 Cultural values 133
own decisions and be independent from an early age. People seek innovation and
change. Alternatively, in group-oriented Asian cultures people define themselves
through their association with others. An individual cannot exist without the group.
People depend on each other at work, school, and home. Members of the group are motivated by loyalty to a group, duties, and responsibilities (e.g., family, company).
They also seek advice from senior members who have valuable life experience and
knowledge.
World orientation is similar to Klukhohn and Strodtbeck’s (1961) orientations to-
ward nature and time. World orientation differentiates between cultures on the basis of
how people relate to the spiritual world and nature (subjugation/harmony/control).
Europeans, the US Americans, and Canadians believe in the power of an individual to
control, manipulate, and change nature. They also believe in separate physical and spiritual worlds. Reality is what can be tested and proved, as opposed to spirituality.
Onthe other hand, Latinocultures view humansas havingvery littlepower to controlthe
forces of nature and, thus, being subjugated to nature. They also place a great value on
spirituality. Eastern cultures focus on living in harmony with nature. The world orienta-
tion also determines the way people view time. While the US Americans and Europeans
are future-oriented, Native Americans and Latinos are present-oriented (Stewart, 1971).
6.2.9.4 Hall's cultural differentiation Hall differentiated cultures on the basis of different communication style and orienta- tion toward the world and people.
Communication style Hall (1976, 1983) distinguished between cultures according to how communication
takes place: (low/high context), information flow (covert/overt messages), language (low/high context), and the handling of personal space (public, private).
Context There are the low-context cultures (LCC) and high-context cultures (HCC) depending
upon the level of information included in a communication message (Hall, 1976). In
the low-context cultures (LCC) most of the information and meaning is contained in
verbal messages, very little in the contextual message. Messages have clear meanings
and line logic; explicit direct verbal communication and clear intentions are empha-
sized. Western cultures (Germany, Sweden, Switzerland, Australia, the United States,
France) belong to LCC, where there is a need for explicit instructions, signs, and procedures that explain how to behave. In the high-context cultures (HCC) very little
information is coded in the verbal message; most information is coded in the non-
verbal and contextual message. All events can be understood only in context; mean-
ings vary depending upon circumstances, and categories can change. Emphasis is on
spiral logic, implicit imprecise and indirect communication. Intentions are not clearly
specified and discretion in expressing opinions is exercised (China, Japan, Korea,
CHAPTER 6 Cultural variability134
Taiwan, Vietnam, Latin America, Mexico). The HCC value face saving, honor shame
and obligations, avoid confrontations, and use smoothing strategies to manage con-
flicts in interpersonal relations. Members of HCC are also more careful in initial inter-
actions and make assumptions based upon a stranger’s cultural background. They ask more indirect questions (Gudykunst, 1983); direct questions are considered to be rude
(Elashmawi, 1991). Those who belong to HCC (the Japanese, Chinese, Southeast
Asians, Indonesians, Micronesians, and Indians) expect others to sense the rules of
behavior (Dodd, 1987).
Information flow Cultures are distinguished on the basis of the structure and speed of messages between
individuals. Members of high-context cultures use covert messages that are high in
context. The focus is on non-verbal codes and implied meanings. People know the
meanings of particular messages in specific situations, and they do not need to be explicit. Little is left for interpretation. In low-context cultures, members use overt
messages that are low in context. People send explicit messages, which include clear
instructions to convey exact meanings. Precise verbal codes and words are used to
transmit the meanings.
Language Different cultures dictate how language is used. Language determines appropriate
subjects of discussion (family, politics, religion) and the degree of expressiveness.
For example, in high-context cultures being direct and open, using many verbal codes,
and expressing emotions or showing feelings is considered a sign of immaturity. In order to maintain social harmony and not to threaten the face or self-esteem of the
others, one must be silent and reserved. In low-context cultures it is acceptable to
express anger, show excitement, be noisy and appear confident. Table 6.3 presents
major characteristics of low- and high-context cultures.
In-groups and out-groups In low- versus high-context cultures there is a distinction between in-groups and out-
groups. In high- context cultures there is a strong emphasis on in-groups and a clear
distinction between those who belong to a group (in-groups, insiders), such as fami-
lies, friends, neighbors, and work groups, and those who do not (out-groups, out- siders), for example, non-members, clans, organizations, and foreigners. Individuals
identify themselves with only a few groups, with which they have strong binding ties
(Japan, Korea, China). People know how to behave according to the rules and situa-
tions and what to expect from the behavior of the others. In contrast, in low-context
cultures, where the emphasis is on out-groups (the United States, Europe), people
belong to many different groups throughout their lifetimes. Membership in these
groups is temporary; people change groups (e.g., change jobs and companies) and
6.2 Cultural values 135
do not feel committed and loyal to others. Table 6.4 identifies major characteristics of
in-groups and out-groups.
Space Cultures can differ depending on the ways people handle their communication space.
In public-space cultures, people are suspicious of activities conducted in secret, social closeness is needed, and public meetings are valued. In private-space cultures, mem-
bers respect personal space, value privacy, and keep social distance.
Orientation toward the world and people In terms of the orientation toward the world and people, Hall (1960, 1966, 1973) and
Hall and Hall (1987) distinguished between cultures on the basis of orientation toward
human nature (agreements), human relationships (amount of space, possessions,
friendships, authority), time (past, future, monochronic, polychronic), and activity
(change/no change).
Table 6.3 Characteristics of Low- and High-Context Cultures
Low-context cultures High-context cultures Overt and explicit communication Covert and implicit communication Verbal messages Non-verbal contextual messages Explicit and precise instructions, signs, rules Imprecise Clear intentions, meanings Not clear intentions; meanings depend upon
circumstances Line logic Spiral logic Conflict and confrontation are natural Avoidance of conflict and confrontation Importance of action and solution Value of face saving, relationships with others,
social harmony Protecting own dignity and self-respect even at the expense of others
Desiretobeacknowledgedandapprovedbyothers
Discussions and arguments, revealing Smooth strategies to manage conflict, concealing
Reactions on the surface Reserved reactions Equality Importance of obligations, status, position and
power Highly organized time Flexible time Flexible in-groups and out-groups Distinct in-groups and out-groups Short-lasting relationships, casual, fragile, low involvement
Long lasting relationships, commitment, loyalty, trust, high involvement
Diffused authority, difficult to pin down one's responsibility
Importance of authority and responsibility
CHAPTER 6 Cultural variability136
Orientation toward human nature In high-context cultures, agreements between members tend to be spoken rather than
written. Written contracts are not binding and can be changed depending on the circumstances. In low-context cultures agreements tend to be written rather than
spoken. Written agreements are final and legally binding.
Orientation toward human relationships Cultures differ in the way people use space. There are four spatial distance zones:
intimate (for loving, comforting, protecting or fighting); personal (for conversations
with intimates, friends); social (for impersonal and social gatherings); and public (for lectures, speeches, concerts, ceremonies, plays) (Hall, 1966). By understanding the
rules of space, people know how far to remain from others in different social situations
without interrupting the conversations and jeopardizing privacy. Space distances are
culture-specific. For example, people living in colder climates (Germany, Scandinavia,
the United Kingdom) use larger physical distance when they communicate. They also
expect others to keep their distances. People living in warm weather climates (Italy,
Greece, Spain, Africa) display closer distances.
In various cultures, people differ in their attitudes toward possessions. Individual- ists are motivated by material possessions, such as cars, clothes, and homes, as well as
high social positions and power. Collectivistics are motivated by a responsibility and
duty to a group, loyalty, and social harmony.
In high-context cultures relationships are relatively long lasting, based on the
individual’s commitments to each other, loyalty, and trust. Stable and long relation-
ships are needed for developing friendship. In low-context cultures, relationships are
relatively shorter in duration and more casual, the bonds between people are fragile,
Table 6.4 Characteristics of In-Groups and Out-Groups
Out-groups In-groups Casual expectations for behavior Fixed expectations for behavior Fragile bonds between people Strong bonds between people Weak identification with a group Strong identification with a group Low commitment between people Strong commitment between people Define themselves in relation to self Define themselves in relation to the members
of the group Responsibility to oneself Responsibilities to others Independent Interdependent Short-lasting loyalty to family and members of social and work groups
Long-lasting loyalty to family and members of social and work groups
Temporary membership in the group Permanent membership in the group Frequent changes of social networks Seldom changes of social networks
6.2 Cultural values 137
and the extent of involvement in a long-term relationship is low. Deep personal
involvement with others is valued less.
In high-context cultures authority is respected; people are personally responsible
for the actions of subordinates; in low-context cultures authority is diffused and personal responsibility is difficult to establish.
Orientation toward time Cultures differ in the importance attached to past and future. Americans are not
concerned about the past; they believe the past is relatively unimportant. In contrast,
Europeans and Asians have a long history and deeply rooted traditions; thus, they pay attention to the past and follow traditions. In high-context cultures time is viewed as
open, less structured, more responsive to the needs of people, and less to external
goals. In low-context cultures, time is highly organized so that people are able to live
and work with others.
There are monochronic and polychronic cultures (Hall, 1983). Monochronic cul-
tures, such as Anglo-Saxon (the United States, Canada, Australia, the United Kingdom)
and northern European cultures (Sweden, Norway, Finland, Germany), are task-, time-
schedule-, and procedure-oriented. They see time as a long ribbon that can be sliced into segments. Time is used in a structured, sequential, linear fashion. Activities are scheduled
according to time and can be stopped when ‘‘time is up.’’ So, time is treated as money, which can be spent, saved, borrowed, lost, or even killed. People are concerned about
punctuality, time slots, and appointment schedules. They believe that only one thing can
be done at a time; there is a need for completing a task or coming to a conclusion before
beginning something else. Human relations depend upon time. On the other hand,
polychronic cultures, such as southern Europe (Spain, Italy, Portugal), and the Middle
East believe time is unlimited, non-linear, and can be expanded to accommodate various activities at the same time. Members think of time in terms of pictures or configurations.
Punctuality is not as important; being late and interruptions are excusable. The focus is
on relationships rather than task completion within time schedules. People have time for
each other. Time can be sacrificed (Latin America, Arab states) for the sake of the
relationship. As a result, the polychronic cultures are more effective in developing and
maintaining relationships and solving human problems (Schein, 1992). Further, Asian
cultures believe in the cyclical concept of time: time is in phases rather than in circular
form. One season follows the next; one life leads into another (Sithi-Amnuai, 1968).
Orientation toward activity and change Time orientation influences orientation towards activity and change. In high-context
cultures people are cautious of change. In low-context cultures people desire change;
they live faster and change their behavior faster. For example, the US Americans tend to
view change as good and desirable, they constantly search for new and better ways of
doing and improving things. Europeans tend to view change as risky since it can threaten their traditions. In Asia change may be seen as dangerous since it brings
uncertainty, which needs to be avoided (Schneider & Barsoux, 1997).
CHAPTER 6 Cultural variability138
6.2.9.5 Hofstede's dimensions of cultural variability
The most widely utilized dimensions of national culture that allow for differentiating
among cultures are those identified by Hofstede (1980, 2001). Geert Hofstede (1980)
conducted perhaps the most comprehensive study of how values are influenced by
culture. He analyzed a large database of employees’ values scores collected by IBM
between 1967 and 1973 and covering more than 70 countries. First he used only the 40
largest; afterwards he extended the analysis to 50 countries and 3 regions. He initially
identified four distinct cultural dimensions: Power Distance (PDI), Uncertainty Avoid- ance (UAI), Individualism (IDV), and Masculinity (MAS). He scored each country using
a scale of roughly 0–100 for each dimension. The higher the score, the more that
dimension is exhibited in society. The description of Hofstede’s (1980, 2001) cultural
dimensions is presented below.
The Power Distance (PDI) dimension refers to the extent to which a society
accepts the unequal distribution of power in relationships and institutions. In the high
PD cultures (Malaysia, Guatemala, Panama, Philippines, Mexico, Venezuela, China),
people are not equal but everyone has a rightful place. Power and authority are facts of life. Status, rank, obedience, conformity, supervision, and co-operation are valued. In
low PDI cultures (Austria, Israel, Denmark, New Zealand, Ireland, Sweden) inequality
is minimized. People value independence, consultancy, and personality, instead of
autocratic decision-making; there is a strong ethic of competition. Australia, the United
States, and Canada scored relatively low on the PD scale.
The Uncertainty Avoidance (UAI) dimension refers to the extent to which a
society feels threatened by uncertain and ambiguous situations and tries to avoid them.
In the high UAI cultures (Greece, Portugal, Belgium, Japan, France, Peru), societies feel anxious in situations which they perceive as unstructured, unclear, and unpre-
dictable; they believe that such situations, and any other ambiguities in life, are threats
that must be fought. Therefore, they avoid conflict, disapprove competition, remain
emotionally restrained, display nationalism and suspicion toward foreigners, reject
strange behaviors and new ideas they are not familiar with and consider dangerous.
People seek stability and security in life, desire law and order. They have many formal,
written rules, guidelines, and strict codes of behavior that dictate to them how to act in
order to avoid risk. Societies are characterized by a high level of anxiety, loyalty, consensus, and group decisions, which help to reduce risk. Japan scored the highest
among all Asian countries on the UAI dimension (92/100). The Japanese definitely
avoid ambiguous and uncertain situations. In the low UAI cultures (Singapore, Den-
mark, Sweden, Hong Kong, the United Kingdom, Ireland, India), societies accept the
uncertainty inherent in life conflict, tolerate ambiguity, and take more risk. People
accept foreigners with different ideas; new ideas are not threatening. People are more
flexible, do not need many rules. They believe in common sense and less in expertise.
They are less stressed. Societies focus on advancement and competition. Australia, the United States and Canada scored relatively low on the UAI dimension.
The Individualism (IDV) dimension refers to the extent to which people empha-
size their own needs. Highly individualistic cultures (the United States, Australia, the
6.2 Cultural values 139
United Kingdom, Netherlands, New Zealand, Canada, Italy) value individualism, inde-
pendence, uniqueness, self-actualization, self-development, freedom, autonomy, chal-
lenge, initiative, activity, achievement, financial security, self-orientation, and privacy.
The social ties are loose. Highly collectivistic cultures (Guatemala, Ecuador, Panama, Venezuela, Colombia, Pakistan, Indonesia, Peru, Taiwan, Thailand), emphasize group
goals, rights, decisions, consensus, and cooperation. Individual initiative is discour-
aged, and people are ‘‘we’’ oriented. The social and family ties are tight. There is a distinction between in-groups and out-groups. The in-group members look after the
other members in exchange for absolute loyalty. Friendships are predetermined by
long, stable relationships. East Asian countries are particularly high on collectivism,
and English-speaking countries are particularly high on individualism.
Individualistic and collectivistic cultures also differ according to whether rela- tions among people are horizontal or vertical (Triandis, 1995). In horizontal cul-
tures people are treated equally; focus is on equality. In contrast, in vertical cultures,
people see themselves as different from others; equality is not valued highly. In
horizontal collectivistic cultures little value is placed on freedom; members of that
culture are not expected to stand out in the group (e.g., Japan). In vertical collec-
tivistic cultures individuals are expected to fit into the group and allowed to stand
out in the group (e.g., India). In horizontal individualistic cultures (e.g., Sweden,
Norway) people are expected to act as individuals, and at the same time, not stand out from others. In vertical individualistic cultures (e.g., the United States, the
United Kingdom, France, Germany) people are expected to act as individuals and
stand out from others.
The Masculinity (MAS) dimension refers to the extent to which a culture values
‘‘masculine’’ behavior, such as assertiveness, acquisition of money and material pos- sessions, and lack of care for others, as opposed to ‘‘feminine’’ behavior and the quality of life, and the extent to which gender roles are differentiated. In the highly
masculine cultures (Japan, Hungary, Austria, Venezuela, Italy, Switzerland, Mexico), societies value money and material possessions. Emphasis is on performance, growth,
ambition, living to work, successful achievement, excellence, dominance, and asser-
tiveness. People accept the company’s interference in their private lives. There is high
job stress. Gender roles are differentiated and unequal. Japan scored the highest on the
masculinity index 95/100 among all other Asian countries. In the high feminine
cultures (Sweden, Norway, Netherlands, Denmark, Finland, Chile, Portugal, Thailand)
society’s focus is on quality of life, welfare of others, caring and nurturing behavior, and
sympathy for the unsuccessful. Gender roles are equal. People also believe in the importance of the environment. Australia and the United States scored relatively high
on the masculinity index, Canada scored between high and low. Table 6.5 presents
evaluation, and Table 6.6 presents a ranking of 74 countries on Hofstede and
Hofstede’s (2005) five value dimensions.
According to Hofstede’s model, Malaysia had the highest PDI score (104), Greece
the highest UAI score (112), the United States the highest IDV score (91), Japan the
most MAS score (95), and China the most LTO score (118). On the other hand, Austria
obtained the lowest PDI score (11), Singapore the lowest UAI score (8), Guatemala the
CHAPTER 6 Cultural variability140
Table 6.5 Evaluation of Various Countries on Hofstede and Hofstede's (2005) Five Value Dimensions
Country Power Distance
Uncertainty Avoidance
Individualism Masculinity Long-term Orientation
Arab countries 80 68 38 53 Argentina 49 86 46 56 Australia 36 51 90 61 31 Austria 11 70 55 79 31 Bangladesh 80 60 20 55 40 Belgium total 38
Belgium Flemish 61 97 78 43 Walloon 67 93 72 60
Brazil 69 76 38 49 65 Bulgaria 70 85 30 40 Canada total 39 48 80 52 23 Canada Quebec 54 60 73 45 30 Chile 63 86 23 28 China 80 30 20 66 118 Colombia 67 80 13 64 Costa Rica 35 86 15 21 Croatia 73 80 33 40 Czech Republic 57 74 58 57 13 Denmark 18 23 74 16 46 East Africa 64 52 27 41 25 Ecuador 78 67 8 63 El Salvador 66 94 19 40 Estonia 40 60 60 30 Finland 33 59 63 26 41 France 68 86 71 43 39 Germany 35 65 67 66 31 Great Britain 35 35 89 66 25 Greece 60 112 35 57 Guatemala 95 101 6 37 Hong Kong 68 29 25 57 96 Hungary 46 82 80 88 50 India 77 40 48 56 61 Indonesia 78 48 14 46 Iran 58 59 41 43 Ireland 28 35 70 68 43 Israel 13 81 54 47
6.2 Cultural values 141
TABLE 6.5 (Continued )
Country Power Distance
Uncertainty Avoidance
Individualism Masculinity Long-term Orientation
Italy 50 75 76 70 34 Jamaica 45 13 39 68 Japan 54 92 46 95 80 Luxembourg 40 70 60 50 Malaysia 104 36 26 50 Malta 56 96 59 47 Mexico 81 82 30 69 Morocco 70 68 46 53 Netherlands 38 53 80 14 44 New Zealand 22 49 79 58 30 Nigeria 16 Norway 31 50 69 8 44 Pakistan 55 70 14 50 0 Panama 95 86 11 44 Peru 64 87 16 42 Philippines 94 44 32 64 19 Poland 68 93 60 64 32 Portugal 63 104 27 31 30 Romania 90 90 30 42 Russia 93 95 39 36 Serbia 86 92 25 43 Singapore 74 8 20 48 48 Slovakia 104 51 52 110 38 Slovenia 71 88 27 19 South Africa 49 49 65 63 South Korea 60 85 18 39 75 Spain 57 86 51 42 19 Suriname 85 92 47 37 Sweden 31 29 71 5 33
Switzerland 40 French 70 70 64 58 German 26 56 69 72
Taiwan 58 69 17 45 87 Thailand 64 64 20 34 56 Trinidad 47 55 16 58 Turkey 66 85 37 45 The United States
40 46 91 62 29
CHAPTER 6 Cultural variability142
lowest individualism score (6), and Sweden the lowest masculine score (5). People in
the United States and the United Kingdom have low LTO scores.
The drawbacks of applying Hofstede's theory Hofstede’s (1980) theory of cultural differentiation can be of great use when analyzing a
country’s culture. However, there are a few things one has to keep in mind. First, the dimensions have been chosen for comparing countries, and the measuring instrument
was meant for use at country or geographical level only. The averages of a country do not
relate to individuals of that country. The dimensions cannot be used for comparing the
values of individuals. For example, a person can be a highly individualistic even though
the person’s national culture is strongly collectivistic. Although Hofstede’s theory
proved to be quite correct when applied to the general population, not all individuals
or even regions with subcultures fit into the theory. The identified dimensions should be
used only as a guide to understanding the difference in cultures between countries, not as law set in stone. Second, the data have been collected through questionnaires. In
group-oriented cultures, the context of conducting a survey is very important; indivi-
duals might respond to questions as if they were addressed to the group they belong to,
not the individual. In contrast, in individualistic cultures, the responses will most likely
be perceived through the eyes of that individual.
Next, Hofstede assumed that a country (geographical territory) corresponds with a
cultural group. While this is valid for many countries, it does not hold in the countries
where there are many strong subcultures based on ethnicity of origin or geography. For example, in Canada there is a distinct French Canadian culture that has a different set of
norms compared to English-speaking Canada. In Italy, the northern part of the country
has a distinct culture compared to the southern part; both parts would score differently
on the masculinity dimension.
TABLE 6.5 (Continued )
Country Power Distance
Uncertainty Avoidance
Individualism Masculinity Long-term Orientation
Uruguay 61 100 36 38 Venezuela 81 76 12 73 Vietnam 70 30 20 40 80 West Africa 77 54 20 46 16 Zimbabwe 25
Source: Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (Revised and
expanded 2nd ed.). New York, USA: McGraw-Hill.
*A high score on a dimension indicates a high evaluation on that dimension. For example, a score of 91 on the IDV
dimension indicates that the United States is very individualistic.
**Arab countries: Egypt, Iraq, Kuwait, Lebanon, Libya, Saudi Arabia, United Arab Emirates; East Africa: Ethiopia,
Tanzania, Zambia; West Africa: Ghana, Nigeria, Sierra Leone.
6.2 Cultural values 143
Table 6.6 Ranking of Various Countries on Hofstede and Hofstede's (2005) Five Value Dimensions
Rank Country PDI Rank Country UAI Rank Country IDV Rank Country MAS Rank Country LTO
1–2 Malaysia 104 1 Greece 112 1 USA 91 1 Slovakia 110 1 China 118 1–2 Slovakia 104 2 Portugal 104 2 Australia 90 2 Japan 95 2 Hong Kong 96 3–4 Guatemala 95 3 Guatemala 101 3 Great Britain 89 3 Hungary 88 3 Taiwan 87 3–4 Panama 95 4 Uruguay 100 4–6 Canada total 80 4 Austria 79 4–5 Japan 80 5 Philippines 94 5 Belgium
Flemish 97 4–6 Hungary 80 5 Venezuela 73 4–5 Vietnam 80
6 Russia 93 6 Malta 96 4–6 Netherlands 80 6 Switzerland German
72 6 South Korea 75
7 Romania 90 7 Russia 95 7 New Zealand 79 7 Italy 70 7 Brazil 65 8 Serbia 86 8 El Salvador 94 8 Belgium
Flemish 78 8 Mexico 69 8 India 61
9 Suriname 85 9–10 Belgium Walloon
93 9 Italy 76 9–10 Ireland 68 9 Thailand 93
10–11 Mexico 81 9–10 Poland 93 10 Denmark 74 9–10 Jamaica 68 10 Hungary 50 10–11 Venezuela 81 11–13 Japan 92 11 Canada
Quebec 73 11–13 China 66 11 Singapore 48
12–14 Arab countries
80 11–13 Serbia 92 12 Belgium Walloon
72 11–13 Germany 66 12 Denmark 46
12–14 Bangladesh 80 11–13 Suriname 92 13–14 France 71 11–13 Great Britain 66 13–14 Netherlands 44 12–14 China 80 14 Romania 90 13–14 Sweden 71 14–16 Colombia 64 13–14 Norway 44 15–16 Ecuador 78 15 Slovenia 88 15 Ireland 70 14–16 Philippines 64 15 Ireland 43 15–16 Indonesia 78 16 Peru 87 16–17 Norway 69 14–16 Poland 64 16 Finland 41 17–18 India 77 17–22 Argentina 86 16–17 Switzerland
German 69 17–18 South Africa 63 17–18 Bangladesh 40
17–18 West Africa 77 17–22 Chile 86 18 Germany 67 17–18 Ecuador 63 17–18 Switzerland 40 19 Singapore 74 17–22 Costa Rica 86 19 South Africa 65 19 USA 62 19 France 39 20 Croatia 73 17–22 France 86 20 Switzerland
French 64 20 Australia 61 20–21 Belgium
total 38
21 Slovenia 71 17–22 Panama 86 21 Finland 63 21 Belgium Walloon
60 20–21 Slovakia 38
22–25 Bulgaria 70 17–22 Spain 86 22–24 Estonia 60 22–24 New Zealand 58 22 Italy 34 22–25 Morocco 70 23–25 Bulgaria 85 22–24 Luxembourg 60 22–24 Switzerland
French 58 23 Sweden 33
22–25 Switzerland French
70 23–25 South Korea 85 22–24 Poland 60 22–24 Trinidad 58 24 Poland 32
22–25 Vietnam 70 23–25 Turkey 85 25 Malta 59 25–27 Czech Republic
57 25–27 Austria 31
26 Brazil 69 26–27 Hungary 82 26 Czech Republic
58 25–27 Greece 57 25–27 Australia 31
27–29 France 68 26–27 Mexico 82 27 Austria 55 25–27 Hong Kong 57 25–27 Germany 31 27–29 Hong Kong 68 28 Israel 81 28 Israel 54 28–29 Argentina 56 28–30 Canada
Quebec 30
27–29 Poland 68 29–30 Colombia 80 29 Slovakia 52 28–29 India 56 28–30 New Zealand 30 30–31 Belgium
Walloon 67 29–30 Croatia 80 30 Spain 51 30 Bangladesh 55 28–30 Portugal 30
30–31 Colombia 67 31–32 Brazil 76 31 India 48 31–32 Arab countries
53 31 USA 29
32–33 El Salvador 66 31–32 Venezuela 76 32 Suriname 47 31–32 Morocco 53 32–33 Great Britain 25 32–33 Turkey 66 33 Italy 75 33–35 Argentina 46 33 Canada total 52 32–33 Zimbabwe 25 34–36 East Africa 64 34 Czech
Republic 74 33–35 Japan 46 34–36 Luxembourg 50 34 Canada 23
34–36 Peru 64 35–38 Austria 70 33–35 Morocco 46 34–36 Malaysia 50 35–36 Philippines 19 34–36 Thailand 64 35–38 Luxembourg 70 36 Iran 41 34–36 Pakistan 50 35–36 Spain 19 37–38 Chile 63 35–38 Pakistan 70 37–38 Jamaica 39 37 Brazil 49 37 Nigeria 16 37–38 Portugal 63 35–58 Switzerland
French 70 37–38 Russia 39 38 Singapore 48 38 Czech
Republic 13
39–40 Belgium Flemish
61 39 Taiwan 69 39–40 Arab countries 38 39–40 Israel 47 39 Pakistan 0
39–40 Uruguay 61 40–41 Arab countries 68 39–40 Brazil 38 39–40 Malta 47 41–42 Greece 60 40–41 Morocco 68 41 Turkey 37 41–42 Indonesia 46 41–42 South Korea 60 42 Ecuador 67 42 Uruguay 36 41–42 West Africa 46 43–44 Iran 58 43 Germany 65 43 Greece 35 43–45 Canada
Quebec 45
43–44 Taiwan 58 44 Thailand 64 44 Croatia 33 43–45 Taiwan 45 45–46 Czech
Republic 57 45–47 Bangladesh 60 45 Philippines 32 43–45 Turkey 45
45–46 Spain 57 45–47 Canada Quebec
60 46–48 Bulgaria 30 46 Panama 44
47 Malta 56 45–47 Estonia 60 46–48 Mexico 30 47–50 Belgium Flemish
43
48 Pakistan 55 48–49 Finland 59 46–48 Romania 30 47–50 France 43
TABLE 6.6 (Continued )
Rank Country PDI Rank Country UAI Rank Country IDV Rank Country MAS Rank Country LTO
49–50 Canada Quebec
54 48–49 Iran 59 49–51 East Africa 27 47–50 Iran 43
49–50 Japan 54 50 Switzerland German
56 49–51 Portugal 27 47–50 Serbia 43
51 Italy 50 51 Trinidad 55 49–51 Slovenia 27 51–53 Peru 42 52–53 Argentina 49 52 West Africa 54 52 Malaysia 26 51–53 Romania 42 52–53 South Africa 49 53 Netherlands 53 53–54 Hong Kong 25 51–53 Spain 42 54 Trinidad 47 54 East Africa 52 53–54 Serbia 25 54 East Africa 41 55 Hungary 46 55–56 Australia 51 55 Chile 23 55–58 Bulgaria 40 56 Jamaica 45 55–56 Slovakia 51 56–61 Bangladesh 20 55–58 Croatia 40 57–59 Estonia 40 57 Norway 50 56–61 China 20 55–58 El Salvador 40 57–59 Luxembourg 40 58–59 New Zealand 49 56–61 Singapore 20 55–58 Vietnam 40 57–59 USA 40 58–59 South Africa 49 56–61 Thailand 20 59 South Korea 39 60 Canada total 39 60–61 Canada total 48 56–61 Vietnam 20 60 Uruguay 38 61 Netherlands 38 60–61 Indonesia 48 56–61 West Africa 20 61-62 Guatemala 37 62 Australia 36 62 USA 46 62 El Salvador 19 61-62 Suriname 37 63–65 Costa Rica 35 63 Philippines 44 63 South Korea 18 63 Russia 36 63–65 Germany 35 64 India 40 64 Taiwan 17 64 Thailand 34 63–65 Great Britain 35 65 Malaysia 36 65–66 Peru 16 65 Portugal 31 66 Finland 33 66–67 Great Britain 35 65–66 Trinidad 16 66 Estonia 30 67–68 Norway 31 66–67 Ireland 35 67 Costa Rica 15 67 Chile 28 67–68 Sweden 31 68–69 China 30 68–69 Indonesia 14 68 Finland 26 69 Ireland 28 68–69 Vietnam 30 68–69 Pakistan 14 69 Costa Rica 21 70 Switzerland
Germany 26 70–71 Hong Kong 29 70 Colombia 13 70 Slovenia 19
71 New Zealand 22 70–71 Sweden 29 71 Venezuela 12 71 Denmark 16 72 Denmark 18 72 Denmark 23 72 Panama 11 72 Netherlands 14 73 Israel 13 73 Jamaica 13 73 Ecuador 8 73 Norway 8 74 Austria 11 74 Singapore 8 74 Guatemala 6 74 Sweden 5
Source: Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (Revised and expanded 2nd ed.). New York, USA: McGraw-Hill.
* PDI – power distance; UAI – uncertainty avoidance; IDV – individualism; MAS – masculinity; LTO – long-term orientation.
** A high position (Malaysia) on PDI indicates the country prefers a large power distance; a low position (Austria) means the country prefers a small power distance.
*** Arab countries: Egypt, Iraq, Kuwait, Lebanon, Libya, Saudi Arabia, United Arab Emirates; East Africa: Ethiopia, Tanzania, Zambia; West Africa: Ghana, Nigeria, Sierra Leone.
Further, the data in Hofstede’s study were related to work values and collected in a
single industry (computer industry) and a single multinational corporation (IBM). The
list of countries examined was not exhaustive. Finally, although it is assumed that the
dominant culture of a country is stable, it may change over a long period of time because it is influenced by various internal or external forces. Thus, although
Hofstede’s dimensions proved to be valid, the country’s values may change over the
longer period of time.
The strengths of Hofstede's theory Despite its shortcomings, Hofstede’s (1980) study made it possible to compare among
national cultures (Mead, 1998). Ronen and Shenkar (1985), for example, developed a
set of country clusters based on Hofstede’s study. While there is considerable variabil-
ity within each cluster, these clusters provide a sense of what to expect in a given part
of the world (see Table 6.7).
The clusters were derived from the following countries: Nordic (Denmark, Finland,
Norway, Sweden), Germanic (Australia, Germany, Switzerland), Anglo (the United States, Australia, Canada, New Zealand, the United Kingdom, Ireland, South Africa),
Latin European (Portugal, Spain, Italy, Belgium, France), Latin American (Colombia,
Peru, Mexico, Chile, Venezuela, Argentina), Far Eastern (Thailand, South Vietnam,
Indonesia, Taiwan, Singapore, Hong Kong, Philippines, Malaysia), Arab (Abu-Dhabi,
Oman, Bahrain, United Arab Emirates, Kuwait, Saudi Arabia), and Near Eastern (Tur-
key, Iran, Greece).
Further, Hofstede’s cultural dimensions were accepted around the world as distin-
guishing among major cultural groups. They were found to be applicable not only to work-related values but also to values generally, and accepted as being cross-culturally
universal. Hofstede’s (1980) study has been replicated numerous times and the results
confirmed on different samples.
In 2001 Hofstede replicated and extended his study on different international
populations. The scores for 74 countries and regions confirmed the 1980 results.
Hofstede (2001) demonstrated that there are national and regional cultural groupings
that affect the behavior of societies, and are stable across time.
Many studies have been done based on Hofstede’s (1980) cultural dimensions. For example, Hofstede’s dimensions were found to be very useful in identifying differences
among British, Hong Kong, Malaysian, and Indonesian cultures (Wright et al., 1978;
Wright & Phillips, 1980) as well as Chinese and Australian cultures (Hofstede, 1980;
Kroger et al., 1979). Chinese culture was characterized by high power distance and
authority differences, with strong collectivistic social structure, accepting inequality,
solidarity, and group orientation. The Australian culture was characterized by small
power distance and strong individualism, low tolerance of inequality and authority,
loose social networks, and weak sense of social obligations. The Chinese also seemed to emphasize social values in human interactions, while Australians stressed compet-
itiveness and individualism.
The IDV dimension was assessed as the major dimension differentiating cultures
(Chua & Gudykunst, 1987; Gudykunst & Nishida, 1986; Hui & Triandis, 1986; Kim
6.2 Cultural values 147
Table 6.7 Ronen and Shenkar's Country Clusters and Hofstede's Culture Dimensions
Power Distance Individualism Uncertainty Avoidance
Masculinity
Nordic: Denmark, Norway, Sweden, Finland
Low Medium–high Low–medium Low
Germanic: Germany, Austria, Switzerland
Low Medium–high Medium High
Anglo: UK, USA, Canada, Australia, New Zealand, South Africa, Ireland
Low–medium High Low–medium High
Latin European: France, Belgium, Italy, Portugal, Spain
High High High Varies
Latin American: Spain, Portugal
High Low High Varies
Far East: Pakistan, India, Taiwan, Hong Kong, Thailand, Philippines, Singapore
High Low Low–medium Medium
Near East: Greece, Iran, former Yugoslavia, Turkey
High Low High Medium
Source: Nation clusters taken from Ronen, S. (1986). Comparative and multinational management (pp. 262–265).
New York: John Wiley & Sons; Ronen, S. & Shenkar, O. (1985). Clustering countries on attitudinal dimensions: A review
and synthesis. Academy of Management Review, 10, 435–454.
CHAPTER 6 Cultural variability148
& Gudykunst, 1988; Kluckhohn & Strodtbeck, 1961; Marsella et al., 1985;
Schwartz, 1990; Ting-Toomey, 1985; Triandis, 1988). The IDV dimension explains
the cross-cultural differences in interaction patterns (Hui & Triandis, 1986) and
predicts implications for social interactions (Triandis, 1988). For example, cultural variations in individualism and collectivism determine how members of cultures
see themselves and behave, for example, whether they feel a part of the social
relationship or emphasize the self (Markus & Kitayama, 1991). Individualists are
concerned about the self, and feel responsible for their own successes and failures
(Hui & Triandis, 1986); they are concerned with self-face maintenance (Kim &
Gudykunst, 1988) and thus they experience separation and distance from their in-
groups (Hui & Triandis, 1986). On the other hand, collectivistics emphasize har-
mony in relations with others (Hui & Triandis, 1986), consider the implications of their behavior for others, share material and non-material resources with others,
are concerned with reciprocal obligations, and are controlled by shame (Kim &
Gudykunst, 1988). Therefore, they experience closeness with their in-groups. It
was found that collectivistics (Indonesians) adapt to the group (Noesjirwan, 1978),
whereas Australians (individualists) ‘‘do their own thing’’ even if they must go against the group.
The dimension of IDV can also explain communication differences among cul-
tures (Triandis et al., 1988; Schwartz, 1994). Low- and high-context communication styles are a function of individualism/collectivism (Gudykunst & Ting-Toomey,
1988). For example, members of individualistic cultures are more emotional and
expressive, whereas members of collectivistic cultures are more restrained, con-
cerned with avoiding conflict, hurting, and imposing on others. Also, in order to
accomplish their goals, members of individualistic cultures use direct requests as
the most effective strategy for accomplishing their goals, while members of collec-
tivistic cultures perceive direct requests as the least effective strategy (Kim &
Wilson, 1994). There is much evidence of cultural differences in communication between collectivistic Japanese and individualistic Americans (Barnlund, 1989;
Gudykunst & Nishida, 1983; Okabe, 1983).
Other studies which used Hofstede’s (1980) cultural dimensions showed that differ-
ent cultures place different values on interpersonal relationships (Argyle, 1972). Indi-
vidualistic cultures are concerned with individualized relationships, whereas
collectivistic cultures are concerned with group relationships (Hui & Triandis, 1986;
Triandis, 1988). In the collectivistic cultures such as Japan and Hong Kong, maintaining
harmonious relations is of high importance (Argyle, 1986; Argyle et al., 1986). In Japan and Korea human relations are also treated as more personal than in individualistic
cultures (Gudykunst et al., 1987). In Japan, for example, there is a distinction between
the omote (public, formal) and ura (private, informal) style of interaction (Okabe,
1983). Interpersonal relationships in Japan differ depending on the role of the individual
and group interaction (Damen, 1987). In-group relationships are more intimate in
collectivistic than in individualistic cultures (Gudykunst & Nishida, 1986). The impor-
tance of time invested in building trustful relationships is crucial to the Japanese (Elash-
mawi, 1991).
6.2 Cultural values 149
Different cultures develop social networks differently. For example, collectivis-
tic Asians develop close networks; Confucianism provides them with basic rules for
social relationships (Yum, 1985, 1987). Establishing a personal bond between
participants and carefully maintaining personal ties are prerequisites for successful relationships. Western cultures have loose social norms. Different cultures have
different attitudes toward self-presentation (Tu, 1985). In individualistic cultures (e.
g., Australia) self-presentation is of importance, whereas in collectivistic cultures (e.
g., China, Korea, and Japan) self-presentation depends upon the situation. Different
cultures accept different degrees of self-disclosure. Members of individualistic cul-
tures who use open communication systems tend to self-disclose more intimate
topics than members of collectivistic cultures (Ting-Toomey, 1991). For instance,
the Japanese are more discrete in relationships than Americans, as they put empha- sis on group harmony and cohesion (Ting-Toomey, 1991). Different cultures have
different attitudes toward interacting with strangers and in-group members (Leung
& Bond, 1984; Triandis, 1972); they also experience different emotions (Schrerer et
al., 1986). For instance, collectivistic Asians experience greater anxiety in interac-
tion with strangers compared to members of individualistic cultures, regardless of
whether they are less assertive or not. The reason for this is that they are concerned
with preserving harmony in relationships, particularly in those that involve conflict
and that are threats to interpersonal harmony (Zane et al., 1991). Further, in different cultures people feel a different degree of responsibility for the other
people (Argyle, 1972). In individualistic cultures people help those who depend
on them; in collectivistic cultures helpfulness implies reciprocity (Berkowitz &
Friedman, 1967). There are also differences in accepting compliments. In collectiv-
istic cultures people maintain social harmony by complaining less often and are less
likely to accept compliments than in individualistic cultures (Barnlund & Araki,
1985). Finally, different cultures develop different perceptions of social interac-
tions. In collectivistic China social interactions are perceived in terms of social usefulness, as opposed to Western individualistic societies that perceive social
interactions in terms of competitiveness, self-confidence, and freedom (Kim &
Gudykunst, 1988).
6.2.9.6 Bond's Confucian cultural patterns In order to evaluate Hofstede’s findings and overcome a possible Western bias devel-
oped by other European or the US scholars who measured cultural values, Michael
Bond, with a group of researchers from Hong Kong and Taiwan, called the Chinese
Culture Connection (CCC) (1987), developed a Chinese Value Survey. This survey was
developed on the basis of 40 important Chinese values and was administered in 23
countries of the world. The CCC found four dimensions of cultural variability: integra-
tion (social stability, tolerance, harmony with others, non-competitiveness, interper- sonal harmony, group solidarity, intimate friendships), human heartedness (patience,
courtesy, compassion, sense of righteousness, kindness toward others), moral disci-
pline (restraint, moderation, keeping oneself disinterested and pure, having few
desires, prudence), and Confucian work dynamism (persistence, thriftiness, a sense
CHAPTER 6 Cultural variability150
of shame, status differences, ordering relationships, reciprocation, protecting face,
importance of tradition).
The first three dimensions of CCC corresponded to the cultural dimensions
described by Hofstede. The integration dimension was related to Hofstede’s (1980) IDV and MAS dimensions, the human heartedness dimension was similar to Hofstede’s
(1980) MAS dimension, and moral discipline was correlated with Hofstede’s PDI. Only
the Confucian work dynamism did not relate to any of Hofstede’s (1980) four dimen-
sions. The values of the Confucian work dynamism describe patterns that are consis-
tent with the teachings of Confucius (social order, unequal relationships between
people, importance of family, proper social behavior, education, hard work, modesty,
patience, perseverance).
According to Hofstede, four of the Confucian work dynamism values positively associated with the dimension – ordering relationships by status and observing this
order, thrift, persistence, and having a sense of shame – characterize people who have
a long-term orientation toward life. The CCC argued that these values reflect a
hierarchical dynamism present in Chinese society. The other four values negatively
associated with the dimension–protecting the face of self and others, personal steadi-
ness and stability, respect for tradition, and reciprocation of greetings, favors, and
gifts–reflect distractions from the Confucian work dynamism, and thus characterize
people who have a short-term orientation toward life. After finding that people in Asian countries with a strong link to Confucian philosophy acted differently from
people in Western cultures, Hofstede added a fifth dimension based on Confucian
dynamism, Long-Term Orientation – LTO, to his model. The six major countries, which
scored highly on Confucian values dimension, are China, Hong Kong, Taiwan, Japan,
South Korea and Brazil (Hofstede, 1991).
6.2.9.7 Argyle's cultural differentiation Argyle (1986) differentiated cultures according to the degree of formality in the inter-
personal interactions and an acceptable level of physical contact between people.
Formality Cultures range from very formal to very informal (Argyle, 1986; Samovar & Porter,
1988). In formal cultures (Japan, Korea, China, Egypt, Turkey, Iran, Germany) all
human behavior, including greeting, addressing, dressing, talking, sitting and even
eating, reflects adherence to the strict rules of social etiquette and status differences.
For example, people use formal titles to identify others and their positions in society.
In informal cultures (the United States, Australia) little attention is paid to formal
rules of behavior; people treat each other informally, address each other by first names, dress casually, and do not pay attention to social hierarchy.
Structural tightness In formal and tight cultures there are many rules and constraints imposed on social
behavior (Triandis, 1994). The rules and norms are clear, and people are expected to
6.2 Cultural values 151
follow them (Pelto, 1968). Sanctions are imposed on people who violate the rules.
Japan is an example of a tight culture in which one must follow ‘‘all the rules of good behavior’’ (Benedict, 1946, p. 225). In informal and loose cultures there are few rules and constraints; rules and norms are vague and flexible; people are allowed to deviate from them. The sanctions for violating rules in loose cultures are not as
severe as they are in tight cultures (Pelto, 1968). Thailand is an example of a loose
culture where the behavior of people lacks discipline and regularity (Phillips, 1965).
Touch In contact cultures people touch more, face each other more directly, and stand closer
(Western societies). In non-contact cultures people touch less, face each other less
directly, and stand further apart (Asian cultures). For instance, in Japan people do not
look each other in the eye much (Morsbach, 1973). Too much gaze is regarded as disrespectful, threatening, or insulting (Argyle & Cook, 1976). However, too little gaze
is interpreted as not paying attention and being impolite, insincere, dishonest or shy.
6.2.9.8 Schein's, Trompenaars’ and Maznevski's cultural differentiation Schein (1992) distinguished cultures on the basis of the following dimensions: human
nature (evil, good, mixed), relationship with nature (subjugation, harmony, control), human activity (doing, being, being-in-becoming; work, family, personal), human
relationships (individualism, groupism; participation and involvement; role relation-
ships), time (planning, development; discretionary time horizons (function, occupa-
tion, rank); temporary symmetry, pacing; past, present, near or far-future;
monochronic, polychronic), reality and truth (physical, social, individual; high/low
context, moralism, pragmatism), and space (intimacy, personal, social, public, high/
low status). These dimensions are described below.
The human nature dimension defines what it means to be human and describes the attributes of human beings; it is similar to that of Kluckhohn and Strodtbeck (1961).
Western and Asian societies have very different concepts of self. Asians are less focused
on separating the individual from the group and pay less attention to self-actualization,
whereas Western societies have a strong sense of the individual and the self (Redding &
Martyn-Johns, 1979).
The relations with nature dimension defines what is right for humans to do in
relation to the natural environment; it is similar to the perspectives of Kluckhohn and
Strodtbeck (1961) and Stewart (1971). People can control nature (the Western tradi- tion), live in harmony with nature (the assumption of Oriental religions and societies),
or be subjugated to nature (the assumptions of Southeast Asian societies).
The human activity dimension defines the appropriate level of human activity
(doing, being, being-in-becoming), and the relationship between work, play, family
and personal concerns; it is similar to concepts of Kluckhohn and Strodtbeck (1961)
and Stewart (1971).
The human relationships dimension defines cultures based on their assumptions
about the right way for people to relate to each other, distribute power, and love. This
CHAPTER 6 Cultural variability152
dimension resembles Parson’s (1951) and Kluckhohn and Strodtbeck’s (1961) work in
defining individualistic and competitive (the United States), groups; collateral and
cooperative groups (Japan); and linear, hierarchical, and authoritarian (Latin countries)
orientations. This dimension also relates to Hofstede’s (1980) PDI dimension and its focus on social hierarchy, as well as Stewart’s (1971) hierarchical relationships and self-
and group-orientation. Schein (1992) distinguished among different levels of partici-
pation and involvement in decision-making and the use of authority, as well as different
roles played: autocrative, paternalistic, consultative, democratic, participative, and
power sharing; and delegative and abdicative relationships.
The nature of time dimension explains the basic concept of time, its types,
importance, and measurement. Monochromic cultures are characterised by time
planning; people believe they can plan time and treat it as an object to be manip- ulated. Polychronic cultures are characterized by development time; people believe
that time can be developed; things will take as long as they will take; time cannot be
slowed down or speeded up. Time does not have any limit and can be extended into
the future. Also, people in different cultures have different attitudes toward time;
they measure and evaluate it in different ways. Attitudes toward time differ by
people’s function, occupation, and rank. The period of time depends on the time
needed to do a job at different ranks and levels. Time is also determined by the way
activities are paced and the degree of this pacing at different occupations, ranks, and levels. As a result, ‘‘being on time’’ or ‘‘right away’’ may mean different things depending on situations.
The reality and truth dimension distinguishes cultures on the basis of their
assumptions about what constitutes reality and truth. Reality can exist at physical,
social, and individual levels, and the assessment of what is real depends on scien-
tific tests, social consensus, and individual experience. Physical reality refers to
what can be logically proved by science. Social reality refers to the things that
members of a cultural group agree upon, i.e., group identity, its values, the nature of relationships, the distribution of power, the meaning of life, ideology, religion,
and culture itself. Individual reality refers to what an individual has learned from
experience and believes to be the truth. For example, the Anglo-Saxon culture
believes in physical reality, or truth that exists in facts and figures and can only
be logically proven and assessed by scientific tests. Other cultures (Brazil, Asia) rely
more on feelings, intuition, and spirituality and believe in the spiritual world as
reality. Members of moralistic cultures seek truth in a philosophy, moral system,
religion, and tradition; pragmatic cultures seek truth in their own experience, knowledge, and wisdom based on authority and a legal system. Europeans were
found to be more moralistic, whereas Americans tended to be more pragmatic.
The space dimension differentiates cultures on the basis of their assumptions about
space: How it is allocated and owned, its meaning and role in relationships, and
influence on intimacy and privacy. It resembles Hall’s (1966) space dimension (inti-
mate, personal, social public).
Trompenaars (1984, 1993) and Trompenaars and Hampden-Turner (1994) differ-
entiated cultures according to human nature (universalism/particularism), nature
6.2 Cultural values 153
(inner-directed/outer-directed), activity (achievement status/ascription, analyzing spe-
cifics/integrating wholes), human relationships (individualism/communitarianism,
equality/hierarchy, affective/neutral), and time (sequence/synchronization, past/ pres-
ent/future). The human nature orientation is similar to Parson’s (1951) universalism/par-
ticularism dimension. The activity orientation is similar to Parson’s (1951)
achievement/ ascription dimension and diffuseness/ specificity dimension, where-
as the human relationships orientation is similar to Parson’s (1951) self- and
group-orientation, Kluckhohn and Strodtbeck’s (1961) individualist versus collat-
eral and lineal dimensions, Stewart’s (1971) egalitarian versus hierarchical relations
and self-and group-orientation, Hofstede’s (1961) individualism and collectivism,
and Schein’s (1992) individualism and groupism dimensions. The human relation- ships orientation also differentiates between those who focus on equality (the
United States, Canada, Netherlands, Sweden, the United Kingdom) and those
who focus on authority (Pakistan, Hong Kong, Indonesia, Thailand, Turkey). The
other two cultural orientations identified by Trompenaars and Hampden–Turner
are explained below.
The nature orientation dimension differentiates between those who are inner-
directed versus outer-directed. Members of some cultures are internally motivated in
their behavior; believe they can control life, including nature (the United States, the United Kingdom, Canada). Members of other cultures are externally motivated and
listen to nature (Hong Kong, Japan, Korea, China).
The time orientation dimension indicates the differences between those for whom
it is important to plan, do things fast in a sequential manner, and be on-time (the United
States, English-speaking countries), and those whose activities are synchronous, who
do many things at once, believe time is elastic, and use the past to advance the future
(China).
Maznevski (1994) distinguished among cultures on the basis of orientation toward human nature (good/evil, changeable), nature (subjugation/mastery/harmony), activ-
ity (doing/being, containing and controlling), and human relationships (individual/
collective, hierarchical), as per Kluckhohn and Strodtbeck (1961).
6.2.9.9 Schneider and Barsoux's cultural assumptions Schneider and Barsoux (1997) identified cultural assumptions according to
‘‘relationships with the environment’’ and ‘‘relationships among people.’’ The rela- tionships with the environment or (external adaptation) include assumptions regard-
ing the relationship with nature (control, uncertainty avoidance), the nature of human
activity (doing/being, achievement/ascription), and the nature of truth and reality;
whereas ‘‘relationships among people’’ (internal adaptation) include assumptions regarding human nature (good versus evil), the nature of human relationships (impor- tance of relationships over task achievement, importance of details versus general
rules, relationships with superiors and subordinates – hierarchy, and relationships
with peers – and individualism/collectivism). There are also assumptions which relate
to both relationships with the environment and relationships with people; these relate
CHAPTER 6 Cultural variability154
to space (personal/physical), language (high-low context) and time (monochronic/
polychronic, past, present, future).
6.2.9.10 Inglehart's cultural dimensions Inglehart(1997)developedaculturalmap oftheworldshowing43societieson two main
dimensions of cross-cultural variation of ‘‘modernization’’ and ‘‘postmodernization.’’ Thesetwodimensionsreflectthekeyvaluesof60 000respondentsexaminedinthe1990
World Values Survey. These two dimensions are:
1. Traditional authority vs. Secular-rational authority. This dimension reflects emphasis on obedience to traditional authority (usually religious authority), ad-
herence to family and communal obligations, and norms of sharing; versus a
secular worldview in which authority is established by rational-legal norms. 2. Survival values vs. Well-being values. This dimension focuses on values of the
welfare state, scarcity of resources; hard work and self-denial, versus postmodern
values emphasizing the quality of life, emancipation of women and sexual minor-
ities, and self-expression.
The clusters that result from positioning countries with these dimensions show inherent consistency: Latin America, Catholic Europe, Eastern Europe, northern Eur-
ope, and English-speaking countries are grouped as could be expected based on our
understanding of the major political or religious influences that affected them.
6.2.9.11 Minkov's World Value Survey In addition to five Hofstede’s (1980, 2001) cultural dimensions, Minkov (2007) proposed
three new dimensions: Exclusionism versus Universalism, Indulgence versus Restraint
(IVR), and Monumentalism versus Flexumility (later called Self-Effacement) (MON).
Exclusionism stands for society which allows people for describing themselves
in categories that are unique upon situation. Universalism stands for society which
allows people for using universal rules and standards to describe themselves and objects, regardless of the situation. Indulgence stands for society which allows free
gratification of desires and feelings, especially those that have to do with leisure,
travel, spending, consumption and sex. Restraint, is the opposite, stands for a
society which controls such gratification and where people feel less able to enjoy
their lives. Monumentalism stands for society which rewards people who are
proud and unchangeable. Self-effacement stands for society which rewards humil-
ity and flexibility.
A comparison of the major cultural dimensions described in this chapter is presented in Table 6.8. While Table 6.8 identifies many similar dimensions that
are used to differentiate among cultures, Figure 6.1 shows the relationships between
these dimensions. Figure 6.1 points to the central role of Kluckhohn and
Strodtbeck’s (1961) dimensions that represent the major dimensions for the analysis
of cultural differences and form the basis upon which all other dimensions have
been developed.
6.2 Cultural values 155
Table 6.8 A Comparison of Distinct Cultural Orientations Towards the World and People
Parsons (1951) Differentiated cultures according to choices an individual makes prior to engaging in action
Universalism–particularism modes of categorizing people or objects (general/specific)
Ascription–achievement ways of treating people or objects in terms of qualities ascribed to them (inherent/ measurable results)
Diffuseness–specificity types of responses to people or objects (holistic/particular)
Affectivity–affective neutrality the degree to which people seek gratification and express emotions (immediate/self-restraint)
Instrumental–expressive nature of the goals people seek in interactions with others (means to another goal/an end goal)
Self-collective orientation individual/group needs
Kluckhohn and Strodtbeck (1961) Differentiated cultures on the basis of orientation toward:
Human nature human beings may be perceived as good, a mixture of good and evil, or evil; changeable, unchangeable
Nature humans may be subjected to nature, live in harmony with nature, or control nature
Activity cultures may be ‘being’, ‘being-in-becoming’, or ‘doing’
Time past, present, and future Relationship among people individual (the individual goals take primacy
over group goals), collateral (group relationship), linear (hierarchical relationship)
Space public, private, mixed
Stewart (1971) Differentiated cultures according to orientation towards the world and people
Activity orientation how people view actions and how they express themselves through activities (being/ becoming/doing)
Social relations orientation how people relate to one another (formal/ informal, egalitarian/hierarchical, direct/ indirect)
Self-orientation how people view themselves, what motivates their actions, who is valued and respected (group/self-orientation, changeable/not changeable
CHAPTER 6 Cultural variability156
World orientation how people locate themselves in relation to the spiritual world and nature (subjugation to nature/living in harmony with nature/ controlling nature)
Hall (1976, 1977, 1983) Differentiated cultures on the basis of different communication styles
Context the level of information included in a communication message (low/high context)
Information flow the structure and speed of messages between individuals (covert/overt messages)
Language high context cultures (LCC) versus low context cultures (HCC)
Space ways of communicating through handling of personal space (public/private)
Time different perceptions and orientations towards time (monochronic cultures (MTC) versus polychronic cultures (PTC))
Hall (1960, 1966, 1973), Hall and Hall (1987) Differentiated cultures on the basis of orientation towards the world and people
Human nature agreements (spoken/written) Human relationships amount of space, possessions, friendship,
communication Relation to time past/future; monochromic/polychromic Activity orientation change is desirable/risky Space orientation public/private
Hofstede (1980, 2001), Hofstede and Bond (1984)
Differentiated cultures on the basis of cultural dimensions such as
Power distance (PD) the extent to which society accepts social inequality
Uncertainty avoidance (UA) the extent to which people feel threatened by ambiguous situations
Individualism–collectivism (IC) the extent to which individual goals and needs take primacy over group goals and needs
Masculinity–femininity (MF) the extent to which people value work and achievement versus quality of life and harmonious human relations; the extent to which gender roles are differentiated
Long-short term orientation (LSTO) the extent to which the Chinese values apply in the country in which they reside (long-term time orientation)
6.2 Cultural values 157
Argyle (1986) Differentiated cultures according to the degree of formality and physical contact between people
Formality Formal/informal cultures Touch Contact/non-contact cultures
Bond and Chinese Culture Connection (1987) Confucian work dynamism the extent to which countries act according to
Confucian philosophy
Schein (1992) Differentiated cultures according to orientation towards the world and people
Human nature evil/good/mixed Relations with nature control/harmony/subjugation Human activity doing/being/being-in-becoming, work/family/
personal Human relationships individualism/groupism, participation and
involvement, role relationships Time planning/development, discretionary time
horizons (function/occupation/rank), temporal symmetry, pacing; past/present/near or far- future; monochronic/polychronic
Reality and truth physical/social/individual; high/low context, moralism/pragmatism
Space intimacy/personal/social/public; high/low status
Triandis (1994) Differentiated cultures according to constraints placed on people's behavior
Structural tightness the degree to which the norms, rules and constraints are placed on people's behavior (tight/loose)
Trompenaars (1984, 1993), Trompenaars and Hampden-Turner (1994)
Differentiated cultures according to orientation towards the world and people
Human nature universalism/particularism Nature internal/external, inner/outer directed Activity Achievement/ascription, analyzing/integrating Human relationships individualism/collectivism and
communitarianism; equality/hierarchy; affective/neutral
Time sequential/ synchronic, past/present/future
Maznevski (1994) Differentiated cultures according to orientation towards the world and people
CHAPTER 6 Cultural variability158
Human nature good/evil, changeable Nature subjugation/mastery/ harmony Activity doing/being, containing and controlling Human relationships individual/collective, hierarchical
Schneider and Barsoux (1997) Differentiated cultures on the basis of relationships with the environment (external adaptation) and relationships among people (internal adaptation)
Relationship with nature control, uncertainty avoidance Human activity doing/being; achievement/ascription Reality and truth Human nature good/evil Human relationships social/task orientation; particularism/
universalism; hierarchical; individualism/ collectivism
Space personal/physical Language high/low context Time monochronic/polychronic; past/present/future
Inglehart (1997) Differentiated cultures based on the understanding the major political or religious influences that affect them
Traditionalism–seculiarism the extent to which people obey traditional (religious) authority versus seculiarism
Survival–well being the extent to which people value the welfare state, hard work and sacrifice versus quality of life and self-expression
Minkov (2007) Differentiated cultures based on the ability to feel unique, enjoy life and be flexible
Exclusionism–universalism the extent to which people can describe themselves in unique versus universal categories
Indulgence–restraint the extent to which people feel able to enjoy their lives
Monumentalism–self-effacement the extent to which society rewards flexibility and humility
6.2 Cultural values 159
Figure 6.1 Key Dimensions of Culture.
SUMMARY Values are culturally determined standards of socially desirable behavior. They are
superior in differentiating cultures and explaining cultural differences. They charac-
terize people within the same culture and distinguish those from other cultures. There
are two types of values: instrumental and terminal. There are direct and indirect methods and techniques for measuring values. The Rokeach Value Survey (1973) is
accepted to be the best method for measuring values. Hofstede’s (1980) cultural
dimensions and Kluckhohn and Strodtbeck’s (1961) cultural orientations are the
measurements most known for distinguishing cultures.
DISCUSSION POINTS AND QUESTIONS 1. What cultural elements distinguish between cultures? 2. Which cultural elements are the most significant indicators of cultural differences? 3. Which cultural elements should be used to be able to successfully compare
cultures?
4. What are the major cultural differences between collectivistic and individualistic cultures?
5. What are the major differences in communication in individualistic and collec- tivistic cultures?
6. Why is a social status a major issue in high-power-distance cultures, but not in low-power-distance cultures?
7. How does uncertainty influence the way people communicate? 8. How does the communication context influence the way people communicate? 9. Which cultural orientation is the most influential on the development of social
relations in all cultures, and why?
10. Find two examples that demonstrate how Hofstede’s (1980) cultural dimensions can cause clashes in a social interaction between tourists and hosts with differ-
ent cultural backgrounds.
11. Explain the differences between your own attitudes and behavior and those of the US citizens with respect to human nature; the external environment; social
interaction; and orientation towards activities, work, leisure, space, and time.
12. Find situations where your understanding of cultural differences might help solve issues and problems between (1) tourists and hosts, and (2) tourists of
various nationalities spending vacations together in a Caribbean resort.
EXERCISES 1. In groups, write four key words that describe your national culture. Ask members
of the groups to describe what they think your national culture is by using key words. Compare the results in an open discussion format.
Exercises 161
(a) Think of four values that are important in your culture and four values you think are important in the US culture.
My culture: Value 1, . . . 2, . . . 3, . . . and 4 . . .. The US culture: Value 1, . . . 2, . . . 3, . . . and 4 . . ..
(b) Form small groups of students from various countries. Determine which four values are most important in their culture. Compare values that are important in your culture and theirs.
My culture: Value 1, . . . 2, . . . 3, . . . and 4 . . .. Their culture: Value 1, . . . 2, . . . 3, . . . and 4 . . ..
(c) Ask your colleagues which four values they think are the most important in your culture and that of the United States. Do groups from different
cultures choose different values to describe your culture? The US culture?
What do their descriptions of the two cultures tell you about the two
cultures?
CASE STUDY 6.1 The US Culture
The following characteristics of the US Americans were found:
Evaluative and moralistic: judge objects and people; judgments are simple and concise, that is, either someone is right or wrong, good or bad.
Humanistic and egalitarian: believe in equal rights for all; are generous to charitable causes. Master over nature and perfectability: develop new technologies and ideas to achieve
economic goals and gain knowledge and education. Materialistic and progress-oriented: place value on material possessions, believe in material
and educational progress. Individualistic and achievers: place emphasis on achievement, strive to obtain goals, are
individualistic through competition. Individualistic and achievers: place emphasis on achievement, strive to obtain goals, are
individualistic through competition. Time oriented: believe time is important, time is money; things are scheduled and run by the
clock. Youthful: want to stay and look young; turn to youth activities. Active: value hard work. Efficient and practical: search for improvement, better ways of doing things, solutions and
strategies. Religious and moral: are religious; believe the US culture and way of life is the best and their
duty is to make others think and act as Americans. Social and conform: promote teamwork, social interaction and its benefits.
Source: Mill, R., & Morrison, A. (1985). The tourism system. Englewood Cliffs, NJ: Prentice Hall.
CHAPTER 6 Cultural variability162
WEBSITE LINKS 1. Geert Hofstede: http://www.geerthofstede.nl; http://en.wikipedia.org/wiki/
Geert_Hofstede
2. Geert Hofstede’s cultural dimensions: http://www.geert-hofstede.com
Since major cultural differences occur in the way people communicate the next
chapter will discuss cultural influences on communication.
Website links 163
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CHAPTER
Cultural influences on intercultural communication
7 The aim of this chapter is to identify cultural influences
and differences in communication.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of communication & Explain the influence of culture on communication & Identify cultural differences in communication & Understand the concepts of ethnocentrism and stereotyping, and their influences on communication
& Learn about intercultural communication strategies & Identify ethical dilemmas in intercultural communication
INTRODUCTION Cultural differences influence the way people communicate across different cultures. The major cultural differences that affect intercultural communication are in verbal
and non-verbal communication. This chapter argues that effective intercultural com-
munication is very difficult or even impossible.
165
7.1 THE CONCEPT OF COMMUNICATION The term communication is difficult to define because it has been used in a variety of
ways for different purposes. Among early communication scholars, communication
was defined as a process of conveying information from one person to another. This
process was differently conceived as a one-way, two-way, or circular process of exchange of information or interactions between a sender, receiver, medium, and
message (see Figure 7.1). The objective of the communication process was informa-
tion transfer. Such communication was fairly easy because the information transferred
could be simplified by resorting to gestures.
Since the 1960s, communication theorists have defined communication as the
interpretation of meaning through symbols and signs (Barthes, 1972; Levi-Strauss,
1967; Saussure, 1960) or as a meaning-making process heavily influenced by culture
(Berger & Luckman, 1966; Foucault, 1969). Lustig and Koester (1993) summarized these (post)modern definitions into a contemporary definition of communication as a
‘‘symbolic, interpretive, transactional, contextual process in which people create shared meanings’’ (p. 25).
& Symbols – which can be words, actions or objects – represent the messages or
information that people are trying to communicate; & Communication is ‘‘interpretative’’ because symbols may be interpreted differ-
ently at different times by different parties;
& The term ‘‘transactional’’ signals that communicators engage in information transaction; they send and receive messages from each other and create meanings
during their conversation;
& Communication is ‘‘contextual’’ because it takes place within physical, social, historical, and cultural contexts. These contexts influence the purpose of com-
munication, the nature of the relationships between the communication partici- pants, and their behaviors;
& Communication is a ‘‘process’’ because meanings (perceptions or feelings that messages create) constantly change;
& ‘‘Shared meanings’’ suggests that it is possible to achieve consensus or under- standing of each other’s meanings.
Figure 7.1 Communication Model.
CHAPTER 7 Cultural influences on intercultural communication166
Lustig and Koester (1993) emphasize in their definition of communication not only
the importance of the transfer of messages (as noted in earlier definitions of commu-
nication) but also information creation and sharing. A major purpose of communica-
tion is achieving the understanding of the transferred messages and their meanings. The word communication means ‘‘common,’’ and indicates the ability to obtain
common understanding with other people by accepting and sharing their thoughts
and experiences. The word communication often suggests similarity, agreement, or
consensus in the thoughts or experiences shared in communication. For example, the
expression ‘‘We are on the same wavelength’’ implies that the meaning of a message is understood and shared between the communication participants. Many definitions of
communication imply commonality, which mentions shared meanings. Almost all
theories and definitions assume it is possible to obtain common understanding with other people by sharing thoughts and experiences. The communication process also
includes feedback, which aims to show the degree of understanding of shared infor-
mation.
Unfortunately, the process of communication is never perfect. In fact, too often the
word communication is incorrectly used to imply a level of similarity or agreement in
communication. Habke and Sept (1993) characterized communication as a ‘‘process of imperfect exchanges.’’ Those authors stated: ‘‘A complex thought is encoded in a limited coding system, transferred through unreliable channels, to be coded by another’s unpredictable through process. The encoding process is restrictive, the medium is
challenging,the decodingprocessisfar from the encoder’s comprehension and control’’ (p. 421). This definition indicates that communication isa process which is far away from
achievingunderstanding. Communication isnot about achievingsimilarity or agreement.
Itisabout understandingwhatothers aretryingtocommunicate and whattheirmessages
mean. Achieving agreement and similarity is not a requirement of communication.
7.2 WHAT IS INTERCULTURAL COMMUNICATION? Intercultural communication is a communication process in which people from dif-
ferent cultures try to understand what others from different cultures try to communi-
cate and what their messages mean. The term intercultural indicates the presence of at least two individuals who are culturally different from each other in their value orienta-
tions, preferred communication codes, or expectations from communication. Inter-
cultural communication is often referred to as international communication (Lustig &
Koester, 1993).
In a tourism context, intercultural communication is experienced by tourists when
they encounter hosts from a foreign culture, and by hosts when they encounter tourists
from a foreign culture. The aim of intercultural communication between tourists and
hosts is to understand what each party tries to communicate: hosts want to understand the tourists’ needs and deliver a product tourists want, and tourists want to commu-
nicate their needs to hosts to receive the product they want. They do not need to
achieve agreement in their communication or create shared meanings.
7.2 What is intercultural communication? 167
7.3 DIFFICULTIES IN INTERCULTURAL COMMUNICATION The difficulties in intercultural communication are caused by cultural differences. In
the process of intercultural communication, tourists and hosts are ‘‘confronted with a culture different from their own in terms of customs, values, standards
andexpectations’’ (Mishler, 1965, p. 555) and adhere to different communication standards. They do not know how to communicate and respond to each other. Com-
munication style that is desirable in the tourists’ culture may be inappropriate in the
hosts’ culture. The greater the cultural difference, the greater the communication
difficulties. For example, Sutton (1967) notes that when the cultural differences are
large and incompatible, there are fewer cultural commonalities between communica-
tion participants; thus their communication becomes more intercultural, difficult, and
less efficient; it leads to friction, misunderstanding and misinterpretation. Intercultural
communication can become a problem when the degree of cultural differences between communication participants is large enough or significant enough to distort
understanding of each other’s communication behavior and create different messages
and interpretations (Lustig & Koester, 1993). Tourists always experience communica-
tion difficulties in contact with hosts due to the cultural differences (Pearce, 1982).
Cultural differences cause tourist–host friction, misunderstanding, and often hostility
(Bochner, 1982; Bryden, 1973).
Tables 7.1–7.8 present some of the key dimensions of cultural differences that
contribute to the difficulties in intercultural communication. These dimensions go far beyond the problems of different vocabularies or sentence structures. They go to
the heart of a culture’s values and norms, and social expectations.
7.3.1 Verbal signals Cultural differences in language relate to different languages, dialects, accents, and
jargons; making different sounds when speaking; using different sequences of words or a different degree of asking questions and making direct statements. Cultural differ-
ences in language also relate to differences in finding the right words or building a
proper sentence, and how words are used to create meanings. In different cultures
different words are used to form the meaning of ideas. For example, what the British
call chips, the US Americans call French fries. A boot to the British means the trunk to
the US American. Also, in Chinese, Japanese, and Korean cultures there are many
words to express various levels of respect toward different social classes, gender,
and age groups (Lustig & Koester, 1993). Different cultures use specialized vocabularies to refer to culturally important
features of the environment, like snow in Iceland (Lustig & Koester, 1993) or differ-
entiating the self. For example, in the Chinese language there are ten words for I and in
the Japanese language there are more than hundred ways to say I (Blauner, 1972).
The same words can have different meanings. For example, the words yes and
no can be used differently to signify different meanings. In some Asian cultures,
people avoid using the word no and giving negative answers because openly
CHAPTER 7 Cultural influences on intercultural communication168
disagreeing or saying no is considered rude and damaging to social harmony
(Elashmawi, 1991). In order to say no, Asians use different words, or give no
answers to avoid telling a lie, or give pleasing answers even if they are not true.
The Chinese confirm a negative statement with a ‘‘yes’’ (Leung, 1991). The Jap- anese have several different ways of saying no (DeMente, 1991a). Instead of saying
no the Japanese may say perhaps, maybe, or I do not know. Mexican Americans
also believe that directly contradicting is rude and disrespectful (Klessig, 1992).
Also, in Asian cultures people avoid criticizing in public because it causes loss of
face (their own face and others’ face) and damages social relationships with those
who criticize. The reactions to criticism also differ. For example, when being
criticized, the Thai withdraw from conversation, whereas Americans try to defend
themselves or increase their cognitive flexibility (Foa et al., 1969). To African-Americans and Euroamericans it is very important to choose the appro-
priate words carefully. In Eastern cultures people can communicate by saying nothing.
The meaning is in silence or saying as little as possible. They believe that silence is a
form of communication. People feel comfortable in silence. For example, Asian cul-
tures, such as Japan, Korea, and China, and Southern African cultures, place more
focus on the meaning of silence and on saying nothing or as little as is necessary
(Kincaid, 1987). The Japanese emphasize the importance of silence over words. Native
Americans believe that silence is a sign of a great person (Johannesen, 1974). In Japan, Korea, and China people are suspicious of those who talk excessively
(Lustig & Koester, 1993). Those who talk too much are not respected. On the
other hand, the US Americans feel under pressure to constantly talk and fill every
pause in conversation. The US Americans believe that those who are silent are
weak and have no opinion, and those who are loud are confident and know their
way around.
In different cultures people attach different values to comments. In the United
States and Europe people expect comments in a conversation. Euroamericans, for example, make comments in conversations that are related to what the other person
has said previously. However, Japanese express views without responding to what the
other person has said (Gudykunst et al., 1988; Klopf, 1991).
Some cultures use more verbal communication than others. Direct words and
explicit meanings that reflect true intentions and desires are important in Europe
and the United States, while in Japan, Korea, China, and South Africa, an indirect style
of communication and non-verbal signals are more in use; things are left unspoken
(Hall, 1976/1977, 1983; Lustig & Koester, 1993). In Arab and Latino cultures people use metaphors and proverbs extensively and
are very elaborate in communicating (Gudykunst et al., 1988; Lustig & Koester,
1993). This is in contrast with the American and European direct and explicit
communication. The North American desire to get to the point can be perceived
by Asian people as aggressive or rude (Lustig & Koester, 1993) and even overbear-
ing, especially by Japanese-Americans and Chinese-Americans and Indians who
prefer a succinct style of communication, and use understatements, long pauses,
and social roles to make their points (Gudykunst et al., 1988). As a result,
7.3 Difficulties in intercultural communication 169
Euroamericans may perceive people from Asian, Arab, and Latin cultures as impre-
cise and confusing (see Table 7.1).
7.3.2 Non-verbal signals Significant differences among cultures which influence intercultural communication
are in the non-verbal cues, such as body movement, eye gaze, and facial expressions, the use of space, and even gestures and postures. For example, those from colder
climates maintain larger physical distances when they communicate, whereas those
from warmer climates prefer to stand closer. Northern Europeans use a larger com-
munication space, whereas Southern Europeans use a smaller space. As a result, those
from the Mediterranean countries are perceived by their Northern neighbors as intru-
sive and violating privacy, whereas the Southerners perceive Northern Europeans as
distant and aloof (Lustig & Koester, 1993).
Cultures differ regarding the acceptable level of physical contact between people in their interpersonal interactions (Argyle, 1986). In high-contact cultures, such as those
Table 7.1 Verbal Signals Affecting Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying characteristics
Verbal Signals Words acknowledge status Words show respect or
disrespect Japan, China, Korea (Lustig & Koester, 1993)
Complex cultural references Multiple words to express culturally significant phenomena
Iceland, Japan, China (Leung, 1991)
Customary verbal influences
Contrary meanings emerge (yes means no)
Japan (DeMente, 1991a); China (Leung, 1991)
Words versus Importance of words, formal documents
Europe, the United States, African-Americans (Lustig & Koester, 1993); Greece, Israel, Italy, Arabic countries (Samovar, Porter, & Stefani, 1998)
Importance of silence and its meaning
Japan, Korea, China, South Africa (Kincaid, 1987); Swaziland, Zambia, Lesotho (Kincaid, 1987); Japan, India, Native Americans (Samovar, Porter, & Stefani, 1998); Korea (Yum, 1987); Japan (Tsujimura, 1987)
CHAPTER 7 Cultural influences on intercultural communication170
in the Middle East, Latin America, and Southern Europe, people touch each other in
social conversations more, and stand closer to each other than do people from distance or non-contact cultures, such as Asia, Northern Europe, or North America
(Hecht et al., 1989) who touch less, face each other less directly, and stand further
apart (Argyle & Cook, 1976). Arabs, Jews, Eastern Europeans, and Mediterranean
people belong to contact or touching cultures, while Germans, English, and other
white Anglo-Saxons belong to non-contact cultures because they do not approve
frequent touch in social relations (Mehrabian, 1971). Germans, Scandinavians, and
Japanese may be perceived as cold by Brazilians and Italians, who in turn may be
perceived as aggressive, pushy, and overly familiar by Northern Europeans (Lustig & Koester, 1993).
Cultures differ as to where people can be touched. In Thailand and Malaysia it is
forbidden to touch someone’s head because the head is considered to be sacred; it is
the center of a person’s spiritual and intellectual power. Cultures also vary as to who
can touch whom. For example, in China, shaking hands among people of the opposite
gender is acceptable, whereas in Malaysia, it is not. In Muslim countries, casual
TABLE 7.1 (Continued )
Cultural characteristics Communication characteristics
Countries displaying characteristics
Comments Comments related to previous ones
Europe, the United States (Gudykunst, Ting-Toomey, & Chua, 1988; Klopf, 1991)
Comments not related to previous ones
Japan (Gudykunst, Ting-Toomey, & Chua, 1988; Klopf, 1991)
Gudykunst, Ting-Toomey, and Chua (1988); Gudykunst and Ting- Toomey (1988); Hall (1976/1977, 1983), direct
Explicit verbal messages, use of facts and objectives, direct confrontation, direct expression of one's own needs, true intentions
North America (Dodd, 1998); Europe, the United States, African-Americans (Hall, 1976/ 1977, 1983; Gudykunst, Ting- Toomey, & Chua, 1988); Japan, Korea (Lustig & Koester, 1993)
Gudykunst and Ting-Toomey (1988), elaborate
Use of metaphors, proverbs and figurative language
Arab and Latin cultures (Gudykunst, Ting-Toomey, & Chua, 1988; Gudykunst & Ting- Toomey, 1988)
Gudykunst and Ting-Toomey (1988), succinct
Understatement, silence, long pauses, precise expression, precise amount of information necessary, only the absolutely necessary is said, no more, no less
Japanese-Americans, Chinese- Americans (Gudykunst, Ting- Toomey, & Chua, 1988; Gudykunst & Ting-Toomey, 1988; Lustig & Koester, 1993)
7.3 Difficulties in intercultural communication 171
touching between members of the opposite sex is forbidden (Lustig & Koester, 1993).
In some places there are even legal restrictions against public displays of hugging or
kissing, even among married couples.
Cultures vary in the degree of acceptable eye contact. Europeans and North Amer- icans look directly into the eyes of the other person when they are listening, whereas
African-Americans look away (Lustig & Koester, 1993). In Europe and America, those
who avoid eye contact are regarded either as inattentive or rude. On the other hand, in
Japan (and Korea), people do not look each other in the eye much (Morsbach, 1973).
Too much eye gaze is considered as disrespectful, threatening, or insulting by Asians
(Argyle & Cook, 1976). Japanese and Koreans lower their heads and eyes when
speaking to elders or superiors. However, too little gaze is perceived as not paying
attention, and being impolite, insincere, dishonest or shy. In Korea and Japan, meanings are conveyed by the eyes (see Table 7.2).
Table 7.2 Non-Verbal Signals Affecting Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying characteristics
Non-verbal Signals Gudykunst, Ting-Toomey, and Chua (1988); Gudykunst and Ting-Toomey (1988); Hall (1976/1977, 1983), indirect
Implicit indirect messages, focus on meanings, use of body language and non- verbal cues, ambiguity, use of intermediaries
Middle East, Latin America (Dodd, 1998); Japan, Korea, China, South Africa (Gudykunst, Ting-Toomey, & Chua, 1988; Hall, 1976/1977, 1983); African-American, Japan, Korea (Lustig & Koester, 1993); African-American, Japan, Korea, Thailand, China (Stewart, 1971; Condon & Yousef, 1975)
Hall (1976/1977, 1983), space (proxemics)
Large physical distance during communication, need for personal space
North Europe, North America (Remland, Jones, & Brinkman, 1992); Great Britain, the United States, Germany, Australia (Gudykunst, Ting-Toomey, Sudweeks, & Steward, 1995); Scotland, Sweden, Germany (Hall & Hall, 1990); Japan, China, the United States Americans (Andersen, Lustig, & Andersen, 1990); Northern Europe, Canada (Hall & Hall, 1990)
CHAPTER 7 Cultural influences on intercultural communication172
7.3.3 Relationship patterns One of the most important elements that influences intercultural communication
is the interaction style with others. In various cultures people like to know where
they stand in relation to others, their social obligations to others, expectations
from others, and the role they play in relationships. All these elements guide their
interaction and shape communication style. In the associative style of
TABLE 7.2 (Continued )
Cultural characteristics Communication characteristics
Countries displaying characteristics
Small physical distance, importance of physical intimacy
Middle East, Africa, Latin America, Southern Europe (Dodd, 1998); South America, Latin America, Southern Europe, Mediterranean region, Arab countries, Indonesia (Andersen, Lustig, & Andersen, 1990); Middle East (Ruch, 1989); Mexico (Condon, 1985)
Argyle (1986), contact-cultures
People touch each other in social conversations
Middle East, Latin America, Southern and Eastern Europe (Hecht, Andersen, & Ribeau, 1989; Stewart, 1971; Condon & Yousef, 1975); Mexico (Condon, 1985); Latin America, Middle East, Israel, Greece, Eastern Europe (Samovar, Porter, & Stefani, 1998)
Argyle (1986), non- contact cultures (distance cultures)
People do not touch each other
Asia, Northern Europe, North America (Hecht, Andersen, & Ribeau, 1989; Stewart, 1971; Condon & Yousef, 1975); Japan (Rowland, 1985); Germany, the United Kingdom, Scandinavia (Samovar, Porter, & Stefani, 1998)
Eye gaze Look directly into the eyes during conversations
Europe, the United States (Lustig & Koester, 1993)
Look away, face each other less directly
African-Americans (Lustig & Koester, 1993)
7.3 Difficulties in intercultural communication 173
communication the focus is on the context of the communication (e.g., psycho-
logical, relational, situational, environmental, and cultural) that dictates rules of
behavior in a specific situation: where, with whom and how to communicate in
particular situations, what should be said and how it should be said. In the contextual style of communication the focus is on the status and social roles that
people play in relationships with each other. For example, Japanese, Chinese, and
Indians emphasize the social role or the community to which a particular person
belongs. Their style of communication is formal and focused on status differences
(Lustig & Koester, 1993). In China, Korea, and Japan, dress, manners, and self-
presentation depend on social status differences.
Eastern cultures employ lineality in interpersonal relations and follow strict rules of
hierarchical society (Kluckhohn & Strodtbeck, 1961). The focus of social relations is on obedience and loyalty to authority, submission to elders or superior positions, feelings
of duty, responsibility, respect, and desire to comply. Confucianism teaches that the
superiority of higher status cannot be challenged (Leung, 1991). Eastern cultures are
more conforming and people depend more on each other (Doi, 1981). Yau (1988)
noted that values important for the Chinese are deference to age and authority.
Eastern cultures also emphasize collaterality in interpersonal relations, which
is characterized by the ‘‘social order which results from laterally extended relationships’’ (Kluckhohn & Strodtbeck, 1961, p. 18), group consensus, group har- mony, and concern for the welfare of others. Group orientation and connections are
important for the Chinese (Yau, 1988). The Chinese are very socially and psycholog-
ically dependent on others (Hsu, 1953, 1971, 1972, 1981). Similarly, Philippino culture
emphasizes the importance of being together, emotional closeness with the family,
and friendly relations (Bulatao, 1962; Jocano, 1966; Hollnsteiner, 1963). In collateral
cultures the style of communication is group-oriented.
In the highly individualistic Western cultures such as the United States, Austra-
lia, the United Kingdom, and Canada the focus is on individual rights and needs, and control over one’s own destiny. Importance is attached to freedom, autonomy,
initiative, achievement, financial security, the right to private life, and personal
opinion (Hofstede, 1980, 2001). Social ties are loose. The style of communication
is more personal and casual. On the other hand, in highly collectivistic cultures such
as Guatemala, Ecuador, Venezuela, Colombia, and Panama in South America, and
Indonesia, South Korea, Thailand, and Singapore in Asia, societies are ‘‘we’’ orient- ed and individuality is discouraged. The social ties are tight. The in-group members
are expected to look after the other members. The communication style is group- oriented.
Some cultures are characterized by a high degree of authoritarianism. Members
of these cultures believe in authoritarian leaders and authoritarian social relationships
(e.g., Arab countries). They follow strict community rules, the advice of elders, and
requests of supervisors. People in these cultures strongly believe that some of them are
born to lead and others are born to follow. For example, in Chinese culture deference
to authority is considered to be a virtue (Ettenson & Wagner, 1991). The Chinese give
an unquestioning respect to parents and the elderly through understanding and
CHAPTER 7 Cultural influences on intercultural communication174
expectations of authority (Huyton, 1991). Also, Philippinos and Vietnamese are sub-
missive to authority and desire to comply (Forrest, 1971; Hare & Peabody, 1971).
In personal cultures the emphasis is on the individual, who is the center of action
and discussion. The style of communication is informal and less status oriented (Lustig & Koester, 1993).
In the formal cultures of Asia and Europe, all human behavior is performed
according to strict social rules, positions, and seniority. Second names and titles
are always used in face-to-face encounters to identify people and their positions in
society. Japan, Egypt, Turkey, Iran, and Germany belong to highly formal cultures
(Dodd, 1998). These cultures are very concerned about the status differences among
people, and their language system requires distinction based on people’s degree of
social dominance. In Japan, for example, there is a distinction between the omote (public, formal) and ura (private, informal) style of interaction (Okabe, 1983). On
the other hand, in informal cultures, such as Australia and the United States, little
attention is paid to formal rules, and people have a more casual approach to social
relations.
In formal cultures, such as Japan, Thailand, and Korea, bowing and presenting
business cards are appropriate forms of greeting. A handshake is appropriate when
greeting an American or European. In Europe, addressing other people by their second
names and professional titles, such as ‘‘Dr.’’ or ‘‘Mr.,’’ is expected. In contrast, informal Australians and Americans refer to people by their first names. This, in turn,
may be regarded as superficial and impolite by many European and Asian nationalities.
In Asian cultures the appropriate and formal address forms are very finely differenti-
ated, according to social status, age and gender.
In some cultures social bonds between people are strong, whereas in others they
are weak. Members of the individualistic cultures who focus on their own success and
are concerned only with the self experience weak social ties. On the other hand,
members of the collectivistic cultures who are concerned about the implications of their behavior for others, harmony in relations with others, and both self- and other-
face maintenance, experience strong social ties (Hui & Triandis, 1986; Kim & Gudy-
kunst, 1988).
The strength of social bonds determines the way people understand and develop
friendships. The understanding of friendship in various cultures differs. For example,
individualistic Americans treat friendships as superficial and without obligations,
whereas Chinese understand friendships in terms of mutual obligations and recipro-
cation (Wei, Crompton, & Reid, 1989). There are also differences in displaying affili- ation. In South America, Latin America, Southern Europe, Arab countries and the
Mediterranean region people display a high degree of affiliation. In Japan, China, the
United States, Canada, and Northern Europe people display a low level of affiliation
(Andersen, Lustig, & Andersen, 1990).
Intercultural communication also differs depending on orientation toward hu-
man nature (Kluckhohn & Strodtbeck, 1961). Western societies that perceive man
as good trust each other, whereas Eastern societies that believe that man’s nature is
good or bad (and often evil) do not trust each other (see Table 7.3).
7.3 Difficulties in intercultural communication 175
Table 7.3 Relationship Patterns in Communication Affecting Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying characteristics
Associative Importance of the context China, Japan, Korea, Vietnam, Mexico, Latin cultures (Hall, 1976)
Gudykunst and Ting-Toomey (1988), contextual
Emphasis on social roles, status, formality, asymmetrical power
Japan, China, India (Gudykunst, Ting-Toomey, & Chua, 1988; Gudykunst and Ting-Toomey, 1988)
Kluckhohn and Strodtbeck (1961), lineality
Hierarchical relationship, submission to superiors, obligations to others, social reciprocity and dependence, importance of status
China (Leung, 1991; Ettenson and Wagner, 1991; Huyton, 1991; Earle, 1969; Meade, 1970; Yau, 1988); Hong Kong (Hsieh, Shybut, & Lotsof, 1969); Thailand (Reitz and Graff, 1972); Vietnam (Forrest, 1971); Philippines (Hare and Peabody, 1971; Lynch, 1970)
Kluckhohn and Strodtbeck (1961), collaterality
Group relationships, group consensus, agreement with group norms
China (DeMente, 1991b); Philippines (Lynch, 1967, 1970; Bulatao, 1962; Jocano, 1966; Hollnsteiner, 1963); Thailand (Komin, 1990; Gardiner, 1972); Vietnam (Forrest, 1971)
Kluckhohn and Strodtbeck (1961); Hofstede (1980, 2001), individualism
Focus on freedom of speech, personal opinion, resolving difficulties, confronting others, human rights, personal position and power, self-references, direct communication, straight talk
The United States, Australia, the United Kingdom, Canada, Netherlands, New Zealand, Italy, Belgium, Denmark (Hofstede, 1980, 2001)
Hofstede (1980, 2001), collectivism
Group orientation, focus on group consensus and decision- making, use of third-party to solve problems and face-saving techniques, group loyalty, personal sacrifice, sense of obligations and responsibilities to others, reciprocation, indirect communication, concern for others
Guatemala, Ecuador, Panama, Venezuela, Pakistan, Indonesia, Taiwan, South Korea, Thailand, Singapore (Hofstede, 1980, 2001)
CHAPTER 7 Cultural influences on intercultural communication176
TABLE 7.3 (Continued )
Cultural characteristics Communication characteristics
Countries displaying characteristics
Authoritarianism Acceptance of leaders and followers
Arab countries (Kluckhohn & Strodtbeck, 1961); China (Meade, 1970); Philippines (Hare and Peabody, 1971); Indonesia (Noesjirwan, 1970)
Gudykunst and Ting-Toomey (1988), personal
Parties to communication most important, informal, less status oriented, human beings center of conversation and action
Samovar and Porter (1988), formal
Communication and behavior is performed according to rules of social etiquette, focus on social status differences, titles and appropriate dress
Japan (Barnlund, 1989); Latin America, Europe (especially Germany), Asia Egypt, Turkey, Iran (Samovar, Porter, & Stefani, 1998); Germany (Hall & Hall, 1990)
Samovar and Porter (1988), informal
Little attention is paid to rules of communication and social behavior, no focus on social status, titles and manners
The United States, Australia (Samovar, Porter, & Stefani, 1998)
Fragile people bonds Low involvement and commitment to long-term relationships and communication, rapidly changing group memberships, direct statement of one's personal needs
The United States, Australia, the United Kingdom, Canada, Netherlands, New Zealand, Italy, Belgium, Denmark, Sweden (Hofstede, 1980, 2001); Germany, Scandinavia, Switzerland, the United States (Hall, 1976/1977, 1983Hall, 1976, 1983; Ting-Toomey, 1985)
Strong people bonds High and deep commitment between people, importance of group and responsibilities, easy recognition of the in- group members, lack of confrontation, focus on face saving and social harmony
Japan, Korea, Thailand, China (Stewart, 1971)
7.3 Difficulties in intercultural communication 177
7.3.4 Conversation style There are differences in conversation style among cultures. What is perceived as
logical, clear, rational, and proper varies considerably between cultures. For example, in abstractive cultures, such as Euro-America, the focus is on objective facts; people
believe in physical evidence and eyewitness testimony. However, in Chinese and
African cultures, physical evidence is discounted. In African cultures, the words of
eyewitnesses do not count because no one is regarded as an objective, disinterested
party; people believe that if one speaks up about seeing something, one must have a
particular agenda in mind (Lustig & Koester, 1993). In affective–intuitive cultures,
such as Asia or Latin America, the focus is on feelings and emotions, whereas in
axiomatic–deductive cultures, such as Germany or Switzerland, people follow broad principles from which they deduct facts that they follow.
Conversations differ depending on how direct people are and how they express
meanings. For example, in Japanese culture, speakers are required to circle around the
topic. They indicate only indirectly what they are discussing and what they want the
listeners to know. They let the listeners construct the meaning. It is considered rude
and inappropriate for the speaker to tell the listener directly the specific point being
conveyed (Lustig & Koester, 1993). The Vietnamese also talk around the subject
(Forrest, 1971). In contrast, in the English-speaking cultures, speakers are required to be explicit, give clear explanations, and follow linear logic; they are responsible for
structuring their conversation and creating its meanings. As a consequence, the Jap-
anese or Vietnamese may think of the members of English-speaking societies as rude
and aggressive, whereas members of the English-speaking societies may think of the
Japanese as imprecise and confusing.
Moreover, Western societies think in linear terms; conversations are organized and
always have a beginning and an end. On the other hand, Eastern and Asian cultures
think in non-linear terms; conversations have no plan; they are chaotic, limitless, and can be interrupted (see Table 7.4).
TABLE 7.3 (Continued )
Cultural characteristics Communication characteristics
Countries displaying characteristics
Kluckhohn and Strodtbeck (1961), human nature is good
Communication based on trust
Buddhists (e.g., Thailand) (Kluckhohn & Strodtbeck, 1961)
Kluckhohn and Strodtbeck (1961), human nature is evil
Communication based on distrust
Middle East (Kluckhohn & Strodtbeck, 1961)
Kluckhohn and Strodtbeck (1961), human nature is good and evil
Communication based on trust and distrust
Europe (Kluckhohn & Strodtbeck, 1961)
CHAPTER 7 Cultural influences on intercultural communication178
Table 7.4 Conversation Styles Affecting Intercultural Communication
Cultural characteristics
Communication characteristics
Countries displaying characteristics
Abstractive Focus on arguments and facts Germany, Scandinavia, Switzerland, the United States (Hall, 1976/1977, 1983Hall, 1976, 1983; Ting-Toomey, 1985)
Affective–intuitive Involves subjective feelings and emotions instead of facts
China, Japan, Korea, Vietnam, Mexico, Latin cultures (Hall, 1976); Native Americans, Latin Americans, African- Americans (Samovar, Porter, & Stefani, 1998)
Axiomatic–deductive Initiated with a broad principle from which deductions and facts follow
Germany, Scandinavia, Switzerland, the United States (Hall, 1976/1977, 1983Hall, 1976, 1983; Ting-Toomey, 1985)
Circle logic and thinking
Circle around the topic to imply its domain
Japan (Barnlund, 1989); China, Japan, Korea, Vietnam, Mexico, Latin cultures (Hall, 1976); Native Americans, Latin Americans, African-Americans (Samovar, Porter, & Stefani, 1998); Arabic, Asian and Latin-American cultures (Hall, 1983)
Line logic and linear thinking
Get to the point, clear intentions and explanations of meanings, information is processed in a sequential, segmented, and orderly fashion
The United Kingdom, the United States (Dodd, 1998; Lustig & Koester, 1993); Germany, Austria, Switzerland, the United States (Hall, 1983)
Dodd (1998), linear Conversation has one theme only, organized with beginning and ending, points and sub-points, evidence stems from logic and empirism
The United States, Great Britain (Dodd, 1998); Great Britain (Mishra, 1982)
Dodd (1998), nonlinear
Has more than one theme, evidence stems from traditional wisdom and authority, heightened by non-verbal communication, lends itself to relationships and personal interaction, events happen, little is planned
India (Kachru, 1988); China (Young, 1982)
7.3 Difficulties in intercultural communication 179
7.3.5 Interaction style There are cultural differences in interaction styles. For instance, African-American,
Jordanian, Iranian, and Latino interaction style is generally expressive, dynamic and demonstrative (Butterfield & Jordan, 1989; Gudykunst et al., 1988). In comparison,
Euroamerican style is modest and emotionally restrained (Butterfield & Jordan, 1989).
Consequently, Euroamericans can be perceived as passive and reserved in conversa-
tion with people from more expressive cultures (Lustig & Koester, 1993). Asian
cultures are even more reserved and believe in modesty, as opposed to Western
cultures that can be perceived by Asians as aggressive and unacceptable. For example,
Southern Mediterraneans may be perceived to exaggerate their feelings of grief by
Japanese and Thai who hide their sorrows in smile and laughter (Harper et al., 1978). Members of Eastern and Asian cultures often seem to laugh out of context. The
Japanese smile often means embarrassment instead of happiness.
Americans usually appear assertive and confrontational in their communication
style (Samovar et al., 1988). They are direct and loud. Loudness is perceived as strength
in the United States. Asians, on the other hand, perceive loudness as aggressiveness.
They avoid aggression and try to be calm and humble. They emphasize preserving
harmony in relationships, particularly in those that involve conflict and are threats to
interpersonal harmony (Zane et al., 1991). Consequently, they also experience greater anxiety in interaction with strangers and guilt compared to Caucasians, regardless of
whether they are less assertive or not (Zane et al., 1991).
Social harmony in interpersonal relations is an extremely important value in
Eastern cultures that emphasize self-restraint, avoidance of negative opinions,
criticism, complaints, disagreeing, not questioning and lack of conflict. Members
of Eastern cultures try to ‘‘save face’’ and avoid embarrassment (Dodd, 1987). In China, causing someone else embarrassment is regarded as inappropriate behavior
(DeMente, 1991b). Philippinos believe that social disruption, embarrassment and disagreement could bring shame (Lynch, 1970). In Asian cultures, such as Hong
Kong, Japan, Thailand, and Vietnam, people do not admit others’ failure and do not
criticize others in public to protect themselves and others from loss of face. For
TABLE 7.4 (Continued )
Cultural characteristics
Communication characteristics
Countries displaying characteristics
Dodd (1998), nonlinear–linear
One central theme with numerous sub-themes, numerous themes portrayed simultaneously, precise beginning and ending, evidence stems from experience, societal norms and cultural themes
CHAPTER 7 Cultural influences on intercultural communication180
example, when facing criticism, the Thai keep calm (Gardiner, 1968) or withdraw
from the conversation (Foa et al., 1969). The Asian concept of shame and ‘‘saving face’’ are in contrast with the Western emphasis on truthfulness or forthrightness. Members of Western cultures believe that saying the truth–being straightforward and transparent–is the right way of achieving social harmony. Also, when being
criticized, the Americans blame others for wrong doing or attempt to improve their
performance (Foa et al., 1969) rather than keep calm.
Intercultural communication depends on the interaction style. Interactional styles
differ depending on the degree to which people feel responsible for the other people
(Argyle, 1972). In individualistic cultures people help those who depend on them;
whereas in collectivistic cultures helpfulness is a function of reciprocity and mutual
responsibilities; the smallest favor must be reciprocated (Berkowitz & Friedman, 1967; Ellis & Ellis, 1989). The Japanese believe people must fulfill their social obligations;
those who do not meet their obligations must apologize. Thus, if reciprocation is not
possible, the Japanese tend to apologize frequently (Coulmas, 1981). The Japanese also
acknowledge their fault even when someone else is at fault, in order to indicate their
will to maintain good relations (Wagatsuma & Rosett, 1986). On the other hand,
Western societies are less concerned with apologies because they focus more on
self-esteem and self-confidence. Americans blame others for their fault even when
they know they are at fault. While the Japanese offer compensation for the other person to maintain harmony in relations, Americans give explanations and justify their
actions (Barnlund & Yoshioka, 1990).
Asians do not compliment either. They believe compliments can damage social
harmony. The Japanese, for example, accept fewer compliments and complain less
often than Americans (Barnlund & Araki, 1985).
Members of individualistic cultures tend to be more open and self-disclosing about
intimate topics than members of collectivistic cultures (Ting-Toomey, 1991). They
speak freely about their feelings and personal experiences. Euroamericans disclose more than African-Americans, who in turn disclose more than Mexican-Americans
(Littlefield, 1974). On the other hand, members of collectivistic cultures believe that
talking about personal feelings violates cultural rules of politeness and respect. It is the
role of friends and family members to sense that the other person is hurt or angry,
without a person having to express his or her own feelings. Opening themselves to
others is an indication of weakness, so that person cannot be trusted. Qualities such as
being open, friendly, outspoken, and truthful, are admired in most Western cultures;
however, they are less admired in Eastern societies that view Westerners as lacking grace, manners, and cleverness (Craig, 1979) (see Table 7.5).
7.3.6 Values Intercultural communication varies depending on cultural values. For example, the
orientation toward nature (Kluckhohn & Strodtbeck, 1961) plays an important role
in intercultural communication. Eastern societies believe people should live in harmo-
ny with nature and worship it (China, Japan) or even subjugate to nature (India, South
7.3 Difficulties in intercultural communication 181
America). The Eastern societies believe that nature and life have been created by God
and thus they must protect it. On the other hand, Western societies believe they can
control nature. Thus, Eastern societies regard Western societies as unintelligent and
biased. Orientation toward nature may cause communication problems between Western and Eastern societies.
Table 7.5 Styles of Interaction Affecting Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying characteristics
Demonstrative Emotional, expressive and dynamic
Iran, South America, Latin America, Southern Europe, Mediterranean region, Arab cultures, African-American, Indonesia (Butterfield & Jordan, 1989)
Gudykunst and Ting-Toomey (1988), affective
Emotional, sensitive, intense, dynamic, demonstrative, process oriented, listener focused
African-American, Jordan, Iran, Latino (Gudykunst, Ting-Toomey, & Chua, 1988; Gudykunst & Ting-Toomey, 1988); African-American (Kochman, 1990); African- American (Butterfield & Jordan, 1989); Jordan, Iran, African-American, Latinos (Lustig & Koester, 1993)
Restrained Modest, passive and reserved
Northern Europe, the United States, Japan, China, Canada (Butterfield & Jordan, 1989); Euroamericans, British (Butterfield & Jordan, 1989); (Lustig & Koester, 1993)
Exaggerated feelings displayed
Southern Mediterranean area (Stewart, 1971; Condon & Yousef, 1975)
Assertive Aggressive communication style, non-conformity, freedom of expression, directness, taking initiatives in advancing personal interests, disagreement, confrontation, loudness, superficial nature of personal attachments
The United States (Samovar, Porter, & Stefani, 1998)
CHAPTER 7 Cultural influences on intercultural communication182
The masculinity (MAS) dimension (Hofstede, 1980, 2001) distinguishes be-
tween cultures, in which there is assertive versus cooperative communication.
In the highly masculine cultures (Japan, Hungary, Austria) members value
achievement, growth, independence and living to work. Communication focuses on extrinsic values, performance, ambition, achieving excellence, money and
material possessions. Communication style is more aggressive and formal. There
is lack of care for others and the quality of life. People are stressed, and women
and men are treated differently. In the high feminine cultures (Sweden, Norway,
TABLE 7.5 (Continued )
Cultural characteristics Communication characteristics
Countries displaying characteristics
Interpersonal harmony Avoidance of aggression, confrontation, and criticism, calmness, apologetic and humble attitudes, importance of compensation
Thailand (Gardiner, 1968; Foa, Mitchell, & Lekhyananda, 1969); Philippines (Gochenour, 1990; Lynch, 1970); Japan (Moeran, 1968; Hendry, 1987; Harris & Moran, 1979); China (Chen & Xiao, 1993; Huyton, 1991); Malaysia (Abdullah, 1993)
Gukykunst and Ting- Toomey (1988), instrumental
Goal oriented, explicit messages, emotional restrained, sender focused
Euroamericans (Gudykunst, Ting-Toomey, & Chua, 1988; Gudykunst & Ting-Toomey, 1988; Kochman, 1990)
High self-disclosure Openness, sharing, revealing personal and intimate information about oneself
Germany, Scandinavia, Switzerland, the United States (Hall, 1976/1977, 1983Hall, 1976, 1983; Ting-Toomey, 1985); Euroamericans (Nishida, 1991)
Low self-disclosure Not revealing information about oneself
China, Japan, Korea, Vietnam, Mexico, Latin cultures (Hall, 1976); Native Americans, Latin Americans, African- Americans (Samovar, Porter, & Stefani, 1998); Japan (Nishida, 1991)
7.3 Difficulties in intercultural communication 183
the Netherlands, Denmark), societies that are oriented toward other people and
their welfare, focus on intrinsic values, quality of life, family, and harmony.
Women and men are treated equally. Communication style is softer and more
casual. Intercultural communication style also depends on orientations toward activity
(Kluckhohn & Strodtbeck, 1961). Members of the Western cultures that are doing
and action oriented focus conversations on tasks to be completed and goals to be
achieved. Members of the Eastern cultures which are being oriented and emphasize
passivity, the importance of people, and social harmony at the expense of efficiency,
take pleasure in conversation with friends, avoid confrontation, and are tolerant and
humble. In the doing-oriented societies, (the United States) decisions are driven by
economic factors and are task oriented; in the being-oriented societies decisions are more emotional and people oriented. Also, members of the societies who value
other people highly and enjoy warm relationships with others give more gifts and
put more effort into gift selection, than people who exhibit more self-centered and
self-concerned values (Beatty et al., 1991). For example, in France gifts should be
open and shown, whereas in Japan gifts should be acknowledged and put away
(DeMente, 1991a). Societies that are becoming oriented believe in evolution and
change. The focus of communication in these societies is on innovation, change, and
improvements. Another cultural dimension which affects intercultural communication is uncer-
tainty avoidance (UAI) – the extent to which a society feels threatened by uncertain
and ambiguous situations (Hofstede, 1980, 2001). In the high uncertainty avoidance
cultures (Greece, Portugal, Guatemala, Uruguay, Japan) people avoid conflict in com-
munication, seek consensus in conversation, and security through written
rules, regulations, and face saving. Members of these societies are anxious, aggressive,
emotionally restrained and loyal to group decisions. They are often nationalistic and
suspicious toward foreigners. In the low uncertainty avoidance cultures (Singapore, Denmark, Sweden, Hong Kong, the United Kingdom, India, the United States,
New Zealand), people tolerate ambiguity and uncertainty in conversations, talk about
new ideas, and need few rules as possible to guide them in communication. They
believe conflicts and disagreements are natural. They accept foreigners with different
ideas and are optimistic about the future.
The power distance (PDI) dimension – the extent to which a society accepts the
unequal distribution of social power (Hofstede, 1980, 2001) also influences intercul-
tural communication. In the high power distance cultures (Malaysia, Guatemala, Panama, Philippines, Mexico, China) societies that hold that people are not equal
and that everyone has a rightful place, people obey the rules of authority and super-
visors; decisions are made autocratically. People use separate forms of communication
style, forms of language and ways of addressing those from different social classes.
In low power distance cultures (Austria, Israel, Denmark, New Zealand, Sweden)
societies in which there is no social hierarchy people consult with each other,
use the same communication style for everybody, and focus on independence and
personality (see Table 7.6).
CHAPTER 7 Cultural influences on intercultural communication184
Table 7.6 Values Affecting Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying characteristics
Kluckhohn and Strodtbeck (1961), mastery of nature
Everything is possible, display of arrogance and power over nature
North America (Kluckhohn & Strodtbeck, 1961)
Kluckhohn and Strodtbeck (1961), live in harmony with nature
People should live in harmony with nature, display of acceptance and respect to nature
Asia, Native Americans (Kluckhohn & Strodtbeck, 1961; Jaint & Kussman, 1997)
Kluckhohn and Strodtbeck (1961), subjugation of nature
We should not try to change destiny, we should accept it, people ruled by nature
India, South America (Kluckhohn & Strodtbeck, 1961)
Idiologism Communication should always be set within the context of ideological principles (religious, political, social and legal)
Pragmatism Precise and practical issues must be addressed to solve problems and achieve concrete results
Hofstede (1980, 2001), masculinity
Focus on assertiveness, achievement, ambition, inequality, competition, material values
Japan, Hungary, Austria, Venezuela, Italy, Switzerland, Mexico, Ireland, China, the United Kingdom, Germany, Colombia, Philippines (Hofstede, 1980, 2001)
Hofstede (1980, 2001), femininity
Focus on cooperation, social accommodation, quality of life, service to others, sympathy for unfortunate, equality, intrinsic values
Sweden, Norway, Netherlands, Denmark, Finland, Chile, Portugal, Thailand, Guatemala, South Korea, Spain (Hofstede, 1980, 2001)
Hofstede (1980, 2001), doing cultures
Focus on activity, accomplishments, change, control, task completion, goals achievement, getting things done, competition
The United States (Kluckhohn & Strodtbeck, 1961); Euroamericans (Lustig & Koester, 1993)
7.3 Difficulties in intercultural communication 185
TABLE 7.6 (Continued )
Cultural characteristics Communication characteristics
Countries displaying characteristics
Hofstede (1980, 2001), being cultures
Focus on non-action, passivity, acceptance, defensiveness, social harmony, taking pleasure in conversation with friends, tolerance, humility, avoidance of open confrontation, spirituality, contemplation, meditation
Hinduism (India), Buddhism (Thailand) (Kluckhohn & Strodtbeck, 1961); Greece, African-American, India (Lustig & Koester, 1993)
Hofstede (1980, 2001), becoming cultures
Belief in evolution and change, spontaneous activity
Native Americans, Europe, Mexico and Latin cultures (Kluckhohn & Strodtbeck, 1961); Native Americans, South Americans (Lustig & Koester, 1993)
Hofstede (1980, 2001), low uncertainty avoidance
Tolerance for conflict, ambiguity, foreigners with strange behaviors and new ideas, lack of conformity and compromise
Singapore, Denmark, Sweden, Hong Kong, the United Kingdom, Ireland, Malaysia, India, China, Philippines, the United States, Indonesia, New Zealand, Canada (Hofstede, 1980, 2001)
Hofstede (1980, 2001), high uncertainty avoidance
Avoidance of conflict, disagreement, desire for consensus, conformity, security through written rules and procedures, importance of face saving
Greece, Portugal, Guatemala, Uruguay, Belgium, Poland, Japan, Peru, Argentina, France, Spain, South Korea, Turkey (Hofstede, 1980, 2001)
Hofstede (1980, 2001), low power distance
Equality, sex roles the same, no social hierarchy
Austria, Israel, Denmark, New Zealand, Ireland, Sweden, Norway, Finland, Switzerland, the United Kingdom, Germany, Australia (Hofstede, 1980, 2001)
Hofstede (1980, 2001), high power distance
Social hierarchy and status, autocratic and directive decision-making, separate forms of language for different social classes, formal addressing people
Malaysia, Guatemala, Panama, Philippines, Mexico, Venezuela, China, Indonesia, India, Singapore, (Hofstede, 1980, 2001)
CHAPTER 7 Cultural influences on intercultural communication186
7.3.7 Time orientation The cultural differences in valuing time (Kluckhohn & Strodtbeck, 1961; Hall, 1983)
have a significant influence on intercultural communication. In the Western monochro- nic time system, people and human relations are time dependent. People follow proce-
dures and undertake only one task at any time, for example, they interact only with one
or a few individuals at one time. They believe time is a commodity and that interruptions
are not acceptable. For example, Euroamericans focus their attention first on one thing
and then move on to something else. In a polychronic time system (Spanish-speaking
cultures in Central and South America, Eastern cultures), human relations do not depend
on time. Although people do several things at the same time, they always have time to
talk to friends and relatives. They believe appointments can be broken and deadlines do not have to be met. Families and friends are more important to them.
Western societies perceive time in linear–spatial terms; they believe there is a past,
a present, and a future. Societies that are past-oriented (Eastern societies, China, Great
Britain, Native Americans) focus on the wisdom of older generations, worship ances-
tors and have strong family traditions. Traditions and the past guide their conversations
and decision-making. Experiences are understood only by reference to past traditions.
They also attach relatively small importance to time schedules and punctuality. They
perceive time as circular rather than linear (e.g., Indonesian) or limitless. Present- oriented societies (Philippines and many Central and South American countries) treat
the present and current experiences as most important. People take pleasures in
conversations with friends. Future-oriented societies (Euroamericans) believe that
tomorrow is in their own hands. They are project-oriented, make long-term plans,
and sacrifice current pleasures for the sake of the future. They do not have much time
for families and friends (see Table 7.7).
7.3.8 Context orientation Context refers to the level of information included in a communication message. Context can be used to distinguish between different styles of communication. In
the low-context cultures (LCC) (Australia, the United States) most of the information
is explicit and contained in verbal messages. There is a tendency to emphasize facts,
line logic, and clear intentions. There is a need for explicit rules, guidelines, and
policies that explain how to behave. In the high context cultures (HCC) (China, Japan,
Korea, Vietnam) most information is coded in the non-verbal, contextual message.
The focus is on meanings, spiral logic, discretion in expressing one’s own opinions
(Ting-Toomey, 1991), and use of an indirect communications (Hall, 1976; Gudykunst et al., 1988). Since the HCC value face saving, honor, shame and obligations, they also
use negotiations and smoothing strategies to manage interpersonal conflicts (Kim &
Gudykunst, 1988). They are reserved, non-confrontational, and more cautious in initial
interactions with strangers. They also make more assumptions based upon people’s
cultural background. They expect others to sense the rules of behavior (Dodd, 1987)
(see Table 7.8).
7.3 Difficulties in intercultural communication 187
Table 7.7 Time Orientation as it Affects Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying characteristics
Hall (1976/1977, 1983), monochronism
Time is highly organized, linear, segmented, manageable, task and procedures oriented, importance of appointments and schedules, only one task is undertaken at any time, communication and interaction only with a few individuals at one time, interruptions not acceptable
Germany, Austria, Switzerland, the United States (Hall, 1983); the United States, Great Britain, Canada, Germany (Dodd, 1998); Germany (Hall & Hall, 1990)
Hall (1983Hall, 1973/1977, 1983), polychronism
Time is flexible and open, responsive to the needs of people, several things are being done at the same time, appointments can be broken, deadlines unmet, simultaneous interaction with several people, interruption in conversation acceptable, communication style spontaneous and unstructured, importance of people
Arabic, Asian and Latin America (Hall, 1983; Dresser, 1996); Latin America, Africa, Middle East, Southern Europe (Dodd, 1998); Indonesia (Harris & Moran, 1996, 1979); Japan (Brislin, 1983)
Kluckhohn and Strodtbeck (1961), past orientation
Importance of tradition and previous experience, past should be the guide for conversation, interaction, making decisions and determining truth
China, Japan, Great Britain (Kluckhohn & Strodtbeck, 1961); China, Greece, Japan, France (Samovar et al., 1989)
Kluckhohn and Strodtbeck (1961), present orientation
The present is enjoyed and accepted for what it is, what is real exists now, people take pleasure in conversation with friends
Philippines, Mexico, Latin America (Kluckhohn & Strodtbeck, 1961)
Kluckhohn and Strodtbeck (1961), future orientation
Project orientation, importance of long-term plans, tomorrow is in people's hands, appreciation of the achievements of science, control over the consequences of own actions
The United States (Kluckhohn & Strodtbeck, 1961)
CHAPTER 7 Cultural influences on intercultural communication188
Table 7.8 Context Orientation as it Affects Intercultural Communication
Cultural characteristics Communication characteristics
Countries displaying charac- teristics
Hall (1976/1977, 1983); Ting-Toomey (1991); Kim and Gudykunst (1988), high-context (HCC)
Covert and implicit China, Japan, Korea, Vietnam, Mexico, Latin cultures (Hall, 1976; Ting-Toomey, 1991); Japan (Dodd, 1998); Japan, China, Korea, African-Americans, Native Americans, Latin Americans (Samovar, Porter, & Stefani, 1998); Japan, African-Americans, Mexico (Stewart, 1971; Condon & Yousef, 1975)
Non-verbal, contextual messages Focus on meanings Spiral logic Group orientation Distinct in-groups and out- groups Reserved reactions Non-confrontational attitudes Face saving and social relationships orientation Smooth and concealing strategies to elevate conflict, negotiation, reciprocity
Hall (1976/1977, 1983); Ting-Toomey (1991); Kim and Gudykunst (1988), low- context cultures (LCC)
Overt and explicit Germany, Scandinavia, Switzerland, the United States (Hall, 1976/1977, 1983Hall, 1976, 1983; Ting-Toomey, 1985); Germany, Scandinavia, Switzerland, North America, France (Samovar, Porter, & Stefani, 1998); Germany, Sweden, Great Britain (Stewart, 1971; Condon & Yousef, 1975)
Verbal detailed messages expressed in specific words Focus on clear intentions and facts Linear logic Individualistic orientation Flexible in-groups and out- groups Readily observable and explicit reactions Confrontational attitudes Action and solution orientation Direct and controlling strategies to deal with conflict, face-to-face negotiation
7.3 Difficulties in intercultural communication 189
7.4 IS INTERCULTURAL COMMUNICATION POSSIBLE? Communicating in a culturally different context can be very difficult or even impossi-
ble for the following reasons. There is a very large number of complex dimensions on
which cultures differ and which may create difficulties in intercultural communication
(see Chapter 6 and Table 6.8). The number of combinations of these cultural dimen-
sions is very large. The differences in any of the cultural dimensions can contribute to
different perceptions of the effectiveness of communication. Some differences
may cause more problems than others. Others may be very attractive and draw atten-
tion (e.g., foreign accent). There is no universally accepted tool yet to measure the degree of cultural differ-
ences among various societies. The existing tools are often questioned and there are
calls for developing new measuring scales.
It is impossible to achieve a complete understanding of all cultural differences in a
multicultural context. The vast linguistic differences that distinguish one language
from another make individuals see and experience the world differently. It is virtually
impossible to achieve proficiency in all of the verbal and non-verbal codes used in
intercultural communication. Although one may learn a foreign language and its grammar to be able to understand those who speak a different language, communicat-
ing in another language can be tiring and frustrating.
It is very difficult to translate effectively and successfully between languages.
Translations and interpretations by multilingual guides, whom tourists must rely upon
to bridge the intercultural communication gap, can never really be adequate. Not all
concepts and meanings can be translated. Only individuals who grow up in a bilingual
environment and are familiar with both cultures and their languages can use words and
categories effectively to communicate accurately. In tourism, culturally different tourists and hosts are often unskilled in the commu-
nication rules of each others’ culture. Thus, most intercultural tourist–host encounters
are characterized by communication difficulties. However, it has been argued that
communication between culturally different tourists and hosts does not have to be
characterized by difficulties. These difficulties may be minimized or even eliminated by
learning rules of the foreign culture and cultural understanding of how and why the
natives communicate the way they do. It has been argued that by learning other culture
and language one may be able to share and understand the experiences of the natives. However, in order to make sense of the behaviors of those who are culturally different,
and understand how to successfully deal with them, deep understanding of the foreign
communication rules is needed. This, in turn, requires a broad knowledge of historical,
political, economic, religious and educational practices of a foreign culture: the
natives’ values, beliefs, attitudes, and thought patterns. Such knowledge can never
be complete, and knowledge of others’ rules can be understood only in relative terms.
It has also been argued that obtaining cultural knowledge, learning cultural skills
and being tolerant, empathetic and sensitive to cultural differences guarantees effective intercultural communication. Unfortunately, knowledge of various
CHAPTER 7 Cultural influences on intercultural communication190
cultures and foreign languages, learning cultural skills and being tolerant and em-
pathetic do not guarantee successful intercultural communication either. Cultural
differences among individuals are not the sole influences on intercultural commu-
nication. There are many geographical, demographic, socio-economic, psycho- graphic, political and religious considerations that influence the communication
process between people. Intercultural communication depends upon the personal-
ity and traits of the individuals involved in communication, their social skills, ability
to identify not only what people think but what they actually do in intercultural
communication, regardless of the cultures represented. In addition, various inter-
group factors may be present, such as a desire to defend one’s own socio-cultural
group identity, which could jeopardize or even block successful intercultural com-
munication. Communication among people is extremely difficult if not impossible. According
to German philosopher Heidegger (1962), each person is unique and has unique
experiences. Thus, people cannot understand the experiences of others. Creating
and sharing experiences and meanings is impossible because people cannot create
and share meanings. When a person identifies his or her own experiences with
others, that person gives up individuality and identity for the sake of ‘‘commu- nication’’. When people just transfer information they share imagined agreement, which is not real communication. People artificially construct their communication in order to feel connected with others and identify with a community (Nancy, 1991).
When people try to define themselves as different from the people whom they really
are supposed to identify (e.g., community) misunderstanding and conflict always
occurs.
Real and authentic communication is not about sharing meanings; it is about the
ability to see, acknowledge and respect the difference and uniqueness of other people
rather than similarities or commonalities. Real communication is about the ability to
see how different people are, so that they can appreciate their own and others’ uniqueness. Real communication is about the ability to open themselves and see
multiple identities and perspectives.
When people communicate, they focus on different aspects of their experiences.
Although some of their experiences have common aspects, their significance and
importance to people is different. Thus, people’s experiences are not exactly the same
(Heidegger, 1962). Even colors have different significance. For example, for Koreans
and Japanese white color signifies mourning and grieving, while for Europeans sig-
nifies purity. Consequently, because the experiences of foreign tourists are very much different from the experiences of their hosts, intercultural communication in tourism is
impossible. However, what is possible is achieving approximation of communication
and experiences.
Intercultural communication may be distorted by people’s tendencies to develop
stereotypes, and prejudices, or to be subjective, ethnocentric, negative, and even
racist. These may generate tensions, isolation, and antagonism between culturally
distinct groups.
7.4 Is intercultural communication possible? 191
7.5 ETHNOCENTRISM The concept of ethnocentrism comes from the Greek words ethos, people or
nation, and ketron, center, which means being centered on one’s cultural group.
Ethnocentrism is a belief in one’s own cultural superiority; that the customs,
traditions, beliefs and behavioral practices of one’s own culture are better than those of other cultures or at least ought to be. Other cultures are either ignored or
treated as inferior. Ethnocentrics judge and interpret behavior of others, regardless
of their culture, according to their own rules and values. They perceive those from
other cultures who behave and do things differently as being bad-mannered and
wrong.
Why are people ethnocentric? People are ethnocentric because they feel good about themselves when they know
that others’ behavior can be evaluated according to their own values. However,
knowing that there are also other cultural standards means that they must admit that
their ways of living are not necessarily effective in a culturally diverse environment and
thus they have more to learn.
Why is ethnocentrism a problem? People who believe in their own cultural superiority are not able to objectively assess other cultures and those who are different; they interpret and judge others’ behavior
according to their own values. Ethnocentrism limits people’s ability to understand the
symbols and meanings used by other cultures. Ethnocentrism also tends to exaggerate
cultural differences by highlighting the most distinct differences in beliefs and prac-
tices and ignoring others. Ethnocentrism limits an effective intercultural interaction
and communication because it does not allow for understanding those who are differ-
ent. Ethnocentrism leads to cultural arrogance, avoidance, withdrawal, faulty attribu-
tion (stereotyping), and even prejudice and discrimination. Extreme ethnocentrism may lead to conflict and even warfare (Rogers & Steinfatt, 1999).
7.6 STEREOTYPING Stereotyping refers to the attribution of certain traits, labeling and perceptions of people on the basis of common characteristics, or judgments about others on the basis
of their specific characteristics or group membership. Stereotypes can be developed
on the basis of culture, occupation, age, race, ethnicity, religion, sexual orientation, or
any number of other categories. Stereotypes generalize about a group of people on the
basis of only a few individuals who belong to the group. People use stereotypes when
they meet new people, are faced with a new situation, or lack depth of knowledge
about the group.
CHAPTER 7 Cultural influences on intercultural communication192
In many European nations, especially the United Kingdom, the US Americans are
stereotyped as brash, ignorant, self-centered, and obese. This is probably due to the
perception of the American diet and the popularity of American fast food franchises
such as McDonalds and Burger King (which has fueled America’s obesity crisis). The US Americans are also stereotyped as wearing baseball hats and comfortable clothes,
watching basketball games, drinking Coca Cola, and eating hamburgers, French fries,
and pizzas. Some people perceive the US Americans as the Wild West cowboys.
Germans are stereotyped as aloof, cold, precise, and punctual. People often think of
Germans as perfectionists who follow the rules, drink beer, sing and listen to folk
music, and walk around in funny clothes. Asians are stereotyped as being ‘‘exotic’’, ancient, spiritual, mystical, and full of ancient wisdom. Italians are stereotyped as food
and fashion lovers, whereas French are perceived as good lovers and kissers. Arabs are portrayed as belly dancers or billionaires.
There are positive and negative stereotypes. The examples of positive stereotypes
are: all Asians are smart, all Latinos dance well, all Whites are successful, and all Chinese
and Japanese are hard-working, quiet, and achievement-oriented. The examples of
negative stereotypes are: all Asians are sneaky, all Latinos are on welfare, and all Whites
are racist. Tourists are stereotyped as rich, loud, and insensitive to host community
needs; hosts are stereotyped as poor and exploited by tourists (Frankowski-Braganza,
1983). People develop stereotypes when they are unable or unwilling to obtain all of
the information they need to make fair judgments about new people or situations.
Stereotypes allow for making quick generalizations. Often people innocently create
stereotypes. Many stereotypes are developed through personal experiences, by
reading books and magazines, seeing movies or television, or talking to friends and
families and gossiping. In many cases, stereotypes are reasonably accurate and have
some ‘‘kernel of truth’’ in them.
Importance of stereotypes In tourism, stereotypes are used to describe tourists and locals. Stereotypes can influ- ence perceptions tourists and hosts hold of each other (MacCannell, 1984). Positive
stereotypes may attract tourists, whereas negative stereotypes may detract tourists.
For example, stereotypes of Tahitian women as beautiful attract many tourists
(Petit-Skinner, 1977).
Stereotypes allow for distinguishing various categories of tourists (Pi-Sunyer, 1978),
guiding hosts and tourists in their mutual interaction, and explaining their behavior.
Stereotypes are useful because they can show a way to interact during superficial and
short-term tourist–host relationships (Frankowski-Braganza, 1983). In many destinations, residents have developed specific stereotypes of the tourists
by nationality. For instance, the Japanese tourists are stereotyped as traveling in
groups, bowing to everybody they meet, and spending and photographying heavily
(Cho, 1991). Korean tourists are stereotyped as being proud of their identity, willing to
accept everything that has similarities to the Korean way of life, and insisting on going
7.6 Stereotyping 193
to Korean restaurants (Business Korea, 1991). American tourists are stereotyped as
being cautious, calculating, purposeful, and careful with money (Brewer, 1984).
Swedish tourists are characterized as being misers, and French and Italians as exces-
sively demanding (Boissevain & Inglott, 1979).
Weaknesses of stereotyping Many stereotypes are inaccurate and do not acknowledge differences and excep-
tions to general rules (Scollon & Scollon, 1995). The negative attributes are often
emphasized, whereas the positive are ignored. Stereotyping leads to errors in inter-
pretation of others’ behavior and harmful effects in categorizing and labeling people
(Lustig & Koester, 1999). Stereotyping limits the understanding of human behavior
(Scollon & Scollon, 1995). Stereotypes can be a source of serious misunderstanding.
Negative stereotypes can create distrust, lead to discrimination, and result in rude
and hostile behavior (Fridgen, 1991) and impede social interaction (Jandt, 1998). Negative stereotypes can promote prejudice and discrimination of those who are
from cultures other than one’s own (Lustig & Koester, 1995) and even lead
to persecution. Stereotypes can be reduced by learning about other cultures and
subcultures.
7.7 PREJUDICES Prejudice is defined as a bias for or against something formed without sufficient basis or
being aware of the relevant facts of a case or event. Prejudice is developed before
receiving information about the issue on which a judgment is being made. Often
prejudice is referred to as intolerance of or hostility toward members of a certain race,
religion, or group. Today, the word is widely used to refer to any hostile attitude
towards people based on their race. Allport (1954) developed the Allport’s Scale of Prejudice and Discrimination that
measures the degree of prejudice in a society. This scale consists of five stages. At the
first stage, called Antilocution, people talk and make jokes about others (usually
minority groups) in terms of negative stereotypes and images. Their behavior is usually
harmless but sets the stage for more severe signs of prejudice. At the second stage,
called Avoidance, people avoid those in a minority group. Although they do not impose
any physical harm on anyone, they intend to psychologically harm the minority group
by isolating it. At the third stage, called Discrimination, the majority group is trying to harm the minority group by denying it opportunities and services and preventing it
from achieving goals such as getting jobs or education. At the fourth stage, Physical
Attack, the majority group damages properties and carries out violent attacks on
individuals from a minority group. Finally, at the fifth stage, Extermination, the majority
group seeks elimination of the minority group. This example shows how the negative
stereotypes can create discrimination against those who are from different cultures or
race groups.
CHAPTER 7 Cultural influences on intercultural communication194
7.8 RACISM Racism is a belief that all members of a particular racial group possess specific char-
acteristics or abilities that distinguish it as being either superior or inferior to another
racial group(s). Racism involves the idea that one’s own race has the right to rule or
dominate other races. Racism has been a motivating factor in social discrimination, racial segregation, hate speech and violence.
The term racial discrimination refers to ‘‘ . . . any distinction, exclusion, restric- tion or preference based on race, color, descent, or national or ethnic origin which has
the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise,
on an equal footing, of human rights and fundamental freedoms in the political,
economic, social, cultural or any other field of public life (Part 1 of Article 1 of the
United Nation International Convention on the Elimination of All Forms of Racial
Discrimination, 1966). In 2001, the European Union banned racism along with many other forms of social
discrimination in the Charter of Fundamental Rights of the European Union. Article 21
of the charter prohibits discrimination on any ground such as race, color, ethnic or
social origin, genetic features, language, religion or belief, political or any other opin-
ion, membership of a national minority, property, disability, age or sexual orientation
and also discrimination on the grounds of nationality. Racial discrimination is illegal in
many countries.
7.9 STRATEGIES FOR IMPROVING INTERCULTURAL COMMUNICATION For intercultural communication to be successful, people need to open themselves
to new experiences. They should become more flexible, willing to accept other
viewpoints without judging or dismissing them. This kind of openness is very
important to those working in the tourism industry. Both international tourists
and local hosts are exposed to new people, ideas, behaviors, and ways of thinking,
different from their own. In order to benefit from new ideas and experiences they need to give these ideas and experiences a chance, not dismiss them just
because they are new or strange. They do not necessarily have to accept the new
ideas and agree with them. However, they need to be non-judgmental in order
to give the other party a fair go and to ensure that their communications are
effective.
When tourists and hosts recognize and accept their own uniqueness and differ-
ences they will less likely to blindly follow some common pattern of behavior and
thinking. They will be more likely to make up their own minds about how new things are. This will help them to see an alternative perspective. They will also be more likely
to recognize that their own viewpoint is not the only one or the best one. They will
become more cautious and more likely to think before speaking. They will be encour-
aged to listen more carefully, to study and analyze each other more thoroughly, and to
7.9 Strategies for improving intercultural nication
195
evaluate their own perspectives more thoughtfully. This is likely to make them more
effective as intercultural communicators.
7.10 THE ETHICS OF INTERCULTURAL COMMUNICATION A decision should be made about how much the tourists and hosts should change their
behaviors to fit the beliefs, values and norms of those with whom they interact. Is it the
responsibility of tourists to adjust their behaviors and communication to cultural norms of the host society, or is it the responsibility of the host society to adjust its
behavior and communication to the tourists? There is an old saying ‘‘When in Rome, do as the Romans do.’’ This saying clearly suggests that tourists should change their behavioral patterns while visiting new cultures. However, this rule should also be
adapted by hosts. Both parties should conform to each other’s cultural standards
and show respect for their cultures. Such behaviors would allow both sides to interact
and communicate on some kind of genuine basis.
The ethical dilemma in intercultural communication is to what degree one should adapt behaviors to another culture. Should both parties engage in behaviors that they
regard as wrong or unacceptable in their cultures? What are the benefits of intercul-
tural communication? Are the outcomes of intercultural communication positive? At
what point do tourists and hosts lose their own sense of self-identity? At what points
do they become hostile to each other? Although the potential benefits of intercultural
communication and interaction with foreign individuals are great, certain outcomes
may be negative, for example, excessive consumption of natural resources, devel-
opment of negative stereotypes or prejudice, or harassment. If the outcomes are negative, should intercultural interaction and communication between tourists and
hosts be encouraged? Should international tourism and travel be encouraged? Is it
ethical to expose locals to different cultural standards, knowing that the outcomes of
such exposure can be negative or even damaging? Is it ethical to travel to another
country if one does not speak foreign languages or is prejudiced and nationalistic? Is it
ethical to ask local hosts to give up on their local standards and adjust to foreign
standards? Is it ethical to ask tourists to give up on their standards and adjust to local
standards? Is it ethical for a person from one culture to encourage a person from another culture to communicate and interact if they disregard each other’s cultural
values and beliefs? These questions must be asked. There are no simple answers to
any of these questions.
SUMMARY Intercultural communication is a process in which people from different cultures try
to understand what others from different cultures are trying to communicate. Inter-
cultural communication is never perfect. The difficulties are caused by cultural
differences in verbal and non-verbal signals, relationship patterns, conversation
CHAPTER 7 Cultural influences on intercultural communication196
and interaction styles, cultural values, and time and context orientations. Commu-
nicating in a culturally different context can be very difficult due to a very large
number of complex dimensions on which cultures differ, the impossibility of achiev-
ing a complete understanding of all cultural differences and translating effectively between languages. Tourists and hosts are unskilled in the communication rules of
each other’s culture. Obtaining cultural knowledge, learning skills, and being toler-
ant and sensitive to cultural differences are not sufficient for successful intercultural
communication. Various geographical, psychographic, political and religious factors
need to be taken into account as well as the personal traits of the individuals
involved. Inter-group factors, ethnocentrism, stereotyping and racism preclude
one from successful intercultural communication. For successful intercultural com-
munication, people need to open themselves to new experiences and accept their own and other’s uniqueness and differences. Intercultural communication creates
various ethical dilemmas.
DISCUSSION POINTS AND QUESTIONS 1. What are stereotypes and how do they affect people’s lives? 2. Think of some events in your life that were influenced by stereotypes and biases.
What were the outcomes of these events?
3. How can the media (newspapers, television, movies) help to develop stereo- types?
4. Do you think certain groups are more subject to stereotyping than others? If so, why?
5. What do you think an individual can do to help reduce bias and stereotyping? 6. How can the media (newspapers, television, movies) help to reduce stereotypes?
CASE STUDY 7.1 Courtesy and Politeness in Thailand and Australia
The Thai people are very attentive and try to please everyone. They say whatever is needed to conform to norms of social etiquette, respect and politeness, and avoid unpleasantness and conflict. In contrast, Australians believe in absolute truth that does not depend on a situation. Thai people rarely say ‘‘please’’ or ‘‘thank you’’ as the Thai words of politeness carry the ‘‘please’’ element. As a result, English-speaking individuals think the Thai are demanding, but the Thai-speaking people think they are making a polite request. The Thai also use the smile instead of polite words. This is in contrast with the Australians, who use the words ‘‘please’’ and ‘‘thank you’’ commonly. In Thailand, respect is shown to all of higher status and age, including objects of everyday life such as books, hats, umbrellas, elephants and rice, which are associated with knowledge, the head, royalty, religion, and life. This is in contrast with Australia, where people are less respectful and do not have as many sacred symbols.
Discussion points and questions 197
WEBSITE LINKS 1. Stereotypes: http://homepages.rtlnet.de/krkarwoth/stereotypes.html#What_are_
stereotypes_
2. Examples of stereotypes: www.ask.com 3. The dangers of stereotyping: http://www.culturalsavvy.com/stereotyping.htm
Since cultural differences occur in the way people interact the next chapter will
discuss the concept of social interaction and the cultural differences in social interaction.
CHAPTER 7 Cultural influences on intercultural communication198
CHAPTER
Cultural influences on social interaction 8
The aim of this chapter is to identify cultural influences and differences in social interaction.
OBJECTIVES
After completing this chapter the reader should be able to: & Define the concept, purpose, and major features of social interaction & Explain the concept of social interaction in tourism and identify its types and determining factors
& Explain the concept of intercultural social interaction, its dimensions and types & Draw a model of social interaction in a cross-cultural context & Explain contact hypothesis and its outcomes & Discuss difficulties associated with intercultural interaction & Explain the concept of culture shock, its types, symptoms, and phases
INTRODUCTION Cultural differences influence the way people interact. Interaction between those who
are from different cultural backgrounds is characterized by difficulties and depends
upon the degree of their cultural dissimilarity. Culture shock is one of the most
recognized difficulties encountered in a foreign culture.
8.1 THE CONCEPT OF SOCIAL INTERACTION Social interaction refers to the everyday interaction between people. Social interaction
is a ‘‘personal association taking place under certain circumstances . . . and covers a wide range of behaviors from observation of members of the other group without any 199
communication, to prolonged intimate association’’ (Cook & Sellitz, 1955, p. 52–53). Social interaction also can take forms of a friendly greeting, a brief meeting, conversa-
tion, long-term relationship, and friendship. Social interaction occurs in different
situations, at work, home, in the residential neighborhood, between children, adults, college students, doctors, bus drivers, and others. The main purpose of social interac-
tion is to associate with other people in specific contexts, engage in conversation,
exchange views and experiences, learn about each other, find social connections,
develop relationships, and so forth.
Main features of social interaction According to the Analysis of Social Situations Theory, the major features of social
interaction are goals, rules, roles, repertoire of elements, sequence of behavior, con-
cepts and cognitive structure, environmental setting, language and speech, and diffi-
culties and skills (Argyle, Furnham, & Graham, 1981) (see Table 8.1). Each social interaction has potential to be successful or fail depending upon the
individuals’ motivations to interact, whether they follow socially accepted rules of
behavior, know their rights and obligations, are able to use verbal and non-verbal
signals appropriately to the specific situation, and know how and when to behave
appropriately. Individuals also need to have some knowledge and understanding of
the environment in which their interaction occurs, and be able to speak and use
language appropriately. The interpersonal, linguistic, memory, and body-language
skills determine whether individuals experience difficulties in interaction. Those who have these skills can interact smoothly, while those who do not have these
skills usually experience difficulties.
Table 8.1 Major Features of Social Interaction
Analysis of Social Situations Theory & Goals, which motivate social interaction & Rules, which regulate social interaction so that the goals can be achieved & Roles, which determine the duties, obligations or rights of the participants & Repertoire of elements, which represent verbal and non-verbal behavioral cues appropriate to the situation
& Sequences of behavior, which specify order of appropriate behavior & Concepts and cognitive structure, which individuals need to possess to behave effectively & Environment, in which the interaction occurs & Language and speech that make individuals understand what is happening and how to behave in the interaction, e.g. how things are said, vocabulary, social variations in language
& Difficulties and skills, which require specific skills (perceptual, motor, memory, linguistic) to be properly understood
Source: Argyle, M., Furnham, A., & Graham, J. (1981) Social situations. Cambridge: Cambridge University Press.
CHAPTER 8 Cultural influences on social interaction200
8.2 SOCIAL INTERACTION IN TOURISM Social interaction in tourism occurs as the tourist travels in planes and buses, stays in
hotels, dines in restaurants, visits tourist attractions, goes shopping or to nightclubs,
talks to tour guides, watches local street life, or observes local dances. Social interac-
tion in tourism occurs between various categories of tourists and hosts. Tourists can be of different types depending on the degree of institutionalization of their travel arrange-
ments, form of travel, motivation, preferences for activities, personality, type of holi-
day, traveler’s status, and so forth (see Table 8.2).
The typology of a tourist is further accentuated when one starts crossing cultural
borders (domestic versus international). Also, in many parts of the world tourists are
called sojourners, travelers, and visitors, and they are often treated as guests (Nozawa,
Table 8.2 Typology of a Tourist
Type Characteristics Author Sunlust Travels for rest and relaxation Gray (1970) Wanderlust Travels to learn
Institutionalized Desires comfort, relies on the tourism industry to take care of him/her
Cohen, 1972, 1974Cohen (1972, 1974)
organized mass tourist Travels on organized package holidays, has minimal contact with the local community and very little opportunity for developing a meaningful tourist–host relationship, is surrounded by environmental bubble, social contact limited to service providers
individual tourist Uses similar facilities but also wants to visit other places not included in organized tours
Non-institutionalized Follows own path and has little contact with the tourism industry
explorer Travels independently, wants to have contact with and experience local community
drifter Does not seek any contact with other tourists, wishes to live with the host community
8.2 Social interaction in tourism 201
TABLE 8.2 (Continued )
Type Characteristics Author Pleasure-seeker Cohen (1979)
recreationalist Travels for recreational purposes, desires entertainment and relaxation
diversionary Wishes to escape the routine of everyday life
Pilgrimage tourist experiential Seeks an authentic
experience, does not totally identify with local culture
experimental Wishes to seek an alternative but does not become totally immersed in a foreign culture
existential Becomes totally immersed in the foreign culture
Charter tourist, Mass tourist, Incipient mass tourist, Unusual tourist, Off-beat tourist, Elite tourist, Explorer
They gradually progress from (charter) tourists who arrive by plane in large numbers to enjoy their holiday to the few tourists who explore new areas and fully accept local culture (explorers)
Smith (1989)
Interactional tourist Interacts with the destination, area, region, or site based on the desire for familiarity and the level of institutionalization
Cohen (1972), Lowyck, Van Langenhove, and Bollaert (1992), Murphy (1985)
Cognitive-normative tourist Has specific motivations for outdoor activities, e.g., eco- tourists
Ecotourists Hvenegaard (2002) activity-based Dominant activities include
watching wildlife, walking on trails
motivation-based Motivated by natural attractions such a birds, wildlife, cultures and hilltribes, scenery, waterfalls
High-activation (high energy) extrovert
Needs a variety of activities and options to choose from and non-tourist atmosphere
Fiske and Maddi (1961)
CHAPTER 8 Cultural influences on social interaction202
TABLE 8.2 (Continued )
Type Characteristics Author Low activation (low energy) introvert
Seeks packaged products and service that emphasizes a relaxing atmosphere, comfort, several choices and familiarity of the destination and products
Psychocentric Anxious, inhibited, non- adventurous, inner-focused, with lower income level, seeks comfort, safety, familiarity, travels to short-haul destinations, prefers packaged tourist and touristy areas
Plog (1974)
Midcentric Makes up the middle of the continuum, travels for relaxation and pleasure or for change; the largest group of tourists
Allocentric Adventurous, self-confident, curious, outgoing, with higher income level, seeks new experiences, novelty, challenge, excitement, travels to long-haul exotic destinations, prefers unstructured vacations, wants to get involved with local cultures
High-energy traveler Active, prefers high levels of activities, many activities
Plog (1979)
Low-energy traveler Less active, prefers fewer activities
Venturer Seeks and explores, wants to be a first user
Plog (1987)
Pleasure-seeker Desires luxury and comfort in all aspects of travel
Impulsive traveler Wants to do things immediately, makes quick decisions, does not plan, spends heavily
Self-confident Wants to do unique things, e.g., selects unusual places, unique destinations or activities
8.2 Social interaction in tourism 203
TABLE 8.2 (Continued )
Type Characteristics Author Planful Plans a trip in advance, looks
for bargains and pre-packaged tours
Masculine Action-oriented, seeks outdoors, travels by car, takes many things with
Intellectualist Has special interests in cultural activities, likes to explore and discover, sees plays and goes to museums
People oriented Desires to be close to people, experiences cultures of the world, sociable, often disorganized, impulsive venturer
Venturer Intellectualleader,exploresthe world, seeks excitement and new experiences, achiever, self-confident, successful, values interests more than comfort and financial gains, seeks new destinations before others have discovered them, likes to discover, adapts to the local area and native foods, uses less adequate accommodation, feels comfortableinforeigncultures, is not afraid of those who speak different languages
Plog (2002)
Dependable Indecisive, anxious, seeks safety and comfort, uses name-brand products with established identity, travels to well-known overdeveloped destinations, returns to the same destinations each year, likes sun and fun sports, home atmosphere, fast-food restaurants, movie, theatres, routine, listens to what others around suggest to do, travels less than venturer
CHAPTER 8 Cultural influences on social interaction204
1991). For example, in the South Pacific, where tourists are treated as ‘‘guests’’ rather than tourists (Vusoniwailala, 1980), much social interaction between tourists and
locals is based on the concepts of social obligation, including reciprocity. Western
tourists often do not understand this concept of reciprocity and do not fulfill expected obligations; this leads to the exploitation of hosts.
Hosts can be local residents, indigenous residents, investors, developers, and those
who provide a service to tourists (e.g., hoteliers, front office employees, waiters, shop
assistants, custom officials, tour guides, tour managers, and taxi and bus drivers). The
service providers are often called ‘‘professional hosts’’ (Nettekoven, 1979). Social interaction in tourism can take place between a (1) tourists and other tourists
(international, domestic), (2) tourists and services providers, (3) tourists and local
residents, (4) tourists and indigenous residents/providers, (5) tourists and imported workers, and (6) tourists and investors. Social interactions in tourism may consist of
(1) personal meetings when tourists and residents find themselves side by side at an
attraction, or participate in mutual activities, (2) inquiries in the tourist information
centers or at the front office when the two parties come face to face during the process
of information exchange, and (3) business transactions when tourists purchase goods
and services from residents at shops, restaurants, or airlines (DeKadt, 1979).
8.2.1 The nature of tourist–host social interaction The tourist–host interaction is usually brief and temporary. The tourist usually stays in
the destination for a short time, so there is no opportunity to develop meaningful
relationships between tourists and hosts. The traditional hospitality can be overused, and interaction can be open to exploitation. The interaction is unequal and unbalanced
in terms of its meanings for both sides. Tourists and hosts have different social status,
play different roles, and have different goals. Tourists are to be served, whereas hosts
are the servers; tourists are at leisure, whereas hosts are at work; tourists are motivated
by leisure, whereas hosts are motivated by financial gains. As a result, they develop
different attitudes and behavior toward each other. Tourists and hosts have also
different access to wealth and information, commitment and responsibilities, and
TABLE 8.2 (Continued )
Type Characteristics Author
Solitary traveler Individualist, self-oriented, travels independently to pursue own interests
Mehmetoglu (2004)
Group or package traveler Collectivist, other-oriented, travels to seek companionship, relationships or the needs that can be met with other travelers
8.2 Social interaction in tourism 205
socio-economic position and cultural identity. The visible wealth of the tourists often
leads to jealousy, hatred, and exploitation. The tourist–host contact is superficial, not
intensive, lacking spontaneity. The contact is commercial, limited mostly to business
transactions and transformed into a source for economic gain. However, at the same time it requires friendliness and concern for service quality for the purpose of profit.
The contact is formal depending on whether tourists and hosts (1) meet together at the
place of tourist attraction, (2) exchange information and ideas, and whether (3) tourists
buy goods and services from hosts. The first and third types of interaction are more
common and formal. The tourist–host contact is also competitive, involves an element
of dreams, demands new experiences, and is ambiguous (Cohen & Cooper, 1986;
DeKadt, 1979; Din, 1989; Hoivik & Heiberg, 1980; Jafari, 1989; Nettekoven, 1979;
Sutton, 1967; Van den Berghe, 1980; Van den Berghe & Keyes, 1984).
8.2.2 Context Tourist–host interaction takes place in the (1) spatial (e.g., physical space shared by the
tourist and host or physical distance, social status of interactants, rules of behavior they
have to conform to), (2) temporal (e.g., length of time tourists stay in the destination, the
time of the contact itself, different roles played by interactants), and whether (3) tourists buy goods communicative (e.g., the ability to speak each other’s language and under-
stand non-verbal behavior), and (4) cultural (e.g., different cultural values, perceptions,
attitudes, willingness of both to share their values and experiences) contexts.
Temporal and spatial context The tourist–host contact occurs when there are opportunities for contact, which allow
participants to interact, get to know each other, and understand one another. If no opportunity exists, no contact occurs. However, due to the specific nature and the
unfavorable conditions under which the tourist–host contact takes place, this contact
provides little opportunity for deep interaction. Any contact which is transitory, super-
ficial, unequal and subjected to exploitation, mistrust, and stereotype formation does not
provide any opportunity for engaging in a meaningful interaction. The maximum oppor-
tunities for tourist–host encounters occur in places of tourist attractions where tourists
are isolated in the ‘‘tourist ghettos’’ and encounter ‘‘professional hosts’’ (service pro- viders) (Nettekoven, 1979). Also, more intensive interaction is more likely to develop between tourists and tourists rather than tourists and locals or ‘‘professional hosts.’’
The degree of involvement in social interaction depends on the interpersonal
attraction of participants (Triandis, 1977), especially their cultural similarity. The
greater similarity in cultural backgrounds, the more attracted interactants are to each
other and more intense is their contact.
The personal characteristics of tourists and hosts, such as tolerance, enthusiasm,
interests, generosity, welcoming attitudes, willingness to listen and understand each
other’s needs, and mutual respect increase the chances for mutual interaction. On the other hand, resentment, disrespect, lack of appreciation for each other’s cultural
background, arrogance, and sense of superiority decrease the chances for interaction.
CHAPTER 8 Cultural influences on social interaction206
Social interaction between tourists and hosts also depends upon their motivation to
interact. Unfortunately, many tourists and hosts encounter each other without being
motivated to it. Some tourists prefer to interact with fellow tourists rather than with
hosts. Other tourists like to engage in conversations with hosts in shops or restaurants and exchange information about their own countries, but without committing them-
selves to further interaction. Some tourists like to get involved in conversation but with
no further commitments. Only a few tourists may like to interact, engage in deep and
long conversations, get to know each other better, share personal experiences, and
develop long-term friendships.
In addition, goals and purposes of the interaction play an important role in the
decision to interact. Tourists who are at leisure treat their interaction with hosts as
experience and are more likely to seek social encounters. In contrast, hosts who are at work are more likely to seek financial gains in the interaction. Since the relationship
between tourists and local hosts is based on ‘‘economic exchange’’ their interaction may involve tension, stress and even conflict.
Social interactions between tourists and hosts are governed by rules of social behav-
ior. These rules concern introductions, greetings and farewells, names and titles, behav-
ior in public places, and so forth. These rules provide guidelines on how to behave in
socially and culturally different situations and are culturally determined (see Chapter 9).
Further, the development of social interaction depends upon the status of the participants, mutual interests, activities, and common goals (Bochner, 1982; Sellitz
& Cook, 1962; Triandis and Vassiliou, 1967). If one participant’s status is lowered or
motivation is different, interaction may not occur.
The social interaction increases when it is perceived as rewarding (Triandis, 1977)
or when its benefits are perceived to outweigh costs. The greater the rewards received
from the interaction (pleasure, joy, satisfaction), and the fewer the costs (superficiality,
stress), the more likely the interaction will take place in the future. The assessment of
the perceived costs and benefits depends upon the cultural similarity and differences between participants. The more culturally similar interactants are, the more likely they
perceive their interaction as rewarding. The more culturally different interactants are,
the more likely they perceive their interaction as costly.
The resources that are exchanged in tourist–host interaction such as money, goods,
services, love, status and information also determine interaction. The perceived value
and significance of the exchanged resources depend upon cultural beliefs and norms.
For example, in Polynesia, hospitality is reciprocated by gifts, food, crafts, financial
contribution to the hosts or by hosting in return (Berno, 1999). Western tourists rarely understand the concept of long-lasting rewards for hosts that result from their transac-
tions (Van den Berghe, 1994).
Communication context People interact socially with those whom they can effectively communicate with. The communication between people who are similar is more effective than communica-
tion between those who are dissimilar. People usually do not try to have contacts with
8.2 Social interaction in tourism 207
strangers (Gudykunst & Kim, 1997) because their communication with strangers is not
as effective as they would wish it to be.
Cultural context Cultural values significantly influence social interaction. Cultural values determine moti-
vations for interactions, participants’ interests, perceptions of status, the importance of
personal goals, activities, willingness to cooperate or compete, personal attractiveness,
and communication style. Rewards and resources exchanged in social interaction are
more likely to be perceived as having value if they are familiar to the perceiver. For example, financial gains are not perceived as having value by the Polynesian hosts, and
reciprocation is not regarded as being important by Western hosts (Berno, 1999).
Culture encourages the development of specific attitudes toward people. The
intensity of these attitudes influences the development of social relations. Those with
more positive attitudes tend to be more active in social relations, and those with less
positive attitudes tended to be less active (Festinger & Kelly, 1951). Negative attitudes
create reservation, suspicion, dissatisfaction and lack of understanding and thus dis-
courage from the development of interactions. Negative attitudes often create antag- onistic relationships, stereotypes, and prejudices. The more a person is prejudiced, the
less likely the person is involved in interaction. However, prejudice does not mean
avoidance of contact; even highly prejudiced people seek contact with others.
Culture also encourages the development of different perceptions of people. When
a person perceives another positively, he or she is likely to be perceived by the other
positively and vice versa (Triandis, 1977). Thus, mutual positive perceptions enhance
social interaction, and negative perceptions reduce it.
The cultural familiarity and similarity facilitates interactions because it reduces uncer- tainty and anxiety. People develop social relations with those who are relatively similar:
members of their own culture. People who belong to the same cultural group or know
each other are more likely to interact than people who belong to different cultures or do
not know each other (Triandis, 1977). Also, people prefer to develop social contact with
those with a similar background, even if they are not their friends, rather than with those
with a different cultural background. Therefore, the cultural similarity between tourists
and hosts is a very important factor deciding about their social interaction.
Perceived cultural similarity depends on cultural values. Those who perceive their values to be similar are more likely to interact socially than those who perceive their
values to be dissimilar. Large differences in the perceived cultural value system inhibit
interaction (Feather, 1980). Perceived cultural similarity affects mutual attraction and
liking. Those with similar cultural values are likely to like each other and interact
together. However, cultural dissimilarity can also be an important factor attracting
people to each other and result in reduction in social barriers.
There are also other factors that influence tourist–host contact, such as different
types of travel arrangements, the role of the culture broker (e.g., tour guide), the type and stage of tourism development, and the number of tourists and hosts at the desti-
nation visited. For example, at the maturity stage of destination development (Butler,
CHAPTER 8 Cultural influences on social interaction208
1980), a number of undesirable social impacts emerge, including crime, resident
irritation with tourism and overcrowding, and a reduction in the willingness of hosts
to interact socially with tourists. The above identified factors are not examined because
their discussion exceeds the scope of this book. However, they should be examined in future cross-cultural tourism studies.
8.3 INTERCULTURAL SOCIAL INTERACTION Intercultural interaction refers to the direct face-to-face encounter between individuals
from different cultures. The intercultural interaction usually involves interactions be-
tween individuals from two different cultures who are culturally different in terms of
their values, communication style, expectations, perceptions, rules of behavior, and the
way they view the world. They live in different cultures, speak different languages, and
use different symbols of communication. This type of interaction is experienced by tourists when they travel from a home culture to the foreign host culture and by hosts
when they meet tourists from a culture different form their own. An example of inter-
cultural interaction is the interaction between the US American and Asian cultural groups.
The term intercultural is often confused with interethnic and interracial, intra-
cultural and cross-cultural. Interethnic and interracial interactions refer to interac-
tions between members of different ethnic and racial groups who are members of the
same nation or state. The intracultural interaction refers to interaction between indi-
viduals from a similar culture. The cross-cultural interaction refers to the interaction between individuals from
more than two cultural groups and involves a comparison of interactions among
people from the same culture to those from other cultures (Lustig & Koester, 1999).
An example of cross-cultural interaction is the interaction between members of the US
American and Asian populations, which represent several distinct cultural groups.
8.3.1 Dimensions of intercultural encounters The intercultural encounters depend upon two dimensions: the time (length of the
encounter) and the purpose of travel (motives for engaging in encounter). Intercul-
tural encounters may occur in various settings and involve international tourists,
students, immigrants, business people, foreign workers, diplomats or refugees.
For each tourist, business person, immigrant, or student, there are hundreds of other people with whom they s/he will interact. Each encounter, regardless of whether
voluntary or forced, short- or long-term, involves different behaviors and expectations.
8.3.2 Interculturalness of social interaction Social interactions can be arranged in order from least intercultural to most intercultural
(seeFigure8.1).Encountersinwhichindividualsareculturallyverysimilartooneanother
areleastintercultural,whereastheencountersinwhichtheindividualsareculturallyvery
different from one another are most intercultural (Lustig & Koester, 1999).
8.3 Intercultural social interaction 209
Every social encounter is intercultural to a certain degree because every interacting
person is different in terms of cultural background and other characteristics.
8.3.3 Degree of interculturalness The interculturalness of social encounter depends not just on the presence or absence of
cultural differences, but the degree of difference between those involved in encounter (Kim & Gudykunst, 1988). The degree or the extent of difference might range from very
small to extreme. As the degree of difference increases, the level of interculturalness
increases (Sarbaugh,1988).Samovarand Porter(1991)presentedthesedifferencesalong
a minimum–maximum dimension and reported that the maximum cultural difference is
between Asian and Western cultures. The members of cultural groups with maximum
culturalgroupsspeak differentlanguages,follow differentreligious beliefs,have different
experiences and perceptions, and see their worlds differently, as opposed to the mem-
bers of similar cultural groups. However, similar cultural groups might also be dissimilar (to some extent) because they may consist of various sub-cultural groups with divergent
beliefs, values, and attitudes (e.g., French Canadians and English Canadians).
8.4 TYPES OF INTERCULTURAL INTERACTION There are different types of intercultural interaction depending upon the degree of
their interculturalness, or similarities and differences in the cultural backgrounds of the
individuals. There are encounters when the cultural background of individuals is (1)
the same, or similar; (2) different, but the differences are small and supplementary; and
(3) different, and the differences are large and incompatible (Sutton, 1967). In the first two types of encounter, individuals have similar backgrounds and share cultural
commonalities; the level of interculturalness in their encounter is low, they understand
each other accurately, and their social contact is most effective. In the third type of
encounter, participants are separated by large cultural differences and their interaction
is more difficult and less efficient (Sutton, 1967). As the cultural differences among the
contact participants increase, their encounter becomes more intercultural and may
lead to friction, misunderstanding, and misinterpretation that inhibit interaction. The
greater the differences among the two cultures, the greater the probability that their encounters will lead to friction and misunderstanding (Triandis, 1977) because it is
more likely that they distort the meaning of a person’s behavior; as a result information
exchanged and communication become less effective.
Figure 8.1 A Continuum of Interculturalness
Source: based on Lustig, M., & Koester, J. (1993). Intercultural competence. New York: Harper Collins College Publishers.
CHAPTER 8 Cultural influences on social interaction210
However, some cultural groups can be culturally similar and dissimilar at the same
time. Although the US Americans, English, Canadians, and Australians belong to West-
ern cultures and speak English, they have diverse values, beliefs, and attitudes toward
life. Thus, the interculturalness of the social encounters largely depends upon the significance of the cultural differences among the individuals, rather than their pres-
ence. When the cultural differences are small or insignificant, intercultural encounters
are not affected by cultural differences. However, when the cultural differences are
large and significant, the probability that intercultural encounters will lead to cultural
problems and conflicts is high. In the destinations where the majority of tourists are
foreigners, the residents usually perceive the tourists to be very different from them.
On the other hand, in the destinations where the majority of tourists are domestic
tourists, the residents perceive the tourists to be similar or the same (Pizam and Telis- man-Kosuta, 1989).
8.5 MODEL OF CROSS-CULTURAL SOCIAL INTERACTION Figure 8.2 presents a model of social interaction in a cross-cultural context. This
model is based on Porter and Samovar’s (1988) model of intercultural communica-
tion process. The figure shows three distinct shapes that represent three different
Figure 8.2 The Cross-cultural Interaction Model.
Source: based on Reisinger, Y., & Turner, L. (2003). Cross-cultural behaviour in tourism: Concepts and analysis (p. 27). Burlington, MA: Butterworth-Heinemann; Porter, R., & Samovar, L. (1988). Approaching intercultural communication. In L. Samovar, & R. Porter (Eds.), Intercultural com- munication: A reader (5th ed., p. 22). Belmont, CA: Wadsworth.
8.5 Model of cross-cultural social interaction 211
cultures: cultures A, B and C. Culture A and culture B are more similar, while Culture
C is less similar to culture A and culture B. Within each culture A, B, and C, there are
inner forms which represent the individual (a) who is ‘‘traveling’’ between the three cultures and is influenced by each culture. The influence of three cultures on an individual is represented by the differing shapes and colors of the individual.
Although the shape and color of the dominant culture A and the individual are
initially the same (culture A is the culture of origin of the individual) the shape
and color of the individual change once s/he visits other cultures. When an individ-
ual from culture A leaves its culture and reaches culture B, his or her behavior
(shape) changes because of the influence of a culturally different society (B). The
degree to which culture influences an individual from culture A and an individual
from culture B is a function of the dissimilarity of cultures A and B. Similarly, when an individual from culture B leaves it and reaches culture C, his or her behavior also
changes because of the influence of a culturally different society (C). The extent to
which culture influences an individual from culture B and an individual from culture
C is a function of the dissimilarity of cultures B and C.
8.6 CONTACT HYPOTHESIS The ‘‘contact hypothesis’’ relates to social contact between individuals from different cultural groups (e.g., Allport, 1954; Cook, 1962). The contact hypothesis suggests that
social interaction between people of different cultural backgrounds may result in
positive and negative outcomes. In terms of positive outcomes this contact may result
in mutual appreciation, understanding, respect, tolerance, liking, development of positive attitudes, and reduction of ethnic prejudices, stereotypes, and racial tension;
and improvement of the social interactions between individuals. It also contributes to
cultural enrichment and learning about others (Bochner, 1982; Cohen, 1971; UNESCO,
1976).
However, the same contact may also develop negative attitudes, prejudices,
stereotypes, misunderstanding, increased tension, hostility, suspicion, clashes of
values, conflict, disharmonies, exclusion from mutual activities, feeling the sense
of a social barrier and inferiority, difficulty in forming friendships, problems of adjustment, self-rejection, resentment, irritation, frustration and stress, communica-
tion problems, the loss of a sense of security and emotional well-being, and ethno-
centrism. Social contact between culturally different people can even be a
threatening experience; participants may feel like outsiders, intruding, undermining
values of the other culture (Argyle et al., 1981; Biddlecomb, 1981; Bochner, 1982;
Boissevain, 1979; Brewer, 1984; Cohen, 1982; DeKadt, 1979; Doxey, 1976; Evans-
Pritchard, 1989; Hall, 1984; Lynch, 1960; Petit-Skinner, 1977; Pi-Sunyer, 1978, 1982;
Sutton, 1967; Taft, 1977; Triandis and Vassiliou, 1967). Such contact may inhibit future social interaction. The more frequent the social contact between people of
different cultural backgrounds, the more negative feelings they may develop (Anant,
1971).
CHAPTER 8 Cultural influences on social interaction212
8.7 CONTACT HYPOTHESIS IN TOURISM Contact between culturally different tourists and hosts can lead to enhancement of
tourists’ and hosts’ attitudes toward each other, learning about the others’ culture, and
development of a positive attitude. When tourists are friendly, respectful, and show an
interest in the host society, local residents can develop pride in their local culture, socialize with tourists, and learn their language. Those who have longer contact with each other
may develop more favorable attitudes toward each other. Tourist–host contact may also
result in exchange of correspondence and gifts, the development of personal relationships
and even friendships (Bochner, 1982; Boissevain, 1979; Pearce, 1982, 1988).
On the other hand, the contact between tourists and hosts of different cultural
backgrounds is the most superficial form of cultural encounter (Hofstede, 1997).
Tourists’ and hosts’ perceptions of each other are highly distorted; hosts develop their
perceptions of tourists on the basis of symbols such as clothing or music, and tourists develop their opinions of hosts on the basis of the outcomes of their mutual commer-
cial exchange. These perceptions may create communication problems and result in
negative change of attitudes.
Tourist–host contact may also generate conflict of values. For example, the non-
Islamic tourists who pursue Western liberal values by wearing inappropriate dress or
drinking alcohol contradict the Islamic religion and break domestic social and cultural
rules. Such a situation leads to the development of unwelcoming attitudes by the hosts
of Arab States towards tourists and tourist isolation, separation, and segregation from the host community. When tourists violate local values, they may also experience
victimization, including verbal and physical abuse and may also be robbed and cheated.
The contact between tourists and hosts from different cultures can also create
communication and health problems, preoccupation with safety, or luggage organiza-
tion (Downs & Stea, 1977; Pearce, 1977, 1982).
In less developed countries, where cultural differences between tourists and hosts
are greater than in more developed countries, the negative effect of direct tourist–host
contact may be greater. Rich tourists who visit Third World countries often have little respect for local values. Therefore, tourists are perceived as aggressive and insensitive,
and they are exploited, assaulted, and victimized (Pearce, 1982, 1988).
8.8 DIFFICULTIES IN CROSS-CULTURAL INTERACTION In social interactions in which individuals are confronted with a culture different from
their own, many situations are unfamiliar to them. They do not know what behavior is
desirable and appropriate; nor do they know what to say and do. The main difficulties
in social interactions that occur in a cross-cultural context are in (a) interpersonal
communication (verbal and non-verbal), and (b) social behavior. The difficulties in
verbal communication occur due to the differences in peoples’ verbal skills, such as language fluency, polite language usage, and expressing attitudes, feelings, and emo-
tions. The difficulties in non-verbal communication occur due to the differences in
8.8 Difficulties in cross-cultural interaction 213
non-verbal skills, such as facial expressions, eye gaze, spatial behavior, touching,
posture, and gesture. The difficulties in social behavior occur due to the differences
in rules and patterns of social behavior, such as greetings, self-disclosure, and making
or refusing requests (Bochner, 1982) (see Chapter 9). For instance, in Western cultures people talk about their feelings and emotions, as opposed to Asian cultures where
people believe that revealing personal feelings violates cultural rules of politeness and
respect. In Asian cultures it is believed that friends and family members should sense
the other person’s feelings. Also, each culture has its specific rules of proper intro-
duction, expressing opinions, showing respect, and even eating habits. For instance,
different customs of handling cutlery or keeping a wine glass can cause irritations and
be grounds for misunderstanding and interaction difficulties.
Cultural differences in verbal and non-verbal communication and rules and patterns of social behavior influence tourists’ and hosts’ perceptions of each other. Those who
have communication and interpersonal skills can effectively interact in their home
culture. However, they may lack the same skills and be unable to interact smoothly in a
foreign culture. As a result, tourists and hosts from different cultures may develop
negative perceptions of each other. Thus, cultural differences are important factors
influencing interaction difficulties and mutual perceptions.
Social interaction between tourists and hosts, however, does not have to be char-
acterized by difficulties. These difficulties may be minimized or even eliminated when tourists and hosts are aware of their differences and try to understand them. The
potential difficulties in intercultural interaction between tourists and hosts can be
identified and managed by using a framework of a Coordinated Management of Mean-
ing (CMMT) Theory (discussed in Chapter 3), which argues that the successful inter-
cultural interaction needs to achieve a degree of understanding at six different levels of
communication and interaction, such as verbal and non-verbal behavior, speech acts,
episodes, relationships, life script, and cultural patterns (Cronen & Shuter, 1983).
8.9 CULTURE SHOCK Culture shock is one of the difficulties most experienced by individuals encountering
foreign cultures (Adler, 1975; Bochner, 1982; Oberg, 1960; Taft, 1977) as well as difficulties experienced by international tourists when traveling abroad. Culture shock
refers to an unpleasant surprise or shock when an individual is confronted with the
unknown and the ‘‘foreign.’’ The shock occurs because expectations of the individual do not coincide with reality. The shock is caused by an inability to cope in a new
cultural environment, respond to unfamiliar stimuli, confront different ways of life and
doing things, ask questions and understand the answers and even recognize food
(Rogers & Steinfatt, 1999). Culture shock occurs when individuals visiting a foreign
culture experience the ‘‘loss of equilibrium,’’ or ‘‘loss of familiar signs and symbols of social intercourse,’’ because of the differences in foreign culture (Craig, 1979, p. 159), lack knowledge of how to behave in a new culture (Oberg, 1960), and suffer from the
difficulties with adjustment to a new environment. As more people from different
CHAPTER 8 Cultural influences on social interaction214
cultures travel around the world and experience difficulties with the unknown foreign
cultures, culture shock is becoming part of their everyday vocabulary.
8.9.1 Symptoms of culture shock Visiting or working in a new culture can produce a variety of reactions. Table 8.3
presents major symptoms of culture shock.
Table 8.3 Symptoms of Culture Shock
Absent-minded and far-away stare Frustration Anger about foreign practices Humiliation Anxiety Inappropriate social behavior Confusion about one's own values, role, self- identity
Incompetence
Craving Insomnia Criticism of the new country Isolation Decline in initiatives Irritation Decline in a work quality Fatigue Depression Loneliness Disgust Loss of appetite Disorientation Negative feelings toward hosts Embarrassment Nervousness Emotional and intellectual withdrawal Over-dependence on being with one's own
nationals Excessive washing of hands Preoccupation with cleanliness and worries Extreme concern over drinking the water, eating local food
Refusal to learn a new language
Fear of physical contact with anyone in the new country
Self-doubt
Fear of socializing Sense of loss arising from being removed from one's familiar environment
Feelings of being rejected by the members of the new environment
Skin irritation and slight pains
Feelings of deprivation in relation to friends, status, professions and possessions
Strain caused by the effort to adapt to the new environment
Feelings of helplessness, not being able to cope and deal competently within the new environment
Stress on health and safety
Feelings of rejecting members of the new culture
Terrible longing to be back home
Use of alcohol and drugs
Sources: Bochner (1982), Brislin and Pedersen (1976), Oberg (1960), Taft (1977).
8.9 Culture shock 215
Thevisitorinaforeignculturebehaveslikeachildwhohastolearnthesimplestthings
onceagain,oftenwithdifficulties.Thisnormallyleadstofeelingsofhelplessness,disorien-
tation, distress and even hostility towards the new environment. Due to culture shock,
many visitors to a foreign country can become physically or mentally ill, remain so homesickthattheyhavetoreturnhomequickly,orevencommitsuicide(Hofstede,1997).
8.9.2 Types of culture shock There are several types of culture shock:
& Role shock: occurs due to lack of knowledge about the rules of behavior (Byrnes,
1966) & Language shock: occurs due to problems with an unfamiliar language and an
inability to communicate properly (Smalley, 1963) & Culture fatigue: occurs due to tiredness and the need for constant adjustment to a
new cultural environment (Taft, 1977) & Transitionshock:occursduetonegativereactiontochangeandadjustmenttoanew
cultural environment, inability to interact effectively within a new environment
(Bennett, 1977) & Re-entry shock: occurs due to the emotional and physiological difficulties experi-
enced upon returning home from overseas (Gullahorn & Gullahorn, 1963).
8.9.3 How long does culture shock last? Most people think of culture shock as a short experience in a foreign place. Few realize
that its effects can be much deeper and more prolonged if they are not dealt with
effectively. The greater the feelings of helplessness, anxiety, or worry, the longer the
visitors experience culture shock. This suggests that in order to reduce the culture
shock, one must deal with its symptoms when they appear.
8.9.4 Culture shock and social interaction Culture shock has an adverse effect on intercultural interaction and communication:
both become less effective. Participants of intercultural interaction may interpret others’
anger and frustration as hostility or hate. The larger the degree of cultural differences
between the contact participants, the larger the culture shock they may experience, the
less information is exchanged, and the less effective is their interaction.
8.9.5 Culture shock in tourism It is falsely believed that tourists do not experience culture shock, or experience it to a
lesser degree than the longer-stay visitors, such as diplomats, guest workers, or even
business people. The fact is that many reactions of tourists visiting foreign cultures are
not different from those of other foreign visitors. Many tourists experience culture
shock when they travel to a foreign culture and encounter taxi drivers, front office
employees, shop assistants, and customs officials. Tourists do not know what to expect
CHAPTER 8 Cultural influences on social interaction216
from the foreign hosts and hosts do not know what to expect from tourists. Hosts often
behave in ways that are strange to tourists, and tourists behave in ways which are not
understood by hosts. The same behavior may be considered appropriate in one cul-
ture, and inappropriate or even rude in another. Tourists often do not know how to greet others in a foreign culture, what is appropriate to say in conversation, or how
much to tip the waiter. Many social situations are confusing to them and make the trip
difficult. Therefore, in order to interact successfully with the hosts of a foreign society,
tourists might have to adapt to local rules, customs, and values.
Also, not only tourists experience culture shock, but also the host population. Both
the encounters may be stressful because they are confronted with new values and behav-
ior. However, when the host population has limited exposure to foreign cultures, the
socio-culturalandpsychologicalimpactoftouristsonhostsisgreater(Pearce,1982,1988).
8.9.6 Phases of culture shock Going abroad or working internationally puts an individual through a cycle of distinct
phases of culture shock. According to Oberg (1960), there are four phases of culture
shock. The first phase is the honeymoon phase, characterized by fascination and
optimism: visitors see all encounters in the new place as exciting, positive, and
stimulating. Life in the new culture is viewed as providing opportunities for learning, socializing, and enjoying life. Visitors are open and curious, ready to accept whatever
comes. They do not judge anything and suppress minor irritations. They concentrate
on the nice things to do, see, and experience, such as the food, landscape, people, and
the country. The second phase is the hostility phase, characterized by visitors’ nega-
tive attitudes toward the host society and increased contact with fellow sojourners. At
this stage visitors are annoyed and irritated by new ways of doing things, rules, and
customs. They are not willing to adapt all new elements of a foreign culture. They are
disappointed and do not want to integrate into a new culture. They contact only fellow visitors. The third phase is the recovery phase, characterized by the visitors’ increased
ability to cope in the new environment. Visitors begin to learn and understand new
ways of life in a foreign culture. The forth phase is the adjustment phase, characterized
by acceptance and enjoyment of the new cultural environment. Visitors feel comfort-
able and confident in the new environment and accept it.
A very similar pattern of culture shock was introduced by Gullahorn and Gullahorn
(1963), who proposed a U-curve of cultural adjustment or satisfaction with sojourn,
consisting of four stages: (1) initial optimism; (2) subsequent disappointment; (3)adaptation; and (4) gradual recovery. The U-curve has been extended to the
W-curve (Gullahorn & Gullahorn, 1963; Trifonovitch, 1977) by introducing an addi-
tional stage of a re-entry (return home). As a result, the following stages of culture
shock, change, and adaptation were proposed:
1. Honeymoon stage: travelers prepare themselves for travel, are excited and full of optimism about visiting a new culture; their expectations are high.
2. Hostility stage: travelers arrive to a new culture and start experiencing a new environment. They discover cultural differences between the new and home
8.9 Culture shock 217
culture, feel frustrated, stressed and disappointed because they are unable to
solve problems in familiar ways. They reject the new culture; seek out people
from the home culture.
3. Humor stage: visitors adjust to the new culture, accept differences, begin to appreciate the new culture, spend less time with people of the home country,
interact more with locals, learn the local language and habits, and even joke in a foreign language. Visitors become adjusted to the new culture.
4. At home stage: visitors look forward to returning home, regret they have to leave the new culture, and become happy about returning home.
5. Reverse culture shock: travelers experience re-entry shock upon return to the home culture. They feel that the home culture has changed; they are unable to
cope in the home environment, feel confused, alienated and become depressed.
6. Readjustment stage: travelers learn to cope with the problems at home (see Figure 8.3).
Both culture shock and reverse shock show that culture is not only an extremely
important influence on human behavior but also a very useful learning experience. By
experiencing culture shock and reverse shock, an individual can gain important un-
derstanding about more than one culture and its relativism and thus become better
Figure 8.3 The U-curve and W-curve of Cultural Change and Adaptation over Time.
Source: Reisinger, Y., & Turner, L. (2003). Cross-cultural behaviour in tourism: Concepts and analysis (p. 60). Burlington, MA: Butterworth-Heinemann.
CHAPTER 8 Cultural influences on social interaction218
aware of cultural differences and better prepared for a next sojourning experience
(Rogers & Steinfatt, 1999).
Experiencing culture shock is not a weakness or an indication of future interna-
tional failure. Quite the opposite, it is normal to experience culture shock in all its forms. Those who experience culture shock and reverse shock are the most culturally
effective because they are most aware of themselves and their emotions, and the
differences between themselves and others, and thus are able to adapt more effectively
later on. Experiencing culture shock is part of a successful adaptation process; it can
significantly facilitate the process of cultural acculturation and assimilation.
Hofstede (1997) presented an acculturation curve of a change in sojourner’s feel-
ings that consists of:
1. Short Phase 1 Euphoria: individuals experience pleasant feelings, the excitement of traveling to and seeing new places.
2. Long Phase 2 Culture shock: individuals experience the different way of living in the new environment.
3. Longest Phase 3 Acculturation: individuals learn to function in a new cultural environment, adapt some of the local values and customs, become more confi-
dent and develop social relationships. 4. Phase 4 Stable state: individuals reach a stable state of mind. They may either (a)
remain negative towards a foreign environment and continue feeling alien; (b)
remain feeling the same as at home and consider oneself as being bi-culturally
adapted; or (c) remain more positive towards a foreign environment, as compared
to home, and become like ‘‘natives’’ (see Figure 8.4).
8.9.7 Intensity and duration of culture shock The intensity and duration of culture shock depend on the degree of cultural differ-
ences between the visitor and host’s cultures, the cultural knowledge of the individual,
the ability to adjust, motivation and frequency of overseas travel, number of friends in a
host community, type of travel arrangements, the length of stay in the foreign country,
interpersonal and foreign language skills, personality, and many others. For example, the greater the degree of the cultural differences between tourists and hosts, the more
intense could be culture shock. Some tourists may experience culture shock at the
initial stage only; others may never leave the ‘‘honeymoon’’ or ‘‘euphoria’’ stage. In particular, when the length of stay in a foreign culture is very short, tourists may feel
only excitement about new experiences fulfilling their motivations. On the other hand,
others may feel constantly confused. Also, those who frequently visit foreign cultures
or have a better cultural knowledge can cope more easily with culture shock. Those
with better social and language skills can adjust more quickly. However, even those who have good communication and interpersonal skills of own culture may find it
difficult to cope and adjust in a foreign culture.
The individuals who stay in a foreign culture for a short period of time can expe-
rience all stages of culture shock. Others who stay longer (e.g., several years) may
experience each stage of culture shock over a longer period of time (e.g., year) or even
8.9 Culture shock 219
longer before they adapt or completely acculturate or assimilate. Tourists who visit a
large number of cultures in a short time could be in constant shock (Taft, 1977)
because they have little chance to quickly adapt to each new culture. Those who have
friends in a host community, experience less culture shock than those with no friends
(Sellitz & Cook, 1962). However, not every type of tourist experiences culture shock. Organized mass tourists do not have to experience culture shock at all. The organized
pre-purchased packages and guided tours provide an environmental bubble which
limits opportunities for mass tourists for direct contact with a new culture and foreign
hosts, and protects them from experiencing stress and anxiety. In contrast, the indi-
vidual non-institutionalized type of a tourist who wishes to experience new culture
and seeks contact with the host community may experience more culture shock.
8.9.8 Doxey's Irridex ‘‘Irritation Index’’ The most well known theory on how hosts and guests interact, directly related to the
theory of culture shock, is Doxey’s Irridex or ‘‘Irritation Index’’ (Doxey, 1976). According to Doxey’s theory, when there is no touristic activity in the region, hosts
are curious and interested in tourists (Euphoria stage); tourists are welcome, and hosts
are delighted and excited about tourists’ presence. However, when the number of
Figure 8.4 The Acculturation Curve.
Source: based on Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (Revised and expanded 2nd ed.). New York: McGraw; Jansen, D. (2004). Developing the intercultural competence of engineering students: a proposal for the method and contents of a seminar. World Transactions and Technology Education, 3(1), 23–28; Weiss, T. (2004). Safe mode of cultural orientation. Presentation at Sea Border Central seminar, 30 January 2004; http://www.more.fi/files/IOM_Presentation.ppt.
CHAPTER 8 Cultural influences on social interaction220
tourists increases, they are taken for granted; contact between tourists and hosts
becomes more formal and locals become indifferent towards tourists; they do not
know whether to welcome tourists or not (Apathy stage). When the number of tourists
reaches maximum level, tourism development reaches the saturation stage and the rate
of tourism growth is expected to be even higher, hosts become concerned over price rises, crime, and tourist rudeness, and cultural rules being broken and eventually
irritated by tourists’ presence; tourists are perceived as an annoyance (Irritation or
Annoyance stage). When tourists are blamed for all wrongdoings in the host society,
and are seen as lacking human values, hosts become hostile towards them. Hosts
start to believe tourists can be exploited (Antagonism or Hostility stage). Eventually,
hosts call for actions which would offset the negative impacts of tourism development
(see Figure 8.5).
SUMMARY The concept of social interaction refers to personal associations taking place in
different forms and contexts. The major factors determining social interaction in
tourism are (a) temporal and (b) spatial (the nature of the tourist–host contact itself
and the social character of the situation in which the contact occurs, including the
opportunity for contact, the place in which contact takes place, characteristics of
individuals, their motivation, interpersonal attraction, social status, activities and interests, interaction purpose, rules of social behavior, attitudes, social skills,
Figure 8.5 Doxey's Irridex ‘‘Irritation’’ Index.
Source: based on Doxey, G. (1976). A causation theory of visitor-resident irritants, methodology, and research inferences. In the 6th annual conference proceedings of the travel and tourism research association: The impact of tourism (pp. 195–198). San Diego, CA.
8.9 Culture shock 221
perceived costs and benefits derived from interaction, resources that are ex-
changed), (c) communication (effectiveness), and (d) cultural (values, attitudes,
perceptions, cultural familiarity and similarity).
Intercultural interaction depends upon the degree of its interculturalness, which is determined by the degree of cultural differences between participants. The contact
hypothesis suggests that contact between tourists and hosts of different cultural back-
grounds may result in positive and negative outcomes. Similarity in cultural back-
ground facilitates interaction between tourists and hosts; dissimilarity reduces it.
Tourists and hosts from different cultural backgrounds can experience difficulties in
their social interaction. Most difficulties occur due to cultural differences in commu-
nication and rules of social behavior. Culture shock is one the most recognized diffi-
culties encountered by travelers in a foreign culture. Tourists experience culture shock when they travel to a foreign culture. Many symptoms of culture shock have been
identified. There are several stages of culture shock.
DISCUSSION POINTS AND QUESTIONS 1. Explain the concept of social interaction and how it can be applied in a tourism
context.
2. Identify the unique characteristics of the tourist–host contact. 3. Give examples showing that the social interaction between tourists and hosts
from different cultures results in positive and negative outcomes.
4. Describe the stages of culture shock. Do you think that every traveler must experience culture shock?
5. Is culture shock an evidence of an international experience failure? If not, why not?
6. What are the advantages of experiencing culture shock?
CASE STUDY 8.1 Shanghai Night or Nightmare?
In summer 2005 Chuyen and her three fellow students from Thailand, Vietnam, and India went to Shanghai. Chuyen had heard about Shanghai from movies. Many interesting films were produced in Shanghai. Chuyen was excited to see beautiful Huangpu River and experience the ‘‘Shanghai night.’’ Shanghai's modern look was far beyond Chuyen's imagination. High-rise buildings, highways, and commercial centers were everywhere. The well-designed parks, the beautiful view of the Huangpu River, the old quarter of the city with old-style houses added to its charm and beauty. The taxi drivers spoke some English and the taxi fares were cheap. Chuyen and her friends fell in love with the city ‘‘at first sight.’’ They walked long the streets sightseeing, dining, taking photographs, and shopping. However, as the proverb says ‘‘beauty is only skin deep.’’
CHAPTER 8 Cultural influences on social interaction222
The first night, when they walked along the Huangpu riverbank, an artist approached Chuyen and asked if she wanted him to paint her portrait. Chuyen asked about the price and was assured it would cost her 4 Yuan; the artist even showed his four fingers to confirm the price. However, after the portrait was finished Chuyen could not recognize any feature of her face. The artist demanded 40 Yuan for his work explaining that he mistook ‘‘four’’ for ‘‘forty’’ because his English was not good enough. The second night, Chuyen and her friends went out to eat at a local restaurant. The price of the meal was 4 Yuan per dish. While they were enjoying their meals the seller brought the bill for the amount of 200 Yuan! Chuyen asked the seller to re-calculate the bill. The seller dropped the price to 98 Yuan. Ketchup, spices and fish sauce had been counted as main dishes. On the third day, Chuyen and her friends went for a tunnel tour under the Huangpu River. A package tour included a visit to aquarium, a ‘‘magic sound’’ room, and the sex culture exhibition: total cost 35 Yuan. Unfortunately, the aquarium was full of artificial fish and the ‘‘magic sound’’ resembled the sounds of rain and lightning – all ordinary daily life sounds, including Chinese language sounds. On the fourth day, the group went shopping in a market. One of Chuyen's friends bought a shirt for 100 Yuan; the seller's price was 300 Yuan. Chuyen and her friends noted that other people bought the same shirt for only 25 Yuan! They were unaware that they should bargain and buy the shirt cheaper. They did not know how to bargain and felt cheated. Today, Chuyen has a mixture of good and bad memories of Shanghai. Although the Chinese government heavily promotes Shanghai as an attractive tourism destination, her trip was spoiled by bad experiences with local people. Cheating on tourists always brings short-term benefits. Chuyen decided not to come back to Shanghai. She would also not recommend it to her friends. She felt her money was stolen from her.
WEBSITE LINKS
1. Social interaction: http://en.wikipedia.org/wiki/Social_interaction, http://www. hawaii.edu/powerkills/TCH.CHAP9.HTM
2. Culture shock: http://en.wikipedia.org/wiki/Culture_shock, http://kidshealth. org/teen/your_mind/emotions/culture_shock.html
Since the way people interact is determined by social rules the next chapter will
discuss the concept and cultural differences in rules of social behavior.
Website links 223
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CHAPTER
Cultural influences on rules of social interaction
9 The aim of this chapter is to identify cultural differences
in rules of social interaction.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of rules of social behavior & Identify different types of rules of social behavior & Explain the influence of culture on rules of social behavior & Understand the consequences of breaking the social rules & Identify cultural differences in social rules
INTRODUCTION Rules of social behavior play a central role in human interactions. Their role is to maintain harmonious social relations. Rules of social behavior are culturally deter-
mined. Knowledge of the rules governing social relationships in a cross- or inter-
cultural context is an important element for improving social relationships.
9.1 RULES OF SOCIAL INTERACTION An important feature of social interaction between tourists and hosts and also a source
of their interaction difficulties, especially in a cross-cultural context, is rules of social
behavior, sometimes called rules of social interaction. Rules of social interaction are 225
guidelines and standards that direct behavior of the individuals in relationships; they
indicate how people ought or ought not to behave in various situations and contexts,
what is appropriate and inappropriate behavior in a specific situation, and what
behavior is accepted and what is prohibited. Rules of social interaction provide the meaning of a behavior within a specific situation; they make interaction easier and
more understandable to others. They organize and regulate interaction between indi-
viduals to achieve public order and social harmony. Rules are also used to evaluate and
predict the future behavior of others.
Rules of social interaction are created by mutual consent of society. Behavior that
conforms to socially accepted rules is regarded as appropriate. Rules depend upon the
social situation and context in which interaction occurs. Rules may be subjected to
different interpretations and thus they can be broken. Many rules cannot be enforced by law (e.g., implicit rules).
9.2 ORDERS AND TYPES OF RULES There are three orders of rules. The first order relates to rules of social etiquette. The
second order relates to rules of social relations (how to develop social relations and
maintain social hierarchy) (Harre, 1974). The third order relates to rules of self, for
example, self-presentation or self-performance, and shows how to create self-image (Goff-
man, 1969). There are also different types of rules of social interaction (see Table 9.1).
Argyle, Graham, and White, (1979) studied the rules of 25 social situations and
found that rules ‘‘should be friendly’’ and ‘‘should keep to pleasant topics of con- versation’’ apply to all social situations. The universal rules of social interaction that
Table 9.1 Types of Rules of Social Interaction
Type Example Interpersonal Should be polite, nice to each other Task Should help Require reward Should support Prevent conflict Should cooperate and not complain Rules for actions Should wake up early Rules for conduct Should be disciplined Enabling Should speak when asked Restricting Should not be loud when others talk Explicit (written spoken, direct, known by the majority)
School and work rules
Implicit (implied and indirect) Rules of social etiquette; these are implied and indirect
Formal Public and institutional regulations Informal For private gatherings
CHAPTER 9 Cultural influences on rules of social interaction226
tourists and hosts should follow are to be polite, honest, open, friendly, genuine, and
respectful (Pearce, 1988).
9.3 RELATIONSHIP RULES Relationship rules govern social relationships. They can be formal, directly stated
(explicit), coded in a written or spoken language, and well-known, for example, public
or institutional regulations. They can also be informal, indirectly stated (implicit), and learned through socializing or observing others. In involuntary relationships the beha-
viors need to be regulated by explicit rules. Thus, in collectivistic cultures in which the
relationships are involuntary, there are many formal and explicit relationship rules. On
the other hand, in voluntary relationships the behaviors do not need to be guided by
formal rules. Thus, in individualistic cultures there are many informal relationship
rules. In tourism, social interaction between tourists and locals or service providers
is a form of voluntary relationship; thus there is less need to regulate it by formal rules;
the informal and implicit rules play a more important role in this interaction.
9.4 CULTURAL INFLUENCES ON RULES OF SOCIAL INTERACTION Rules of social interaction are influenced by the cultural values of those who participate
in these interactions. Since culture determines the rules of social relationships, rules vary according to the national culture of the contact participants (Mann, 1986). Mem-
bers of similar cultures who follow similar social rules understand their rules, whereas
members of different cultures who have different rules may not understand each others’
TABLE 9.1 (Continued )
Type Example Verbal behavior Should use direct and specific words when
talking to others Non-verbal behavior Should keep physical distance when talking to
others Situation Indicate how to greet each other (e.g., should
shake hands), exchange gifts, initiate conversation, what to talk about during conversations, or the mood that is appropriate
Relationship Indicate how to behave in relation to guests, strangers, or friends
Universal Apply to nearly all situations and cultures (e.g., should be friendly, should keep to pleasant topics of conversation)
Specific Show how to behave in specific situations
9.4 Cultural influences on rules of social interaction 227
rules. For example, different cultures have different rules for defining, establishing, and
maintaining social relations, greetings, beginnings of conversation, farewelling, expres-
sing opinions, intimacy, politeness, dissatisfaction and criticism, understanding friend-
ship, joking, showing warmth, apologizing, telling the truth, taking initiatives and responsibility, feelings of obligations, confronting others, avoiding embarrassment,
perceiving a sense of shame, frankness, persistency, reasoning, exaggerations, attitudes
toward social status, physical proximity and privacy, using social space and time,
acceptable volume of interaction, gift-giving, tipping, eating, drinking, and entertaining
guests. There are cultural differences in rules regarding bodily contact, eye and body
movements, external appearance and self-presentation, (Argyle, 1967, 1972; Argyle,
Shimoda, & Little, 1978; Dodd, 1987; Goffman, 1963; Gudykunst & Kim, 1984; Hall,
1966, 1983; Jensen, 1970; Nomura & Barnlund, 1983; Wei et al., 1989). Since different cultures have different rules of behavior, the expectations and
meanings of these rules also differ across cultures. As a result, members of different
cultures may misunderstand and misinterpret the rules of other cultures. This can lead
to confusion, and generate tension and even conflict. Many international tourists
whose cultural background differs from the one of local residents report difficulties
in interaction with local hosts due to differences in rules of social behavior. Even
different ways of handling forks and knifes as well as eating habits can cause irritation
(Stringer, 1981).
9.5 UNDERSTANDING RULES OF SOCIAL INTERACTION Understanding the rules governing social interaction is extremely important. Such
understanding can enable both parties to share and understand their experiences
and facilitate the development of mutual relationships. Understanding rules of social
interaction of the foreign culture, however, requires a deep understanding of the
verbal and non-verbal patterns, and how and why the foreigners interact the way they
do. This, in turn, requires the broad knowledge of historical, political, economic, religious and educational environment of the parties involved, including their values,
beliefs, attitudes, and thought patterns. It is impossible to understand the culturally
different behaviors without understanding the rules that govern these behaviors. Since
international tourism creates many opportunities for interactions between tourists and
hosts, there is a need to learn the rules of their behavior.
9.6 BREAKING RULES Many people are unaware of the cultural differences in the rules of behavior and as such they often either break the rules or ignore them. Tourists often break social rules
on the streets, in shops, banks, at meal times, and at religious services by inappropriate
clothes, gestures, or language. Tourists break the social rules because they do not
know the rules of the visited country. Their stay in the receiving countries is usually
short and temporary and thus they do have a very little opportunity to learn about the
CHAPTER 9 Cultural influences on rules of social interaction228
rules of proper interaction with hosts. Consequently, the host community develops
stereotypes of tourists as being ignorant, rude, and disrespectful. Breaking rules leads
to deterioration of the tourist–host relationships. Compliance with others’ social rules
is necessary for developing smooth interpersonal relationships.
9.7 CROSS-CULTURAL DIFFERENCES IN RULES OF SOCIAL INTERACTION Members of collectivistic and high uncertainty avoidance cultures have many rules
concerning the out-groups because they are more cautious about strangers. Members
of collectivistic and high power distant cultures have many formal rules for hierarchical
work relationships and social relationships; they spend lots of time cultivating social
relationships and reciprocating social information. In contrast, members of individu-
alistic and low power distance cultures spend most of the time on self-disclosure and
exchanging information on their private life (Gudykunst et al., 1988). As a result,
members of individualistic cultures have fewer rules regulating self-disclosure than members of collectivistic cultures. Also, in collectivistic cultures there are many rules
related to harmonious relations as these cultures emphasize group harmony,
unlike individualistic cultures that emphasize self-assertion and self-reliance (DeRivera,
1977). In collectivistic cultures, where people avoid public confrontations and nega-
tive criticism, there are many rules prohibiting public criticism. In individualistic
cultures people are less concerned with public criticism. Members of high uncertainty
avoidance cultures also have many rules supporting conforming behavior as opposed
to the members of low uncertainty avoidance cultures, who tolerate violation of formal rules of behavior. In addition, in masculine cultures there are more rules of perfor-
mance than rules maintaining harmonious relations.
Asian cultures, such as Japan or Hong Kong, have many rules dealing with public
and human interaction, regulating conflict, avoiding public disagreement and criti-
cism, restraining emotions, saving face, hierarchy and power differences, obeying
people in authority, exchanging obligations, repaying debt, gift-giving and receiving,
prohibiting jokes, teasing, and teaching positive regard, respecting privacy, parents,
ancestors, and obligations (Argyle et al., 1986; Befu, 1971; Benedict, 1967; Morsbach, 1977). The Japanese have many formal rules regulating public interactions (Doi,
1973a), relations with supervisors and subordinates at work, restraining and obedience
rules and rules concerned with loyalty, group harmony, conflict avoidance and ‘‘face saving’’ (Lebra, 1976).
SUMMARY Rules of social relationship play a very important role in human interactions. Their role
is to coordinate behavior, avoid conflict, and maintain harmonious interactions. There
are universal and culture-specific rules of social behavior. There are differences in rules
9.7 Cross-cultural differences in rules of social interaction 229
of social behavior among various cultures. Knowledge of the rules of social behavior
governing inter- or cross-cultural tourist–host interaction is an important element for
improving tourists’ and hosts’ relationships with each other.
DISCUSSION POINTS AND QUESTIONS 1. What is the role of rules of social behavior? 2. Identify five rules of social interaction that are universal in all cultures, and five
that are different. 3. Identify universal rules of social interaction that should be followed by tourists
and hosts in their social interaction.
4. Identify cultural differences in rules of social interaction related to Hofstede’s (1980) four cultural dimensions, that is, individualism and collectivism, power
distance, uncertainty avoidance, and masculinity and femininity.
5. Describe and explain the behavior of persons from other than your own cultures in the area of social and professional interaction.
6. Cultures differ when it comes to entertaining business visitors. What is done in your culture to entertain guests?
CASE STUDY 9.1 Universal and Specific Rules of Social Relationships
British researchers (Argyle & Henderson, 1984, 1985a, 1985b; Argyle, Henderson, & Furnham, 1985b; Argyle et al., 1986) examined the relationship rules in England, Italy, Hong Kong, and Japan, by asking the respondents to rate the importance of common and specific relationship rules on a nine-point bipolar scale. Relationships rules were found to be important elements of social relationships in all four cultures. Many cultures had similar rules. Numerous similarities in rule endorsement among the four cultural groups were identified. For instance, there were consistent rules for professional formal relationships such as watching one's personal appearance, showing courtesy and respect, and avoiding social intimacy. The universal rules highly endorsed across most of the social relationships and common to all situations were: (a) one should respect others’ privacy; (b) one should look the other person in the eye during conversation; (c) one should not discuss what is said in confidence; (d) one should or should not indulge in sexual activity; (e) one should not criticize the other in public; and (f) one should repay debts, favors, or compliments no matter how small. The only rule endorsed for all social relationships in all four cultures was respect for privacy. However, this rule might have different meanings in different cultures.There were also specific rules for social relationships in the four cultures. For instance, the rules for close friendships endorsed in Japan were quite different from those endorsed in Italy. The Japanese placed less emphasis on the expression of emotion, opinions, showing affection, and requesting help and advice than did Italians. There was a difference in rules relating to intimacy. In the Eastern clusters there were more rules about obedience, avoidance
CHAPTER 9 Cultural influences on rules of social interaction230
of conflict and saving face, maintaining harmonious relations, restraining emotional expressions, and ‘‘losing face’’ because of the importance of self-presentation. In Hong Kong rules about showing respect for parents were important. In Japan there were more rules for hierarchical work relations, fewer for family, more rules concerned with avoidance of conflict and out-groups. The Japanese did not have many rules about exchange of rewards (Argyle et al., 1986) which was not supported by the well-known custom of gift exchange in Japan (Morsbach, 1977). This could be explained by the fact that the study had a British origin and it did not include Japanese specific rules concerning such things as expressing humility, using indirect form of refusal, asking strangers personal questions, and not expressing personal opinions (Naotsuka & Sakamoto, 1981).
WEBSITES 1. Social etiquette in Australia: http://www.convictcreations.com/culture/socialrules.
htm
2. Dress and behavioral rules in Islamic countries: http://www.enel.ucalgary.ca/ People/far/hobbies/iran/dress.html
Since the rules of social behavior affect perceptions of service, the next chapter will discuss the concept of service and cultural differences in service perception.
Websites 231
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CHAPTER
Cultural influences on service
10 The aim of this chapter is to explore the influence of national culture on service
and identify cultural differences in service perception.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of service, service quality and satisfaction with service & Understand the role and importance of cultural influences on service & Identify cultural differences in service perception among various nations
INTRODUCTION National culture is an important factor influencing expectations and perceptions of
service quality and satisfaction with service. Different cultural groups attach different importance to service quality criteria. The examples of cultural differences in service
quality perceptions and expectations are presented.
10.1 THE CONCEPT OF SERVICE Services are intangible activities or benefits one party can offer to another; they do not result in the ownership of anything. Services are provided in every sector of the
economy: retailing, wholesaling, transportation, telecommunication, finance, health,
education, and many other sectors, including tourism, hospitality, and leisure. Tourists
create demand for a wide range of services, such as transportation, communication,
accommodation, catering, attractions, activities, entertainment, and information (e.g.,
language interpretation and translation). These services cater directly to tourist needs. 233
Tourists also create demand for indirect services, such as financial, medical, insurance,
retailing, wholesaling, cleaning, printing, drinking water, sewerage, and electricity.
Without indirect services, the provision of direct services would be impossible. As a
result, a tourism product is mostly a service rather than a tangible product.
10.2 SERVICE ENCOUNTER The focus of service is on the service process, performance, or service encounter,
which has been defined as the (1) interaction between the customer and the firm or
service provider; (2) a period of time during which a provider and a consumer confront
each other; and (3) a ‘‘moment of truth’’ – a moment during which customers evaluate how closely their service expectations are met. What happens between a customer
and a provider during this ‘‘moment of truth’’ determines the quality of the services offered to a customer, and a customer’s satisfaction with service.
10.3 SERVICE CLASSIFICATION The degree of personal contact with the service encounter allows for distinguishing
among different types of services, such as (1) maintenance-interactive (characterized
by little interaction between the provider and customer because of little risk in trans-
actions, e.g., in fast food restaurant services); (2) task-interactive (characterized by a
higher degree of interaction because of greater risk in transaction; customers depend upon the service providers for information and expertise, e.g., banking services,
brokerage services); and (3) personal-interactive services (require the most intense
interaction between the provider and customer, a high degree of customization,
information exchange, and trust, e.g., tourism and hospitality services) (Mills, 1986).
10.4 KEY CHARACTERISTICS OF SERVICE Services are characterized by intangibility, heterogeneity, inseparability, perishability,
lack of ownership, and the importance of people and their characteristics.
Intangibility Services are intangible; they cannot be seen, tasted, felt, heard, or smelled before
purchase. As a result, it is difficult to evaluate and compare them. A customer buys
experiences (e.g., the hotel atmosphere, the way the customer is treated at the front
desk), benefits (e.g., physical comfort of a hotel bed, or psychological, such as enjoy-
ment and happiness) and memories, rather than a tangible product. Most services offer
a combination of intangible and tangible elements of service. For example, restaurants
offer an intangible product in the form of atmosphere or advice on food and beverage
CHAPTER 10 Cultural influences on service234
selection, as well as a tangible product in the form of food. Airlines offer intangible
elements in the form of transportation, and tangible elements in the form of aircraft,
food, seat, pillows, and blankets. The hotels offer intangible elements, such as the
atmosphere of a hotel lobby, and tangible elements, such as the design and architecture of a hotel. Service evaluation depends on the individual customer’s preferences, and
the importance attached to tangible and intangible elements of service. Different
cultural groups attach different importance to tangible and intangible elements of
service. For example, the Japanese tourists have the lowest expectations from tangi-
bles (physical facilities and surroundings, equipment, and appearance of personnel)
when compared to tourists from the United Kingdom, United States, Australia, and
Taiwan (Mok & Armstrong, 1998).
Heterogeneity Services are highly variable (heterogeneous); they vary because they are delivered by people-to-people. Each service experience is different depending upon who
performs it, when it is performed, and the circumstances under which it is per-
formed (e.g., demand, seasonality). The provider’s performance fluctuates on a
daily, weekly, and even monthly basis and depends on the provider’s moods and
feelings as well as professional skills. Similarly, service depends on the customer to
whom it is offered. The consumers’ and providers’ socio-demographic, economic,
psychological, and cultural profiles affect the way the service is performed, deliv-
ered and evaluated. In particular, the cultural background is of critical importance, as it determines the provider’s and the consumer’s perceptions of what a high
standard of service is, and the consumer’s needs and expectations from service. It
is difficult to achieve consistency of service performance and uniformity in service
quality. As a result, services must be customized for each consumer group or
situation. Different cultural groups require different levels and types of customized
services. For example, a good hotel room in Australia for the Japanese tourist must
have a big bath and sleepers, whereas for the British tourist it must have an ocean
view and air-conditioning. It is a challenge to provide services to culturally differ- ent customers whose needs and standards may be different from those of the
providers.
Inseparability Tourism services are sold first and then produced and consumed simultaneously.
For example, a passenger first purchases an airline ticket and then consumes the in-
flight service as it is produced. A tourist who wishes to go on vacation must travel to
the destination to consume the services offered at the destination. Thus, tourism
services require simultaneous presence of the customer and service provider during
their production and consumption. As a result, tourism services are offered during the tourist’s interaction with providers. The quality of this interaction is of critical
importance for service evaluation. Different cultural groups attach different
10.4 Key characteristics of service 235
importance to the quality of personal interactions. For example, the collectivistic
Asian cultures attach relatively more importance to the quality of the interpersonal
element of service than physical facilities or equipment, whereas individualistic
Western cultures pay more attention to service promptness, reliability, and tangible elements of service.
Perishability Tourism services are perishable; they cannot be stored. They must be consumed at
the point of production. For example, it is not possible to save the spare seat on a
flight that is leaving today and move the whole flight experience from today to
tomorrow if tomorrow’s flight is overbooked. The unsold airline ticket cannot be
used at a later date because the unsold service is ‘‘lost.’’ Once the plane departs, the empty seats cannot be sold. Similarly, the unsold hotel room cannot be stored and
used one night later. Although most tourism and hospitality services cannot be stored, some hospitality sectors can store part of their service process. For example,
restaurants can store their meals for a limited period of time. However, they cannot
store the entire dining experience by saving spare capacity on a Friday evening for
the Saturday evening peak.
Since tourism services are short-lived, airlines must try to fill all seats on all
flights, hotels must fill all rooms each night, and restaurants must fill all seats each
evening. The value of their services exists only when the travelers fly, spend over-
night at the hotel and dine in the restaurant. For this reason, it is imperative to make appropriate adjustments to the cultural needs for the level and range of services
offered to airline passengers or hotel and restaurant guests in order to secure their
demand for services.
Ownership The purchase and consumption of hotel or airline services does not result in owner-
ship of airlines or hotel chains. When travelers purchase airline services, they purchase
a temporary right to a transportation service. However, they do not purchase the right
to own the service or the title to that service. The traveler can own only the benefits of
the transportation service (e.g., the flight experience, in-flight entertainment, the memory of the flight attendant’s smile, or the opportunity to socialize with other
travelers), not the service itself. But when the traveler arrives at the destination, he/
she owns only an old ticket and boarding card. As a result, the price that the traveler
pays for tourism services is the price for the benefits and experiences received,
including the provider’s welcoming attitude, friendliness, and smile. However, there
are considerable differences among cultural groups in attaching importance to the
service benefits and experiences, and thus willingness, to pay for particular services.
While Asian tourists attach relatively more importance to the manner in which the service provider delivers the service, Western tourists attach more importance to what
the customer actually receives from the service.
CHAPTER 10 Cultural influences on service236
People-based and personality-dependent Tourism, hospitality, and leisure services are provided by people and for people. The
people (providers and consumers) are part of the service process and experience. The behavior of providers and consumers can ruin or enhance the service experience.
The providers’ emotions, skills, knowledge, and the way they perform service deter-
mine consumers’ experiences with the service. Providers who show personal interest
in the customer, are appreciative of the customer, tactful, attentive, responsive, caring,
prompt, honest, and neatly dressed enhance the service experience. Similarly, custo-
mers who show an interest in the provider’s culture, ask questions, and are friendly and
respectful can also enhance the service experience. However, if the travel consultants
are rude and unwelcoming, tourists may not purchase a package tour. If the guests are unable to communicate their needs adequately, front office employees may not be able
to guarantee their guests a hotel room with an ocean view.
10.5 IMPORTANCE OF SERVICE PERCEPTIONS The tourism and hospitality industry relies heavily on the positive perceptions of
people providing services to tourists: restaurateurs, hotel staff, flight attendants, sales-
people and cashiers in shops, waitresses, and tour guides. The tourist’s perceptions of
the service providers determine the overall perceptions of the tourism product quality.
The best quality of attractions, accommodation, transportation, amenities, and activ-
ities will not attract tourists if the service quality is poor and tourists feel unwelcome. The service providers’ characteristics influence customers’ perceptions of service.
If the providers are friendly, tactful, and respectful, the services are perceived posi-
tively, whereas when the providers are rude, slow, and uncaring, the services are
perceived negatively. Negative perceptions of service deter tourists from visitation
and discourage repeat purchases, whereas positive perceptions of service encourage
tourists to buy the product again.
However, perceptions of services are very subjective and depend upon the indi-
vidual cultural profile and cultural standards that define high quality services. When the customers’ cultural expectations and needs are met, service quality is perceived as
good, but when the cultural expectations are not met, service quality is perceived
as poor.
10.6 CULTURAL DIFFERENCES IN EXPECTATIONS FROM SERVICE The national culture of tourists and hosts influence expectations from service and
what is perceived to be a proper treatment of guests (Sheldon & Fox, 1988; Wei,
Crompton, & Reid, 1989). What is regarded to be good quality service in Europe or
the United States (individualistic cultures) may not be regarded as such in Japan or China (collectivistic cultures). For instance, in China the host ignores the expectations
10.6 Cultural differences in expectations from service 237
of the guests. The hosts escort their guests everywhere, provide them with a very tight
itinerary, and do not leave any opportunity for guests to experience Chinese life on
their own. The Chinese believe that occupying every moment of the guests’ time is
demonstrating courtesy. However, Western tourists from Europe or the United States may perceive such hospitality as being very uncomfortable and an intrusion of privacy.
On the other had, Japanese hosts, anticipate the guests’ needs in advance and take care
of the affairs of their guests and even try to fulfill them beyond needs (Befu, 1971). The
Japanese believe that the hosts shall know best what the guests’ needs are. Such an
attitude toward service and guests may also be frustrating for Western tourists who
think they know best what their needs are. Western tourists may also regard Japanese
hospitality as uncomfortable. On the other hand, the Western tradition of not antici-
pating the guests’ needs in advance and giving the guests ‘‘free time’’ to do whatever they wish to do may be perceived negatively by the Japanese tourists and affect their
satisfaction with the hospitality of the Western host. The cultural differences in
expectations from services among tourists and providers may develop many negative
perceptions.
Considerable differences in expectations from service were found among airline
passengers from Japan, Korea, China, and the United States in areas such as duty-free
purchases, availability of in-flight reading materials, and requests for additional food
and beverages. For example, Japanese passengers exhibited the highest tendency to treat attendants with respect, and Chinese and Korean passengers exhibited the high-
est tendency to hinder work of attendants due to frequent demands (Kim & Prideaux,
2003).
10.7 SERVICE QUALITY AND VALUE Service quality refers to the appropriateness of assistance and support provided to a
customer and the value and benefits received for the price paid. It is difficult for tourists
to judge the quality of the intangible service. The only reliable evaluation criteria are
the price and the physical environment in which the service is offered. However, the
price cannot always be used as a measure of evaluation as it is set up by a producer and
does not reflect the perceived value and benefits for individual consumers. The diffi- culty of defining a service quality is also enhanced by its subjective nature. Moreover,
most tourism services are high in experience properties, which can only be assessed
after purchase or during consumption (e.g., taste, credibility, atmosphere, friendliness,
meals) and credence properties, which cannot be assessed confidently even after
purchase and/or consumption (e.g., competence, reputation, security). As a result,
tourism services are the hardest to evaluate or even impossible to evaluate even after
purchase (Darby & Karni, 1973; Nelson, 1974).
In order to facilitate the evaluation of service quality, several distinct quality dimensions were identified: (1) physical (physical aspects of the service); (2) corporate
(organization’s image or profile); (3) interactive (derives from the interaction between
contact personnel and the customer) (Lehtinen & Lehtinen, 1982); (4) procedural
CHAPTER 10 Cultural influences on service238
(mechanistic in nature, the quality of selling and distributing a product to a customer);
(5) convivial (interpersonal in nature, emphasizes the service providers’ positive
attitudes to customers, appropriate verbal and non-verbal skills) (Martin, 1987); (6)
technical (what the consumer actually receives from the service as a result of the interaction with the service provider); and (7) functional (the manner in which the
service provider delivers the service to a customer) (Gronroos, 1984). The interactive,
convivial and functional dimensions are interpersonal in nature. These dimensions
refer to the provider’s characteristics, such as showing interest in the customer, being
friendly, appreciative, suggestive, tactful, attentive to customer needs, willing to help,
so the customer can feel liked, respected, relaxed, comfortable, important, even
pampered and, most importantly, welcomed. The interactive, convivial, and functional
dimensions of service quality are vital to the assessment of the overall quality of service (Parasuraman et al., 1985, 1986; Urry, 1991).
The 10 most popular criteria used by consumers in assessing service are reliability,
responsiveness, competence, access, courtesy, communication, credibility, security,
understanding and knowing the customer, and tangibility. These criteria were grouped
into five major dimensions of service quality: tangibles, reliability, responsiveness,
assurance, and empathy (Parasuraman et al., 1985, 1986).
The importance attached by consumers to service quality criteria and dimen-
sions differs among various cultures. For example, it was found that tourists from the United Kingdom, United States, Australia, Japan, and Taiwan had different expecta-
tions for the tangibles and empathy dimensions in terms of hotel service. Asian
tourists attached more importance to the empathy dimension, whereas Western
tourists attached more importance to tangibles and reliability (Mok & Armstrong,
1998). Members of the status-conscious societies attach more importance to the
formality of service than egalitarian societies, whereas members of the individualis-
tic societies attach more importance to personalization of service than collectivistic
societies (Winsted, 1999). Significant differences in service evaluation were found among members of low-
and high-masculine cultures. Those from low-masculine cultures (e.g., Brazil, Taiwan)
who were more sympathetic toward others evaluated airport facilities more positively
and were more loyal to airlines. Those from the high-masculine cultures, who were
more assertive and judgmental and had less concern for the feelings of others gave
lower ratings of airline service quality and were less loyal to airlines. Also, those from
low-masculine societies reported satisfaction more often, whereas those from high-
masculine societies reported dissatisfaction more often. The reason was that individuals from low-masculine societies might be more willing to disregard perceived shortcoming
of service and criticize less when compared to others from more masculine societies
(Crotts & Erdmann, 2000). Also, Pakistani passengers were found to be far more patient
that other customers when a carrier serving London to Pakistan was delayed for
departure for seven hours. Most British passengers demanded to be transferred to
another airline after three hours, and American passengers threatened to sue the airlines
after four hours (Crotts & Erdmann, 2000). Pakistan (50) scored lower on the Hofstede’s
masculinity index than the United Kingdom (66) and the United States (62).
10.7 Service quality and value 239
10.8 SERVICE SATISFACTION While service quality is concerned with the attributes of service and the development
of positive perceptions of service, satisfaction refers to the psychological outcome
deriving from service experience, or customer’s feelings and emotions developed in
response to an evaluation of service and service experience. Usually a high quality of service, which develops positive service perceptions, results in high satisfaction,
whereas poor quality of service develops negative perceptions of service and dissatis-
faction. Thus, service quality determines customer satisfaction, and both are vastly
dependent upon the perceptions of the quality of service encounter.
Often, the service providers’ attitudes to the customer, verbal skills, knowledge of
the customer needs and wants may give the customer more satisfaction than the pure
mechanistic delivery of service. Thus, positive social interaction between a service
provider and customer may generate high satisfaction with service, and compensate the low quality of mechanistic service.
The importance of service quality dimensions to consumer satisfaction differs
among various cultures. For example, Winsted (1999), who analyzed the importance
of service dimensions in the United States and Japan, found that Japanese consumer
satisfaction with service was influenced by formality of service, whereas the US con-
sumer satisfaction was influenced by personalization of service. Choi and Chu (2000)
found that Asian travelers’ satisfaction derived mainly from the value factor, whereas
Western travelers’ satisfaction was influenced by the room quality factor.
10.9 DO CULTURAL DIFFERENCES ALWAYS MATTER? It is generally assumed that the national culture of the service provider and customer
influence the evaluation of service quality and satisfaction with service because na-
tional culture teaches about the acceptable standard of service and how to perform
service. Thus, individuals from different cultures evaluate service performance differ- ently and have different expectations and perceptions of service requiring specific
attention to different elements of services. As a result, problems may arise in intercul-
tural service encounters in which service providers and customers are from different
cultural backgrounds and have different views of what the service quality means. The
mismatch may be between service quality expectations and perceptions of customers
from foreign cultures, and quality expectations and perceptions of domestic providers.
Understanding the cultural differences in attaching importance to various service
quality dimensions could help in determining the types of service expected by cultur- ally different customers.
However, expectations and perceptions of service quality depend on cultural
proximity or cultural distance between providers and customers. Cultural distance
among various nations was classified along a continuum from global to local. In
between these two extremes there is a vast range of subcultures that equally govern
tourist behavior and influence perceptions of service quality. Each type of distance has
CHAPTER 10 Cultural influences on service240
a different influence on the perceptions of service quality and satisfaction with service.
The closer tourists’ culture is in terms of experiencing cross-cultural service encoun-
ter, the more critical tourists are in terms of perceiving and judging service quality and
satisfaction. The further away tourists are from experiencing the cross-cultural, the less demanding and more tolerant they tend to be regarding service quality (Weiermair,
2000).
Also, cultural differences seem to be important only for certain specific service
quality dimensions. Tourists are more tolerant and less critical of experiences involving
authentic products/services (e.g., local service, food, entertainment, appearance of
people). Tourists are more critical about services with shared values such as transpor-
tation services, security, aesthetics, freedom of choice or variety and fun, accessibility of
services, and specific tourist activities, such a shopping. These are evaluated similarly (more critically) regardless of cultural proximity or distance (Weiermair & Fuchs, 1999).
The increase in travel exposure and experience leads to globally universal and
converging service quality demands, particularly with respect to technical quality
dimension (as opposed to functional) (Gronroos, 1984). Transportation services, both
to and from the destination, are perceived, evaluated, and judged as important to all
tourists due to globally shared values and standards. In particular, convenience of
travel, punctuality of travel schedules, and customer orientation are of importance
(Weiermair & Fuchs, 2000). Cultural differences play a more important role in influ- encing perception and evaluation of such service quality criteria as waiting times and
queuing, added service components and the choice of transportation mode (Becker &
Murmann, 1999).
SUMMARY Services are intangible activities or benefits one party offers to another. Services are
characterized by intangibility, heterogeneity, inseparability, perishability, and lack of
ownership. They are people-based and personality-dependent. There are cultural
differences in service expectations, evaluation, and satisfaction. Different cultural
groups attach different importance to service quality criteria and dimensions. Howev-
er, cultural differences seem to matter only for specific service-quality dimensions. The increase in travel exposure leads to globally universal quality demands with respect to
some quality dimensions.
DISCUSSION POINTS AND QUESTIONS
1. Does national culture influence consumers’ evaluation of travel services? If yes, why?
2. Please identify differences in service in different cultures. 3. Please give some practical examples of how national culture influences satisfac-
tion with services.
Discussion points and questions 241
CASE STUDY 10.1 Chinese Travelers in France
The opening of China's borders has allowed Chinese people to travel abroad. France is a very popular tourism destination for Chinese travelers. Unfortunately, the products and services offered in France are not yet fully customized for Chinese travelers. The increasing number of the Chinese visitors to France is concerned about the service in hotels, restaurants, and airports. Chinese travelers avoid risk when traveling abroad; they usually purchase organized pre- paid tour packages and travel in groups; they seek familiarity and safety, and like to eat in Chinese restaurants. When they are taken to French restaurants they are disappointed; they complain and refuse to tip. Also, they do not understand why they cannot smoke in public areas. French tourism professionals must better understand the Chinese culture to be able to customize their products/services and meet the Chinese travelers’ needs. Currently, actions are being taken to help to communicate with Chinese travelers. In Paris, Chinese signs are being introduced in places of tourist attractions. Promotional brochures and tourist guides are printed in Mandarin, and the industry personnel is learning Chinese phrases. Audio- guides in Mandarin are frequently used. The Accor and InterContinental hotel chains offer tea sets, Chinese newspapers and Asian-style breakfast to the Chinese travelers craving for comforts of their homes. Chinese outbound travel is expected to grow in the next few years. The cultural differences between European countries and China present a real challenge. The tourism representatives have to develop sensitivity to Chinese needs and use the cultural knowledge when designing products to meet the Chinese cultural expectations and traditions.
WEBSITE LINKS
1. Cultural differences: Service: http://neuropetravel.suite101.com/blog.cfm/ cultural_differences_service
Since in a global competitive world people and businesses are expected to behave in an ethical manner the next chapter will discuss the concept of ethics and cultural
differences in ethics.
CHAPTER 10 Cultural influences on service242
CHAPTER
Cultural influences on ethics
11 The aim of this chapter is to explain the concept of ethics and identify cultural
differences in ethical behavior.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of ethics and ethical behavior & Explain the importance of ethics in tourism & Define ethics in a cross-cultural context & Explain cultural influences on ethical behavior & Understand the most debatable business ethical issues & Identify the main conflicting ethical behavior practices and ethical dilemmas & Learn about ethical theories and frameworks dealing with ethical dilemmas & Identify strategies for managing ethical dilemmas & Learn about the Global Code of Ethics for Tourism
INTRODUCTION In today’s global and very competitive environment people and businesses are
expected to behave in an ethical manner and follow ethical standards of behavior.
These standards are dictated by ethical norms. Various ethical norms are commonly held by people around the world, such as those that condemn murder, theft, lying,
and so on. These norms are central to human existence and to life in society.
However, there are norms that are viewed as ethical in one country and unethical
in another country. The challenge is to behave in an ethical manner and follow the
ethical standards dictated by local hosts. If businesses and people do not behave in
an ethical manner, they may face negative consumer or public reactions and even 243
government prosecution that can generate negative publicity and even litigation
(Saee, 2005).
THE CONCEPT OF ETHICS What is ethics? Ethics is the set of universally accepted moral principles and values
that govern the behavior of a person or group in terms of what is right and wrong.
Ethics is concerned with how people think about and behave towards each other;
how the consequences of their decisions and behavior impact human life (Saee,
2005).
What is business ethics? Business ethics is about the rightness or the wrongness of
business practices. Business ethics is guided by principles of commercial relationships (Dirksen & Kroeger, 1973) and right and moral standards applied within an enterprise
(Holt & Wigginton, 2002) that indicate what is good and right for business (Hoffman &
Moore, 1990).
What is the difference between ethics and morality? Ethics is the basis for developing a system of morality and the moral laws that evolve
from ethics. Morality is the activity that governs appropriate human conduct in a given
culture (Churchill, 1982). People’s behavior is guided by moral rules and obligations
that show how to behave. People have many moral obligations in their lives. For
example, it is a moral obligation to care for parents and children, and even to support one’s country.
How is ethical behavior developed? Ethical behavior is developed by people through their physical, emotional, and
cognitive abilities. People learn ethical behavior from families, friends, experi-
ences, religious beliefs, educational institutions, and media (Saee, 2005). Business
ethics is shaped by societal ethics.
What is ethical behavior? Ethical behavior is that which is socially responsible. Socially responsible behavior
is that which enhances the human welfare and interest of society as well as the
organization. Examples of socially responsible behavior are obeying the law, telling
the truth, showing respect for people, not harming anyone or anything, acting
responsibly, fighting for human rights, guaranteeing product safety, protecting the
environment, or protecting local culture and heritage (Saee, 2005). Examples of
socially irresponsible behavior are bribery and extortion, patent and copyright
infringement, lying and deceit about product performance and safety, use of substances harmful to the environment, international environmental pollution,
CHAPTER 11 Cultural influences on ethics244
discrimination, dangerous working conditions, violations of promises, misleading
advertising and financial reporting, and distorting images (Saee, 2005). Nowadays,
people and businesses are expected to be socially responsible and adapt ethical
manners. The concept of Corporate Social Responsibility is increasingly accepted by companies. Private and public organizations now publish annual reports that
include the goals, strategies, and achievements of social responsibility.
Is ethical behavior the same as legal behavior? Certain ethical behaviors are illegal, such as strikes or activities of environmentalists
who often break laws in order to protect the environment. Also, many unethical
behaviors such as cheating or lying to a customer are not illegal, but they can lead to
negative outcomes (being rejected by a customer). People and businesses must not
only behave ethically but also act according to moral law. Thus, ethical behavior must
also be legal.
How can ethical business behavior be achieved? Ethical business behavior can be achieved through respecting the human rights
of consumers, employees, honoring the local host culture and local people,
supporting the ecosystem and consumer safety, cooperating with the local
government in developing new industries and enforcing just institutions (laws and regulations), paying a fair share of taxes, following the local laws when
operating in a cross-cultural environment, not harming anyone intentionally,
contributing to the host country’s development, and practicing the golden rule,
‘‘Do as you would be done by others.’’
11.1 ETHICS IN TOURISM Ethics is very important for international tourism. Ethics and social responsibility are
the foundation of successful sustainable tourism development. Ethical behavior in tourism requires understanding and promoting ethical values common to
humanity, tolerating and respecting the diversity of religious and moral beliefs, observ-
ing the social and cultural traditions and practices of all people, including those of
minorities and indigenous people, protecting natural environment and cultural heri-
tage, safeguarding tourists against crime, assaults, or other threats such as defective
products, unethical behavior of sales representatives, guaranteeing them safety and
security, providing them with accurate and reliable information, assisting with their
particular needs, and protecting tourism facilities. Ethical behavior in tourism also requires protecting the industry employees from unethical practices (e.g., unsafe work
environment), protecting businesses from unethical behavior of employees, (e.g.,
harming the good name of the business) and from unethical competitors (e.g., price
fixing). Ethical behavior requires protecting society (e.g., against disregard for social
11.1 Ethics in tourism 245
and cultural values or economic fraud) and protecting the value system of the society
(Saee, 2005). Everyone involved in tourism development – individuals, organizations,
and society – must behave ethically in order to enhance the society and the individual’s
welfare. Ethics is extremely important in tourism marketing, especially in effective segmen-
tation, communication of appropriate destination messages, creation of awareness of
the nature of a tourist resource and destination image, and realization of the fragility of
the environment (Wheeler, 1995). For example, businesses often use promotional
techniques and view pricing as the main factor in attracting an additional numbers
of tourists. The impact of such activities on the environment is very visible and ranges
from the destruction of wildlife species, erosion of footpaths in national parks, and the
destruction of coastlines by high-rise development. Travel brochures often promise sunny, clean, non-crowded destinations in order to create a positive destination image
in the mind of potential tourists. However, businesses also have the responsibility to
ensure that such images are consistent with reality and do not disappoint tourists
(Wheeler, 1995).
The development of tourism on a large scale brings environmental and socio-
cultural disruptions. The right question to ask is whether tourism development and
encouraging tourists to travel around the world are ethical. Some have doubts
about it. An ethical response to the environmental problems caused by mass tourism is green or eco-friendly tourism, which supports small-scale controlled
developments that are in harmony with the environment and target more sensitive,
educated, and ethical travelers. The concept of green or eco-friendly tourism calls
for saving species, looking after the countryside, preserving the world’s culture
and heritage, abandoning materialistic and egoistic values and moving towards
caring, sharing, being socially, culturally, and environmentally sensitive, and making
morally right choices (Wheeler, 1995). Consequently, the concept of green tourism is
ethical and socially responsible. Urban destinations are themselves increasingly paying attention to the environ-
ment. For example, under the leadership of Prince Albert, the Principality of Monaco
makes efforts towards sustainable development. The main tourism business in
Monaco, the Soci�et�e des Bains de Mer, owner of hotels, restaurants, resorts, spas, and the world-famous Monte Carlo Casino, has recently been actively involved in
developing an environmental charter to reduce energy consumption and gas emis-
sions. But is attracting luxury jet travelers from the world over consistent with such
environmental concerns? The tourism industry has a long way to go on the path toward corporate social
responsibility. Travelmole reported in a 2008 story (http://www.travelmole.com)
that: VisitBritain, the marketing agency for British tourism, has a clearly
stated policy to green the whole of the British tourism offer. The organisation’s
mission is to ‘‘Take Green Tourism from Niche to Mainstream by 2010’’ and its tag line states ‘‘Promoting Sustainable Businesses – Encouraging Responsible Visitors’’. It couldn’t get much more straightforward than that. However, of England’s 59 000 known tourism establishments (hotels and visitor attractions),
CHAPTER 11 Cultural influences on ethics246
currently just 300 have expressed interest in VisitBritain’s Green Tourism begin-
ner accreditation scheme – Green Start.
11.2 ETHICS IN A CROSS-CULTURAL CONTEXT In a cross-cultural context, such as international tourism, ethics is a difficult term to
explain and adapt. In an international context, ethics refers to a very complicated set of
social and cultural obligations and responsibilities that often cannot be easily fulfilled in a way consistent with the norms and values placed upon ethics in the domestic
environment. What is ethical behavior in one country can often be viewed as unethical
in another country (Saee, 2005). For example, present-giving in the Middle East is
accepted as ethical, whereas in the Western world, it is considered bribery and uneth-
ical. Thus, in the international environment, ethical problems may arise due to cultural
differences in perceiving what is right and wrong.
11.3 CULTURAL INFLUENCES ON ETHICAL BEHAVIOR Differences in ethical behavior are due to different cultural, social, and economic
factors (Buller, Kohls & Anderson, 1991). Culture, in particular, influences business
ethics and social responsibility. Culture represents a set of standards for what is right and wrong, produces different expectations and ethical norms, and therefore dissim-
ilar behaviors. People learn their ethical norms and values from their cultural environ-
ments. As a result, individuals from different countries, nations, or wider cultural
groups differ with respect to their moral and ethical intentions (Srnka, 1997).
Cultural values are especially strong predictors of ethical behavior. Cultural values
determine what is ethical and what is not ethical. Thus, in different cultures there are
different ethical values. Consequently, ethical decisions are difficult to make when
different cultural values are followed (Srnka, 1997). Cultural values also affect percep- tions of ethical dilemmas.
What is ethical behavior depends on circumstances and is affected by culturally
determined social obligations and ties of an individual (de Bettignies, 1991 cited in
Schneider & Barsoux, 1997). For example, in Western countries, such as the United
States, ethical decisions are considered to be personal and require personal responsi-
bility, accountability, morality, and self-criticism. Ethical behavior is defined in terms of
an individual who ‘‘has to live with himself or herself rather than with others.’’ ‘‘Ethics is considered as a question of personal scruples, a confidential matter between indivi- duals and their consciences’’ (Vogel, 1992). On the other hand, in Europe and Asia, ethical decisions are considered to be more ‘‘consensual.’’ In Asia, for example, ethical behavior and morality are defined in terms of others, interdependence rather indepen-
dence (Markus & Kitayama, 1991). It is believed that those who do not belong to the
group and do not share the same values are not concerned for the welfare of the group
and thus are not given an opportunity to make a business.
11.3 Cultural influences on ethical behavior 247
Culture influences how ethics is defined and judged. For example, in the United
States, ethics is viewed as universal; the same rules of ethical behavior apply to
everyone. These rules are explicit (low-context culture), presented in written
forms and displayed throughout the company; everyone should comply with these rules. In contrast, in France no one needs written rules of ethical behavior because
these rules traditionally were developed hundreds of years ago and passed from
generation to generation; French learned the ethical rules transmitted from their
ancestors; they knew how they should conduct themselves in their lives (Vogel,
1992).
Cultures influence the application of the business codes of conduct (Schneider &
Barsoux, 1997). A code of conduct is ‘‘a statement setting down corporate principles of ethics, rules of conduct, codes of practice or company philosophy concerning responsibility of employees, shareholders, consumers, the environment or any other
aspects of society external to the company’’ (Langlosis & Schlegelmilch, 1990). Nearly all US firms have codes of conduct; 51% of the German firms and only 30% of the French
firms have codes of conduct.
The content of the codes of conduct differs among cultures. For example, the
European codes of conduct focus on employees’ attitudes and behaviors towards
the company (the collective), while the US codes focus on company policy towards
employees (the individual). For US firms it is important to treat employees with fairness and equity, and ensure equal opportunity rights, while for the French and British firms
it is important to stress the significance of employees to the organization, a sense of
their belonging and collective goals. While German firms emphasize shared responsi-
bility, reliability, and loyalty as well as technology and innovation, the French focus on
customer-relations (Schneider & Barsoux, 1997).
There are differences in resolving ethical dilemmas among nations. The US
managers are more likely to consult with their bosses than Hong Kong managers,
whereas Hong Kong managers are more likely to discuss the issue with friends. These differences show evidence of greater collectivism among the Hong Kong managers
when compared to those in the United States: sharing information, group consensus,
conformity, and loyalty. Laws and regulations appear to be unnecessary in Hong Kong;
public exposure and loss of face are considered sufficient punishment for unethical
behavior (Becker & Fritzsche, 1987).
However, culture is not the only important determinant of business ethical
decision-making. There are also other factors such as gender, age, education,
religion, politics, and institutional factors that determine people’s perceptions of what is right and what is wrong.
11.4 THE MOST DEBATABLE BUSINESS ETHICS ISSUES Today, the most debatable ethical issues in business are: (1) Should the goal of a
business be profit or ethics? (2) Is it ethical or unethical to make a profit? (3) Is profit
more important than ethics? (4) Should ethics be a necessity in conducting
CHAPTER 11 Cultural influences on ethics248
international business? (5) Are there universal rules of ethics and can they be applied?
(6) Is it possible to define what is ethical in a global world? (Schneider & Barsoux,
1997). The answer to these questions is: it all depends on culture.
Should the goal of a business be profit or ethics? In many Western cultures the main goal of businesses is profit maximization. Nearly 50% of US American managers chose profit accumulation as their main goal (Trom-
penaars, 1993). Western work ethics teaches that it is moral to make money and
work for profit; organizations and managers should be driven by the ‘‘bottom line,’’ financial gains, and self-interest. However, in France, working for profit is some-
times viewed with suspicion. French people believe that social status and prestige
do not derive from what the person does or earns; rather, it involves who the person
is, the person’s culture/education, and his/her relationships and family connections
(ascription versus achievement). In Russia, under Communist ideology, making profit was treated as being selfish and unethical. In Japan, a major goal of business
is taking care of stakeholders and employees. Only 4% of the Japanese chose profit as
the main business goal (Trompenaars, 1993). However, today, in a globalized and
very competitive world there is a growing number of Western companies that
promote the well-being of society and are concerned about their social responsibil-
ities and stakeholders (Schneider & Barsoux, 1997); the same is true of Asian
companies that promote making money. One must note, however, that the meaning
of profit is interpreted differently in different cultures (Schneider & Barsoux, 1997).
Is it ethical or unethical to make a profit? Many US Americans think about profit as a ‘‘bottom line.’’ They believe it is ethical to close factories, lay off workers, and neglect obligations towards them in order to
maintain financial gains. However, Europeans and Asians believe that such behavior
may be unethical; it proves the lack of social conscience. Further, many Americans and
Australians frequently change jobs for an increase in pay or promotion. In Japan and
other Asian countries, job changes are less frequent and seen as immoral. However,
today, when European and Asian countries face economic recession and increased
competition, they also opt for restructuring and downsizing. This creates anxiety and fear among employees who lose jobs and social benefits. As a result, the companies
that behaved ethically in the past may now behave unethically in the face of increased
globalization and competition (Saee, 2005).
Is profit more important than ethics? In different cultures companies have different ways of doing business; they pursue
different goals. Some companies believe that making profit is more important than
being socially responsible. Other companies believe that social responsibility is more
important than profit, and they sacrifice their economic gains. For example,
11.4 The most debatable business ethics issues 249
Levi Strauss pulled its $40 million business out of the lucrative Chinese market
to protest against human rights violations in China (Schneider & Barsoux, 1997).
Other companies argue that being socially responsible depends on profitability. By
producing and selling more, they boost their profits, create employment in the local community, and contribute to its development. There are also companies that are
financially successful by following the social responsibility principles. For example,
companies such as Body Shop or cosmetic companies make huge profits by selling
‘‘natural’’ products and following the policy of ‘‘no animal testing.’’
Should ethics be a necessity in conducting international business? Some believe that ethics is a fundamental necessity in conducting business; ethical
behavior is a moral responsibility and the basis of a free society and a free economy
(Schneider & Barsoux, 1997). No free society or free economy can survive without
ethics (Simon, 1976). However, what is ethical and necessary in business is understood differently across national cultures. For example, the concept of human rights has a
different meaning in the West and Asia. According to the Asian view, Western ethical
rules, democracy, and freedom of expression are undesirable because they provoke
conflicts, encourage instability, and lead to chaos; therefore, they have to be rejected.
Asian leaders want to operate their own way, ‘‘the Asian way.’’ They argue that developing Asian countries need authoritarian governments, social hierarchy, and
discipline. The rights of individuals must be respected as long as they do not affect
the greater rights of the community and country. Western standards of human rights, understanding democracy, and attitudes toward environmental protection are
inappropriate, especially since Asia is on the rise and the West is declining (Mallet,
1994). An illustration of this cultural antagonism was clearly observed in 2008, as
Westerners protested Chinese practices and threatened to boycott the Beijing
Olympics.
Are there universal rules of ethics and can they be applied? It is believed that there are universal rules of ethics, such as honesty, integrity, pro-
tection of society, customers, employees, the environment and children, giving a fair
share to everyone, providing equal opportunities and access to products and markets, and not protecting home interests. These universal rules should be followed by all
nations. However, although these rules may be successfully applied in the Western
culture, which relies on performance, Asian cultures that rely on relationships,
personal networks, and belonging may not share the same rules. For example, Western
and Asian cultures have different understandings of fairness. Asian cultures do not
accept the Western rule of ‘‘fair share’’ based on performance, whereas Western cultures do not accept the Asian rule of ‘‘fair share’’ in the context of a family or parent–child relationship (Schneider & Barsoux, 1997). Consequently, globalization that requires nations to follow universal rules of ethics causes culture clashes in the
CHAPTER 11 Cultural influences on ethics250
way businesses are conducted, and challenges many business principles as well as
cultural assumptions.
Is it possible to define what is ethical in a global world? It is not possible to define what is ethical in a global world. What is ethical and moral is
culturally determined and depends upon culturally established meanings and symbols.
In collectivistic cultures, ethical behavior is determined by the greatest benefits for the
largest number of people, social hierarchy, social role and status, family connections
and group consensus. In individualistic cultures ethical behavior is determined by the benefits for an individual, equality, freedom, and democracy. In order to understand
what is universal ethical behavior one must first learn about the similarities and
differences in people’s ethical behavior and what culture-specific behavior is. One
must identify different cultural assumptions and understand the reasons for specific
behavior; one should not impose cultural assumptions on others (Schneider & Bar-
soux, 1997).
11.5 CONFLICTING ETHICAL BEHAVIOR AND PRACTICES IN TOURISM AND HOSPITALITY. ETHICAL DILEMMAS In a global economy, companies increasingly operate and travelers increasingly visit
diverse social and cultural environments that create many ethical conflicts. Conflicts
arise when foreign companies or tourists are confronted with local norms and beha-
viors, and fail to take into consideration the complexity of cultural values or religious
traditions and beliefs of the host country, and vice versa. For example, a conflict arose
when McDonald’s decided to enter the Indian market, counting on its ‘‘fast food global formula’’: cooking French fries in beef fat and selling beef burgers without realizing that almost 1 billion of the Indian Hindu population worship cows as holy creatures. Thus, what is an ethical practice in the foreign country may not be ethical in the host
country.
When two or more practices conflict and there is no clear right or wrong, this is the
moment when cross-cultural conflicts turn into dilemmas. The main ethical dilemmas
that have direct relevance to the tourism and hospitality industry are bribery and
corruption, gender and racial discrimination, sexual harassment, exploitation of child
labor, child sexual harassment, violation of human rights, harming natural resources,
selling of unhealthy food, false and misleading advertising, nepotism, and even software piracy.
Bribery Bribery is remuneration for the performance of an act that is inconsistent with the work
contract or the nature of the work one has been hired to perform. Bribery is not
universally accepted as an illegal, immoral, or unethical business practice. In fact,
11.5 Conflicting ethical behavior and practices in tourism and hospitality 251
bribery is sometimes the only way of doing business in certain cultures (Worthy, 1989).
Bribery is a common ethical business practice in the developing nations of Asia, Africa,
and the Middle East. French and German managers often consider bribery a necessity –
the price of doing business – whereas American managers view such behavior as illegal, unethical, and against company policy (Becker & Fritzsche, 1987). In France, Belgium,
Greece, Germany, and Luxembourg, deducting foreign bribes as business expense is a
legal practice. However, American executives can be prosecuted within the United
States if they are found guilty of bribery in another country (Vogel, 1992).
Corruption Corruption is the misuse of authority for personal gain, which need not be monetary.
Corruption includes bribery, nepotism, extortion, dishonestly appropriating goods,
usually money, by one to whom the money has been entrusted (embezzlement), and
utilization of resources and facilities which do not belong to the individual for his own private purposes (Muzaffar, 1980). While many Asian countries consider corruption a
necessity for conducting business, American executives see such behavior as unethical
and illegal.
Gender discrimination One of the areas in which individualistic and collectivistic nations differ most is that of
gender equality. There is still discrimination between women and men in terms of their
social role, responsibilities, working conditions, travel opportunities, and pay. For
example, in the United States and other developed countries, there are laws protecting
women against discrimination. Many senior administrative positions are held by wom- en. For example, in Norway, nearly 50% of senior administrative positions are held by
women. On the other hand, in Japan, Korea, and Saudi Arabia, there is gender inequal-
ity; men are favored over women for senior positions in business organizations and
renumeration. In Saudi Arabia, women, in the name of strongly held religious and
cultural beliefs, are not allowed to serve as corporate managers; their role is strictly
limited to education and health care (Ferro, 2004). In Korea, better employment
opportunities and salaries are for men, even when women are more skilled and
talented (De Mente, 1991). In many developed countries women are protected by equal opportunity legisla-
tion (e.g., the United Kingdom); however, women are often asked during employment
interviews about their plans to start families and make child arrangements. In Italy,
women are discriminated against in the workplace despite the issuing of Equal Treat-
ment of Men and Women Act (ETA) (Saee, 2005).
In some countries women travel less than men due to their traditional responsibil-
ities. They are often discouraged and even constrained in their travel. Women travelers
can also be discriminated against. For example, they may not have access to some services if unaccompanied by males. Single women are not allowed to enter Saudi
Arabia, to get a visitor visa, they must be accompanied by their husbands.
CHAPTER 11 Cultural influences on ethics252
Sexual harassment Attitudes towards sexual harassment vary among cultures. For example, while French
and Spanish women believe that complimenting a woman, touching her gently, and flirting with her on a casual basis is acceptable and even desirable in social relation-
ships, American women believe that such behavior is unacceptable and represents a
significant threat to women.
Exploitation of child labor In poor countries some companies hire underage children as cheap labor. Many
children are employed as kitchen-hands, cleaners, shoe polishers, and sale representa-
tives. In developing countries, with their very high levels of unemployment, poor
living conditions, and high poverty, this is a legitimate practice; however, in the
developed world such practice is unacceptable.
Child sexual abuse In poor countries it is a common practice to sell underage children for sexual practices.
In some developing countries, the commercial sexual exploitation of children is
related to foreign child sex tourism. The possibility of relatively high earnings, low
value attached to education and cultural obligation to help support the family make
children vulnerable to physical and sexual abuse, drug abuse, child pornography and molestation. In the developed world such practices are unacceptable and called
barbaric.
Nepotism It is a frequent practice of companies in developing countries to favor relatives regard-
less of their abilities or suitability to work. For example, some companies in India and
Asia offer their employees’ children the chance to join the company once they have
completed school, even when other applicants are more qualified than employees’
children. In the Indian context strong family connections, privileges, and family rela-
tionships are legitimate practices, but in Western countries such favoritism is regarded
unacceptable.
Environmental and ecological concerns The attitudes toward environmental degradation and environmental responsibilities
vary among different cultures. For example, while the majority of French and German managers may believe that pollution does not harm the environment, American
managers believe that pollution is a significant threat to the environment (Saee,
2005). However, the increased awareness of environmental issues and global warming
appears to be changing attitudes towards such concerns worldwide.
11.5 Conflicting ethical behavior and practices in tourism and hospitality 253
False information Lying and providing other companies and customers with false information is a com-
plex ethical dilemma. For example, lies, misleading information in travel brochures, and distorted media images are frequently used in advertising. However, nations differ
in their attitudes toward lying and deception. While in collectivistic cultures such as
Malaysia or Hong Kong, misleading advertising is considered acceptable, in individu-
alistic cultures such as the United Kingdom, Australia, and the United States, mislead-
ing advertising presents a major problem.
Similarly, nations differ in their attitudes toward copyright violations. In Canada, the
United States, and Europe, copyright violations are unethical. However, in Indonesia or
Thailand copyright violations are acceptable. Many Indonesian and Thai businesses pirate copyrighted materials such as books, software, or DVDs and sell them in shops;
this is regarded as acceptable and legal. They believe that they need cheap books and
software to enhance their knowledge and thus assist their countries in future devel-
opment (Saee, 2005). On the other hand, Japan and the Philippines strongly oppose
software piracy. Also, while padding expense accounts is considered a very unethical
practice by Hong Kong Chinese and Malaysian managers, it is considered more of an
ethical issue by American managers (McDonald & Zepp, 1988).
Acceptance versus avoidance of social responsibility The ways companies conduct businesses to protect the welfare of society differ among
nations. Some companies believe that their only responsibility is to make money for
their stockholders. Other companies believe that they have responsibilities other than
making profit. These responsibilities include giving back to the society in the form of sponsoring charities and educational scholarships, donating items, knowledge, and
expertise, providing free services to the special needs groups, conserving and protect-
ing the environment, producing eco-friendly products, creating working standards and
rules that adhere to the standards of developed countries, producing safe products,
providing international assistance, and treating effluent and waste in an environmen-
tally sound manner (Sanyal, 2001).
11.6 THEORIES AND FRAMEWORKS DEALING WITH ETHICAL DILEMMAS There are several theories and frameworks that explain why certain behavior is be-
lieved to be ethically right or wrong. These theories are: (1) theology, (2) deontology,
(3) the theory of justice, and (4) cultural relativism (Phatak, 1997; Saee, 2005).
Theology teaches that a behavior is socially accepted as long as it produces the
desired consequences or outcomes (e.g., promotion at work, increased market share).
There are two key theological approaches: egoism and utilitarianism. Egoism teaches
that it is ethical to maximize individual self-interest, whereas it is immoral to behave
CHAPTER 11 Cultural influences on ethics254
contrary to self-interest (Hoffman & Moore, 1990). Every individual should seek self-
interest regardless of what his or her interest is (money, social prestige, or power).
Utilitarianism teaches to maximize the ‘‘greatest good for the greatest number of individuals.’’ This theory is unjust, however, because it assumes that one can use the goods of the minority for the benefit of the majority (http://en.wikipedia.org/wiki/
Utilitarianism).
Deontology teaches that one should behave according to one’s own sense of duty
(Deon, in Greek, means duty) rather than concern for consequences or outcomes (Mill,
1957). People’s sense of duty dictates their morality. A universal moral duty is to ‘‘do the right thing.’’ For example, it is everyone’s duty to behave according to a moral law and treat others with respect and dignity as an end and not as the means to reach the
end. It is also everyone’s moral duty not to harm another person even if the end aim is good.
The theory of justice teaches that people and businesses should follow three
principles that guide making ethical decisions: to be equitable, fair, and impartial
(Phatak, 1997).
Cultural relativism theory teaches that there is no right or wrong way of behaving
because what is right or wrong is relative and depends on culture. Every culture has
different standards of what is right and wrong. These standards depend on the cus-
toms, practice, and laws of a particular culture or society. Since cultures are different, the acceptable behaviors are also different; there is no universally acceptable behavior.
Also, there are no better or worse standards. One should always follow the rules and
standards of a specific culture and not judge these standards. For example, each world
religion, such as Buddhism, Christianity, Confucianism, Hinduism, Judaism, and Islam,
has its rules on the right ways to behave; no one should criticize or undermine these
rules.
Cultural relativism theory teaches to follow the local rules, habits, and norms
according to the motto ‘‘When in Rome, do as the Romans do.’’ People should adapt; when they do not, they may lose important networks and privileges. However, one
must remember that following the socially and culturally acceptable rules of the host
culture may be illegal and against the ethical standards of the home culture (e.g.,
corruption is acceptable in Italy, but it is not acceptable in the United States). As a
result, when operating in the international context one should always follow the
ethical standards and legal rules of both cultures – host and home cultures.
There are also so-called rule-based theories. For example, fundamentalism teaches
to follow the rules of the Bible, Koran, and Torah, as well as various prophets. Universalism teaches to follow the same universal rules, duties, and obligations,
which all people should conform to. This theory ignores differences and calls for
maintaining one’s own norms in different societies and cultures. According to this
theory, people should behave everywhere exactly as they behave at home in the name
of universal principles that transcend local customs. There is only one list of acceptable
rules; one is immoral if he or she violates these rules. The theory of universalism
denies the existence of national or sub-national ethics and imposes a ‘‘one-fit-for- all-approach’’ (Ferro, 2004).
11.6 Theories and frameworks dealing with ethical dilemmas 255
11.7 STRATEGIES FOR MANAGING BUSINESS ETHICAL DILEMMAS Many principles of ethical behavior acceptable in the home environment cannot be
adapted in the host-country environment. The dilemma is whether to impose home-
country or host-country rules. There is an argument that individuals and businesses
should not be forced to obey the laws of a host society; certain rules of the host society may make dealings in the foreign environment difficult. On the other hand, some may
find themselves in big trouble when not following foreign rules and laws. Following
the rule ‘‘When in Rome, do as the Romans do’’ (e.g., corruption is acceptable in Italy) has proved to cause serious troubles for foreign companies.
Although foreign tourists and companies are guests in host countries and must
conduct themselves according to the foreign countries’ rules (Schmidt, 1980) by
complying with local rules travelers and foreign companies can also contribute to
social problems between themselves and locals. The question arises whether it is better to refuse or to follow local rules. In order to answer this question, travelers
and managers of companies must first learn about their own cultural background and
that of their company, industry, or host country. They need to create a framework of
what is ethical/unethical in each country (home and host country), decide about the
appropriate criteria for judging ethical behavior in each country, identify the areas of
differences, understand the reasons for these differences, and then develop mutually
acceptable ethical standards. For example, doing business in Russia under the Com-
munist regime was difficult due to political and economic uncertainty. Although making profit was seen immoral and selfish in Russia, both Russian and the US man-
agers followed mutually acceptable ethical values of honesty, integrity, trust, and
fairness (Schneider & Barsoux, 1997).
While certain ethical standards are universal, others are culturally specific: recipro-
city (gift-giving), profit maximization, or social welfare. These culturally specific
ethical standards reflect the importance particular societies place on what is good
for the group versus the individual, on achievement versus belonging, and on social
harmony versus adherence to abstract principles. The recommendation is to identify the differences in ethical behavior and evaluate them against certain universal moral
principles (Stark, 1993).
Also, in order to solve ethical dilemmas in this world, it is proposed to create a
common set of ethics (Schneider & Barsoux, 1997). However, although individuals and
businesses will probably follow a certain set of universal ethical rules, the decisions
taken in specific nations will most likely be culturally determined. Those from individ-
ualistic cultures will look after themselves; those from collectivistic cultures will look
after others. Those from low-context cultures will follow explicit and written ethical standards; those from high-context cultures will follow the standards that are implicit
and shared by members of a community. Those from the universalistic cultures will
follow the rules applied to everyone; those from particularistic cultures will pay more
attention to the circumstances and people involved (Schneider & Barsoux, 1997).
Although decision-making in different nations will remain culturally determined, it
is believed that sooner or later globalization will require a convergence of rules of
CHAPTER 11 Cultural influences on ethics256
ethical behavior and shared, universally accepted moral rules. Global tourism and
hospitality managers will have to accept the cultural differences and diversities of
people, share others’ values, despite their different interpretations (e.g., human rights,
freedom, democracy) and adjust their own ethical standards when trying to survive or seeking to make decisions in different cultures.
11.8 GLOBAL CODE OF ETHICS FOR TOURISM The World Tourism Organization (WTO) developed universal codes of ethical
behavior for tourism and tourism providers called the Global Code of Ethics for
Tourism (GCET). The GCET sets a frame of reference for the responsibility and
sustainable development of world tourism in the new millennium. It draws inspi-
ration from many similar declarations and adds new principles and industry codes
that reflect the changing society of the 21st century. The Code has been developed
following the opportunistic tourism developments that had harmful impacts on
local people. The Code outlines ‘‘the rules of the game’’ that should guide destina- tions, governments, tour operators, developers, travel agents, workers, and trave-
lers themselves in order to achieve sustainability. The codes identify political,
economic, environmental, social, and cultural principles that tourism shareholders
must follow in order to behave ethically. The aim of the universal code of ethics in
tourism is to minimize the negative impact of tourism on the environment, host
communities, and cultural heritage, and to maximize the potential benefits for the
residents of the areas visited as well as for the private sector.
The Code consists of 10 articles that synthesize most of ethical concerns raised to tourism development. The first article emphasizes that all actors in tourism develop-
ment and tourists themselves should observe the social and cultural traditions and
practices of all peoples, including national minorities and indigenous people. The
Code condemns the exploitation of other people in any form, notably sexual, and
stresses that tourism policies should benefit local communities, contribute to preserv-
ing and embellishing heritage, and allow traditional crafts and folklore to flourish. The
summary of all 10 articles is presented in Case Study 11.1 below.
SUMMARY Ethics is the set of moral principles that guides the behavior of people and business.
Ethics is the foundation of human existence. Ethical behavior is a socially responsible behavior that enhances the human welfare and interest of society and organizations.
What is ethical behavior in one culture can be unethical in another culture. The most
debatable business of ethical dilemma is whether profit is more important than social
responsibility. The most conflicting ethical behaviors in tourism include bribery and
corruption, gender and race discrimination, sexual harassment, exploitation of child
labor, child sexual abuse, environmental degradation, providing false or misleading
11.8 Global code of ethics for tourism 257
information, and avoidance of social responsibility. Differences in ethical behavior are
due to cultural factors. Global tourism managers operating in an increasingly compet-
itive world must accept differences in ethical behavior and adjust their own ethical
standards when making decisions in different cultures.
DISCUSSION POINTS AND QUESTIONS 1. What is ethics and why is ethical behavior important? 2. Why is the understanding of ethics important to international tourism managers? 3. Why does the tourism and hospitality industry need business ethics? 4. ‘‘What is ethically wrong in one culture may be acceptable in another culture.’’
Critically discuss and give examples.
5. What are the most debatable ethical dilemmas and most conflicting ethical issues in the world?
6. Give examples of ethical and unethical behavior in your national culture and compare it with other cultures. Give reasons for differences in this behavior.
7. Search the Internet for annual reports on corporate social responsibility for hospitality and tourism companies such as TUI and ACCOR. Identify the major
social and environmental issues that these companies focus on.
CASE STUDY 11.1 Global Code of Ethics for Tourism
Article 1: Tourism's contribution to understanding and respect
1. The understanding and promotion of the ethical values common to humanity, tolerance and respect for the diversity of religious, philosophical and moral beliefs, are the foun- dation of responsible tourism; stakeholders and tourists should observe the social and cultural traditions and practices of all peoples, including those of minorities and indig- enous peoples.
2. Tourism activities should be conducted in harmony with the traditions of the host regions and in respect for their laws, practices and customs.
3. The host communities and local professionals should acquaint themselves with and respect the tourists who visit them and find out about their lifestyles, tastes and expecta- tions.
4. It is the task of the public authorities to protect tourists and their belongings, provide them with safety and security, information, insurance, and assistance; any attacks, assaults, or threats against tourists or industry workers as well as the destruction of tourism facilities or cultural or natural heritage should be condemned and punished in accordance with their respective national laws.
5. Tourists and visitors should not commit any criminal act, behave offensively, injure the local populations, or damage the local environment, should refrain from all trafficking in
CHAPTER 11 Cultural influences on ethics258
illicit drugs, arms, antiques, protected species and products and substances that are dangerous or prohibited by national regulations.
6. Tourists and visitors are responsible to acquaint themselves with the characteristics of the countries to be visited, the health and security risks inherent in travel and behave in such a way as to minimize those risks.
Article 2: Tourism as a vehicle for individual and collective fulfillment
1. Tourism, relaxation, sport, and access to culture and nature should be planned, it is an irreplaceable factor of education, tolerance, and learning about the differences between people and cultures and their diversity.
2. Tourism activities should respect the equality of men and women and promote human rights.
3. The exploitation of human beings in any form, particularly sexual conflicts with the fundamental aims of tourism should be penalized by the law.
4. Travel for purposes of religion, health, education, and cultural or linguistic exchanges are particularly beneficial forms of tourism, which should be encouraged.
5. The introduction into curricula of education about the value of tourist exchanges, their economic, social and cultural benefits, and also their risks, should be encour- aged.
Article 3: Tourism, a factor of sustainable development
1. All the stakeholders should protect the natural environment to achieve continuous and sustainable economic growth for present and future generations.
2. Saving rare and precious tourism resources such as water and energy, as well as avoiding waste production, should be given priority.
3. A more even distribution of holidays should be sought to reduce the pressure of tourism activity on the environment and enhance its beneficial impact on the industry and economy.
4. Tourism infrastructure and activities should be designed and programmed to protect the natural heritage and preserve endangered species of wildlife.
5. Nature tourism and ecotourism should respect the natural heritage and local popu- lations.
Article 4: Tourism, a user of the cultural heritage and contributor to its enhancement
1. Tourism resources belong to the common heritage and all communities in whose territories they are situated have rights and obligations to them.
2. Tourism policies and activities should be conducted with respect for the artistic, archaeological, and cultural heritage.
3. Financial resources derived from visits to cultural sites and monuments should be used for the development and embellishment of this heritage.
4. Tourism activity should be planned to allow cultural products to survive and flourish.
Article 5: Tourism, a beneficial activity for host communities
1. Local populations should share equitably the economic, social, and cultural benefits they generate from tourism activities.
Discussion points and questions 259
2. Tourism policies should raise the standard of living of the populations of the regions visited and meet their needs.
3. Special attention should be paid to the specific problems of coastal areas and island territories and to vulnerable rural or mountain regions.
4. Tourism professionals should carry out studies of the impact of their development projects on the environment and natural surroundings.
Article 6: Obligations of stakeholders
1. Tourism professionals have an obligation to provide tourists with objective and honest information on their places of destination and the conditions of travel.
2. Tourism professionals should show concern for the security and safety, accident prevention, health protection and food safety of those who seek their services.
3. Tourism professionals should contribute to the cultural and spiritual fulfillment of tourists and allow them, during their travels, to practice their religions.
4. The authorities of the generating and the host countries should ensure that the necessary mechanisms are in place for the repatriation of tourists in the event of the bankruptcy of the enterprise that organized their travel.
5. Governments have the right – and the duty – especially in a crisis, to inform their nationals of the difficult circumstances, and the dangers they may encounter during their travels abroad.
6. The press should issue honest and balanced information on events and situations that could influence the flow of tourists.
Article 7: Right to tourism
1. All the world's inhabitants have the right to access to the discovery and enjoyment of the planet's resources.
2. The universal right to tourism must be regarded as the corollary of the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.
3. Social tourism, which facilitates widespread access to leisure, travel, and holidays, should be developed with the support of the public authorities.
4. Family, youth, student, and senior tourism and tourism for people with disabilities, should be encouraged and facilitated.
Article 8: Freedom of tourist movements
1. Tourists and visitors should be free to move within their countries and from one State to another.
2. Tourists and visitors should have access to all forms of communication, local adminis- trative, legal, and health services and consular representatives of their countries of origin.
3. Tourists and visitors should benefit from the same rights as the citizens of the country visited concerning the confidentiality of the personal data and information concerning them.
4. Visas or health and customs formalities should be adapted to facilitate to the maximum freedom of travel and widespread access to international tourism.
5.
CHAPTER 11 Cultural influences on ethics260
Travelers should have access to allowances of convertible currencies needed for their travels.
Article 9: Rights of the workers and entrepreneurs
1. The fundamental rights of salaried and self-employed workers in the tourism industry and related activities should be guaranteed under the supervision of the national and local administrations.
2. Salaried and self-employed workers in the tourism industry have the right and the duty to acquire appropriate training and be given social protection;
3. Any natural or legal person, with the abilities and skills, should be entitled to develop a professional activity in the field of tourism under existing national laws.
4. Exchanges of experience offered to executives and workers, from different countries should be facilitated to foster the development of the world tourism industry.
5. Multinational enterprises of the tourism industry should not exploit their positions; they should avoid becoming the vehicles of cultural and social models artificially imposed on the host communities.
6. Partnership between generating and receiving countries contribute to the sustainable development of tourism and an equitable distribution of the benefits of its growth.
Article 10: Implementation of the principles of the Global Code of Ethics for Tourism
1. The public and private stakeholders in tourism development should cooperate in the implementation of these principles and monitor their effective application.
2. The stakeholders in tourism development should recognize the role of international institutions, among which the World Tourism Organization ranks first.
3. The stakeholders should refer any disputes concerning the application or interpretation of the Global Code of Ethics for Tourism for conciliation to the World Committee on Tourism Ethics.
WEBSITE LINKS 1. Business ethics: http://www.business-ethics.com 2. World ethics http://www.ethicsworld.org 3. Tourism ethics http://www.world-tourism.org/code_ethics/eng.html 4. http://knowledge.wharton.upenn.edu/category.cfm?cid=11
The next part will discuss the concept of tourist behavior and identify cultural
differences in tourist buying behavior.
Website links 261
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PART
Tourist Behavior 4
This part provides a comprehensive understanding of the concept of tourist behavior and identifies cultural differences in tourist buying behavior.
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CHAPTER
Human behavior: its nature and determinants
12 The aim of this chapter is to introduce the concept of human behavior and its different theories. The aim is also to explain the concept and nature of
tourist behavior and the importance of studying tourist behavior in a cross-cultural context.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of human behavior and its many facets & Identify environmental factors that influence human behavior & Learn about the major theories of human behavior & Identify the basic needs that drive human behavior & Identify factors influencing human needs & Explain the nature and meaning of tourist behavior & Understand the importance of studying tourist behavior in a general sense as well as in a cross-cultural context
& Understand the benefits of learning about tourist behavior in a cross-cultural context
INTRODUCTION Tourism is always associated with human nature. The tourism industry is based on
people – run by people and for people. Success in the industry depends on the
performances of those who are either directly or indirectly associated with the indus-
try. These can be local residents of the host country, those who work in the industry 265
and provide services to tourists, tourists themselves, developers, investors, mar-
keters, and managers. The industry capitalizes on the diversity of human personalities,
skills, and abilities. Understanding human beings and the influence their behavior has
on industry operations is necessary if the tourism industry is to flourish in the future. Human behavior is very diverse and complex. It is difficult to examine and under-
stand why people behave the way they do. People’s behaviors and their worldviews are
determined by their background, lifestyle, and needs. Often we try to assess others
without a deep enough understanding of the influences their background has on their
actions. In tourism, we try to understand why people travel, what they want to enjoy,
and how they want to spend their money. Appreciation of where tourists originate, the
environment from which they come, how they make travel decisions, and which ele-
ments determine their travel decisions are all fundamental factors that determine the success of the tourism industry. Failing to understand tourists and people associated
with them is a serious mistake that may lead to negative consequences for tourists and
the industry as a whole. Misinterpretation, misunderstanding, perception distortion, or
developments of negative experiences are some of the examples of negative conse-
quences. The ultimate result of such problems could be a decrease in tourism demand or
repeat visitation, a consequent drop in sales and profitability, and often business failure.
12.1 THE CONCEPT OF HUMAN BEHAVIOR The concept of human behavior refers to the manner in which human beings act and
conduct themselves; the ways in which they work and play, react to the environment,
perform their functions and responsibilities, and do things in their daily lives. Let us examine the major aspects of human behavior and the factors that influence that
behavior.
Mind, body and spirit There are three major aspects of human behavior: mind, body, and spirit (Huitt, 2003)
(see Figure 12.1). Mind (sometimes called human personality) has three dimensions:
(1) cognition (knowing, understanding, thinking, acting), (2) affect (attitudes, predis-
positions, emotions, feelings), and (3) conation (intentions to act and behave, reasons
for doing, volition, will) (Eysenck, 1947; Miller, 1991). Cognition is a process of gaining
knowledge and understanding; the process of perception and knowing; the process of
encoding, storing, processing, and retrieving information from an environment. According to Merriam-Webster’s Collegiate Dictionary, cognition is ‘‘the act or pro- cess of knowing in the broadest sense; specifically, an intellectual process by which
knowledge is gained from perception or ideas.’’ Cognition is generally associated with thought or action and the questions of ‘‘what’’ (e.g., What is the meaning? What happened?) (Huitt, 1999a).
Affect is a feeling that results from intense sentiments, desires, or emotions, such as
love, fear, and hate, or a state of agitation or disturbance taking place within an
CHAPTER 12 Human behavior: its nature and determinants266
individual’s mind. Affect also refers to the emotional interpretation of perceptions,
information, or knowledge. It is generally associated with the question ‘‘how’’ (e.g., How do I feel about this? How did it happen?). Affect is usually associated with one’s
positive or negative attitudes, perceptions or statements about people, objects, ideas,
etc. (Huitt, 1999b). One can have favorable or unfavorable attitudes, perceptions, or feelings about other people or objects.
Conation refers to the connection of knowledge and affect to behavior and is
associated with the question ‘‘why’’ (e.g., Why did you go there? Why did it happen?). Conation is closely associated with one’s will, and affects the freedom to make choices
about what to do (Mischel, 1996). Conation refers to the intentional and personal
motivation of behavior (Bandura, 1997); human behavior cannot be explained without
understanding conation (Miller, 1991). It is critical to understand how knowledge
(cognition) and emotion (affect) affect human behavior (conation) (Bagozzi, 1992). In addition, the development and functioning of the mind is influenced by bodily
and spiritual factors (see Figure 12.1). Body is represented by (1) biological or genetic
factors, (2) bodily functioning, and (3) overt behavior (Skinner, 1953). The mind
receives information from the body and sends information to body. The mind influ-
ences behavior through the body. While some argue that the mind (psychological) and
Figure 12.1 Major Aspects of Human Behavior.
12.1 The concept of human behavior 267
the brain (biological) are related to each other (when the brain ceases to function, the
mind ceases to function as well), others believe the mind and the brain are separate
entities (the mind functions separately from brain; the mind has a spiritual or meta-
physical aspect). According to the latter theory, human beings and their behavior are not limited to their physical bodies. Human beings have soul or spirit that influences
the functioning of the mind and that continues to exist after the body dies. Spiritual
factors are religious beliefs, intuitions, personal experiences, or even philosophy. They
are critical to the development of mind and how people learn, think, feel, reason, and
make their decisions. Spiritual factors have a profound influence on human behavior.
In fact, spirituality defines who the people are as human beings (Huddleston, 1993),
why they are, and where they are going (Huitt, 2003). The above theory is important to
today’s tourism, which is characterized by an increasing demand around the world for spiritual experience, an important motive for travel. Spiritual tourism is one of the new
types of tourism based on the assumption that there is more to life than what one can
see or understand.
In summary, there are five major components of human behavior:
1. Cognitive – responsible for gaining knowledge and learning, and perceiving, storing, processing, and retrieving information
2. Affective – responsible for developing feelings, perceptions, and thoughts (before and after they are processed cognitively)
3. Conative – responsible for making choices, personal motivation, and intentions (directing and managing input and output functioning) (inner and outer behavior)
4. Spiritual – responsible for inert behavior (input of the individual), that is, devel- oping beliefs, intuition, and experiences, and determining how human beings
approach the unknown, how they relate to the sacred
5. Behavioral – responsible for overt behavior (output of the individual) (Huitt, 2003).
12.2 ENVIRONMENTAL FACTORS INFLUENCING HUMAN BEHAVIOR Human behavior is influenced by a variety of environmental factors that play an important
role in the development of human beings and are also influenced by human behavior
themselves. The various environments that influence human beings can be examined at
different levels. The first level, called micro, has the most immediate influence on
individual behavior and development. It includes the family, local neighborhood, or community institutions (e.g., schools, religious institutions), peer groups, and the spe-
cific culture of the family and community. The second level, called meso, includes the
intermediate influences of social institutions, professional groups, and industries involved
in such activities as transportation, entertainment, health organizations, etc. The third
level, called macro, includes the influences of national regions and changes in the local
economy, politics, culture, social system, or demographics. The fourth and the highest
level, called supra, has the most remote influences on the individual behavior and
CHAPTER 12 Human behavior: its nature and determinants268
includes the impacts of international regions and global changes. At this level the behav-
ior of individuals, families, communities, and societies is influenced by international and
global trends in economics, information technology, political and socioeconomic sys-
tems and their developments, religion, and ethnicity (see Figure 12.2). Supra- and macro-environments represent the wider environments; meso- and
micro-environments represent the closer environments. Supra-, macro-, meso-
and micro-environments differ in the ways in which they influence human behavior
and the way human behavior influences them. For example, the family (micro), social
institutions (meso), national economy (macro), and international and global trends
(supra) all influence human behavior. Likewise, human behavior influences the local
neighborhood and community and peer groups (micro), professional groups and
industries (meso), local politics and social life (macro), as well as international and global developments (supra). In addition, all four environmental levels influence each
other; they cannot exist in isolation from each other. For example, the health institu-
tions (meso) have immediate influence on the family and friends’ health behavior, and
at the same time they themselves depend on the national trends in economics and
Figure 12.2 Levels of the Environment Influencing Human Behavior.
Source: based on Huitt, W. (2003). A systems model of human behavior. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://chiron.valdosta// whuitt/materials/sysmdlo.html; Srnka, K. (2004). Culture's role in marketer's ethical decision making: An integrated theoretical framework. Academy of Marketing Science Review, 8(3); http://www.amsreview.org/articles/srnka01-2004.pdf.
12.2 Environmental factors influencing human behavior 269
politics. Similarly, advances in information technology (supra) have had a profound
effect on communication in international communities and regional industries (mac-
ro), institutions (meso), families (micro), and the individual itself. The closer environ-
ments (meso and micro) influence human behavior in day-to-day interactions on a continuous basis (e.g., schooling, family, friends), and the wider environments influ-
ence human behavior on a less frequent and regular basis (e.g., politics, industries).
Similarly, human behavior itself impacts closer environments (family, neighbors) on a
more regular and constant basis, as well as the wider environments (industry, national
economy) on a less intense basis (Srnka, 2004).
In sum, human behavior develops as a result of the:
1. Interrelationships between the mind (cognition), affect (feelings), and cona- tion (will)
2. Influence of biological, genetic, and spiritual factors 3. Influence of the environment in which human behavior occurs; and 4. Feedback from the environment as a result of an individual’s behavior (Huitt,
2003).
12.3 THEORIES OF HUMAN BEHAVIOR One of the most important factors that influence human behavior is motivation.
Motivation can be defined as an internal state or condition (sometimes described as a need, desire, or want) that activates or energizes behavior and gives it direction
(Kleinginna and Kleinginna, 1981a, 1981bKleinginna & Kleinginna, 1981a, 1981b) and
leads to behavior that aims at satisfying needs (Lussier, 1990). Motivation can be
categorized as either extrinsic (external to the individual) or intrinsic (internal). In-
trinsic sources of motivation can be subcategorized as body/physical, mind/mental
(e.g., cognitive, affective, conative) or transpersonal/spiritual (see Figure 12.3). Behav-
ior will not occur unless it is motivated or energized by a specific need.
Figure 12.3 Categories and Sources of Motivation.
Source: based on Huitt, W. (2001). Motivation to learn: An overview. Valdosta, GA: Valdosta State University. Retrieved from http://chiron.valdosta//whuitt/col/motivation/motivate.html.
CHAPTER 12 Human behavior: its nature and determinants270
12.3.1 Cause-Motive-Behavior-Goal Theory According to the Cause-Motive-Behavior-Goal theory (Leavitt, 1978; Leavitt et al.,
1990), human behavior has three important characteristics:
1. Behavior is caused (behavior does not happen; it is caused by factors that an individual may not even be aware of).
2. Behavior is directed (behavior has its aims; all individuals aim at achieving certain goals regardless of whether they are conscious of these goals or not).
3. Behavior is motivated (motives determine an individual’s actions and what indi- viduals do; they provide the energy to achieve goals).
A cause, a motive, and a goal depend on each other. When a person has a reason to
engage in certain behavior, this reason creates a need, want, or energy that directs or
motivates that person to achieve a certain goal. Once a goal is achieved, the reason for
behavior ceases to exist. Elimination of the reason eliminates the motive, which
eliminates the behavior. For example, when a thirsty person satisfies his/her own
thirst, he/she no longer has a need (motive to drink) and does not seek water. By
eliminating thirst (cause), the person ceases to seek water (motive). Leavitt’s (1978)
and Leavitt et al.’s (1990) model for understanding the relationship between a cause, motive, and a goal is illustrated in Figure 12.4.
Unfortunately, Leavitt’s (1978) and Leavitt et al.’s (1990) model does not hold
when needs are difficult to fulfill or when they can be only partially fulfilled (e.g., a
need for safety during a war). There are also environmental factors, such as the
influence of social context (e.g., people, tensions, frustrations, stress, conflicts) that may interfere with the model. Moreover, individuals vary greatly in behavior, moti-
vation, and goals because they have different abilities, skills, and capabilities. Each
individual reacts differently to environmental influences under different circum-
stances. Similarly, each individual has different reasons to develop a motive, and a
different energy level (a different degree of motivation) to respond to the environ-
mental stimuli.
Figure 12.4 Cause-Motive-Behavior-Goal Model (Leavitt, 1978, Leavitt et al., 1990).
12.3 Theories of human behavior 271
12.3.2 Maslow's Hierarchy of Needs According to Maslow’s Hierarchy of Needs (1954), human behavior depends upon the
needs human beings want to satisfy. All human beings have five major types of needs: physiological (the need for air, water, food, comfort, waste elimination, temperature
control, sleep, and sex); safety and security (the need for protection, order, and stability,
and the freedom from fear of physical danger); social (the need for love, family, family
affiliation, and social acceptance); ego (the need for achievement, competency, recog-
nition, approval, status, good reputation, and fame); and self-fulfillment (the need for
personal development and growth, self-actualization, and challenge). These five types of
needs exist in a hierarchy as shown in Figure 12.5. The most basic need is survival itself:
to eat, sleep, and have shelter. The highest order need is the need for self-actualization, personal development, and growth. Only when the lower-order needs of physical safety
are satisfied do human beings become motivated by the higher-order needs of personal
growth and self-fulfillment. For example, only when physiological needs for food and
shelter are met is a person able to think about social or recreational needs.
Once certain needs are satisfied, they do not motivate the individual any longer. For
example, the thirsty person who satisfied her own thirst by drinking a glass of water is
no longer motivated by thirst because she is no longer thirsty. Similarly, the person
who feels safe and free of danger is no longer motivated to look for shelter because she is no longer concerned about safety.
Figure 12.5 Maslow's Hierarchy of Needs (Original 5-Stage Model).
CHAPTER 12 Human behavior: its nature and determinants272
The five types of needs identified in the Maslow’s Hierarchy of Needs can be
grouped into deficiency needs and growth needs. Within the deficiency needs, each
lower need must be satisfied before an individual will move to the next higher level. If a
deficiency need is detected, the individual will act to remove the deficiency. If the deficiency needs are met, an individual is ready to act upon the growth needs.
In Maslow’s initial five-stage model (see Figure 12.5) there was only one growth
need – a self-actualization need. Individuals who are motivated by self-actualization
seek personal development, growth, challenges, and new experiences. In his later
model, Maslow differentiated the growth needs of self-actualization; he identified two
lower-level growth needs prior to the general level of self-actualization (Maslow &
Lowery, 1998) and one higher-level beyond that level (Maslow, 1971). The first two
lower-level growth needs are cognitive need (the need to know, understand, explore) and aesthetic needs (the need for beauty, harmony, balance, symmetry, order). The
one higher-level need beyond self-actualization is transcendent need (the need to help
others to find self-fulfillment and realize their potential) (see Figure 12.6).
Transcendent needs refer to the needs of all people in the entire world rather than
to those of a single individual. Transcendent needs may include the needs to connect to
something beyond the self-ego. It may involve helping others and advocating human
rights, anti-discrimination, social justice, environmental preservation and conserva-
tion, ethics, universal religion, living in harmony with each other and the earth, and appreciating nature, art and music. In order to meet these needs, many humans change
their behavior from an external expression of themselves to an inner change and
spiritual journey. Many feel a need to experience divine energy, the transcendence
of the entire universe, life after death, karma, invisible energy that surrounds objects
and human bodies, and psychic powers, whereas others feel a need to heal themselves
and others. As one becomes more self-transcendent, one becomes wiser. The identi-
fication of the transcendent needs that are the highest levels of human needs is
Maslow’s most important contribution to the study of human behavior and motivation. Maslow’s model can be used to predict human behavior. When one knows where
an individual is on the needs hierarchy, one can determine the next level of needs the
individual will be seeking to fulfill. Unfortunately, the model is often criticized for not
applying to all life situations. Different people have various needs; some require less
sleep, food, and relationships than do others. Some may be satisfied with the higher-
level needs, whereas others may be satisfied with the lower-level needs. Some people
may need other people to fulfill certain needs (e.g., a need for wide social networks).
Others may have to learn not to have certain needs (e.g., eating sweets, traveling overseas) and instead find different ways of satisfying them (e.g., eating fruits, traveling
domestically). This does not mean that the person does not have these needs; rather, he
or she is refraining from them.
Further, some people differ as to the order in which they try to satisfy their needs.
For example, some may not be concerned about safety and security needs and may
wish to fulfill the social needs immediately after satisfying the physiological and
biological needs. Some people may also have multiple needs on the same day or at
the same moment. For example, within the same day an individual may be motivated by
12.3 Theories of human behavior 273
several types of needs. The same person may be thirsty and hungry, concerned about
personal safety on a street, desire social acceptance among friends, and seek recogni-
tion and advancement at work. Moreover, the same person may also want to contribute
to humanity and environmental protection.
Figure 12.6 Maslow's Hierarchy of Needs (8-Stage Model).
Note: The original model of Maslow's Hierarchy of Needs comprised five different types of needs, was developed between 1943 and 1954, and published in 1954. In 1970 and 1990 the model was modified. The 1970 model comprised seven types of needs, and the 1990 model comprised eight types of needs (see figure).
Source: Haney, W. (1992). Communication and interpersonal relations: text and cases (6th ed.). Homewood, IL: Irwin. http://www.businesssballs.com/maslow/htm.
CHAPTER 12 Human behavior: its nature and determinants274
It is also possible that one person may be motivated by several needs of the same
level and/or several levels of needs simultaneously. It is also possible that there may be
a conflict of needs when a person has very strong and urgent needs, and wants to fulfill
a need immediately (e.g., a need for warmth, sleep) but cannot satisfy all needs simultaneously. The conflict of human needs often occurs between physiological
and safety–security needs, social and ego needs, or ego- and self-fulfillment needs.
For example, an ambitious person’s need for achievement can conflict with the need
for social relations at work. In this case, the person may have to suppress her/his
ambition in order not to damage social relationships with co-workers. Alternatively,
the person may have to suppress the need for social relationships with co-workers in
order to fulfill the need for professional recognition and enhanced work status.
Despite the criticism, Maslow’s Hierarchy of Needs is currently one of the most widely accepted motivational theories. It is used to identify what motivates an individ-
ual and what kinds of information the individual seeks at different need levels. For
example, individuals at the lowest level seek coping information to meet their basic
needs. At the safety level individuals seek helping information to understand how they
can be safe and secure. At the social-needs level individuals seek enlightening infor-
mation to meet their belonging needs. At the esteem level of needs individuals seek
empowering information to develop their ego. Finally, at the growth level of cognitive,
aesthetic, and self-actualization needs, individuals seek edifying information to con- nect to something beyond them or to edify others (Norwood, 2000) (see Figure 12.7).
Figure 12.7 Maslow's Hierarchy of Needs and Information Sought at Different Needs Levels.
12.3 Theories of human behavior 275
Motivational needs are related to a variety of human personalities. Personalities
differentiate people according to how they relate to each set of needs. One of the most
frequently cited aspects of personality in the literature is that of introversion and
extraversion. An introvert may seek personal development, knowledge, or enhance- ment of specific skills, whereas an extrovert may want to assist others in the develop-
ment of their competencies. An introvert at the social level may seek personal
acceptance and inclusion in a group (belongingness), whereas an extrovert at the same
level may pay attention to how others value that membership (esteem). At the self-level
actualization an introvert may try to satisfy his own psychological and biological needs,
whereas an extrovert may be concerned with connectedness with others and security.
12.3.3 Alderfer's ERG Theory According to Alderfer (1972), lower-level needs do not have to be completely satisfied
before upper-level needs become motivations. Also, if an individual is unable to meet upper-level needs the person will regress and lower-level needs become the major
determinant of their motivations.
12.3.4 Herzberg, Mausner, and Snyderman's Two-Factor Theory Herzberg, Mausner, and Snyderman’s (1962) theory of human behavior relates to work
environment. They suggested that fulfilling some human needs does not always lead to
satisfaction. In a work environment, there are two important aspects of all jobs: (1) job
content – what people do in terms of job tasks and (2) job context – the work setting in
which they do it. Job content is associated with the ‘‘motivators,’’ and job context or environment is associated with ‘‘hygiene factors.’’ When job content motivators (e.g., recognition, advancement) can fulfill the growth needs of the individual, then job
satisfaction occurs. When motivators cannot fulfill the growth needs, then job dissat-
isfaction occurs. However, the same does not apply to hygiene factors. When job
context hygiene factors (e.g., salary, working conditions) cannot satisfy the individual,
then job dissatisfaction occurs. However, when hygiene factors satisfy the individual,
neither dissatisfaction nor satisfaction can occur.
Herzberg, Mausner, and Snyderman’s (1962) theory is often called the motivator-
hygiene theory. In sum, the theory argues that meeting the lower-level needs (hygiene factors) of individuals does not motivate them to exert effort, but only prevents them
from being dissatisfied. Only if higher-level needs (motivators) are met individuals can
be motivated. ‘‘Nothing wrong with a service’’ (the absence of dissatisfiers) is not enough to satisfy a customer; intrinsic satisfaction must be present to motivate a
purchase (satisfiers must be present).
12.3.5 Expectancy Theory According to Vroom’s (1964) Expectancy theory, in order for people to become
motivated, three factors are needed: expectancy (perceived probability of success
CHAPTER 12 Human behavior: its nature and determinants276
or outcome of behavior, expectations), instrumentality (the perception that the
first outcome of behavior (e.g., success) will be associated with the second out-
come (e.g., reward); and valence (the extent to which the expected outcomes are
attractive or unattractive; the value assigned to outcomes of behavior, the value of obtaining a goal). These three variables must be present for people to become
motivated. If an individual expects or believes he or she can achieve a goal, and
sees a connection between his/her own activity and the achievement of that goal
(e.g., enhancement of self-ego), then the individual will be motivated to engage in
that activity. However, if even one of these motivators is non-existent (e.g., instru-
mentality and valence are high, but expectancy is absent), the person will not be
motivated.
12.3.6 Cognitive Dissonance Theory The Cognitive Dissonance theory (Festinger, 1957) stated that individuals can change
their own behavior when trying to fulfill two or more conflicting needs. For example,
when there are conflicts between values or actions among human beings, those
individuals will behave in a specific way to resolve these conflicts. They will change
their behavior and thinking, which in turn will lead to even bigger change in their needs and behavior. However, Murray (1938) argued that human needs change inde-
pendently. The desire to satisfy one need does not necessarily explain the desire to
fulfill the other need. For example, the desire to travel does not necessarily explain the
need for food or drink.
12.3.7 Reinforcement Theory The Reinforcement theory (Skinner, 1969) holds that pleasant outcomes tend to generate repeated behavior, whereas unpleasant outcomes do not generate repeated
behavior. For example, a satisfied tourist can come back to the same destination,
whereas a dissatisfied tourist will go somewhere else. Thus, in order to motivate a
specific behavior (e.g., repeat visitation) one has to strengthen positive outcomes of
this behavior. In other words, in order to make the tourist purchase the same product,
marketers have to emphasize the positive and pleasant outcomes that the tourist
experiences with that product.
12.3.8 Equity Theory The Equity theory suggests that individuals engage in social comparisons by comparing
their efforts and rewards with those of relevant others. The perception about the
fairness of the rewards influences their motivation. The ratio of efforts to rewards
must be the same for them as it is for others to whom they compare themselves if they
are to be motivated.
12.3 Theories of human behavior 277
12.3.9 McClelland's Learned Needs Theory According to McClelland (1953), human behavior depends on motives developed in
respective cultures. Humans learn about their needs from their cultures, which dictate what needs are important, and what needs should be fulfilled first, and why. For
example, British tourists traveling to Australia usually prefer an ocean-view hotel room,
whereas Japanese tourists choose hotels offering big bath tubs and slippers.
The theories of human behavior presented above allow us to understand human
reactions to the environmental stimuli, and to learn how to influence, control, and
predict human responses. These theories represent considerable potential for our
understanding of tourist behavior. There are, of course, other theories of human
behavior that can be further identified in the literature.
12.4 BASIC NEEDS OF HUMAN BEHAVIOR Apart from Maslow (1954), who distinguished among five types of human needs
(physiological, safety and security, social, ego, and self-fulfillment), there are other types of needs that drive human behavior. Murray (1938) classified human needs into
six categories: (1) achievement (to accomplish and achieve something difficult), (2)
dominance (to control, organize, dominate others), (3) autonomy (to have a sense of
independence), (4) affiliation (to have relationships with other people and groups),
(5) play (to relax, enjoy, feel excitement, have fun, laugh, joke, be happy, amuse
oneself, entertain oneself, avoid serious tension), and (6) cognizance (to explore, be
aware, comprehend, observe, ask questions, satisfy curiosity, look, listen, inspect,
read, and seek knowledge). Herzberg, Mausner, and Snyderman (1962) identified two kinds of human needs:
(1) growth needs and (2) avoidance needs. Growth needs can be satisfied by motiva-
tors such as achievement, recognition, responsibility, advancement, or work itself.
Avoidance needs can be fulfilled by hygiene factors, such as salary, interpersonal
relations, working conditions, policy and administration, or supervision.
Alderfer (1972) distinguished between the existence needs that include all the
forms of material and psychological desires (similar to Maslow’s physiological and
safety categories), relatedness needs that involve relationships with others (compara- ble to aspects of Maslow’s belongingness and esteem needs), and growth needs that
imply focus on oneself and one’s environment and attainment of one’s potential
(associated with Maslow’s esteem and self-actualization needs).
McClelland (1976) identified three basic human needs: (1) achievement (a need for
taking responsibility, challenge), (2) affiliation (a need for establishing, maintaining,
and repairing social relationships; for having warm, friendly associations with others),
and (3) power (a need for acquiring a reputation, controlling one’s environment, and
influencing others). According to McClelland, there are two types of power needs: socialized power, which is used in the interests of the group, the organization, etc.;
and personalized power, which is used in the interests of the self, often at the expense
of the group.
CHAPTER 12 Human behavior: its nature and determinants278
Ryan and Deci (2000) identified three types of human needs: the needs for auton-
omy, competence, and relatedness. Nohria, Lawrence, and Wilson (2001) argued that
there are four basic human needs: (1) to acquire objects and experience, (2) to bond
with others, mutual care, and commitment, (3) to learn and make sense of the world and of oneself, and (4) to defend oneself and loved ones from harm. The Institute for
Management Excellence (2001) identified nine human needs: (1) security, (2) adven-
ture, (3) freedom, (4) exchange, (5) power, (6) expansion, (7) acceptance, (8) com-
munity, and (9) expression.
12.5 FACTORS INFLUENCING HUMAN NEEDS Various demographic, socio-cultural, economic, geographic, and psychological factors
drive people in their pursuits to fulfill their own needs. These factors create motiva-
tional patterns that influence human behavior (see Figure 12.8).
12.6 THE CONCEPT OF TOURIST BEHAVIOR The concept of tourist behavior can be explained in relation to topics associated with
consumer behavior. Consumer behavior is the behavior that consumers display in
selecting, purchasing, using, and evaluating products, services, ideas, and experiences
that they expect will satisfy their needs and desires. Consumer behavior is the behavior that consumers display in the decision-making process when facing several alternatives
or choices.
The study of tourist behavior concerns the ways in which tourists select, purchase,
use, and evaluate travel products, services, and experiences. Tourist behavior studies
attempt to understand and explain how tourists make decisions to spend available
resources, such as time, money, and effort, on travel-related products and services. The
study of tourist behavior is the study of a tourist’s (1) mind, comprising cognition
(thinking, knowing, understanding, perceiving, storing, processing, and retrieving information from the environment); affect (feelings, emotions, attitudes, predisposi-
tions); and conation (intentions to act and behave in a specific way, reasons for doing
things, willingness and volition); (2) body in terms of overt behavior; (3) spirit; (4)
environment, which influences tourist behavior; and (5) feedback, what a tourist
receives from the environment.
12.7 THE NATURE OF TOURIST BEHAVIOR The study of tourist behavior is interdisciplinary in nature; it is based on concepts and
theories about people that have been developed by social scientists in diverse disci-
plines, such as:
& Psychology (the study of an individual)
& Sociology (the study of groups of individuals and their social relations)
12.7 The nature of tourist behavior 279
Fi gu re
1 2 .8
F ac to rs
In fl u en
ci n g H u m an
N ee d s.
CHAPTER 12 Human behavior: its nature and determinants280
& Social psychology (how an individual operates in groups, how he/she interacts
with others)
& Anthropology (how society influences the individual)
& Economics (how the individual behaves to maximize benefits in the purchase of
goods and services)
& Marketing (how to create and keep customers) & Management (how to plan and organize the product, and how to motivate the
individual so he/she can achieve satisfaction; how to influence the individual’s
consumption decisions to design effective management strategies).
The study of tourist behavior is also based on concepts borrowed from:
& Leisure and recreation (how an individual recreates physically and mentally) & Geography (how the earth’s climate, population, vegetation and land use influ-
ence the individual)
& Urban and regional planning (how to plan and develop cities, towns, and urban
communities to provide an individual with a comfortable living environment)
& Transportation (how to efficiently transport passengers to maximize their comfort
and safety)
& Law (what legal principles and policies emanate from a government and apply to
people) & Agriculture (how to cultivate the land–forestry, and farming), and
& Education (how to acquire knowledge and training).
The approach to tourist behavior will vary according to the disciplinary perspec-
tive, as presented above. No matter the perspective used, the objective of understand-
ing tourist behavior is to better respond to the needs of increasingly diverse tourists
and to better manage the growing numbers of tourists that travel suppliers and destina- tions attract, so as to establish mutually beneficial relationships.
12.8 THE MEANING OF TOURIST BEHAVIOR Tourist experiences and their meanings vary from person to person. There are several
reasons for this. First, there are many types of tourists, and their characteristics come in
many different categories: demographic (e.g., age, gender, marital status, stage of life),
social (e.g., social class), economic (e.g., income, spending patterns, employment),
cultural (e.g., values, norms, customs), geographic (e.g., origin, trip destination), psy- chographic (e.g., personality, needs, attitudes, lifestyle, emotions, preferences, benefits
sought), and behavioral (e.g., buyer status, buying rates, activities, experiences). Each
type of tourist has different priorities, preferences and behavior. Therefore, dealing
with multiple types of tourists means dealing with their multiple and diverse behaviors.
Second, tourists try to meet their multiple needs and wants in numerous contexts:
socially, culturally, geographically, economically, and politically. These contexts are
very diverse in nature and provide many different opportunities for tourists to express
their behavior in multiple ways.
12.8 The meaning of tourist behavior 281
Third, although many demographic, economic, or socio-psychological variables
that are used to characterize tourists are common to many tourists (e.g., lifestyle,
interests, and income), the ways by which individual tourists express themselves are
very different. Tourists have a very large and diverse number of goals, priorities, and preferences that determine how they behave and why they behave the way they do.
For example, although the backpacker traveling to exotic destinations and the group of
elderly tourists on a trip have a common motivation, sightseeing, both types of trave-
lers express different behaviors because they are influenced by differences in age,
social status, spending power, values, and interests. The backpacker might be inter-
ested in outdoor recreation, live entertainment, and socializing with natives, whereas
elderly tourists might like to travel to destinations close to home and experience indoor
activities in a peaceful, relaxing atmosphere.
12.9 THE IMPORTANCE OF STUDYING TOURIST BEHAVIOR There are diverse reasons why it is important to study tourist behavior. First, in order to make better strategic decisions, marketers and managers must learn what tourists buy
and why, where, and how they make their purchases; what types of destinations
tourists like to travel to; and what types of travel arrangements, accommodations,
and amenities they prefer. Are they interested in authentic or staged attractions? Do
they want to play sports or gamble? What encourages and discourages them from
traveling? How long are they prepared to stay away from home on their trips? How
much are they prepared to spend? Tourism marketers and managers must know what
types of tourists buy specific holiday destinations, products, and services. Are these tourists active or comfort oriented? Are they extroverted, outgoing, and venturesome,
or introverted and shy? What motivates them to buy? How do they search for products?
What product attributes do they look for? What benefits do they seek and for what
reasons? How do they search for information? What information do they seek about the
product/destination? How do they evaluate and select among alternatives? What
choices do they make? Who does influence tourists’ choices? How likely are they to
revisit the same destination and use the same travel products and services? The
answers to all these questions can provide tourism marketers and managers with important information to help design strategies that will better respond to the needs
of travelers. For example, when tourists feel dissatisfied with their choice of a holiday
spot, perhaps because of a lack of service or information about available activities, they
may decide not to visit the same destination in the future. They may express their
dissatisfaction to their friends and relatives and discourage them from future purchase.
Tourists may never come back to the same destination again, limiting their own future
selection decisions. Understanding why tourists do not purchase specific products and
services is as important as understanding why they purchase others. In addition to studying tourist evaluations of the travel products, marketers have
to know what tourists do with their new purchases. For example, after tourists
purchase a product, do they use it (e.g., do they travel to Hawaii and stay in a
CHAPTER 12 Human behavior: its nature and determinants282
resort?), or sell or rent it (e.g., time share)? The answers to these questions are
important to marketers, who must match their offerings to the frequency with
which tourists buy the products.
If marketers understand tourist behavior and decision making, they will also be able to predict how future tourists will react to new products and services, information, and
environment that stimulate them to behave as they do. Marketers who understand the
nature of tourist behavior and the process of tourist decision-making have great com-
petitive advantage in the marketplace.
12.10 THE IMPORTANCE OF STUDYING TOURIST BEHAVIOR IN A CROSS-CULTURAL CONTEXT The massive growth of international tourism over the last 50 years is an indicator of
people’s increased mobility. Globalization, economic development, and political
changes leading to the opening of China and Eastern Europe have significantly in-
creased the number of tourists who are crossing national borders. The increasing high
demand for international tourism will expose future tourists to culturally different
societies. It will bring many diverse cultures together, offer many wonderful opportu- nities for meeting people from distant continents and countries, and provide many
occasions for cross-cultural contact around the world. A large number of people will
travel to experience different cultures, taste different foreign food, observe fashion, or
listen to foreign music, but mostly to expose themselves to different people, lifestyles,
customs, and traditions, and to trade and conduct business.
The 2020 forecast shows that culturally diverse visitors will be the future targets of
the international tourism industry. This will create many challenges for the industry as
it attempts to globally standardize its products and at the same time attract culturally bound visitors. It will become crucial for the industry to develop a thorough under-
standing of culturally distinct tourists and to identify cultural differences and similar-
ities between them and the locals.
If the industry is to flourish in the future, it must undertake the important task
of learning the foreign languages of the international tourist markets. However,
cultural differences are not limited to language, food or clothing. Cultural differ-
ences are particularly related to cultural values, needs, preferences, and attitudes.
These differences are experienced in a variety of human interactions, including forms of address, body language, gestures, time orientation, religious beliefs, and
many others. Failure to understand these differences can lead to serious conse-
quences, such as insults, uncomfortable situations, misunderstandings, misinter-
pretations, and conflicts between people. For example, the simple rejection of a
cup of coffee or tea could be perceived as being rude. Declining an invitation or
being late can be considered an affront. Similarly, setting deadlines and time
schedules or asking visitors to travel at a specific time can be considered offensive
and threatening. In order to successfully attract and satisfy international visitors, and to avoid making cultural mistakes and blaming others for having bad manners
12.10 The importance of studying tourist behavior in a cross-cultural context 283
or being arrogant, future industry employees must learn to identify cultural differ-
ences between international tourist markets: What is acceptable behavior and what
is not?
Learning about the cultural differences in international visitor behavior repre- sents a key factor in effective segmentation, targeting and promotion to the specific
foreign markets. For example, while all women are interested in shopping, Asian
women (office ladies) are particularly known for being interested in traveling for
the purpose of shopping; they spend heavily on brand-name handbags and luxury
items (see Case Study 12.1). Thus, although women travelers might share some
interests, there are obviously differences among them. As a result, although there
might be similarities among international tourists, there are obvious differences
among them. However, contrary to general belief, many international tourists are also similar in numerous ways. Cultural similarities, if properly identified, can be
vital in clustering tourists in terms of their profiles. For example, while separate
advertising strategies might need to be designed by the airlines to appeal to cul-
turally distinct markets, the first- or business-class passengers may be persuaded by
the same messages emphasizing luxury and upscale facilities. Success of marketing
in culturally distinct markets is influenced by how different and similar are the
beliefs, values, and customs that govern the selection and use of the product in the
various markets. This book supports the notion that cultural differences as well as similarities among
international tourists are important marketing tools. Earlier chapters describe the
underlying differences and similarities that exist among people of different cultural
backgrounds and the external cultural influences that differentiate them into distinct
market segments. These cultural distinctions among international tourists should lead
to tailoring marketing strategies to specific segments of tourists based on their cultural
needs.
12.11 BENEFITS OF UNDERSTANDING TOURIST BEHAVIOR IN A CROSS-CULTURAL CONTEXT
12.11.1 Tourism industry perspective Understanding tourist behavior in a cross-cultural context is very important because it
facilitates learning about international tourists, recognizing differences between tour-
ists and locals, designing more effective marketing strategies that successfully target
the specific group of international tourists, and implementing these strategies. The
greater the differences between international tourist markets, the more advisable it is
to use distinct and culturally tailored strategies in each market. If the cultural values,
beliefs and customs of specific markets differ significantly, then a highly individualized
marketing strategy must be developed for each market. On the other hand, if there are cultural similarities among tourist markets, then a similar marketing strategy may be
used for all markets.
CHAPTER 12 Human behavior: its nature and determinants284
Identifying cultural similarities and differences among the international tourist
markets allows the tourism industry to understand that tourist behavior is culture
bound and that culture deeply affects tourist behavior and the operations of the whole
industry. Understanding the cultural background of the target market, being sensitive to cultural differences, and accepting and respecting these differences help to mini-
mize cross-cultural marketing and management mistakes, enhance tourist holiday
experiences and satisfaction, increase tourism demand for a travel product, improve
business profitability and, consequently, contribute to the success of the tourism
industry.
If the tourism industry is to survive in the global economy, it must address tourists
from a cultural point of view. Globalization destroys cultural characteristics, identity,
and attractiveness of tourism products, and homogenizes the total international tourist market. Capitalizing on national cultures and cultural diversity of international tourists
can be the major step to the future success of the international tourism industry.
Effectively dealing with culturally different tourists and their national cultures will
allow the tourism industry to flourish in the next decades.
Since cultural differences are potential grounds for cultural misunderstanding and
conflict between tourists and locals, understanding which cultural differences have
the most detrimental effects on tourist behavior is vital to managing the relationship
between guest and host.
12.11.2 Tourist perspective It is important to tourists to learn about the culture of local hosts. Cultural under-
standing of locals helps tourists to adjust their behavior to the unfamiliar environ-
ment in which they travel. Many tourists experience culture shock when they get
off the plane. They do not understand the foreign language. They do not know
how to ask for help, how much to tip, how to order a meal, or what is appropriate
to say in a new culture. Unable to understand the behavior of locals, tourists can
feel annoyed, upset, and even insulted. Although initially tourists may feel excited
about the opportunity to see and experience different destinations, after a while they can get stressed by their inability to deal with the new environment. To
reduce the stress and hassle of organizing their trips many tourists travel in groups.
As a result, they do not have much contact with the locals. However, there is an
increasing number of tourists who like to travel independently and experience a
‘‘cultural difference.’’ Many of the travelers do not know what to expect in a foreign place and what it
means to experience cultural problems. They ask family and friends for their advice.
Unfortunately, someone else’s experiences can be very subjective and misleading. To avoid anxiety, unpleasantness, disappointment or even insult, the best strategy is to
learn and understand aspects of the local culture. Knowledge of the local culture and
behavior helps tourists develop confidence and creates a sense of well-being, control,
and competency. Understanding foreign culture aids the tourist in knowing how to
behave in certain situations. Understanding locals’ behavior, customs, dress style, and
12.11 Benefits of understanding tourist behavior in a cross-cultural context 285
eating and sleeping habits can also be an interesting educational experience. For
instance, while visiting China, tourists can learn that Chinese food can be very different
in Western countries than it is in China. While visiting the United States, tourists can
learn that it is customary to receive a glass of icy water before a meal. If tourists seek genuine educational experiences, understanding foreign culture can help them to
view the foreign culture more objectively, gain more positive experiences, and even
change their negative attitudes.
12.11.3 Local resident perspective It is also important to local hosts to learn about the culture of international tourists.
Cultural understanding of international tourists helps locals to respond to the culturally
determined needs of tourists. Many locals have difficulties when talking to internation-
al tourists; they do not understand the tourists’ language; hence they do not know what
tourists are asking or what they want to do. Although locals rely on the services of translators and tour guides, they often experience communication and interaction
difficulties with international tourists. Lack of understanding of tourist behavior makes
the locals feel incompetent in providing services to tourists, and this can be frustrating
and stressful.
Knowledge of the tourist culture and behavior helps locals to develop a sense of
confidence and pride that they are able to provide the product tourists enjoy. Locals
do not have to totally adjust their behavior to match the tourists’ cultural expecta-
tions. The cultural uniqueness of the local culture can be very attractive to tourists. Rather, locals should accept and respect the tourist culture. Observing the behavior
of international tourists, talking to tourists, listening to their needs and preferences,
and learning about their habits can help the locals avoid cultural mistakes. For
example, it is perfectly appropriate to ask a Euroamerican male tourist about his
wife. However, this would be a breach of social etiquette for a male from the United
Arab Emirates.
One of the most important benefits of cultural understanding of tourist and host
behaviors is the development of favorable impressions tourists and locals can make on one another. Most people are sensitive about foreigners’ perceptions of their
culture. If one is enthusiastic or does have interest in and even knowledge about
another’s culture, this may be interpreted as an interest and respect and a signal
that one’s culture is worth learning about and thus is treated as being superior.
Those who show active interest and involvement in foreign cultures are usually
perceived as being polite, respectful, and knowledgeable. People usually respond
very warmly to those who show interest in their culture. If tourists and locals
show even slight awareness of each other’s culture or at least willingness to learn, they may develop favorable impressions of each other and even friendship.
Developing personal relationships is essential to getting anything done in
many foreign cultures. Moreover, if people sense a respect for others’ cultures,
then they do anything to build genuine social and professional relationships (Hook-
er, 2003).
CHAPTER 12 Human behavior: its nature and determinants286
SUMMARY Human behavior develops as a result of transactions among mind (thinking, feeling,
willing), body (biology, genetics), spirit (beliefs, experiences, intuition), the influence
of micro-, meso-, macro-, and supra-environments on the individual, and feedback from
the environment. Human behavior occurs only when it is motivated by a need that energizes toward achieving goals. Many different types of needs have been identified.
According to Maslow (1954), when the lower-order needs are fulfilled, human beings
become motivated by higher-order needs. Satisfied needs cease to motivate. Alderfer
(1972) noted that when the upper-level needs cannot be met, the lower-level needs
become major motivators. Herzberg, Mausner, and Snyderman (1962) suggested that
fulfilling some of the needs does not always lead to satisfaction. Vroom (1964) sug-
gested that having goals and seeing a connection between own activity and the
achievement of the goals is a motivator factor. Festinger (1957) stated that individuals can change their behavior to fulfill conflicting needs. Skinner (1969) argued that
pleasant outcomes generate repeated behavior. McClelland (1953) argued that humans
acquire motives from their cultures, which dictate what needs are important to fulfill
first and why.
Tourist behavior has different meanings; it is very diverse, multi-dimensional, and
interdisciplinary in nature. Tourist behavior can be examined in relation to topical
areas associated with consumer behavior.
Currently, the tourism industry is facing an unprecedented growth worldwide. Culturally diverse visitors will be the future targets of the international tourism indus-
try. Learning about and understanding the cultural background of international tourists
has become a top priority for the tourism industry. A cultural approach to tourist
behavior gives a richer and more robust portrait of tourist behavior than any other
discipline. Such a cultural approach to marketing is critical to the long-term success of
the tourism industry.
DISCUSSION POINTS AND QUESTIONS 1. What are the major aspects of human behavior? How do they relate to each other? 2. What factors influence human behavior? 3. Does Maslow’s Hierarchy of Needs account for human behavior? What do you
think of various shortcomings of the model? 4. In your own experience, are tourism professionals in your country sensitive to
cultural differences? Identify examples to prove your point.
5. Do you think marketers and managers should adapt a cultural approach to the study of tourist behavior? What arguments can you suggest to support the study of
tourist behavior in a cross-cultural context?
6. Have you traveled outside your home country? If yes, please identify some of the differences in cultural values, behavior, and travel patterns that you noted be-
tween people in your home country and a country you visited.
Discussion points and questions 287
CASE STUDY 12.1 The Asian Woman's Shopping Experience: New Research from Thailand
Shopping patterns and motives differ between the United States and Asia. In industrialized economies such as the US consumers shop to relieve stress or find a bargain. American women buy for emotional satisfaction. They buy small gifts for themselves that symbolize ‘‘life's little luxuries.’’ They often purchase things they want but do not need. Thus the products do not always satisfy their direct functional needs. Also, American women seek premium-priced brand names because they want to make a statement about their social status. American women are proud of being able to buy top-quality designer products cheaply. Many Americans treat shopping as a daily routine; some are obsessed with shopping. Asian women, on the other hand, do not shop for emotional and self-actualization purposes, or for the purpose of finding a luxury bargain. They are just discovering the thrill of shopping and are approaching routine shopping as fun rather than as emotional therapy or obsession. Today, in South East Asia more women are joining the work force and becoming financially independent. Asian women treat shopping as the opportunity to show their new wealth or to socialize with friends. In many South East Asian countries, women place a high value on shopping in luxury malls. While shopping at malls is taken for granted by Western women, in South East Asia shopping malls have existed for only a decade and are perceived as social-status venues. Young, single Asian women attach high importance to strolling through the mall and showing off their wealth by purchasing expensive handbags, clothes, and jewelry. In Japan, collecting designer handbags has become a fetish among young, bargain-conscious women, especially those who are still in school and concerned about the price. Asian women also treat shopping at malls as social events with friends. Many single women in Bangkok work hard and spend their free time shopping. They go on brand-shopping sprees four times a month and purchase low-priced items, such as toys and casual clothes. Shopping as a lifestyle will continue to grow in Asia, especially among women from the growing middle class.
Source: Asian Market Research News. Retrieved June 20, 2003, from [http://www.asiamar- ketresearch.com/news/000309.htm]
WEBSITE LINKS 1. Maslows’ Hierarchy of Needs, http://www.businessballs.com/maslow/htm 2. Consumer behavior and culture: Consequences for global marketing and adver-
tising, http://www.sagepub.com/booktoc/aspx?pid=9647&sc=1
3. Food in Chinese culture, http://www.askasia.org/frclasrm/readings/r000044.htm 4. Dating cultural gaps, http://www.harbus.org/news/365215.html 5. How to market your product internationally? http://www.lfpackage.com/inter-
national_marketing.htm
In order to understand tourist buying behavior, one must first learn consumer buying
behavior. The next chapter will discuss the concept of consumer buying behavior.
CHAPTER 12 Human behavior: its nature and determinants288
CHAPTER
Consumer buying behavior
13 The aim of this chapter is to describe consumer buying behavior
and decision process.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand how external environmental factors and internal consumer characteristics influence buying behavior
& Understand how consumers make purchasing decisions and respond to purchasing & Understand how marketers analyze consumer decision-making
INTRODUCTION Consumer buying behavior is influenced by numerous factors. Decision-making ques- tions such as what, why, how, where and when consumers buy are influenced by three
major conditions: (1) environmental factors, (2) the buyer’s factors, and (3) the buyer’s
responses factors (see Figure 13.1).
There are three types of environmental factors: (1) the environmental stimuli that
are beyond the consumer’s control (e.g., demographic, cultural, social, geographic,
economic, historic, legal, political, technological, competitive stimuli); (2) the market
stimuli that are largely under the control of marketing managers (e.g., company,
customers, suppliers, intermediaries, publics); and (3) the marketing efforts, which refer to the marketing, pricing, distribution, and promotion of products and services,
as well as people who deliver them. The environmental factors influence the buyer’s
factors.
There are three types of buyers’ factors: (1) the buyer’s personal characteristics, (2)
the buyer’s psychological characteristics, and (3) the decision process. The buyer’s 289
Figure 13.1 Consumer Buying Behavior Process.
CHAPTER 13 Consumer buying behavior290
personal characteristics include nationality, ethnicity, religion, age, gender, lifecycle
stage, occupation, economic status, lifestyle, personality, and self-concept. The
buyer’s psychological characteristics include motivation, perception, learning, beliefs,
and attitudes. Both personal and psychological characteristics of the buyer affect the decision process, i.e., the way buyers identify their needs, seek information, select
criteria for product evaluation, evaluate products, make the purchase decision, and
feel about the purchase. The decision process consists of five major steps: (1) problem
recognition, (2) information search, (3) alternative evaluation, (4) purchase decision,
and (5) post-purchase behavior.
The buyer’s personal and psychological characteristics and the decision process
influence buyer’s responses such as product selection, pricing acceptance, seller and
service choice, reactions to product promotion, purchase location, amount, and tim- ing (see Figure 13.1).
13.1 ENVIRONMENTAL FACTORS
13.1.1 Environmental stimuli Demographic environment The major demographic factors that influence buyers’ behavior are those that define buyers as individual consumers as well as populations. These factors include
age, gender, education, occupation, socio-economic status, marital status, and life
stage. Of particular importance are trends and developments in population growth,
age mix, dispersion, density, and diversity. The current world population is over 6
billion, and it is predicted that by 2020 it will reach 8–10 billion. Currently, the
world population experiences problems of overcrowding, pollution, declining
quality of natural and cultural resources, and deteriorating quality of life. These
problems will intensify in the future. As a result, many consumers will seek a simpler life; move to smaller apartments and cheaper houses in less populated
communities; buy second homes in less developed countries; choose less extrav-
agant, sophisticated, and stressful lifestyles; and travel in a more environmentally
friendly way.
Most of the population growth takes place in less developed countries, which
account for 70% of the world’s population. The lowest growth occurs in the developed
world, particularly, in Italy, Poland, Switzerland, and Sweden. In the United States, the
most rapid population growth is noted in the South and Southwest. The areas with the highest growth will become the future tourism-generating regions and require a wide
variety of travel products and services.
The population age mix varies, and ranges from extremely young and fast-growing
populations (e.g., Mexico) to elderly and slow-growing populations (e.g., Japan and
Italy). Of all age-group segments, the 34–54 and over 65 groups experience the largest
growth. They will become the important tourism markets whose needs have to be
adequately met in the future.
13.1 Environmental factors 291
The world population is highly dispersed due to population migrations within and
between countries that resulted from the break up of the Soviet bloc, the ethnic
turmoil in the Balkans and Middle East, the formation of the European Union, and
the opening of borders between Central and Eastern European countries. The world population is also highly concentrated along sea and ocean shores and big, urban
metropolitan areas.
Diverse population groups distinguish themselves on the bases of their different
nationalities, ethnicities, races, religions, and various demographic and cultural fac-
tors. In the United States, Australia, and Canada, people come from virtually all nations.
The United States, initially called a ‘‘melting pot,’’ now called a ‘‘salad bowl’’ society, has ethnic groups that maintain their ethnic differences, neighborhoods, cultures, and
traditions. These trends indicate where consumers will be and what types of people will become future consumers of travel and tourism goods.
Major demographic trends that will significantly change the buying behavior of
Western consumers in years to come are: (1) an increasing world population; (2) a
relatively low birth-rate; (3) a decline in the numbers of teenagers and children; (4)
an aging population and the creation of the ‘‘Silver Century’’; (5) aging Baby Boomers in the United States and a shift to older, more mature consumers (aged
35–54); (6) an increased life expectancy; (7) delayed retirement; (8) the increasing
influence of baby boomers’ values and attitudes; (9) a focus on maintaining a younger, healthier, more active lifestyle; (10) increased mobility (geographical,
social, and professional); (11) geographic population shifts (from cities to suburbs
and ‘‘micropolitan areas’’); (12) widening geographic differences between cities, suburbs, and rural areas; (13) the transformation of marriage, professional career,
and parenting; (14) changing family structure (more singles, more childlessness,
later marriages, higher separation and divorce rates, more unmarried working
women; (15) an increasing number of gays, lesbians, and same gender households;
(16) shifting birth trends (older mothers, fewer pregnant teenagers); (17) the increasing importance of women as decision-makers; (18) increased educational
levels; (19) increased white collar population (higher percentage with high school
education, fewer blue-collar workers; (20) increases in numbers of both legal and
illegal immigrants, many of whom exhibit high birth-rates; (21) increasing ethnic
and racial diversity mix; (22) rising Hispanic and Asian influence; and (23) declining
Western influence.
For example, it is envisaged that women will raise families in the later stages of their
life cycles, opting instead to be more mobile and to travel more, either for personal or professional reasons. The number of working women, especially in high administrative
and managerial positions, will be constantly rising in the developed world. Evidence
suggests that women will represent half of the business world. Women will also travel
more in the future than men (Staats et al., 2006). Women’s desire for future travel is an
effect of an emerging cohort of working women with travel experience; university
graduate women, in particular, are aware of the professional benefits of travel (Staats
et al., 2006). In the past, women traveled less than men because they were perceived as
unable or unwilling to travel due to family commitments (Adler, 1993; Markham et al.,
CHAPTER 13 Consumer buying behavior292
1986). Today, travel provides women with important opportunities for career devel-
opment and networking.
Further, it is also envisaged that families with small children will seek child-oriented
destinations and vacation facilities such as child-care centers. There will be a growth in customized travel products for people of the same gender living and traveling together.
Children returning home after graduating from college may seek luxury gifts for their
parents in the form of travel, as gestures of appreciation. An increasing number of
immigrants will require products that meet their cultural and religious needs (ethnic
food, clothing, arts and crafts, or religious books). Table 13.1 shows the major con-
sumer demographic segments and their future purchasing needs.
Other factors that can bring a change in consumer buying behavior and create
new marketing opportunities, especially in the United States (but already visible in other countries) are (1) changing nature of work (more focus on information tech-
nology and automized services), (2) increasing obesity among adults and children
(inappropriate diet due to time pressure, eating more outside), (3) awareness of
health problems, (4) increasing demand for low-carbohydrate diets, (5) pressure to
be seen as different from others, (6) increasing pace of life and demand for slower
and more rewarding life, (7) increasing demand for pleasures of life and indulgence,
(8) need for emotional escapes and more social contacts, and (9) need for safety and
security. The major market segments, mostly in an American context, that may significantly
create new opportunities for travel and tourism and influence the direction of future
marketing efforts are identified in Table 13.2.
Cultural environment Culture is the fundamental determinant of a person’s wants and behavior. The major
cultural factors that influence people’s buying behavior are values, beliefs, language,
religion, customs, traditions, and family relations. Culture determines what kind of
clothes people buy, what food they eat, how they dress, and what they do with their
leisure time. Culture defines people’s needs for products and services. Culture dictates
which products to buy and avoid, where to buy and how often, what sources of information to rely upon, whether to be rigid or flexible in the acceptance of new
ideas, what criteria to use in evaluating products, and what type of service to accept.
Distinct cultural groups of consumers have different value systems based on different
life experiences and situations and thus have different product expectations and
preferences, expenditure patterns, and responses to promotional messages. Retailers
need to be aware how national cultures influence consumers’ purchasing needs and
patterns. Learning about national cultures of distinct groups of consumers can help to
develop more effective and successful products for culturally different consumer segments.
By the year 2020 half the world’s population will be living in mainland China, India,
the former Soviet Union, the United States, and Indonesia. These regions will be the
major sources of potential consumers. Understanding cultural differences among these
13.1 Environmental factors 293
Table 13.1 Future Consumer Segments and Their Buying Needs
Segment General characteristics Buying needs Adult-centered families Older parents with children Educational travel, travel
close to home
Blended families Remarried with children from other marriage, need to start from the beginning
Need everything, including vacations
Boomerang kids Children returning home after college, have high discretionary income, often pay nothing for accommodation and food
Gifts for parents in form of travel, weekend getaway, cruise trips
Dual income families Both spouses work Convenience and luxury, expensive travel, clothes, haircuts, manicures, massages, facials, elegant briefcases, jewelry
Empty nesters Families with no children Luxury items, exotic and adventure travel, sporty cars, designer clothing
Expanded families Parenting stepchildren, grandchildren, elderly parents, grandparents, spouses, ill relatives, may include adopted children
Purchases depend on interests and needs
Friends as families Friends being virtual family members bonded by companionship and compassion
Gifts, weekend getaway together, cruise trips
Grandparent families Families with multiple grandparents
Intergenerational products catering to young and old, comfortable all-inclusive trips with educational focus
Multigenerational or vertical families
Several generations alive at once
User-friendly products for all ages and abilities, extended family vacations, multiple- generation trips, scheduled events and dinners, each sponsored by different family members
CHAPTER 13 Consumer buying behavior294
various international consumer markets is imperative. For example, in some countries,
due to different cultural traditions, there are different attitudes to distinguish gender
groups, especially roles and rights of men and women. For example, most Asian and
Islamic countries exhibit male preference. In China, a male preference is manifested by the widespread abortions of female fetuses. In Saudi Arabia the socio-economic status
of women is downgraded. Women attend separate schools and are restricted from
working outside the home. Women who are permitted to work are restricted to having
contacts with women only. Women are also prohibited from driving cars or riding in
taxis without a male escort. The patriarchal structure also dominates in Hispanic
communities.
Cultural differences in roles and responsibilities lead to different needs in terms of
travel behavior. For example, in the countries where women’s responsibility is to take care of children and depend on men as breadwinners, women are more constrained in
their travel than men. They are discouraged from independent travel because this is a
masculine activity unsuitable for women (Henderson et al., 1988). On the other hand,
in Western cultures women are more independent, and travel frequently for vacation
and business purposes.
In some countries, there are also significant cultural differences in types of jobs and
salaries regarded as appropriate for women and men. For example, in Sweden, nearly
half of administrative and managerial positions are held by women, compared to less than 5% in Spain. In many countries around the world women are disadvantaged in
terms of pay and working conditions. Consequently, understanding cultural differ-
ences in attitudes toward genders can help to determine and predict women and
men’s travel behavior in selected countries, for example, what products they will seek,
how they will react to promotional ads, or who will make a purchasing decision.
TABLE 13.1 (Continued )
Segment General characteristics Buying needs Solo fliers Single either married or not,
enjoy the solitary lifestyle, mostly older women, widowed or divorced
Products and services that help to look and feel good, and maintain problem-free life, security, e.g., health clubs, wellness and spa products, healing services, travel insurance, educational information
Soul mates Live in long-term relationships, financially stable
Luxury items such as retreat trips, cruises, spas, restaurants
Source: items adapted from Dychtwald, M. (2003) Cycles: How we will live, work and buy. New York: Free Press.
13.1 Environmental factors 295
Table 13.2 Future Important Market Segments
Baby Boomers: mature ‘‘fifty-something’’ segment, born between 1946 and 1954, represents about 80 million well educated, wealthy, and mobile people with interest in discovery, exploration, leisure products, vacation, adventure, cruises, and luxury. Want to stay active and youthful, seek healthcare products and physical activities. Demand activities, services and equipment that maintain physical fitness (e.g., sports, recreation, gyms, weight-loss clinics, diet products). Seek health and wellness products that foster being healthy and looking young (e.g., health clubs, retreat camps, spas, cosmetics). Interested in comfortable lifestyles, casual sport clothing and shoes. Need travel-friendly products (e.g., light and small), pharmaceuticals, medical and healing services, assisted traveling and shopping facilities. Demand convenience, quality, and safety. Require travel insurances, financial services, second homes, cars, home care products, and educational information. Generation X: born between 1965 and 1976, represents 45 million young and freedom-minded
individuals who lived in the age of AIDS during recession and corporate downsizing, who are environmentally and socially oriented, less materialistic, looking for quality of life and satisfaction rather than professional career and promotion. Sceptical and cynical, however, value honesty and low prices. Like recreation activities such as hiking or biking. Generation Y: born between 1977 and 1994, represents 80 million of North Americans who have grown
up surrounded by computers and digital media. Fluent with computers, Internet and digital technology (N- Gens or Net generation). Likes comfort, simplicity, and fast food. Sometimes called Echo boomers. Generation M: the Internet or Google generation. Have also grown up with computer technology and
whose first source of knowledge is the Internet; a search engine Google being the most popular one. Distinct from previous generations that grew up before the widespread availability of the Internet, and whose major sources of knowledge were books and conventional libraries. Sometimes called Generation Xbox, iPod and the instant-messaging generation. Millennial Generation: Youngest generation, born between 1978 and 1982 and ending in 2003. Are the
children of the Baby Boomers. Generation D: Digital generation of young computer wizards. Very comfortable with digital devices and
digital culture. Generation Now: Three- to five-year-old children who understand technology, request own iPods, fast
foods, fast TV, and instant gratification. Never had to wait for much. Sandwich Generation: have finished raising their children, are caring for their aging parents, have
become parents to their parents. Struggling to pay college tuition for their children and having to deal with the housing, financial, medical and emotional problems of their parents. Some are in their 30s or 40s, caught between the needs of their growing children and their parents. Others are in their 50s or 60s, planning for relaxation and travel. Generation XL: children or young adults who are overweight because they gave up a balanced diet and
regular exercise to dedicate themselves to their dot-com jobs. Mainly college students who eat too much of the wrong food and have too little activity and unhealthy lifestyle. On their way to health problems such as diabetes, heart attacks, and strokes.
CHAPTER 13 Consumer buying behavior296
Social environment
Consumer buying behavior is influenced by social factors such as social class, social
stimuli, family, social roles and social status. Social classes are groups of a society
whose members share similar values, interests, status or position based on amount
and type of income, occupation, area of residence, interests, opinions, and lifestyle
preferences. Social classes include upper-uppers, lower-uppers, upper-middles, mid- dle class, lower-middle, upper-lowers and lower-lowers. Only 1% of the population is
located in the upper-upper stratum, 12% in the upper-middle stratum, and 9% in the
upper-lower stratum. Within the same social class people tend to behave alike. How-
ever, distinct social classes behave differently and show different product and brand
preferences for clothing, home furniture, appliances, electronics, cars, travel, recrea-
tion, and leisure activities.
Social stimuli or influence can be interpersonal and intrapersonal. Interpersonal
stimuli refer to (1) larger social and cultural groups to which people belong or would like to belong (e.g., family, friends, or interests, gender- and age-based groups, or
membership groups) and (2) smaller peer and reference groups. In general, there
are three major categories of reference groups that have influence on people’s behav-
ior and decision-making. These are the groups to which (1) the individual already
belongs; (2) the individual would like to belong, called aspirational groups (e.g., sport
clubs); and (3) the individual would not like to belong to, called dissociative groups (e.
g., groups of people who take drugs and drink alcohol). The aspirational groups create
pressures to conform to their norms, and influence an individual’s attitudes and self- concept. The strength of this influence depends on the values and norms of the groups
and those who would like to belong to them.
Intrapersonal stimuli refer to needs, perceptions, and attitudes that characterize
and shape an individual’s behavior. The individuals differ and create distinct market
segments because they are influenced by different needs and attitudes that affect their
behavior. For example, the mature consumer segment (people 65 years and over)
differs from the young consumer segment (less than 35 years of age); seniors usually
demand health and convenience products, while youngsters seek more excitement and adventure.
Family significantly influences people’s buying behavior. The family consists of
parents, children, grandparents, aunts, uncles, and cousins, all of whom influence
an individual’s values, attitudes toward religion, politics, the economy, personal life-
style, and even ambition. The spouses and children usually have a more direct influ-
ence on the individual’s behavior than any other group. Families vary in terms of size,
strength, and cohesion depending upon the cultural orientation of their members. For
example, Norwegian and Swedish families are smaller, while Italian, Greek, and Chi- nese families are bigger. In Mediterranean and Latin American countries the family
represents the most important social group, and it exerts the strongest influence over
its members’ behavior. In ethnic Greek and Korean communities the very strong family
ties manifest themselves in cooperative family business ventures (e.g., family restau-
rants, family run shops).
13.1 Environmental factors 297
Families also vary in terms of their economic status, religious beliefs, political
orientation, or attitudes toward roles and responsibilities, for example, wife, husband,
or child. Some families are husband dominant, while others are wife dominant. In some
families, purchasing decisions are made jointly by husband and wife, while in others, they are made separately. In some families husbands are responsible for purchasing
cars and making financial investments, while wives are responsible for buying food,
kitchen ware, cleaning products, personal clothing, and cosmetics; joint decisions are
made about annual vacations, schooling, housing and entertainment. In many families
children have a significant influence upon parents’ purchases.
A social role refers to the activities that a person is expected to perform in a family
or society (e.g., the role of son, daughter, husband, wife, teacher, or doctor). Each
social role determines an individual’s behavior. For example, mothers are expected to take care of their children. The social roles are influenced by external surroundings.
For example, children spending vacations with parents in a luxury hotel behave
differently than when they travel with other children at a school camp.
Each social role reflects a social status given to an individual by a society. People
usually buy products and services that show their status in society. For example, a
factory worker and lawyer have different social statuses. A factory worker buys com-
fortable and casual clothes, while a lawyer buys brand clothing, elegant briefcases, and
luxury cars to emphasize the difference in social status. Similarly, business travelers expect to fly first or business class; flying economy class would mean losing their social
standing.
Geographic environment The major geographic variables that affect people’s buying behavior are the natural
resources, such as water, forests, beaches, wildlife, coral reefs, clean air, vegetation,
and land use. Most tourists purchase holiday trips to destinations that offer distinctly
different geographical environments than their place of residency. For example, many
North European tourists travel to Southern Europe to warm themselves up in warm
climates along the Mediterranean Sea. Further, various geographic areas are character-
ized by different climates, economies, politics, religious affiliations, and customs and
thus offer distinct lifestyles, values and culture. For example, the Northeast area of the United States offers a very busy and stressful pace of life. Similarly, in Europe, Germany
offers a scheduled and rigid lifestyle. On the other hand, the Southeast area of the
United States, influenced by the growing number of Hispanics, offers a slower, more
casual, outdoor lifestyle; the area is known for its entertainment and nightlife. Like-
wise, Australia offers a casual and relaxed pace of life; the country is known for its
social and family orientation and environmental protection.
Economic environment The major economic factors that affect purchasing and spending power of individual
consumers as well as populations are (1) the disposable income (income left after taxes
are paid), (2) the discretionary income (income left after taxes, bills and necessities are
CHAPTER 13 Consumer buying behavior298
paid), (3) the price of necessities (e.g., daily food, clothing), and (4) the price of luxury
goods (e.g., travel, recreation, education). According to Engel’s law, as the disposable
and discretionary (spendable) income increases, people spend (1) less on necessities,
(2) the same amount on accommodation, except for utilities and electricity, which expenditures decrease, and (3) more on luxury items (e.g., cars, jewelry, travel,
yachts). According to the law of price elasticity of demand, as the price of the goods
increases, people spend (1) the same amount on necessities and (2) less on luxury
items. However, as prices increase, some may spend more on luxury and expensive
goods in order to enhance their social status.
The other economic factors that influence people’s purchasing and spending
patterns are business cycles, inflation, the unemployment rate, the interest rate, the
exchange rate, saving policy, debt, credit availability, taxation policy (federal, state), imports and exports. For example, in terms of business cycles, during prosperous
times people have higher incomes and thus buy more: they usually spend more on
expensive and luxury items. During a recession, consumers have less discretionary
income and thus buy less: they usually look for basic and low-priced products. In terms
of inflation, serious price increases can cause a decrease in the consumer’s purchasing
power, or change in their spending patterns (e.g., purchase a bicycle rather than
purchase a car, lease rather than buy).
A high unemployment rate reduces consumers’ spending and buying. A declining exchange rate (e.g., low local currency) makes local products cheaper, and products
purchased overseas more expensive, whereas a rising exchange rate (e.g., high local
currency) makes overseas products cheaper and more affordable than local products.
High sales taxes on goods and services (e.g., VAT, GST) discourage consumers from
spending money and deter them from traveling. For example, currently South and
Central American destinations are cheaper than Asian, European or North American
because the former have lower sales taxes.
Historic environment Historical and ancestral ties are important in influencing people’s behavior. For exam-
ple, after World War II, many Poles refused to buy German products and travel to
Germany. Likewise, due to mutual animosity, Japanese and Koreans often refused to
cooperate and engage in various economic and social activities.
Legal and political environment The legal and political environment that influences people’s buying and spending
behavior is composed of laws, legislation, policies, regulations, government agencies,
and pressure groups. Monetary and fiscal policies determine how much money the
government will spend for goods and services, how much is made available to con-
sumers, and how much discretionary income people will have left after their taxes and
necessities are paid for. Social legislation determines civil rights, and environmental
protection laws determine the extent to which people can use the environment for
their purposes, including travel. Government relations with individual industries
13.1 Environmental factors 299
determine subsidies for agriculture and tourism. Laws address unfair competition,
price and consumer discrimination, misleading advertising, and hidden pricing. Rules
govern airline deregulation; safeguard children; protect consumer credit; secure food
handling and sanitation procedures; regulate alcohol consumption; fix sales, hotel and restaurant taxation; and control packaging and labeling.
Currently, there is an increased emphasis on socially responsible purchases and
ethics, such as abandoning smoking in public areas, eliminating drunk driving, treating
animals ethically, and buying fair trade products. There is increased attention paid to
rights of special interest groups, such as women, senior citizens, people with disabil-
ities, minorities, gays, and lesbians. There are laws protecting the individual con-
sumer’s privacy and identity.
Technological environment The new technology has had a dramatic effect on people’s buying behavior. The
Internet, sophisticated websites, computerized reservation and payment systems,
WebCTs, cell phones, bar codes, ATMs, eBay, Skype, etc., have allowed sellers and
consumers to change the ways they communicate and make transactions. For exam-
ple, any individual with access to the Internet can see and experience products before purchase and obtain information about price, special rates, seasonal discounts, special
deals, and purchase conditions, as well as compare prices charged by other suppliers.
These websites also enable buyers to purchase the products from the convenience of
their home. In addition, technology has created opportunities for telemarketing and
TV/computer home shopping.
The most dramatic forces affecting travel and tourism have been the emergence of
Global Distribution Systems (such as SABRE in the United States and Amadeus in
Europe) and online travel agencies (OLTA) such as Expedia, Travelocity, Opodo, and Orbitz. The technology helps traditional travel agents and enables individual buyers
to book and buy their own airline tickets, accommodation, rental cars and travel
insurance.
In addition, consumers are increasingly encountering automation in stores. Many
stores offer self-scanning and self-checking out. Customers in the United States have
begun to use biometric identification to pay for their purchases. The need for cash,
checks or credit cards has been eliminated in many stores. Soon, barcodes will be
replaced by radio-frequency identification (RFID) technology. Already, mobile phone users are able to surf the web, purchase products and services, and have access to
online interpretation when visiting museums. Companies such as SNCF (the French
railroad company) and Air France have developed applications allowing their customers
to purchase tickets from their mobile phone and register or check in for their trip/flight.
Travel companies are already able to access consumers with personalized text and
email messages and target special interest groups such as skiers, golfers, and business
travelers with customized offerings. Customers are able to receive wireless messages
and suggestions on products and activities related to their personal interests. Technol- ogy will allow suppliers to recognize a customer who visits their sites and tailor offers
CHAPTER 13 Consumer buying behavior300
based on previous online behavior or purchases (Katz cited in Dickson & Vladimir,
2004). The wireless technology, including PDAs, cell phones and laptop computers
with international reach will be commonly used to shop for products and location-
based services. Although some developments bring opportunities for innovation (biotechnology,
computers, telecommunication, robotics), they also threaten people’s privacy, sim-
plicity, and quality of life. Society increasingly seeks safety in food, cars, clothing,
electrical appliances, transportation, and construction.
Competitive environment Competitive environment varies depending on the market structure. For example, in a pure market structure, many similar products are offered to many buyers; the slightest
increase in product price eliminates demand for it. In the oligopolistic market structure
similar products are provided by a few large sellers dominating the market; any
decrease in product price is immediately matched by competitors to generate addi-
tional sales. In a monopolistic market structure dominated by one provider only
(usually government or a private sector) there is no competition; demand is inelastic,
allowing prices to rise to sellers’ satisfaction and consumers’ dissatisfaction.
13.2 BUYER'S FACTORS
13.2.1 Buyer's personal characteristics Nationality The behavior of potential buyers is influenced by their nationality and language spo-
ken. National cultures affect what people buy and eat, how they dress, what music they
listen to, and where they travel. For example, demand for ethnic food in areas with
large numbers of migrants with different nationalities is determined by the tastes and
customs of the migrants who live in these areas. Countries such as Australia, Canada, the United Kingdom, and the United States
comprise a very wide range of different nationalities of origin and cultures. While many
immigrants to these countries identify with the culture of their host country, many
follow their traditional values and rules of conduct and speak native languages to
emphasize their own cultural identity.
Ethnicity Ethnicity refers to the process of identification of human groups within the larger
society on the basis of their ethnic characteristics, such as physical attributes,
religion, common perceptions and cognitions, values and traditions, and geograph-
ical location. For example, African-American, Asian American, Hispanic, and French-
Canadian represent distinct ethnic groups that use their own ethnic symbols to define and differentiate themselves from other ethnic groups. Sometimes the terms
13.2 Buyer's factors 301
ethnic groups and subcultures are used interchangeably. It is widely assumed that
subcultures represent smaller groups within the larger culture. However, some
believe that the term subculture should be avoided as the connotation of ‘‘sub’’ implies the inferiority of the ethnic group.
Religion Religion represents an important influence on people’s buying behavior. Different
religious groups have distinct consumption habits and preferences for leisure and
entertainment. Religion gives people direction and teaches them what is morally
appropriate and what is not. For example, Jews eat kosher food products, and
Seventh Day Adventists limit their consumption of meat. Mormons do not purchase
tobaccos or liquor, and Evangelical Christians avoid purchasing jewelry. Muslims
do not eat pork and generally do not consume alcohol. Hispanics like to purchase
clothing and spend heavily on fashion and dancing. Italians spend heavily on food, and African-Americans on music. While African-Americans frequent discos, buy
music albums, and do arts and crafts, white Americans like eating out, playing
golf, and boating (Blackwell, 1979). Although many of these differences can
be explained by religious differences, some may also be explained by income
differences.
Age Age determines the way people behave and the type of goods they purchase. For
example, young people (less than 35 years of age) often download music from the
Internet, buy fashionable dress and sports equipment, and seek excitement and adventure. On the other hand, seniors (people 65 years and over) still buy music on
CDs, usually demand health and convenience products, and buy extra medicine and
insurance.
Gender People’s buying behavior and consumption patterns depend upon their gender. Wom-
en are known for exhibiting different shopping behavior from men. They love shop-
ping for clothes and accessories, while men are known for their interest in cars and
consumer electronics. Women usually decide about grocery shopping and men about
the purchase of a car.
Lifecycle stage The family lifecycle (FLC) is a useful concept that explains how the family influences
people’s buying behavior and consumption patterns. According to the FLC, a typical
family goes through a number of distinct stages in its life; each stage is characterized by
different consumption needs and patterns. For example, young married people with-
out children have higher discretionary incomes; they travel and dine out more fre- quently than do families with children. In the United States, people with children opt
for home delivery and take out food.
CHAPTER 13 Consumer buying behavior302
Occupation A person’s occupation affects his/her behavior and need for goods. For example,
business executives usually eat their lunches at a full-service restaurant, while clerical employees bring their lunches from home or purchase them from a nearby quick-
service restaurant.
Economic status A person’s economic status affects the choice the person makes and products pur-
chased. For example, people with low discretionary incomes have less savings, do not eat out frequently at restaurants, and do not spend much on entertainment and
expensive vacations. Those with higher discretionary incomes spend more on luxury
goods, such as jewelry, expensive wines and beers, luxury hotels, and upgraded air
travel.
Lifestyle Lifestyle refers to a person’s specific patterns of activities, interests, and opinions (AIO)
in areas such as work, leisure, politics, and recreation. Some people follow a very social
lifestyle: they surround themselves with friends and relatives. They are outgoing and
confident, and frequently travel for social purposes. Others are shy, seek solitude, and travel close to home. While some like peaceful, nature-based activities, such as walk-
ing, hiking, and bird-watching, others like risky activities such as bungee-jumping or
mountain climbing.
One of the most popular classifications of lifestyles is the VALS (Values and Life-
styles) framework, which categorizes American adults into eight groups based on their
different lifestyles: (1) believers (17%), who are conservative, conventional, traditional,
religious, community- and country-oriented; (2) achievers (14%), who are successful,
work-oriented, status-seeking, and satisfied with families and jobs; (3) experiencers (13%), who are young, vital, enthusiastic, impulsive, variety- and excitement-seeking,
heavy spenders who buy clothing, fast food, music and videos; (4) strivers (12%), who
are striving to find a place in life, unsure about themselves, and low in socio-economic
status; (5) makers (12%), who are practical, self-sufficient, trying to experience the
world, politically conservative, suspicious of new ideas and resentful of government
intrusion into individual rights; (6) strugglers (12%), who are poor, uneducated, low-
skilled, elderly, concerned about security and safety, and cautious about consumption;
(7) fulfillers (11%), who are mature, well educated, knowledgeable, responsible, sat- isfied, conservative, practical, recently retired; and (8) actualizers (10%), who are
successful, sophisticated, active, and image oriented not in terms of status but taste
and character, and have high self-esteem and significant resources.
Personality Personality refers to a person’s distinguishing psychological characteristics that
lead to specific responses to the environment and distinguish one individual from
another. People with different personalities behave differently and have different
13.2 Buyer's factors 303
needs. Fiske and Maddi (1961), who introduced activation theory of personality
development, identified two major types of personality: (1) high-activation (high-
energy) extroverts and (2) low-activation (low-energy) introverts. The high-activa-
tion type needs a variety of activities and alternatives to choose from, whereas the low-activation type seeks comfort, familiarity, and fewer choices (e.g., restaurants,
hotels).
Self-concept Self-concept refers to self-image or mental picture of self. Self-image plays a determin-
ing role in how people see themselves and what they buy to improve their self-image.
For example, people who perceive themselves as outgoing and active are unlikely to be
shy, inhibited, and inner-focused. They are extroverted, very social, and open to new
ideas and things. Those who are energetic, full of strength and new ideas usually
purchase products that attract, or are perceived to be for, young, dynamic, successful people.
Buyer's psychological characteristics In exploring the influence of intrapersonal factors on buying behavior, we must
identify the impact of psychographic factors, such as motivation, perception, learning,
beliefs, and attitudes.
Motivation A motive is a primary factor driving a person’s behavior. It is stimulated externally and
internally by a need that the individual seeks to satisfy. Every person has some needs
and thus behaves and reacts in a way that allows those needs to be fulfilled. A need that
goes unsatisfied generates tension that is eliminated once the need is satisfied. The
needs a person seeks to satisfy differ depending upon that person’s personal charac- teristics (as discussed above). The major motivation theories were discussed in Chap-
ter 12.
There are primary motives which stimulate needs for consumption of general
products such as food products, computers, or travel; and selective motives which
stimulate needs for consumption of specific products such as low-calorie food
products or Apple computers. Motives must be stimulated in order for an individual
to feel a need and behave in a certain way. However, how the motives are stimulated
depends on the person’s perception of the environment that creates the specific motives.
Perception Perception is the process by which people create meanings from the selection, orga-
nization, and interpretation of stimuli from within themselves (e.g., feelings of stress or
frustration) or from the external environment (e.g., travel advertisements). Percep-
tions differ: for example, one person may perceive a waiter to be casual and
CHAPTER 13 Consumer buying behavior304
unsophisticated, while another person may view the same waiter to be formal and
cold. People have different perceptions because they experience the same stimuli or
information in different ways, depending upon their personal characteristics and
personality. The selection and interpretation of various stimuli varies because people have different sensory abilities.
Learning Learning arises from experiences and represents changes in people’s behavior arising
from experience. Most human behavior is learned; thus people can be taught. Learning
occurs through stimuli, observation, active participation, socialization, response, and
reinforcement. People behave in a certain way and make choices based on the infor-
mation learned from the environment. For example, tourists select accommodations
based on the information obtained from travel brochures, talking to hotel guests, or
direct experience with the hotel facilities.
Beliefs Beliefs are the thoughts people hold about something based on knowledge, faith, or
opinion. For example, customers may believe that a certain restaurant’s services are
the best in town, regardless of whether this is indeed true. Beliefs reinforce images, and
people behave depending on their images and what they believe in.
Attitudes Attitudes describe people’s evaluations, feelings, and tendencies to perceive and behave in a consistent way toward certain objects (e.g., clothes, food, music), ideas
(e.g., religion, politics), or other people. Attitudes decide whether people are going
to like or dislike certain objects, ideas, or people. Attitudes are developed during
childhood and are formed and adjusted during adulthood. The degree of adjustment
depends upon what an individual learned from the environment, mainly social
groups, information received, and past experience. The strength of attitudes
depends upon people’s motivation and personal characteristics. Attitudes influence
product purchases, as well as perceptions of a product’s ability to meet needs, enhance self-image, respond to cultural values, and give meanings to beliefs and
experiences. Attitudes predict people’s behavior. Those with negative attitudes
behave differently from those with positive attitudes. Negative attitudes are difficult
to change.
13.2.2 Decision process A buyer’s personal and psychological characteristics influence the buyer’s decision
process (see Figure 13.2). The decision process consists of major five steps: (1)
problem recognition, (2) information search, (3) alternative evaluation, (4) purchase
decision, and (5) post-purchase behavior. Every buyer must pass through these five
stages with every purchase s/he makes.
13.2 Buyer's factors 305
Stage 1 The decision process begins in the first stage, called Need Recognition. Potential
buyers recognize a need when is faced with a ‘‘problem’’ such as being tired from work and needing some rest. The buyer feels that the best way to eliminate the problem and satisfy the need for rest may be to leave work and go for a trip. The buyer
recognizes a possible need to travel. If the buyer perceives the tiredness as a problem,
s/he is in the actual state of buying. If the buyer desires travel as something new to
experience, s/he is in a desired state of buying.
The recognition of a need or problem can be triggered by internal or external
stimuli, e.g., hunger, tiredness, or illness. Potential buyers may have different types
of needs or problems that lead them to purchase. Internal and external stimuli often
trigger unsatisfied needs that would most likely motivate prospective buyers towards a purchase (e.g., a vacation trip). If the prospective buyer feels a need to relax and
recuperate from work, s/he might be motivated to go on vacation to a destination that
offers peace and relaxation. However, if the prospective buyer feels a need to learn
about South America and become familiar with a new culture (internal stimuli), s/he
might be motivated to explore Peru or Argentina. Both needs can be combined with a
need to use the opportunity and purchase discounted airfare (external stimuli) or a
travel package. It is important to anticipate what kinds of needs or problems prospec-
tive buyers have. Need/problem recognition may be a simple or complex process. Simple need
recognition occurs frequently and can be dealt with easily and automatically. For
example, when a prospective buyer recognizes the need for a drink or daily news,
s/he can purchase drinks from a vending machine or magazines from a local
newsdealer. Complex need recognition develops over a longer period of time
Figure 13.2 The Influence of Buyer's Personal and Psychological Characteristics on Decision Process.
CHAPTER 13 Consumer buying behavior306
and may change the actual state buyer to the desired state buyer. For example,
after visiting Peru, the buyer may consider traveling to South Africa. The actual
state of buying a trip to Peru can turn the buyer into the desired state of buying a
trip to South Africa.
Stage 2 In the second stage, called the Information Search, potential buyers feel the need to
make a purchase, so they begin to search for information about a product. If the need is strong enough, and can be satisfied by a purchase, the buyer will probably not need to
search for information and make the purchase at that moment. Otherwise, the buyer
will collect information about the product.
Potential buyers can search for information in two ways: (1) some buyers perform a
simple information search, which allows them to enhance interest in the product and
makes them more receptive to product information; or (2) some buyers perform an
intensive and complex information search, which allows them to search extensively
for such information. The extent to which potential buyers engage in an information search depends on such factors as the degree of the buyer’s motivation, the amount of
information needed and available, the difficulty of obtaining information, the reliability
of the information source, the value of the information source to the buyer, the
satisfaction with engaging in the search process, and the perceived risk. In high-risk
situations (e.g., buying expensive vacations), prospective buyers are likely to engage in
intensive and complex information searches; in low-risk situations (buying a daily
newspaper), buyers are more likely to use very simple searches. Other factors that
are likely to increase consumers’ pre-purchase information search are presented in Table 13.3.
Potential buyers can obtain information from either internal or external sources.
Buyers can also search for information actively or passively. The active way of search-
ing for information includes referring to past information or personal experiences;
using memory, which might provide some answers to make the choice (internal
sources); asking friends for advice; reading brochures; and consulting others who have
experience with a product (external sources). The passive way of searching for infor-
mation does not highly involve the buyer in a purchase; rather the buyer learns about the product from watching TV commercials, listening to the radio, or looking at bill-
boards beside the road. The consumer is actively involved in the search for information
when s/he really needs the product.
Potential buyers seek more external information and engage in a more exten-
sive information search if they have no prior experience with a product or have
very little experience. In this case they are actively involved in the search. Buyers
may contact personal sources of information (e.g., ask for advice from friends and
relatives, use word of mouth), marketing (promotion, advertising), neutral sources (e.g., travel agent, tour guides), or refer to those who have had experience with
the product before. The more relevant past experience the potential buyers
obtain, the less external information they need and the less extensively they have
to search.
13.2 Buyer's factors 307
Information sources can be classified as either (1) personal or impersonal and (2)
commercial or non-commercial. Personal commercial sources include endorsements
from sales representatives, dealers, or agents. Personal non-commercial sources in-
clude endorsements from families, relatives, friends, neighbors, acquaintances, or co- workers. Impersonal commercial sources include commercial advertising, direct mail,
product packaging, and displays. Impersonal non-commercial sources include news-
paper and magazines articles, travel reports, restaurant reviews, editorials in travel
sections, and consumer-rating organizations.
Table 13.3 Factors Influencing Pre-Purchase Information Search
Buyer's factors Socio-demographic characteristics (e.g., age, gender, education, occupation, social class, lifecycle stage) Psychographic characteristics (e.g., personality, such as extrovert/introvert or perfectionist/generalist; motivations; beliefs; attitudes; interests; lifestyle; self-image) Cultural characteristics (e.g., values, traditions, customs, attitudes toward risk, importance of family and social groups) Economic status (e.g., income, mortgages, taxes to pay, access to credit)
Product factors Type of product (necessity versus luxury), price, brands, different features, demand, product visibility and competitiveness, availability of alternatives, novelty, packaging, labeling)
Situation factors Ecological considerations (past experience, frequency and type of purchase) Economic considerations (e.g., inflation, recession, interest rate, exchange rate) Technological considerations (e.g., new developments in information technology, access to the Internet, eBay, availability of online websites) Political considerations (e.g., wars, political instability, terrorism) Legal considerations (e.g., warranties, guarantees, consumer protection) Competitive considerations (e.g., market structure, number and size of competitors)
CHAPTER 13 Consumer buying behavior308
There are also experiential sources of information that include examining,
using, touching, smelling, or tasting the product. One of the most powerful meth-
ods of obtaining information about a product is word of mouth (e.g., asking
friends, professionals, or acquaintances for recommendations). Word of mouth is the most convincing, cost effective, and influential because it is perceived as very
credible.
It is important to determine the influence of each source of information on a
prospective buyer and to understand how this information can be provided to the
buyer (e.g., by disseminating commercial information through advertising on the TV or
radio, in professional associations and journals, or by using personal information). By
collecting information, potential buyers become aware of the choices and features
available for a particular product. The collected information allows the buyers to evaluate a product against the alternatives.
Stage 3 At the third stage of decision-making, called Alternatives Evaluation, potential buyers use the collected information to evaluate the product and its available
alternatives. At this stage, potential buyers develop a final set of choices and
purchase their final selection. How do potential buyers evaluate available alterna-
tives and arrive at the final decision? First, prospective buyers form three different
sets of options. The first is a set of available products or brands that potential
buyers consider when making their selection. This set is called the evoked or
consideration set. The evoked set usually consists of a small number of products
or their brands that potential buyers are familiar with (known products). For example, in travel and tourism the evoked set refers to destinations of which the
buyer is aware and from which s/he will probably make a purchase. These destina-
tions appear on the list of alternatives that the potential traveler feels good about
and is likely to select.
Prospective buyers exclude certain products and their types from purchase. The set
of products excluded from purchase is called inept set. Some products are excluded
from purchase because they are (1) unknown (e.g., poorly exposed through media and
advertising), (2) unacceptable (e.g., have poor features), (3) overlooked (e.g., have not been clearly positioned in the target market), or (4) unable to meet the buyer’s needs as
fully as the product that has been chosen. These products make buyers feel uncom-
fortable. For example, in tourism, the inept set is composed of those alternative
destinations the potential travelers dislike and thus are unworthy of further consider-
ation. Sometimes products are excluded from purchase because potential buyers are
not able to process all information about these products even if such information is
readily available.
Prospective buyers may also feel indifferent towards some products or destina- tions that do not have any special features or benefits to offer. These products
compose the inert set of products. In tourism, the inert set refers to the destinations
the traveler does not care about. Although the potential traveler usually accepts
information about these destinations, s/he does not actively seek such information
13.2 Buyer's factors 309
(see Figure 13.3). The challenge for tourism marketers is to move the product from
the inert set (indifferent products) to the evoked set (acceptable products).
Prospective buyers tend to create a mental ‘‘list’’ of products and destinations, and their features, from which they make their selection. Buyers also develop a set of criteria used to evaluate each product, destination and feature. For example, a businessperson
develops a set of criteria for selecting a hotel; s/he considers hotels that offer wireless
access to the Internet, a business center with fax and conference phone capabilities, and
meeting and conference rooms. If several hotels meet the criteria, business travelers
usually choose the one with the most convenient location. Examples of criteria used by
potential leisure travelers to evaluate tourism destinations are presented in Table 13.4.
Prospective buyers see products/destinations as bundles of features (attributes).
Prospective buyers pay attention to features that are important to them. Buyers eval- uate the importance of product/destination features depending upon their needs and
wants. For example, women usually attach more importance to the restaurant ambi-
ance and romantic atmosphere, while men attach importance to parking facilities.
Since different buyers have different needs, they attach different importance to prod-
uct/destination features.
Buyers can follow a multi-attribute model of decision making to choose the right
product/destination with the right features. Buyers evaluate each feature of the prod-
uct/destination, add all scores for each product/destination, and obtain the overall score for their features on a 10-point scale (1 – the lowest rating; 10 – the highest
rating). In our example, destination C is selected because it scored the highest among
all three alternatives (see Table 13.5).
Buyers can also evaluate each feature of the product/destination in its importance
relative to the other features. These are called importance weights. Buyers compute a
weighted or summated score for each product/destination by multiplying each feature’s
value and importance weight, and adding them together to obtain an overall score for
the total product/destination. Buyers choose the product/destination that scores
Figure 13.3 Types of Products from which Consumers Make Selection.
CHAPTER 13 Consumer buying behavior310
Table 13.4 Criteria Used to Evaluate Tourism Destinations
Accommodation (luxury, budget) Historical attractions (buildings, museums) Accessibility Image of the destination Activities (indoor, outdoor) Industrial attractions Amenities (variety and quality) Local prices Architecture/buildings Natural attractions (national parks, wildlife) Assistance with foreign language Nightlife (nightclubs) Atmosphere (relaxing, peaceful) Opportunity for adventure Availability of tourist information Opportunity for socializing with locals Beaches Opportunities for shopping Catering (food and drink) Opportunity for sightseeing Cleanliness (clean facilities) Recreation opportunities and facilities Cost of airfare or transportation to get to the destination
Rest and relaxation
Climate Safety and security of the destination Cultural attractions (theatres, galleries) Scenery and landscape Different culture/customs Service quality Different food and drink Social acceptance of residents Ease of getting to the destination Special events (exhibitions, festivals) Ease of local transportation Sport activities Entertainment (live concerts, cinemas) Theme parks Exotic environment Tour guides speaking foreign languages Friendliness of the locals Transportation (local)
Unpolluted environment
Table 13.5 Example of Ratings for Hypothetical Destinations
Destination attribute Destination A Destination B Destination C Accommodation 6 7 10 Activities 10 8 10 Catering 6 6 10 Cleanliness 5 7 10 Image 5 8 10 Natural attractions 4 9 8 Shopping 3 7 8 Total 45 52 66
Note: evaluations are on a 10-point scale (1 = very low rating; 10 = very high rating).
13.2 Buyer's factors 311
highest among the alternatives. Table 13.6 shows how a potential traveler evaluates
three different destinations in terms of accommodation, catering, and attractions on a
10-point scale (1 – the least important; 10 – the most important). Attractions are more
important to the traveler than accommodation and catering; s/he assigns an importance weight of 0.6 to destination A and B, and a weight of 0.5 to destination C. Destination A
offers the best attractions as compared to destination B (9) and destination C (8). The
buyer multiplies the attribute values and importance weights, adds them, and obtains a
score of 9.9 for destination A (6 � 0.3 + 7 � 0.3 + 10 � 0.6 = 9.9), 7.3 for destination B (7 � 0.2 + 5 � 0.1 + 9 � 0.6 = 7.3), and 7.2 for destination C (8 � 0.3 + 4 � 0.2 + 8 � 0.5 = 7.2). Destination A is selected because it scored the highest among all three alternatives (see Table 13.6). So, if we know the importance weights that prospective
buyers attach to the destination features, we can predict destination choice. The evaluation of the product/destination features that the buyer perceives to be
the most important can be used to characterize the buyer’s purchasing behavior. For
example, if the buyer assigns the highest score to product/destination prestige, this
might indicate that the buyer is status oriented. On the other hand, if the consumer
attaches the most importance to a low price, this might reveal that the buyer is saving/
economy-oriented.
Buyers develop images about the products/destinations available. Buyers rank
these products/destinations and their features, following the theory of selective per- ception, distortion, retention, and anticipated satisfaction level with each product and
its feature. As a result of this process, prospective buyers develop attitudes toward
product/destination features, identify the specific products/destinations that they may
consider, and form purchase intentions.
Often buyers lack information about a product or its features because of inadequate
promotion or advertising, or their own memory problems. Some products/destinations
can be evaluated only after they have been used and experienced (e.g., tourism
destinations can be evaluated only after visitation). In order to deal with missing information, buyers may (1) delay the final purchasing decision to find additional
information, (2) make a purchase using the available information, (3) choose a prod-
uct/destination that better serves his/her needs to accommodate missing information,
Table 13.6 Destination Purchase Decision: Attribute Criteria
Destination Accommodation Catering Attractions
Value Importance weight
Value Importance weight
Value Importance weight
A 6 0.3 7 0.3 10 0.6 B 7 0.2 5 0.1 9 0.6 C 8 0.3 4 0.2 8 0.5
Note: Importance weight is assigned on a scale from 1 to 10 (1 = not important at all; 10 = very important).
CHAPTER 13 Consumer buying behavior312
or (4) infer the missing information. The buyer may also lower his/her expectations
and purchase the best available alternative, or seek further information about the
additional alternatives. If the product is a discretionary (e.g., extra handbag) or luxury
item (e.g., vacation travel), buyers may postpone the purchase. There are also numerous other situational factors that can influence product/des-
tination evaluation and the final purchase decision. These include physical surround-
ings (e.g., weather, or hotel d�ecor); social surroundings (e.g., people with whom one travels, such as children on a plane or in a hotel); time and seasonality of travel; time
pressure; travelers’ moods; different roles people play in buying decisions; degree of
readiness to buy and state of buying; and levels and types of buying decisions.
Also, people play different roles in buying decisions:
& The initiator: this is the person who first recognizes the need for the product and
services (e.g., the need for vacation) and initiates the purchase. & The influencers: these are people who influence the decision about which prod-
uct to buy (e.g., where to travel).
& The decider: this is the person who has authority for a final purchasing decision and
decides whether to buy or not to buy (e.g., whether to go on vacation or not to go).
& The purchaser: this is the person who authorizes payment for the product or
spends money on it (e.g., buys travel package).
& The users: these are the people who actually use the product (e.g., travel for
vacation).
When a family is considering purchasing a trip to a summer resort, often the husband,
wife, and the children are involved in the decision. The wife can be the first person who
recognizes the need for a family vacation and initiates the buying process. Children can
greatly influence the parents’ decision; the family can travel only during the school
break. The husband can decide whether to purchase a trip. After he authorizes the payment, the whole family can actually travel to the resort and enjoy their vacation.
The different roles people play in the buying decision imply that people have
different needs and seek different benefits. In the vacation purchase, the wife may
be the initiator of the decision and seek the relaxation aspect. However, the husband
may be concerned about the price. While parents are concerned about children having
a good vacation, children are most interested in having fun. Although they are not
deciders or the purchasers, they are influencers and users.
Prospective buyers may be at different stages of readiness to buy (Rogers, 1995), especially when a product/destination is new on the market. There are five types of
buyers, each with a different attitude to buying and different degree of readiness to buy
a new product/destination. These types include:
& Innovators are the first buyers. They are eager to buy new products and travel to
new destinations. They are price insensitive and venturesome. They want to be the
first to travel to new destinations and try to have new products. If they like it, they
spread the positive word of mouth about it to later users. Innovators represent the
smallest portion of the market.
13.2 Buyer's factors 313
& Early adopters are the second, after innovators, who want to experience new
destinations and try new products. If the new product is successfully accepted by
innovators, early adopters invest in it. They are early opinion leaders. They rep-
resent a small portion of the market.
& Early majority are interested in new products/destinations; however, they wait-
and-see to determine whether the new products/destinations are just a short-term trendy fad or can really enhance their lives. The early majority adapt the new
product (travel to a new destination) before an average person does. They repre-
sent a large group of the market.
& Late majority are similar to early majority; however, they are more skeptical. They
want to see whether the product/destination has an established reputation before
they purchase it. They adapt the new product (travel to a new destination) after
most people have tried it (or travel to it).
& Laggards are not interested in new products. They are skeptics and tradition bound; they are the last customers to buy new products. They represent a high
proportion of the market.
It is important to understand the buyers’ attitudes toward purchasing new products
and traveling to new destinations. People differ in accepting new ideas and buying new
products, particularly if they do not have enough information about the product and a
buying decision is extensive and complex; this makes a purchase risky. Information
passed from innovators and early adopters about the product may reduce later buyers’ perceived risk.
The degree of involvement of an individual in decision-making and the effort
needed to make a decision can also vary. There are three levels of involvement in a
buying decision. Each level requires a different type of decision to be made.
Routinized or habitual decision-making takes place when buyers have some
experience with the product, well-established criteria with which they evaluate the
product, and a sufficient information about it. Routinized decision-making involves
low-cost, low-risk, low-involvement decision-making; purchase is made impulsively or habitually (e.g., daily simple purchases such as buying daily newspapers or soft drinks).
A prospective buyer is usually aware of or knows the product and thus does not need to
search for extra information and engage in alternative evaluation. After trial the buyer
adopts the product.
Limited decision-making takes place when buyers are familiar with a product and
have established the criteria for product evaluation. However, they are not familiar
with all product features and have not decided yet which product they prefer. Conse-
quently, buyers search for additional information to learn more about the product features that differentiate it from the other products they are considering. Limited
decision-making involves higher-cost, higher-risk and higher involvement decision-
making; the purchase is made after collecting additional information.
Extensive or complex decision-making occurs when there are a large number of
products with which buyers are not familiar and alternatives to choose from. Although
buyers have established the criteria for product evaluation, they do not know how to
evaluate a specific product, or feature. As a result, buyers need more information to
CHAPTER 13 Consumer buying behavior314
evaluate a product, or feature. Extensive decision-making involves high-cost, diverse
high-risk, and high involvement decision-making. A buyer usually gets involved in
many stages of decision-making, starting from developing product awareness and
knowledge, enhancing interest in it, searching for information, evaluating its alterna- tives, engaging in product trial and finally adopting the product.
Stage 4 At the Purchase Decision stage buyers develop intentions to purchase. They may make
three types of purchase: trial purchase, repeat purchase, and a long-term commit-
ment purchase. A buyer opts for a trial purchase when s/he purchases a product for the
first time, often without commitment. At this stage the buyer explores and evaluates the
product by purchasing a smaller quantity than usual. For example, before travelers
purchase a new time share about which they are uncertain, they want to experience it.
Initially, they purchase one bedroom for one week and spend a short vacation in a
newly purchased accommodation. They often receive a free week’s vacation as a motivation to buy. This offer substantially influences the initial trial of products.
Table 13.7 Types of Risk Associated with Tourism
Type of risk Examples Crime Possibility of being robbed, becoming a
subject of rape or murder Cultural Possibility of experiencing difficulties in
communicating with foreigners, cultural misunderstanding, inability to adjust to a foreign way of life and standards
Equipment Possibility of mechanical, equipment, organizational problems occurring during travel or at destination (transportation, accommodation, attractions)
Financial Possibility of not obtaining value for money; losing or wasting money if travel expectations are not fulfilled
Health Possibility of becoming sick while traveling or at the destination
Performance Possibility of not receiving holiday benefits due to the travel product or service not performing well
Physical Possibility of being physically injured, includes danger and injury detrimental to health (accidents)
13.2 Buyer's factors 315
When buyers are happy aboutthe trial, and the product meets theirapproval, they are
willing to purchase it again in large quantities or more frequently. At this stage buyers are
likelytorepeatthepurchase(e.g.,buyerbuysmoretimeshareweeks).Whentheproduct
brand name is of high quality (e.g., Marriott time share), buyers may go for a repeat purchase and develop product loyalty which guarantees long-term commitment to it.
Two types of variables can influence the final purchase decision: (1) attitudes of
others and (2) unanticipated situational factors. The strength of the influence of others’
attitudes depends upon the intensity of these attitudes, buyers’ characteristics, per-
sonality, purchase motivation, and the closeness of the others to the buyers. For
example, the attitudes of family usually have the most direct and strongest influence
on the buyer’s decision. The unexpected factors that can influence buyer decision can
include price changes, motivation change, or increased risk of purchase. For example, when the buyer perceives high purchase risk s/he may postpone the purchase, collect
additional information, or settle for another product.
TABLE 13.7 (Continued )
Type of risk Examples Political Possibility of becoming involved in the political
turmoil of the country being visited Psychological Possibility that travel experience will not
reflect traveler's personality or self-image, damage self-image, reflect poorly on personality
Satisfaction Possibility of not achieving personal satisfaction and/or self-actualization with travel experience
Social Possibility that vacation choices or activities will be disapproved by friends, families, associates; losing or lowering personal and social status, appearing unfashionable
Terrorism Possibility of being involved in a terrorist act such as airplane or personal hijacking, bomb explosion or biochemical attack
Time Possibility that travel experience will take too much time, product will not perform on time; traveler will lose or waste time
Sources: Basala, S., & Klenosky, D. (2001). Travel style preferences for visiting a novel destination: A conjoint investigation across the novelty-familiarity continuum. Journal of Travel Research, 40, 172–183; Dimanche, F., & Lepetic, A. (1999). New Orleans tourism and crime: A case study. Journal of Travel Research, 38(1), 19– 23; Sonmez, S., & Graefe, A. (1998b). Determining future travel behavior from past travel experience and perceptions of risk and safety. Journal of Travel Research, 37(2), 171–177; Reisinger, Y., & Mavondo, F. (2006). Cultural differences in travel risk perception. Journal of Travel and Tourism Marketing, 20(1), 13–31.
CHAPTER 13 Consumer buying behavior316
There are many types of risks that prospective buyers may perceive and experience
during the process of purchasing and consuming the tourism product. Numerous types
of risks were identified in the travel context (see Table 13.7). For example, the perceived
risk of natural disasters or terrorism can deter tourists from visiting destinations such as Asia and the Middle East. The high crime rate can impact on the desirability of some cities
as tourist destinations. Travelers postpone their trips and seek more information on
destinations, or go to destinations which are perceived as being safer.
Stage 5 At the Post-Purchase Behavior stage following a purchase, buyers must decide wheth-
er to repurchase a product (e.g., revisit a destination) or buy other products (e.g., select other destination). This decision is significantly influenced by the buyer’s evaluation of
the product/destination and post-purchase satisfaction with it. The buyer compares
his/her own experiences with the product with initial expectations. There are three
possible outcomes of these evaluations:
(a) Buyers’ expectations match buyers’ experiences with the product, resulting in neutral feelings;
(b) Buyer’s experiences (product performance) exceed his/her expectations, caus- ing confirmation of expectations, which leads to satisfaction with purchase; and
(c) Buyers’ expectations exceed his/her experiences (product performance), causing disconfirmation of expectations, which leads to dissatisfaction with purchase.
If the product/destination performance exceeds buyer’s expectations (experiences
are greater or better than expectations), the buyer is likely to experience positive
cognitive dissonance. However, if the product/destination performance does not
match buyers’ expectations (expectations are greater than experiences) the buyer is likely to experience discomfort, called negative cognitive dissonance.
It is important to match or even exceed a buyer’s expectations (deliver what buyers
expect to get and what they perceive they get) to make the buyer satisfied or very
satisfied. However, in today’s global and very competitive world, it becomes increas-
ingly important to deliver better value and create greater satisfaction than competitors
do. Today, the buyer needs to be delighted rather than just satisfied. Delighting the
buyer can be achieved by delivering an element of surprise to a purchase (what the
buyer expects to get and what the buyer gets to perceive) in the form of offering, for example, a free-of-charge service or a free lunch. It is also important to help buyers
experience less sacrifice by offering them what they really want rather than what they
settle or agree for. Focusing on the buyer’s feelings and emotions will make the buyer
feel cared for. Caring is essential to customer loyalty. When buyers feel valuable and
cared for they go out of their way to be long-term loyal to the product. Only by focusing
on the buyer’s emotions and showing care for the buyer can the element of delight be
delivered and long-term loyalty be inspired. Consequently, delivering superior value
means incorporating both rational and emotional components of a product. Purchas- ing decisions influenced by emotions are deeper and longer-lasting than those based on
rational thought alone.
13.2 Buyer's factors 317
The effect of positive cognitive dissonance is a satisfied or even delighted buyer
who is more likely to buy a product again (e.g., repeat destination visitation), become
loyal to it, spread positive word of mouth, recommend it to others, spend more on it,
and cherish it in a memory for a long time. Delighted customers are likely to be the best advertisements for products/destinations.
The effect of negative cognitive dissonance is a dissatisfied buyer who may stop
buying the product permanently or temporarily (e.g., stop traveling to the same
destination). The dissatisfied buyer may also return the product to the seller (e.g.,
return an airline ticket), complain to friends, families, reference groups, and associates,
and discourage them from the same purchase. In addition, the unhappy buyer may ask
for a refund or product exchange (e.g., change a hotel room), or decide to sell the
product, (e.g., sell time share), or trade it. Some unhappy customers may give the product to someone else (e.g., unwanted gift), store it, or convert it into something
else. In case of a high level of dissatisfaction buyers may also initiate a lawsuit.
In order to avoid or decrease negative dissonance (the unfavorable gap between
expectations and experience), buyers often take steps to reduce the uncertainty that
they might have about their selection by (1) trying to convince themselves that their
decision was wise, (2) seeking more information that reinforces the purchase and
supports the choice, (3) persuading friends to purchase the same product, or (4)
contacting other owners to reassure themselves of their decisions.
13.3 OTHER THEORIES OF CONSUMER DECISION-MAKING There are also other theories of and approaches to how consumers make decisions. Most
of them have three basic stages of movement, from a low level to a high level of response.
At the lowest level of response, called cognitive stage, buyers think about the product,
become aware of it, and develop knowledge of its attributes and benefits. At the higher
level of response, called affective stage, the buyer develops feelings toward the product and perceptions of it. If the perception of the product is positive, then the buyer
develops a liking, interest, or positive attitude toward the product. A positive attitude
is developed when the benefits of the product match the buyer’s needs and wants. After
evaluating various product alternatives, the buyer develops a preference or desire for a
specific product and becomes convinced that its benefits will meet his/her needs and
wants. At the final stage, called behavioral stage, the potential buyer still has the
opportunity to evaluate the barrier to purchase (e.g., lack of money, lack of transporta-
tion). Once the barrier is overcome the buyer makes the choice and buys the product.
SUMMARY Consumer buying behavior is a process influenced by (1) environmental factors such as
(a) environmental stimuli that are beyond the consumer’s control (e.g., demographic,
cultural, social, economic stimuli); (b) market stimuli under the control of marketing
CHAPTER 13 Consumer buying behavior318
managers; and (c) marketing efforts. The process is also influenced by (2) buyer’s
factors such as (a) personal characteristics (e.g., nationality, religion, age, gender,
occupation); and (b) psychological characteristics (e.g., motivation, perception, learn-
ing, beliefs, attitudes). Both personal and psychological characteristics of the buyer affect the decision process, which consists of five stages: (a) problem recognition, (b)
information search, (c) alternative evaluation, (d) purchase decision, and (e) post-
purchase behavior. The buyers’ characteristics and decision process influence the
buyer’s responses to purchase.
Buyers can obtain product information from internal and external sources. They
can search for information in an active or passive way. They form three different sets of
product options: evoked, inept and inert. Buyers see products/destinations as bundles
of features and evaluate the products/destinations according to the importance of these features to buyers. Buyers can play various roles in a buying decision: the role
of initiator, influencer, decider, purchaser, or user. Prospective buyers may also be at a
different stage of readiness to buy a new product. Innovators, early adopters, early
majority, late majority, and laggards have different attitudes to buying new products. In
addition buyers can engage in three different types of decision-making: routinized,
limited, and extensive. Buyers may make three types of purchase: trial, repeat, and
long-term. There are many types of risks that perspective buyers may perceive and
experience during the purchasing process. If a buyer’s experiences with product/ destination are better than expected, the buyer experiences positive cognitive disso-
nance. If a buyer’s expectations are greater than experiences, the buyer experiences
negative cognitive dissonance. The theories of consumer decision-making consist of
three stages: cognitive, affective, and behavioral.
DISCUSSION POINTS AND QUESTIONS 1. Describe how the political and legal environment influence (a) buying time shares
in Hawaii, and (b) buying an airline ticket.
2. Describe how the socio-economic and cultural environment influence (a) buying a meal in a local restaurant and (b) buying a cinema ticket.
3. Do people from your own culture differ from other cultures in consumption patterns? Show and explain some differences in their (a) needs and wants;
(b) information search (e.g., attitudes to different promotional techniques);
(c) motivation to buy things; (d) product evaluation (e.g., attitudes to specific
product qualities, spending patterns on different products, attitudes to owing products, brand awareness); (e) making choices (e.g., style of shopping, brand
loyalty, preferences for packaging, buying online, attitudes to discounts, bargain-
ing and complaints, importance of product features); (f) post-purchase behavior
(e.g., attitudes toward re-sail, rental, give away, re-use).
4. How do tourists from different cultures shop? Why do they shop the way they do? Explain Japanese shopping behavior by identifying specific Japanese cultural
traits.
Discussion points and questions 319
5. Identify different travel products that you believe would require an intensive pre- purchase information search. Then, identity the specific characteristics of these
products that make an intensive pre-purchase search likely.
6. Develop a list of destination features that you will use as the purchase criteria in evaluating different regions you plan to visit next year.
WEBSITE LINKS 1. Skriloff, L. (1999). The 1.5 Generation: A New Window to the Multicultural
Market. Multicultural Marketing Resources, Inc. http://www.multicultural.
com/archives/articles/99_56_mmr.htm
2. Break the resistance of consumer buying behavior: http://sbinformation.about. com/od/advertisingpr/a/behavior.htm
3. Marketing factors: consumer buying behavior: http://www.associatedcontent. com/article/19593/marketing_factors_consumer_buying_behavior.html
4. http://www.udel.edu/alex/chapt6.html
The next chapter will identify cultural differences in tourist buying behavior.
CHAPTER 13 Consumer buying behavior320
CHAPTER
Cultural influences on tourist buying behavior
14 The aim of this chapter is to identify cultural differences in tourist buying
behavior and decision process.
OBJECTIVES
After completing this chapter the reader should be able to: & Identify the influence of national culture on tourist personal and psychological characteristics
& Understand the influence of national culture on need recognition, information search, product evaluation, purchase decision and post-purchase behavior
& Explain the influence of national culture on buyer's feelings and emotions and the factors which are beyond the purchasing decision
INTRODUCTION To date, research in the area of cross-cultural differences has identified numerous
behavioral differences among tourists from different cultural groups. For example,
cultural differences have been identified in the following categories: tourist motivation
(Ahmed & Krohn, 1992; Jang & Cai, 2002; Kozak, 2002; Laing & Crouch, 2005;
Sangpikul, 2008; You, O’Leary, Morrison, & Hong, 2000); preferences for travel ser- vices (Crotts & Erdmann, 2000; Crotts & Pizam, 2003); information search (Chen,
2000; Money & Crotts, 2003); planning and purchases of international vacations
(Money & Crotts, 2003), trip characteristics (Richardson & Crompton, 1988; Sussmann
& Rashcovsky, 1997), destination perceptions (Reisinger & Mavondo, 2006a); image
(Litvin, Crotts, & Hefner, 2004); social interaction (Reisinger & Turner, 1997a, 1997b, 321
1998a, 1998b, 1998c, 1999a, 1999b, 2002a, 2002b); perceptions of travel risk, anxiety
and safety (Dolnicar, 2005; Mitchell and Vassos, 1997; Reisinger & Mavondo, 2005,
2006a, 2006b); travel behavior (Litvin, Crotts, & Hefner, 2004); perceptions and
stereotypes of tourists (Pizam & Jeong, 1996; Pizam & Reichel, 1996; Pizam & Sus- smann, 1995; Pizam & Telisman-Kosuta, 1989; Pizam, Jansen-Verbeke, & Steel, 1997);
perceptions and satisfaction with service quality (Mattila, 1999b, 1999c; Reisinger &
Turner, 1999a, 1997a; Tsang & Ap, 2007; Weiermair, 2000), perceptions of hotel
facilities (Bauer, Jago, & Wise, 1993; Choi & Chu, 2000; Mattila, 1999a), evaluation
of travel services (Crotts & Erdmann, 2000), and consumption patterns (Rosenbaum &
Spears, 2005).
Numerous studies have identified cultural differences among international tourists in
attaching importance to accommodation (Becker & Murmann, 1999; McClearly, Choi, & Weaver, 1998; Sussmann & Rashcovsky, 1997), travel information (Sussmann &
Rashcovsky, 1997), service (Liu, Sudharshan, & Hamer, 2000; Mattila, 1999b, 1999c),
service in hotels (Armstrong, Mok, Go, & Chan (1997), restaurants and food establish-
ments (Becker & Murmann, 1999; Sheldon & Fox, 1988), and many others.
The above studies have shown that tourist behavior and travel patterns are culture-
specific (You, O’Leary, Morrison, & Hong, 2000). As Pizam and Sussmann (1995) put it,
behavioral differences among international tourists are attributable to cultural influ-
ences. Below are the examples of some studies that have identified cultural differences in tourist behavior and suggested that national cultures of tourists influence their
behavior, selection of tourism destinations, products and services, and decision-mak-
ing. However, before the effect of national culture on tourist behavior is discussed, the
influence of national culture on tourist personal and psychological characteristics is
identified.
14.1 CULTURAL INFLUENCES ON BUYER'S PERSONAL CHARACTERISTICS
14.1.1 Gender roles Gender roles vary across cultures. For example, there are behavioral differences be-
tween men and women that reflect the culturally determined differing roles of men and women. In some cultures, the traditional values indicate the need for women to stay at
home and take care of children. In these cultures women depend on men as bread-
winners: A women’s responsibility is to take care of a family and home; as a result,
women are more constrained in their travel than men (Jackson & Henderson, 1995).
For example, in Mexican-American families, men dominate women more than in Anglo
families (Imperia, O’Guinn, & MacAdams, 1985). The woman’s role is to stay at home,
be a wife and a mother, and sacrifice for the family (Gonzales, 1982). A woman is
expected to protect her children and be submissive toward her husband (Rosen & La Raia, 1972). In comparison, the gender roles of Anglo-Americans are more autonomous
and egalitarian (Woodside & Motes, 1979). In other cultures (e.g., Arab cultures),
CHAPTER 14 Cultural influences on tourist buying behavior322
women are discouraged from engaging in certain activities such as sport or indepen-
dent travel because these activities are perceived as being masculine and unsuitable for
women (Henderson, Stalnaker, & Taylor, 1988). In Western cultures (e.g., the United
States, the United Kingdom) women are independent and travel frequently for holiday and business purposes.
14.1.2 Lifestyle and activities Lifestyle refers to shared values, interests, opinions, attitudes, and behavior. Lifestyle
reflects individual preferences for products and services, destinations and travel-relat-
ed lifestyle.
Travel-related lifestyles vary across cultures. In the feminine cultures, people feel
more connected to their homes and places of residency than in masculine cultures.
Members of feminine cultures like to travel around the home and spend less money on
accommodations, whereas members of the masculine cultures like to travel to more distance destinations, stay in hotels, and spend more on accommodations.
Travel preferences vary across cultures. For example, American college students
prefer more than Japanese students to travel with a small number of people, and visit
adventurous and different destinations. Japanese students, on the other hand, favor
individually arranged travel more than American students. American and Japanese
students also differ in their preferences of the allocentric type of travel (distant travel).
The more collectivistic Japanese students are, the less likely they prefer allocentric
types of travel and the more likely they prefer psychocentric types of travel (close to home) (Sakakida, Cole, & Card, 2004).
Korean tourists differ from Japanese tourists in their travel patterns. Korean tourists
travel as part of a group and use the packaged tour because it is an easy and quick way
to arrange travel (Kim & Prideaux, 1998). Korean tourists are more adventurous than
the Japanese in choosing tourism activities and more impulsive in purchasing (March,
1997). Korean tourists also have significantly shorter decision timeframes than Japa-
nese travelers (Iverson, 1997).
National culture affects tourists’ preferences for length of stay at a destina- tion, expenditures, and preferences for accommodation and facilities. For example,
Japanese tourists prefer short holidays, while Europeans prefer longer holidays (Ritter,
1987). Japanese travelers are more likely to use all-inclusive packages for vacations,
while German tourists use resorts that include facilities such as beaches, skiing, golf,
and tennis (Dybka, 1988). Mainland Chinese visitors travel in groups more than the
American visitors. Mainland Chinese visitors to Hong Kong also engage in shorter trips
(four nights), whereas American visitors have a total trip duration of more than 13
nights. In addition, the Mainland Chinese visitors spend less on vacations than the American visitors (Yoo, McKercher, & Mena, 2004).
American tourists prefer socializing with other nationals more than tourists from
Japan and Korea (Pizam & Jeong, 1996). Japanese tourists are reluctant to try new
cuisine when on vacation (Sheldon & Fox, 1988). Tourists from low UAI cultures,
such as Germany, and tourists from high UAI cultures, such as Japan, differ in
14.1 Cultural influences on buyer's personal characteristics 323
information-search patterns, trip-planning time horizons, travel-party characteris-
tics, and trip characteristics (Money & Crotts, 2003).
National culture also explains differences in tourists’ activities (e.g., Pizam & Jeong,
1996; Pizam & Sussmann, 1995; Sheldon & Fox, 1988). Muslims and Arabs are less active, more leisure-oriented, and more socially oriented than Europeans. Since cul-
tural norms dictate that they protect women, they look for privacy in recreation
leisure. Gender segregation prevents Muslims and Arabs from participating in many
forms of activities, such as sport and play, commonly found in Europe and America
(Groetzbach, 1988).
National culture explains differences in shopping. Members of the individual cul-
tures, such as the United States, Canada, and Australia, treat shopping as a recreational
or bargain-hunting activity, whereas members of collectivistic cultures, such as Asia, may treat shopping as a social activity. While customers in individualistic cultures go to
a mega malls and big stores to do a bulk of shopping, Europeans and Asians make their
daily routine visits to small nearby supermarkets (DeMooij, 2004).
Further, research suggests differences in tipping behaviors of casino guests from
five cultural groups: Japanese, Korean, Chinese (Mainland Chinese, Taiwanese, Hong
Kong Chinese), Westerners (US Americans and Europeans) and Others (mainly Sri
Lankan, Philippine, Bangladeshi, Thai, and Malaysian). The Chinese exhibit the most
disruptive behavior, while the Japanese are the least disruptive. The Japanese and Koreans have the greatest tendency to tip the dealer, and the Japanese are the most
likely to tip the drink waitresses, while the Chinese and minority guests rarely give tips.
Also, Chinese guests have the highest tendency to purchase drinks from the bar,
whereas Japanese guests prefer to order drinks from waitresses. Japanese guests are
also the most likely to consume alcoholic drinks in contrast to Chinese guests (Kim,
Prideaux, & Kim, 2002).
Moreover, national culture influences tourists’ destination choice (McKercher &
duCross, 2003; O’Leary & Deegan, 2003). People from high individualistic cultures tend to choose culturally similar destinations, while people from high collectivistic
countries tend to choose culturally dissimilar destinations (Jackson, 2001). This is
because people from highly individualistic countries are less interdependent with their
in-groups and have greater need for affiliation (Franzoi, 1996).
14.1.3 Personality Personality is the sum of distinct qualities and characteristics of a person, such as
abilities, skills, motives, or values that lead to a consistent response to the environment.
Each person has a specific personality that influences his or her behavior. However,
personality can differ across cultures. In collectivistic cultures in Asia, South America, and Africa, where people de-
pend on one another, their behavior depends on the social context. A person is a
part of social networks and relationships. On the other hand, in individualistic
cultures, a person’s behavior depends on that person and is determined by that
person’s personality.
CHAPTER 14 Cultural influences on tourist buying behavior324
National culture influences the type of person attracted to a destination, activities
pursued, and risk aversion (McKercher & Chow, 2001). Plog, 1990, 2002Plog (1990,
2002) suggested that collectivists in the East are psychocentric – less adventurous and
attracted to culturally proximate destinations that are familiar and non-threatening. Individualists in the West are in general allocentrics and venturers; they are more
adventurous and are attracted to culturally distant destinations. Similarly, sunlusts (Gray,
1970), institutionalized (organized and individual) tourists (Cohen, 1972, 1974), recre-
ational tourists (Cohen, 1979), mass tourists (Smith, 1989), low-activation tourists (Fiske
& Maddi, 1961), pleasure seekers (Plog, 1987), dependables (Plog, 2002), and group or
package tourists (Mehmetoglu, 2004) are attracted to destinations that offer familiarity,
home atmosphere, routine, comfort, and the safety of packaged products and services
(see Chapter 8). Traditionally, such tourists are represented by a collectivistic-oriented personality who is either other-oriented and travels to seek companionships and rela-
tionships or whose needs can be met with other travellers.
On the other hand, wanderlusts (Gray, 1970), non-institutionalized (explorers, drif-
ters) tourists (Cohen, 1972, 1974), experiential and experimental tourists (Cohen,
1979), off-beaten-track tourists (Smith, 1989), eco-tourists (Hvenegaard, 2002), high-
activation tourists (Fiske & Maddi, 1961), self-confident tourists (Plog, 1987), venturers
(Plog, 2002) and solitary travellers (Mehmetoglu, 2004) are attracted to unusual destina-
tions that offer novelty, learning, authentic experiences, opportunities to immerse in foreign culture, a variety of activities and options to choose from, and a non-touristic
atmosphere in which one can travel independently and pursue his or her own interests
(see Chapter 8). Traditionally, such tourists are represented by an individualistically
oriented personality who is self-oriented and travels for the purpose of satisfying his or
her own needs.
There are multiple personality types for tourists, and these types explain prefer-
ences for destinations. However, since human nature is very complex, tourist person-
ality can be so very different that no single theory can explain the needs of all tourists.
14.1.4 The self concept The concept of self plays an important role in the behavior of an individual. The sense
of self determines who the individual is. The concept is influenced by the cultural
context in which the individual grows up and affects an individual’s perceptions,
evaluations, and values. The concept of self is related to the concepts of personality,
identity, and attitude. In the individualistic cultures, which focus on individual auton-
omy, self-identity, and being different from a group, the self is independent. In collec-
tivistic cultures, which focus on people’s dependency in very complex hierarchical
social relationships and being like a group, the self is dependent on others (DeMooij, 2004).
Consequently, people from individualistic cultures see themselves as independent,
whereas those from collectivistic cultures see themselves as a part of a greater group.
Individualists such as North Americans tend to focus on positive self-evaluation and
their own uniqueness, whereas collectivists such as Asians focus on self-criticism,
14.1 Cultural influences on buyer's personal characteristics 325
modesty, humility, and self-improvement. In North America, self-criticism and focus on
negative characteristics of self are perceived as the lack of ability to be self-sufficient,
independent and make one’s own way in the world (DeMooij, 2004).
In the collectivistic cultures such as the Philippines, Korea, or Thailand, the devel- opment of the self is achieved through the group, social acceptance, and social image.
For Americans, social acceptance and self-image achieved through the group is not so
much important. Americans are not concerned so much about opinions of others;
instead they rely more on the self, their own individual value system, and their personal
opinions.
14.2 CULTURAL INFLUENCES ON BUYER'S PSYCHOLOGICAL CHARACTERISTICS
14.2.1 Motivation and needs The degree of importance of motives and needs is influenced by national culture. For
example, it was found that the Asian and Caucasian visitors have different motivations
for attending a Cultural Expo in Korea (Lee, 2000). British and German tourists have
different motivations for and satisfaction levels with visits to Mallorca and Turkey
(Kozak, 2001, 2002). Those from masculine cultures are usually more motivated by
material success, position and social status, exotic vacations, and luxury resorts. Those
from individualistic cultures are motivated by hedonism, convenience, the pursuit of pleasure, thrill, enjoyment, stimulation, having fun, and self-satisfaction. Those from
collectivistic cultures are motivated by socializing and group activities, in particular,
nature-based activities. Those from high-power-distance cultures are motivated by
social status and image. Those from feminine cultures are motivated by family vacation
and time spent with friends.
Also, culture itself plays a vital role in motivating international tourists to undertake
travel (Hanquin & Lam, 1999; Kim & Chalip, 2004; McGehee, Loker-Murphy, & Uysal,
1996; Oh, Uysal, & Weaver, 1995). For example, culture was identified as an important destination attribute and reason for traveling (McKercher & duCross, 2003) and an
important motive for the Australian leisure travel market to the United States (McGehee,
Loker-Murphy, & Uysal, 1996). A large proportion of Australian tourists seek to increase
knowledge by experiencing a different culture (Oh, Uysal, & Weaver, 1995).
14.2.2 Perception and image Different cultural groups perceive differently (Mayo & Jarvis, 1981). National culture
influences local residents’ perceptions of international tourists (Pizam & Sussmann,
1995; Richardson & Crompton, 1988). For example, the Japanese are perceived as
traveling in groups, bowing to everybody, spending heavily, constantly photography-
ing (Cho, 1991), taking short holidays to avoid separation from the family, and expect-
ing facilities and services for larger groups (Ritter, 1987). Koreans are perceived as loyal
CHAPTER 14 Cultural influences on tourist buying behavior326
to their cultural identity, unwilling to accept other than Korean ways of living, being
proud of their Confucian philosophy, traveling in groups, spending freely (Cho, 1991),
and traveling in a loose and unplanned manner relative to the Japanese and Americans,
who travel in a rigid and planned manner (Pizam & Jeong, 1996). National culture influences tourists’ perceptions of local residents (Hoffman &
Low, 1981). The perception of service personnel is a primary way in which visitors
form perceptions and make judgments about their destinations and residents (Wei,
Crompton, & Reid, 1989). However, perceptions of service quality vary across cul-
tures. For example, Asian-Pacific and European-American visitors to Hong Kong per-
ceive service quality differently (Luk, Leon, Leong, & Li, 1993). European, Asian and
English Heritage cultural groups significantly differ in their perceptions of service
quality obtained in the Hong Kong hotel industry (Armstrong, Mok, Go, & Chan, 1997). National culture leads to different perceptions of what constitutes proper guest
treatment. For example, according to the Chinese, hosts should escort their guests
everywhere and provide them with a very tight itinerary; this, they believe, is courte-
ous and high-quality service (Sheldon & Fox, 1988). Japanese hosts take care of the
affairs of their guests in advance and even fulfill their needs beyond expectations (Befu,
1971). The Japanese believe that the hosts know best what the guests’ needs are.
However, Western tourists perceive such hospitality as uncomfortable, intrusive, or
lacking trust. National culture also affects the tour guides’ perceptions of similarities and differ-
ences between international tourists. For example, Pizam and Sussmann (1995) pro-
posed that British tour guides perceive Japanese, French, Italian, and American tourists
as differing in 18 out of 20 behavioral characteristics related to social interactions,
activity preferences, bargaining, knowledge of destination, and commercial transac-
tions. Japanese tourists are the most distinctive, whereas Italian tourists are the most
like the other nationalities. The Italians and French are very similar to each other in
their behavior, followed by the Americans and Italians. French and American tourists are the least similar.
Pizam and Jeong (1996) noted that Korean tour guides perceive Americans as the
most distinct among Japanese, American, and Korean tourists. Koreans and Japanese
are the most similar to each other, followed by Japanese–Americans. American and
Japanese tourists know more than Koreans about foreign destinations. Koreans are
more interested in artifacts than people, while Americans and Japanese are more
interested in people than in artifacts.
According to Pizam and Jeong (1996), Americans are perceived as the most inter- ested in people, novelty, desire to be near nature and to visit national parks and
national monuments. They plan their trips rigidly and meticulously and prefer long
trips. They are the most sociable, adventuresome, and active of the three nationalities
(probably due to high risk-taking). In contrast, both Koreans and Japanese like to travel
to foreign destinations that are relatively close to home, but Koreans prefer longer trips
than the Japanese. Koreans and Japanese are also the least active and reserved in new
social situations (probably due to their collectivistic and high-uncertainty-avoidance
characteristics). Koreans and Japanese also buy more souvenirs than Americans to
14.2 Cultural influences on buyer's psychological characteristics 327
commemorate their visit to a particular destination and fulfill social obligations by
letting the loved ones left at home know they have not been forgotten. In addition,
Japanese and Koreans travel in groups and bargain more than Americans.
Koreans are the least interested in people and the least adventurous in food. They are skeptical and distrustful. They conduct their trips in a loose and unplanned manner.
Japanese are the most adventurous in food preferences, and they plan their trips rigidly
and meticulously, but choose short trips.
Further, national culture influences selective perception. Selective perception
refers to observation of the selected reality related to own needs, feelings, and beliefs
only. People perceive what they want to perceive. They usually perceive what is
similar to their cultures and according to their cultural standards. In individualistic
cultures people perceive that everybody has similar values, notice similar cues, re- spond to similar stimuli, and interpret messages similarly. In collectivistic cultures, on
the other hand, people’s perceptions depend on the social context. Although mem-
bers of the individualistic and collectivistic cultures can see the same people and
objects, their interpretation of others and objects can be different because of the
situation in which the interpretation occurs. Thus, perceptions are very subjective.
Consequently, misunderstanding between those from individualistic and those from
collectivistic cultures may occur.
Image is how others perceive and evaluate a person or an object (e.g., how others perceive a destination). Each cultural group develops its own unique images and has its
own specific definition of a positive image. In collectivistic Asian cultures, images of
people, groups, objects, or genders portrayed in the media are different than in
individualistic Western cultures. For example, in Korea, positive self-image and iden-
tity are associated with belonging to high-status families. In Western cultures, self-
image and others-identity is assessed based on personality and individual characteris-
tics, such as age or occupation, and mostly material possessions. In many Western
societies people buy self-image and social status. People buy tangible goods, such as cars, luxury apartments, jewelry, or luxury travel to develop a specific image and show
they are from a higher social class. However, in France, numerous Asian cultures, and
India, people believe they cannot buy social status or self-image; self-image and status
are inherited. In these cultures, self-identity and image are assessed based on family and
ancestors’ connections, and traditions.
In addition, in Western cultures, importance is attached to the images of those who
are successful. Much emphasis is put on external appearance, which it is believed to
lead to success, happiness, and greater self-esteem. However, in Asian cultures, exter- nal appearance is of less importance; success and happiness are measured by the
quality of social relations.
14.2.3 Learning and knowledge Learning varies by culture. In the individualistic Western cultures, the focus of learning
is on logical and verbal skills. In Japan, learning is understood in terms of social
competence, sociability, and ability to sympathize with others. In Africa, learning
CHAPTER 14 Cultural influences on tourist buying behavior328
refers to achieving wisdom – learning how to be trustworthy, social attentive, and
responsible. The goal of learning in individualistic Western cultures is achievement,
whereas in collectivistic cultures it is lifelong learning. In collectivistic cultures, knowl-
edge and education are treated as among the most important investments in life, whereas in individualistic cultures people believe in different types of achievement,
such as the ability to make money and buy material goods (DeMooij, 2004).
Differences in learning are determined by different communication styles. In low-
context-direct culture, learning is more abstract, separated from the social environ-
ment, and based on verbal skills. In high-context and indirect cultures, learning is more
contextual, linked to the social environment, and based on non-verbal skills.
14.2.4 Attitudes People’s attitudes are influenced by their cultural values. Attitudes have affective
(feelings, emotions one experiences in response to an attitude object) and cognitive (attributes, functions, knowledge, learning) components. In Western cultures, atti-
tudes help to gain knowledge, organize one’s environment and provide frames of
reference. ‘‘Proper’’ attitudes help people to achieve success, maximize rewards, enhance life enjoyment, and minimize the costs and hardships. In collectivistic cul-
tures, where situational factors influence behavior, attitudes help to fulfill social-iden-
tity functions and obligations. People are more constrained by situations in their
behavior, more under pressure to behave in a socially accepted manner and take into
account attitudes of others. In individualistic cultures people are less constrained by social situations and are under less social pressure when developing attitudes. They
take into account personal attitudes when making decisions (DeMooij, 2004).
Attitudes vary across cultures. For example, there are important differences in
attitudes toward food. For British and Japanese tourists, food is the most important
part of a good vacation. For Australians it is ranked third, for Germans it is fifth, and for
the French food is not at all important (Sheldon & Fox, 1989). Those from high-
uncertainty-avoidance cultures have more negative attitudes to pre-cooked food be-
cause they are more concerned about the purity and quality of food than those from low-uncertainty-avoidance cultures, who frequently purchase and consume fast food
(DeMooij, 2004). Culture also influences eating habits. According to Robertson (1987),
Americans eat oysters but not snails; French eat snails but not locusts; Zulus eat locusts
but not fish; Jews eat fish but not pork; Hindus eat pork but not beef; Russians eat beef
but not snakes; Chinese eat snakes but not people; The Jelas of New Guinea find
people delicious!
There are important differences among national cultures in attitudes toward suc-
cess. Those from individualistic and high masculine culture, such as the United States, the United Kingdom, Germany, and Austria, see their success in the possessions of
material goods. Those from higher-uncertainty-avoidance cultures define their success
and happiness more in terms of stability and social security (Austria, Germany, Japan)
than material possessions. Those from feminine cultures emphasize more the quality of
life (e.g., family gatherings, spending time with family) (DeMooij, 2004).
14.2 Cultural influences on buyer's psychological characteristics 329
Culturally different people have different attitudes toward nationals of specific
countries. Those who have positive or negative attitudes toward a particular country
show favorable or unfavorable responses to its nationals. Often, Japan is admired for its
technological development and the Japanese are seen as technologically competent people. Germany is regarded as a country of precision and rules, and Germans are
perceived as detailed, reliable, and disciplined. France and Italy are known for good
food and fashion. Thus, French and Italians are seen as good-food lovers and experts in
style and design. America is known for offering opportunities, freedom, and indepen-
dence. Consequently, Americans are perceived as freedom-loving people. Europe is
known for its history and culture, and Europeans are known for their culture.
According to Kang and Moscardo (2006), even attitudes toward environmental
protection and conservation are culturally influenced. For example, Korean, Austra- lian, and British tourists differ in attitudes toward responsible tourist behaviors. The
Korean tourists are the most likely to spend time before they travel studying or
collecting information about the environment of the destination, the lifestyle of the
local residents, and environmentally friendly tours and places to stay. They also seek to
participate in environmental education programs while traveling and agree to spend
some money on environmental conservation and preservation.
14.2.5 Attribution Attribution refers to searching for causes of a certain phenomenon or behavior. Once
one knows the causes of behavior one can predict and explain the behavior of other
people. According to the Attribution Theory (Heider, 1958), every individual assigns
certain attributions to explain behavior of self or others. These attributions are either
internal or external. The internal attribution refers to findings causes within the
individual, and external attribution refers to finding causes outside the individual. In individualistic culture people assign causes of their behavior to internal attributes, such
as personality characteristics, and predict behavior of others based on their personality
traits and past behavior. In collectivistic cultures people assign causes of their behavior
to situational factors and predict behavior of others based on situational context.
14.3 CULTURAL INFLUENCES ON BUYER'S DECISION PROCESS The effect of national culture on the buying process and decision-making is demon-
strated below.
14.3.1 Need recognition People’s needs vary from one culture to another. People across cultures may do or buy
the same things or travel to the same destination for different reasons. For example, the
Mainland Chinese and the Americans travel to Hong Kong for different reasons. Main-
land Chinese visit Hong Kong more for business/meeting purposes; American visitors
CHAPTER 14 Cultural influences on tourist buying behavior330
come for vacation/leisure purposes (Yoo, McKercher, & Mena, 2004). People may also
do or buy different things or travel to different destinations for the same reasons. For
example, some people may travel to winter ski and tropical resorts for the same reason:
rest and relaxation. Although the same needs may exist in different cultures, the degree of importance
people attach to these needs may vary. For example, the need for conformity is one of
the significant differences between individualistic and collectivistic cultures. Collecti-
vists are more willing to conform to a group and consider the influence of their
behavior on other people. Individualists behave according to their own needs and
perceived personal gains. Also, people in Confucian collectivistic cultures must meet
social expectations of others in order to preserve their face and the face of others. They
may lose face if their behavior does not meet the minimal socially acceptable standard. For example, the need for gift-giving in Korea and the United States differs. Koreans
give more gifts on more occasions and have a bigger gift budget than Americans.
Koreans are motivated by group-conformity pressure and face-saving, whereas Amer-
icans are motivated by altruism (Park, 1998). Koreans believe that if they do not give
gifts on special occasions to members of in-groups, they may not stand up to others’
expectations.
Also, collectivistic consumers make purchases to become similar with members
of their in-groups, while individualistic consumers make purchases to differentiate themselves from others. While Western individuals make purchases to satisfy per-
sonal needs and emphasize their own personality and distinctiveness, the collecti-
vists follow the principles of modesty, self-effacement, and moderation: They do not
want to stand out in the group. For example, Chinese consumers are usually not
demanding and tend to have few desires. Due to the importance of thrift, their
awareness of their needs is restrained and the needs themselves are limited. Chinese
consumers are more often in actual state of buying rather than desired state of
buying, which is in contrast to the individualistic consumers who are often in desired state of buying.
14.3.2 Information search and choice of information sources National culture influences the use of external travel information sources. In high-
power-distance cultures and uncertainty-avoidance-cultures, most consumers seek
information from personal sources. However, the studies show that this is not always
the case. For example, tourists from Japan, South Korea, and Australia traveling to the
United States have different preferences for external information sources (Chen,
2000). Business travelers from highly collectivistic Japan and Korea rely heavily on
tour companies, corporate travel offices, travel guides, and advice from friends and relatives. Business travelers from the individualistic Australian society prefer obtaining
their information directly from the airlines and state/city travel offices (Chen, 2000).
The Japanese rely more heavily on the print medium as an information source when
compared to Germans, who rely more on word-of-mouth advice from family and
friends (Mihalik, Uysal, & Pan, 1995).
14.3 Cultural influences on buyer's decision process 331
National culture influences the preferences for commercials. American consumers
from low-context cultures prefer commercials with high levels of information (Taylor
et al., 1997). In the United States, individualistic consumers can be attracted to adver-
tisements that emphasize individualistic benefits and are persuasive, whereas collec- tivistic consumers, such as the Chinese, can be attracted to advertisements that focus
on family or in-group benefits (Aaker & Maheswaran, 1997). Because of the value of
family and group orientation, Chinese consumers heavily rely on word-of-mouth
(WOM) communication. Chinese also rely more on past experiences of one’s own
and others than Americans (Moore, 1998). Due to the high tendency to respect
authority, Chinese believe that official media are most trustworthy.
In South Korea, the dominance of collectivism influences the use of the Internet
more than in the individualistic United States. Koreans spend more time online to show a high level of conformity with their peers, whose behavior and opinions are regarded
as reference points (Park & Jun, 2003). The US Americans use the Internet to rely upon
themselves to do the majority of the information search.
14.3.2.1 The role of reference groups The cultural orientation toward individualism/collectivism has the strongest influence
on the role of reference groups in purchasing decisions. In collectivistic cultures people do not belong to groups, clubs and associations as they do in individualistic
cultures. The influence of reference groups is much less important to collectivists than
individualists and those from high uncertainty cultures. Members of high-uncertainty-
avoidance cultures respect professional groups more than do low-uncertainty-avoid-
ance cultures (DeMooij, 2004).
The influence of reference groups varies with the type of product purchased. If
a product is expensive and luxurious, such as a travel product, the opinions of
reference groups are more important than when the product purchased is a neces- sity. In individualistic cultures, the influence of reference groups and peers is
higher for public than for private goods. In collectivistic cultures, the influence
of peers inside the group is stronger due to the extended families; numerous family
members can influence the individuals’ decision-making. However, the influence of
peers and reference groups outside the family groups is weaker. In contrast, in
individualistic cultures the family influence is limited to private products (DeMooij,
2004).
14.3.2.2 The role of opinion leadership The role of opinion leaders varies across cultures. In strong-uncertainty-avoidance
cultures, leaders, experts, and professionals are likely to be listened to and followed.
Similarly, in masculine cultures the opinion of successful leaders, experts, profes-
sionals, and popular people are respected and listened to. In collectivistic cultures,
opinions of elders and senior executives are more relevant and respected than in
individualistic cultures. In high-power-distance culture, the opinion of those who hold
power is important.
CHAPTER 14 Cultural influences on tourist buying behavior332
The sources of obtaining information by opinion leaders vary across cultures. In
individualistic cultures the opinion leaders receive their information from external
sources, such as the media; in collectivistic cultures, they receive information from
internal sources, such as social networks. In collectivistic cultures the information received from the media is regarded as less reliable than the information received from
social networks (DeMooij, 2004).
14.3.2.3 Family decision-making The degree of influence of family is stronger in collectivistic cultures than in individ-
ualistic cultures because of the dependency on other family members. In South Korea,
the extended family, neighbors and friends have greater influence on purchase deci-
sions in the United States (Park & Jun, 2003).
In Japan, when choosing a tourist destination, all members of the families partici-
pate in the decision. The chosen destination should be preferred by everyone to preserve group harmony (Reisinger & Turner, 1997c, 1999a).
14.3.2.4 Buying roles In collectivistic cultures purchasing decisions are made collectively, in consensus with
the group, family, friends, and colleagues. Friends and colleagues have more influence
on consumers than media and advertising or sales people. Parents and grandparents initiate, influence and decide about the purchases. Children are taught to follow
parental guidelines. In individualistic cultures, decisions are made on an individual
basis. Although parents can be involved in decision-making, children are taught to have
their own opinions and decide about their own needs. Children often initiate and
influence the purchases. In high power distance cultures, elders and seniors play an
important role in decision-making. They often influence and decide about the final
purchases.
In Hispanic families, husbands dominate in the more important decision phases and decide what to buy, whereas wives dominate in the minor phases and suggest the
purchase (Kenkel, 1961). Husbands decide about purchasing cars or travel, and wives
decide about purchasing home appliances (Webster, 1994). Husbands decide about
important and functional product attributes, such as price, while wives concentrate on
minor and aesthetic product attributes, such as color (Davis, 1970; Woodside & Motes,
1979). Although North Americans also possess masculine and feminine traditional
roles that determine who buys what, these roles are not so rigid as in the collectivistic
cultures.
14.3.2.5 Level of decision-making There are variations in the individual’s involvement in the purchase decision and level
of decision-making across cultures. In the collectivistic and high-context cultures, individuals actively gather information and make decisions. The context of making
decisions is more important than verbal messages to convince the consumer to buy.
The level of decision-making is more extensive than in individualistic cultures. The
14.3 Cultural influences on buyer's decision process 333
focus is on the development of dependency and feelings in order to draw the con-
sumer’s attention. In individualistic cultures, the focus is on arguments and rational
aspects of the decision-making (DeMooij, 2004).
In individualistic and low-uncertainty-avoidance cultures, individuals are not so much involved in the decision-making process. The level of decision is more
routine and limited. Purchases are often made on impulse. People go to shops
with no intentions to buy, yet they always buy something. Such impulsive buying
in individualistic cultures is related to the need for variety, novelty, stimulation,
and thrill. On the other hand, in collectivistic cultures, where the focus is on
interdependence, emotional control, and moderation, purchases are more planned
(DeMooij, 2004).
Lee (2005) noted that Chinese consumers conduct internal and external informa- tion searches and compare alternatives as much as possible; impulse purchases are not
likely to happen. ‘‘Compare three shops before purchasing’’ is the most widely accepted approach of information searching in China. Before making a final buying
decision, Chinese consumers spend a lot of time browsing, and therefore are disin-
clined to convenience or impulse buying. Chinese consumers fully plan or partially
plan their purchasers. The waste of money is shameful and should be avoided (Gong,
2003).
14.3.2.6 Buying new products The adaption of new products and acceptance of ideas varies across cultures. In
individualistic and low-uncertainty cultures, adaption of new ideas and products, and traveling to new places and meeting new people happens faster than in collec-
tivistic and high-uncertainty-avoidance cultures. In individualistic cultures, people
want more choice and novelty; thus new ideas, products, and behavior are initiated
and even demanded. The reason for such behavior is the drive for achievement and
success. Without new ideas and change one cannot enhance one’s own social
standing and self-esteem, and compete and succeed. In collectivistic cultures, the
adaption of new ideas and products is slower. People are cautious about new ideas,
traveling to new places, and meeting new people. In low-uncertainty-avoidance cultures, the percentage of early adapters is higher than in high-uncertainty-avoid-
ance cultures. In high-uncertainty-avoidance and collectivistic cultures there is a
higher percentage of late adapters.
For example, in Japanese cultures (high collectivistic and high-uncertainty-avoid-
ance) people are very cautious about new products, ideas and strangers. Also, Chinese
consumers are reluctant to try new products or services, and traveling to new destina-
tions due to risk aversion. Chinese consumers tend to enjoy available things and use
products that are out of date but still in good condition. It is unlikely for a Chinese consumer to change brands or destinations for more novelty or variation. It is said that
Chinese are slow in accepting new products. However, since the Chinese belong to a
low-uncertainty-avoidance culture, they seem to be the least cautious about adaption
of something that is new.
CHAPTER 14 Cultural influences on tourist buying behavior334
14.3.3 Criteria and product evaluation National culture influences assigning different importance weightings to the five
SERVQUAL dimensions of service quality (Furrer, Liu, & Sudharsham, 2000). Custo- mers with a Western cultural background rely more on tangible cues from the physical
environment than customers with an Asian cultural background. The hedonic dimen-
sion of the consumption experience is more important for Western consumers than for
Asians (Winsted, 1997).
According to Tsaur, Lin, & Wu (2005), there are differences in all dimensions of
service quality among three cultural groups: persons of English Heritage, Asians, and
Europeans. Accordingly, the English-Heritage group perceives better service quality
for ‘‘tangibles,’’ ‘‘reliability,’’ ‘‘assurance,’’ and ‘‘empathy’’ than the Asian and Eu- ropean groups. The English-Heritage group relies more on tangible cues from a phys-
ical environment to evaluate service quality than Asians and Europeans. The English
Heritage and European groups are more ‘‘loyal’’ in their behavioral intentions than the Asian group, and the English Heritage group is also more willing to pay more for service
than the Asian and European groups.
Quality of interpersonal relationships is a key factor in determining the Asian
customers’ service-encounter evaluation, while Western customers place more em-
phasis on goal completion, efficiency, and time saving. Asian tourists give significantly lower ratings for all the relational quality service attributes compared to their Western
counterparts. Asian tourists assess service in terms of staff understanding the guest’s
problems and needs, dependability of service, and effective responsiveness. On the
other hand, Western tourists assess service in terms of the ability of service providers to
develop an atmosphere of welcoming and willingness to help, which suggests that
Western tourists seek more intangible aspects of service that are over and above basic
service provision. (Tsang & Ap, 2007).
Since Asian countries are characterized by large power distance, they also require the providers to pay attention to social hierarchy. Since Western customers
are characterized as having small power distance, customers accept less status
differences and expect more egalitarian service (Mattila, 1999b, 1999c). For exam-
ple, routine Western customer–employee service encounters do not satisfy Korean
guests because they ignore the importance of status differences. Koreans expect a
formal relationship in a service encounter, especially in upscale, expensive restau-
rants. Koreans avoid unnecessary involvement in service encounters; they do not
desire familiarity with service providers whose social status differs from their own. Korean service providers are required to show respect for social distance and avoid
expressions of familiarity, which is in contrast to Americans (Kong & Jogaratnam,
2007).
Expectations from service also vary across cultures. For example, the Japanese are
more demanding and have higher service expectations than other international tour-
ists. Japanese tourists demand more attention and care than American tourists (Ahmed
& Krohn, 1992). The Japanese also have higher expectations in terms of detail, aes-
thetics, quality, and service (Turcq & Usunier, 1985).
14.3 Cultural influences on buyer's decision process 335
Tourists from Great Britain, the United States, Australia, Japan, and Taiwan have
different expectations for hotel service quality. It was found that British tourists have
the highest expectations, followed by tourists from the United States, Australia, Tai-
wan, and Japan. Japanese tourists have the lowest expectations for the tangible and the empathic dimensions of service quality. The Taiwanese tourists also have lower expec-
tations for the empathic dimensions in terms of providing, caring, and giving individual
attention to the tourist (Mok & Armstrong, 1998).
Preferences for service timing also vary across cultures. International guests in
casual restaurants have different preferences for service timing. American tourists
accept a longer waiting time prior to seating, whereas guests from Hong Kong accept
a longer waiting time for the check upon the conclusion of the meal. The US guests
perceive a prolonged wait for the check to be a sign of neglectful service (Becker & Murmann, 1999).
In general, it was found that tourists from individualistic cultures demand more
efficient, prompt, and error-free service than those from collectivistic cultures, where
orientation toward people and sincerity shown by service employees is the most
important concern. Individualistic customers have higher expectations of assurance
from service providers than collectivistic customers because they expect service
providers to give them confidence about the service they are receiving (Donthu &
Yoo, 1998). However, it was also argued that individualists maintain a distance be- tween themselves and the service providers, and use the tangible elements of service
to reduce the closeness of the interaction (Furrer, Liu, & Sudharshan, 2000). Individu-
alists also consider personalized service as being important relative to those in collec-
tivistic cultures, where consistency is more important than personalized treatment
(Kong & Jogaratnam, 2007).
Further, it was found that tourists coming from countries with greater cultural
distance are less demanding and more tolerant in evaluating service quality (Weier-
mair, 2000). For example, Asian visitors to Hong Kong are more critical in judging the service they receive than their Western counterparts because the culture of Asian
tourists is much closer to that of Hong Kong.
Buyers from Western countries place greater emphasis on product attributes
designed to offer curiosity, utility (e.g., exploration of new product offerings) than
buyers from Asian countries (Jones & McCleary, 2005).
Studies show that culturally different consumers have different perceptions of
products made in different countries, and these diverse perceptions have impact on
alternative evaluations (Lee, 2005). For example, Chinese consumers regard imported products as better than domestic ones (Tai, 1998). Chinese have more favorable
attitudes toward imported consumer products than domestic ones for attributes such
as quality, design, innovation, customer service, and overall value (Lee, 2005).
The acceptable price range for Chinese consumers is narrower than that for Wes-
terners (Gong, 2003), partly due to the relatively lower purchasing power of Chinese
consumers compared to Westerners, combined with Confucian cultural influences and
the strong role of thrift. However, due to the influence of large power distance and
collectivism, Chinese consumers tend to put heavy weight on the social risks involved
CHAPTER 14 Cultural influences on tourist buying behavior336
in purchasing, especially when the purchase activities are related to gift-giving. Chinese
also believe that a ‘‘cheap product is never good’’; purchasing a cheap product may cause buyers to lose face and harm the relationship between individuals (Lee, 2005).
They also think that cheap products have quality problems or other defects. Moreover, national culture influences the evaluation of travel services (Crotts &
Erdmann, 2000) and destinations. In general, visitors from Western cultures tend to
rate their experiences at vacation destinations higher than those from Eastern cultures,
but the strength of their ratings is not consistent. Even though visitors from Western
cultures rate their satisfaction highest, the likelihood of returning to the same destina-
tions is relatively low in comparison to other cultures (McCleary, Weaver, & Hsu, 2006).
14.3.4 Purchase decision Culture is being recognized as a major reason why people in different countries make different decisions (Hofstede, 1980; Kluckhohn, 1951; Rokeach, 1973). Individualists
make decisions differently than the collectivists. Individualists are in control of their
decisions, while collectivists allow others to make decisions for them. In fatalistic
cultures people leave the decisions to uncontrollable higher-order forces such as
God, luck, or faith. In some other cultures, people postpone decisions (manana
syndrome = do it tomorrow) (DeMooij, 2004).
Individualists make decisions on an individual basis, while collectivists make deci-
sions in consensus with the group. Individualists attribute their behavior to their personal characteristics and emotions; their buying behavior is more emotion driven.
Collectivists, on the other hand, attribute their behavior to situational factors; their
buying behavior is less emotional and more rational (McDonald, 1995; Usunier & Lee,
1996).
Studies on Chinese purchasing behavior show that the Chinese have deep roots in
Confucianism and emphasize thrift, diligence, and value consciousness. Thrift is highly
advocated and the Chinese people ‘‘save for a rainy day’’ instead of ‘‘living for today’’ or ‘‘buying now and paying later.’’ It is socially desirable to save money and be a meticulous shopper in China (Lee, 2005). Chinese consumers are saving oriented.
Borrowing money is widely seen as shameful because it means living beyond one’s
means. Chinese have an aversion toward using credit; they prefer to purchase products
with cash instead of credit cards (Gavin, 1994). Chinese consumers watch what they
buy and how they spend their hard-earned money. For the Chinese, shopping is mainly
a planned, calculated task to perform. Chinese consumers are more conservative,
utilitarian, and functionally oriented when compared with Western counterparts (Li,
1998). It is believed that consumers who keep using the old products never become repeat purchasers or users.
14.3.4.1 Purchase risk A number of studies have shown that perceived risk varies across countries (Goszc-
zynska, Tyszka, & Slovic, 1991; Hoover, Green, & Saegert, 1978; Verhage, Yavas, & Green, 1990). For example, risk perceptions significantly vary between the People’s
14.3 Cultural influences on buyer's decision process 337
Republic of China (PRC), the United States, Germany and Poland (Weber & Hsee,
1998). American, Mexican, Dutch, Turkish, Thai and Saudi consumers are different
in their risk perception for consumer products (Yavas, Verhage, & Green, 1992).
Tourists from highly risk-adverse cultures behave differently than tourists from low- risk- avoidance cultures. For example, Japanese travelers engage in risk/uncertainty-
reducing behaviors by seeking pre-trip information from Travel Channel members,
purchasing pre-paid tour packages, traveling in larger groups, staying for shorter
periods, and visiting fewer destinations than the Germans (Money & Crotts, 2003).
The higher the cultural distance between visitor and host cultures, the higher the
likelihood that the international visitor engages in more risk-reducing travel behaviors
through the use of travel packages, tour operators and traveling in larger numbers on
shorter trips to fewer destinations (Crotts, 2004). Litvin, Crotts, and Hefner (2004) noted that tourists from the high UAI cultures
(Japanese and Greek) acquire more information from friends, relatives, state and
city travel offices, and tour operators than tourists from low UAI cultures (the
Germans and British), who use travel guides and information obtained from mar-
keting-dominated sources, such as advertisements on TV and radio. High UAI
tourists also spend fewer days on trip planning, whereas those from low UAI
cultures find pleasure in trip planning and choose to spend more time in arranging
its details. The less-risk-avoidant tourists are more likely to travel alone, or travel with fewer parties than tourists from high UAI cultures. Those from high
UAI cultures purchase significantly more pre-packaged travel tours, whereas those
from low UAI cultures are more likely to rent cars. High UAI tourists visit fewer
destinations and spend fewer nights in the visited country and during the
length of their journey, as compared with low UAI tourists (Litvin, Crotts, &
Hefner, 2004).
Travelers of different nationalities may perceive the same risk differently (Richard-
son & Crompton, 1988). There are significant differences in perceived risk between American and Chinese-Malaysian students when choosing Australia as a holiday desti-
nation (Summers & McColl-Kennedy, 1998) and among international tourists traveling
to Israel (Fuchs & Reichel, 2004). Tourists from the United States, Hong Kong and
Australia perceive more travel risk, feel less safe and are more anxious and reluctant to
travel than tourists from the United Kingdom, Canada, and Greece (Reisinger &
Mavondo, 2006b).
Risk perceptions influence perceptions of safety (Reisinger & Mavondo, 2005).
Safety perceptions also vary across cultures. For example, international tourists attend- ing the 2000 America’s Cup in Auckland, New Zealand, placed a higher importance on
safety than domestic tourists (Barker, Page, & Meyer, 2003). Chinese visitors feel
relatively safe and Japanese visitors feel relatively unsafe compared with European
visitors. The Japanese are more interested in security attributes of tourism products
than North American and European business groups (Suh & Gartner, 2004). Also, the
needs for safety versus adventure differ among Japanese, Korean and American tourists
(Pizam & Jeong, 1996).
CHAPTER 14 Cultural influences on tourist buying behavior338
14.3.5 Post-purchase behavior/decision
14.3.5.1 Satisfaction The degree to which consumers achieve satisfaction or experience dissatisfaction
(cognitive dissonance) is greatly influenced by national culture. In collectivistic soci-
eties, customer satisfaction often depends on trust, caring, shared duty and long-term
commitment, such as provision of services beyond contract terms, attending to all concerns, expressing gratitude for the relationships and rewards loyalty, and placing
customer interests at times above those of the firm. In individualistic societies it is
believed that customer satisfaction depends on efficiency, promptness and error-free
service.
However, it was found that for American diners’ satisfaction the personalization of
service is important, whereas for Korean diners individual recognition and personal-
ization are less important. Koreans believe that service providers should be punctual,
respectful, courteous, and caring, rather than personal. Koreans are also most likely to return to a restaurant where they have previously enjoyed their dining experiences
(Kong & Jogaratnam, 2007).
It was also found that those who reside in high cultural distance (CD) countries
(with more cultural differences between visitor and host cultures) and travel in fully
prepackaged tours (to minimize potential friction) report higher satisfaction with
travel experience and probability of repeating a visit than those who do not. Those
who reside in low CD countries and engage in free and independent travel report
higher satisfaction and repeat visit intent compared to those with more structure in their visit (Crotts & McKercher, 2006). Those from highly masculine societies have also
higher dissatisfaction than those from low-to-moderate masculine societies (Crotts &
Erdmann, 2000).
14.3.5.2 Loyalty and commitment According to the reinforcement theory, pleasant outcomes tend to generate repeat behavior, whereas unpleasant outcomes do not generate repeated behavior. In order
to motivate consumers for repeat purchase or visitation, one has to develop positive
perceptions to enhance their satisfaction. Satisfaction, in turn, does produce loyalty
and commitment.
Customer loyalty and commitment vary across cultures. The difference in customer
loyalty depends on the levels of expected and perceived satisfaction after the experi-
ence. For example, collectivistic buyers are usually more loyal and committed in their
buying behaviors than individualistic buyers. The Chinese and Koreans may even sacrifice themselves for the benefits of others. However, Philippino consumers were
found to be less loyal than American consumers (Sun, Horn, & Merritt, 2004). A lower
level of customer loyalty for Philippinos can result from a lack of brand savvy in
comparison to Americans and being less financially satisfied. Also, tourists from less
masculine cultures are more loyal when evaluating travel services, while tourists from
more masculine societies report strong customer defection (Crotts & Erdmann, 2000).
14.3 Cultural influences on buyer's decision process 339
14.3.5.3 Criticism and complaints
Dissatisfied consumers can (1) voice their dissatisfaction, (2) spread negative word of
mouth, (3) switch to another product, or (4) take legal action. In collectivistic cultures,
where the focus is on maintaining social harmony and loyalty, consumers hesitate to complain by voicing their complaints or taking legal action when they experience post-
purchase problems.
For example, the Chinese are less likely than the Americans to conduct a formal
complaint for a faulty product (Lowe & Corkindale, 1998). The Chinese believe that
nature has a way by which all things become what they are, and that it is not wise to
hold too tightly onto what one has gained or lost (Chan, 1963). The Chinese also
believe in Yuan (Karma): things that are far beyond one’s control. While in the indi-
vidualistic cultures people desire to seek control over their life, the Chinese submit to their own individual fate–fatalism. They generally have low expectations toward the
purchased product and attribute failure of the product to fate rather than to the
company or manufacturers (Yao, 1988).
The desire to maintain social harmony discourages Chinese consumers from show-
ing their dissatisfaction. Even if they want to complain, they express themselves in a
vague way. Chinese believe that a complaint to a certain degree is a manifestation of
not making a wise decision. Also, one can lose face in front of others if no positive
outcome from the complaint is obtained (Lowe & Corkindale, 1998). Since Confucianism requires individuals to adapt to the context, control emotions,
avoid competition and conflict, and maintain harmony (Lee, 2005), the Chinese follow
the principles of modesty and humility which tend to increase Chinese consumers’
level of tolerance with dissatisfaction (Lowe & Corkindale, 1998). However, they are
more likely to spread a negative word of mouth to in-group members. In contrast, in
individualistic and masculine cultures, consumers often complain widely and even
take legal actions.
Tourists from higher-uncertainty-avoidance cultures have also a higher intention to praise and compliment the service providers if they experience positive service
quality. If they experience a problem, they show a lower intention to switch to
another service provider, to give negative word of mouth, or to complain (Liu &
McClure, 2001).
However, the study shows that young Taiwanese consumers are more likely to
switch restaurant providers than the US consumers. Switching to other service provi-
ders allows them to look for new ways to satisfy the need for curiosity, novelty and
variety, express their individuality, achieve stimulation in consumer choices, and escape from collectivistic, rigid core cultural values. Taiwanese are less likely than
the US consumers to complain face-to-face about poor service in order to avoid hurting
another person’s face, causing shame and embarrassment (Lin & Mattila, 2006).
According to Confucian beliefs, people should be guided in their lives by forgiveness
and compromise to maintain social harmony. In contrast, North Americans who focus
on their individual needs believe that a person in control of his or her own destiny is
more likely to voice dissatisfaction than a Taiwanese counterpart (Hui & Au, 2001).
CHAPTER 14 Cultural influences on tourist buying behavior340
Other studies show that in response to unsatisfactory service in a hotel Americans
are more likely to stop patronizing the hotel, complain to hotel management, and warn
family and friends. Japanese, on the other hand, are less likely to complain to manage-
ment and tell friends and relatives about unsatisfactory experiences (Huang, Huang, & Wu, 1996).
Complaint behavior also varies across cultures. For example, guests in hotel
restaurants in Hong Kong, SAR, are more likely to complain about the food tastiness,
temperature and freshness than the Houston guests in Houston, Texas, US. The
Hong Kong guests also complain more about the noise level, while the Houston
guests complain more about temperature and d�ecor of hotel restaurants. Service efficiency, greetings, attentiveness, and helpfulness are the top service attributes
about which guests complain; however, they are also rated differently; the Hong Kong guests rate ‘‘greetings’’ higher than the Houston guests (DeFranco, Wortman, Lam, & Countryman, 2005).
14.3.5.4 Product disposal National cultures have profound affect on what the consumers do with a product
after the purchase. For example, the collectivistic consumers who follow the value
of thrift and modesty are more likely to use the product as long as it works and
delivers benefits. They also save old products for later or give the products away to
children or families. In contrast, the individualistic consumers who follow the value of pleasure and immediate gratification are more likely to dispose of an old or used
product and buy a new one. European consumers are more likely to repair a product
rather than dispose of it. Members of cultures which are more prone to repairs and
reuse than to replacement and buying new products cannot be relied upon as repeat
purchasers.
14.3.6 Beyond the purchase decision
14.3.6.1 Memories and meanings Culture affects memory. Those who are from the same culture better remember
significant activities and events in their life that are consistent with their cultural
background. Those from similar cultures also use similar cues to memorize messages. For example, Asian speakers from high context cultures, such as the Chinese, rely
more on visual representation, whereas English speakers from low context cultures
rely more on verbal sounds. Visualization facilitates memory in high-context cultures
such as Chinese and Japanese, while explicit repetition of the same word facilitates
memory in low-context cultures (DeMooij, 2004).
Preferences and meanings also vary across cultures. For example, in Europe, white
is associated with purity and weddings, whereas black is associated with mourning. In
contrast, in Japan, white is associated with mourning, and black is associated with happiness. In Japan, China and Korea, purple is associated with expensive, whereas in
the United States purple is associated with inexpensive (DeMooij, 2004).
14.3 Cultural influences on buyer's decision process 341
14.3.6.2 Emotions and feelings
Emotions such as pain, joy, sadness, anger, fear, stress, or excitement represent a very
important concept in tourism. Tourism is all about feeling better mentally, physically,
and spiritually. Emotional responses to consumption of tourism services can explain
satisfaction and repeat patronage or destination visitation. Emotions are learned by
growing up in a culture or by exposure to the culture. Emotions are culturally depen-
dent. Although many emotions, such as happiness, fear, anger, or sadness, are univer-
sal, people in different cultures express emotions differently. Emotions can be expressed visually (by using mimics and face expressions), vocally
(by using voice), and by using other senses (smell or touch). A smile can be used to
express happiness in one culture, or distrust in another culture, or even an invitation
for a social interaction in another culture. In collectivistic societies people control their
emotions and often suppress expressions of negative feelings, displeasure or dissatis-
faction because it would negatively reflect on their in-group. They always try to express
politeness. In collectivistic cultures the display of emotions depends on the context
and belonging to a group. Expression of anger and frustration is more easily tolerated in individualistic than in collectivistic cultures. In low-uncertainty-avoidance cultures
people have less control over the expressions of emotions, whereas in high- uncer-
tainty-avoidance cultures people display emotions and often show embarrassment
and guilt.
For example, in Japan, criticizing or complaining in public is a serious breach of
social etiquette. In contrast, expressing feelings and thoughts in public and prais-
ing good and loud talkers is a normal practice in the West. In Japan, a humble,
apologetic attitude is an appropriate way of showing emotions. Openly express- ing emotions is regarded as rude. Westerners are perceived as too cold, too
objective, and uncaring about the emotional aspect of personal relations. Those
who talk too much and raise their voices are perceived to be insincere and creating
friction.
In Indonesian society the expression of emotions, negative and positive, is very
rare, as they disrupt the smooth flow of relationships (except in the presence of
family members and close friends). Expressions of love are also not accepted in
public. In contrast, Australians have less control over the expression of negative and positive feelings, and more informal behavior is accepted (Reisinger & Turner,
1997b).
In collectivistic culture, emotions are more relational and social, whereas in indi-
vidualistic cultures emotions are more individual. In collectivistic cultures emotions
are ‘‘other focused’’ (e.g., sympathy, shame, feelings of interpersonal communion, feelings of social obligations, sense of saving face), whereas in individualistic cultures,
emotions are ego-focused (e.g., anger, frustration, pride) (DeMooij, 2004).
Anger, happiness and sadness are expressed differently in Western and Asian cultures. In Western cultures people smile when they are happy, cry when they face
grief, and open their mouth and eyes when they are surprised. In Asian collectivistic
cultures, people often smile or laugh to hide sorrows, embarrassment or shame. Such a
CHAPTER 14 Cultural influences on tourist buying behavior342
smile is not a reflection of happiness. In Asian collectivistic cultures people often cry
when they are happy.
Emotional responses to negative service encounters differ across cultures. While
UK customers blame service employees for failing to provide the required customer service, African customers who emphasize the need to conform to rules and expect
the sellers to be as helpful emphasize feelings of sadness (humiliation and embar-
rassment). Such feelings are more likely to influence switching service providers
(Smith, 2006).
In some cultures emotional words include multiple feelings. For example, the
Japanese jodo include emotions such as anger, happiness, and sadness as well as
consideration, and calculations. The German Schadenfreude means malicious delight,
enjoying other people’s suffering or bad luck (DeMooij, 2004). Understanding the concept of emotions can help to determine the quality of the
individual’s motivations, needs, experiences and the outcomes of these experiences.
However, emotions can be accurately understood only by members of the same
national culture.
SUMMARY Numerous studies identified behavioral differences among tourists from different cultural groups. These studies suggest that national culture influences the individual’s
personal characteristics, such as gender roles, lifestyle and activities, personality, and
self, as well as psychological characteristics, such as motivations and needs, perceptions
and image, learning, knowledge, and attitudes. National culture influences tourist’s
decision process, including need recognition, information search and choice of infor-
mation sources, product/destination evaluation and post-purchase behavior. National
culture decides how the following influence the tourist: reference groups, opinion
leaders and families. It also determines buying roles, levels of decision-making, and preferences for new products/destinations. National culture influences the tourist’s
perceptions of purchase and travel risk, loyalty and commitment to a purchase, and
its criticism. Finally, national culture affects emotions and feelings that decide about the
tourist’s needs and experiences, and the outcomes of these experiences.
DISCUSSION POINTS AND QUESTIONS 1. How does tourist personality influence the tourist destination choice and tourist
behavior?
2. Which variables (motivation or personality) can best explain the needs of inter- national tourists? Justify your response and give examples.
3. How does culture impact the nature of travel? (destination selection, purpose of travel, travel arrangements, travel timing and schedule, length of stay, spending patterns, companionship, activities, interests, risk taken)?
Discussion points and questions 343
CASE STUDY 14.1 Japanese Tourist Behavior
Source: Reisinger, Y., & Turner, L. (1999a). A cultural analysis of Japanese tourists: chal- lenges for tourism marketers. European Journal of Marketing, 33(11–12), 1203–1227. Cultural background strongly influences Japanese tourist consumer behavior. For instance, the Japanese select a holiday destination differently from a domestic tourist in Australia. In order to maximize the benefits of their holidays, Japanese carefully pre-plan their travel arrangements. They examine all alternative destinations, their pros and cons, and consider various pricing policies to save additional funds. As a result, in the pre-purchase stage of consumer behavior Japanese spend a lot of time on decision-making. The process of their decision-making is longer when compared to Western consumers. On the other hand, the purchase stage itself is speedier than in Western countries because Japanese try to avoid offending and disturbing the harmony of the group (Ziff-Levine, 1990). In the evaluation stage, Japanese assess the products and services consumed depending on the situation and personal relationships. The Japanese holiday satisfaction level is always weighted against the degree of the Japanese reluctance to express negative emotions. In contrast, the process of decision making of an average Australian tourist is shorter in the pre-purchased stage. Australians do not spend much time on deciding about their holiday destinations. Their holidays are often unplanned, worry free and relaxed. They are also designed around the individual needs. However, the purchase stage is longer because Australian tourists often shop around to get the best deal in various travel agencies. In the evaluation stage, Australians express their holiday dissatisfaction openly and directly; they often argue and refer to facts.
CASE STUDY 14.2 Cultural Influences on Tourist Behavior
Helen was working the tourist information centre in Fla � m, Norway. She met many tourists
from all over the world. She noticed differences between different nationalities of tourists in their behaviors. According to Helen, tourists from different cultures have different demands regarding accommodation, food services, attractions, activities, etc. One day Helen talked to an American lady who came to the tourist information to share her positive impressions about the guest house. The American lady considered the service to be excellent and the rooms to be cosy and charming. She would definitely come back to Flam next year. Helen was pleased to hear this. However, later, that very same day, an English lady came into the office. She found the guest house to look like a prison, the rooms too dark and small, and the service non-existent. The lady asked for the address of the Norwegian tourism authorities so she could write them a letter of complaint about how horrible the guest house was. The next day, a Dutch lady who had stayed in the guest house before wrote a
CHAPTER 14 Cultural influences on tourist buying behavior344
postcard to the tourist office attaching a photograph of her in front of the waterfalls. She thanked the office for her lovely stay.
WEBSITE LINKS 1. Dealing with cultural differences in tourism and hospitality: http://www.vea.
com.au/Product.aspx?id=376
2. Tourism and cultural differences: http://rielworld.com/2007/05/29/tourism-and- cultural-differences/
3. Representing foreign nationals: http://representingforeignnationals.blogspot. com/2008/02/cultural-differences-conviction-of.html
The next part will compare the cultural orientations of the selected international
societies.
Website links 345
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PART
Cross-Cultural Comparison
5 Part five compares cultural orientations
of international societies.
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CHAPTER
Cultural differences among international societies
15 This aim of this chapter is to summarize and compare core cultural values and
behavior of the selected international societies.
OBJECTIVES
After completing this chapter the reader should be able to: & Identify major cultural differences and similarities among African, Asian, Australian, European, Indian, Latin and North American and the Middle East societies
& Compare the major cultural value orientations and behaviors of the selected regions
INTRODUCTION This chapter concentrates on the major cultural patterns and behaviors in Africa, Asia,
Australia, India, Europe, Latin and North America, and the Middle East. Numerous
countries are selected and their values and behaviors compared. The values common
to specific cultural groups are highlighted.
15.1 AFRICA The most important unit of African society is the family, which in most cases includes
the extended family or tribe. African family life centers in villages, where food is
gathered. The village elders are leaders; they judge and dictate the rules. The family
tribe provides the rules for acceptable behavior, individual rights, duties, marriage, 349
inheritance, and succession. Africans believe that people and social relationships come
first. Friendships based on trust and sincerity are highly valued. People accept that
everyone is a friend unless otherwise proved. Showing respect is the key element for
social harmony. Elders are given the most respect; young people are not expected to express opinions. Africans are warm, friendly, relaxed, and informal. They are never in
a hurry; they view time as flexible. They like to sit and talk to get know each other
better before they discuss business. Time is unlimited; what cannot be done today can
be accomplished tomorrow. The concept of time is, however, changing in big cities. In
Africa, corruption is common; it is related to poverty, inadequate pay, and bad working
conditions (Harris et al., 2004).
15.2 ASIA
Common Asian values A number of values are common to most Asian cultures. These are social hierarchy;
respect for elders, parents, ancestors, and traditions; importance of the family and family
ties as a source of personal self-worth; differentiation between in-groups and out-groups;
social harmony; a sense of obligation and shame; face-saving, group consensus, loyalty,
cooperation, indirectness, ambiguity, silence, and emotional restraint (Dodd, 1995),
patience, avoidance of strong emotions, having connections, self-respect, and reputa-
tion (Tung cited in Joynt & Warner, 1996). Group orientation, discipline, importance of
education, protocol, avoidance of conflict and moral responsibility are also important.
China The People’s Republic of China has a population of 1.3 billion. The name of the country means ‘‘center of the world’’. As a result, Chinese people think of their culture as the center of human civilization and hold themselves in high esteem. The Chinese culture has
been influenced by the teachings of Confucianism, Taoism, and Buddhism. China is a
hierarchical society, people believe in authority and subordination. They follow the
formal rules of social etiquette; social status is important. The important personal char-
acteristics are determination, calmness, honor, persistence and patience. Chinese culture
is group-oriented; group activity, consensus, cooperation, support and loyalty are vital for
social harmony. Chinese culture is high-context culture. Chinese understand non-verbal signals and use them frequently to send the true meanings in conversation. Chinese are
long-term oriented; they are interested in long-term benefits. They are bound by their
tradition and proud of ancestors. They negotiate and talk through an intermediary or a
third party. They do not believe that the signing of a contract is a completed agreement;
circumstances may change. They reciprocate invitations and gifts (Harris et al., 2004).
Chinese are punctual, dress formally, and address others by their second names or
titles. They use business cards in introductions and follow a proper etiquette. They are
reserved, respectful and sensitive. The concept of privacy does not exist; they often ask
350 CHAPTER 15 Cultural differences among international societies
questions about salaries or incomes, personal information is frequently discussed.
They avoid displaying affections, keep a distance when speaking, do not touch, and
do not appreciate loud behavior (Harris et al., 2004).
The four most important terminal values of Chinese are true friendship, wis- dom, freedom, and mature love, whereas the four least important terminal values
are family security, a comfortable life, an exciting life, and salvation. The four most
important instrumental values are being ambitious, broadminded, intellectual, and
courageous, whereas the four least important instrumental values are being for-
giving, helpful, clean, and obedient (Feather, 1976, 1980a). Table 15.1 lists the
major cultural differences between Chinese Mandarin-speaking and Australian
societies.
Indonesia Indonesia has a population of about 232 million. The major ethnic groups are Javanese
and Sundanese. Indonesia is the largest Islamic country in the world; nearly 90% of the
population is represented by Muslims. Generally, people adhere to the village law
Table 15.1 Cultural Differences Between Mandarin-Speaking Tourists and Australian Hosts
Mandarin-speaking tourists Australian hosts Orientation toward group Orientation toward individual Focus on being together Focus on being independent Hierarchy Egalitarianism Importance of age and position Importance of accomplishment Importance of group activities and obedience Importance of hard work and capabilities Non-materialistic values first Materialistic and hedonistic values first Focus on being dependent Focus on being self-reliant Privacy does not exist Focus on privacy Focus on punctuality Focus on flexibility Formal dress Informal dress Seek relationships Seek agreement Focus on social harmony Focus on getting the best deal quickly Focus on formal etiquette Focus on informal behavior Tradition of gift-giving No tradition of gift-giving Emotions are suppressed Emotions are displayed Implicitness Explicitness Risk-avoiding Risk-taking Focus on obligation Focus on standing out
Source: Reisinger, Y., & Turner, L. (1998). Cultural differences between Mandarin-speaking tourists and Australian hosts and their impact on cross-cultural tourist-host interaction. The Journal of Business Research, 42(2), 175–187.
35115.2 Asia
(Adat) rather than the rules of the Koran. The society is hierarchical. Indonesians
follow the rules of social hierarchy in all personal relationships; they show respect
to superiors. The family is the basic unit of life. Indonesians are group-oriented; they
conform and abide. They avoid confrontation, making someone ashamed, insulted, or embarrassed. Criticizing or contradicting a person in front of others is avoided because
it causes one to lose face. People talk indirectly. Asking personal questions and touch-
ing in public are forbidden. People greet by nodding the head; they avoid using the left
hand. They do not like to be pressured; they believe in ‘‘rubber time’’ that is flexible and unlimited (Harris et al., 2004). Table 15.2 lists the major cultural differences
between Indonesian and Australian societies.
Japan Japan has a population of about 130 million. More than 99% of it is represented by
Japanese. Traditionally, Japan is a very noble country which values honor, pride, and perseverance. However, the Japanese culture is slowly changing; it is following values
of the contemporary world. The major religions are Shintoism and Buddhism. Japanese
put a great emphasis on the group, the family, and belonging and loyalty. They show
respect for social classes, authority, and elders. They try not to harm anyone; rather,
they save their own face as well as others’ in order to preserve social harmony. They
avoid praising, complementing and criticizing. They do not stand out from a group.
Japanese use indirect, vague communicating style; they focus on the context rather
than content of a verbal message. Non-verbal language is more important to them than verbal expressions. They leave sentences unfinished so others can make a conclusion.
The Japanese language is full of nuances; it has various degrees of courtesy and respect
for different social classes. Third party is used in introductions and deals to create trust
between individuals. Japanese follow the custom of using business cards (meishi) that
identify their owner’s professional titles. Cards are usually translated into English.
Formality prevails. Bowing is a traditional form of greeting. Japanese are time con-
scious and punctual. They also follow a tradition of obligatory gift-giving; gifts are given
at any social event and must be reciprocated. Japanese like order, cleanliness, and discipline. They are sensitive to what others think or expect of them. They avoid risk;
they require physical and psychological security. They have difficulties dealing with
strangers and foreigners. Many experience a difficulty to adapt and feel alienated
(Frager, 1970). They laugh when they are happy and sad. They are insular. They value
education, new technological developments; they have pride in their work. They
work hard.
The Japanese give consideration to the effect of their behavior on others. When on
vacation, Japanese tourists are activity-oriented unlike the Western tourists who travel to do nothing. Shopping is very important to them. The Japanese attach importance to
obligatory gift-giving and polite inexplicitness; they avoid humiliation, try not to
offend, or disturb the harmony of a group. Trust and relationship building are vital
to their existence (Ziff-Levine, 1990). A high standard of service is critical to Japanese
satisfaction (Reisinger, 1990).
352 CHAPTER 15 Cultural differences among international societies
Numerous studies have been done on Japanese culture. It was noted that Japanese
are courteous, moral, loyal to others (gimur), have a sense of obligation and duty (giri),
try to save face (kao), avoid others’ hame and humility, follow correct protocol of
presentation, do not display emotions, participate in rituals, and use non-verbal
Table 15.2 Cultural Differences Between Indonesian Tourists and Australian Hosts
Indonesian tourists Australian hosts Family orientation Self-orientation Group orientation Individual orientation Emphasis on community, togetherness, sociability
Emphasis on individualism and privacy
Focus on dependence, obedience, welfare of others
Focus on independence, challenge, self- interest
Emphasis on physical and emotional closeness Emphasis on privacy No exclusive friendships Strong exclusive friendships Focus on consensus Individual decision-making Focus on duty and obeying the will of the group Focus on individual autonomy and initiative Group responsibility for actions Moral responsibility for own actions Social hierarchy Egalitarianism Age grading No age grading Respect for elders and their advice No respect for elders and their advice Correct form of behavior Direct and open manner of behavior Indirect expression of opinions Direct expression of opinions Control of emotions, avoidance of disagreement
Open disagreement
Smooth interpersonal relations Efficiency and promptness Risk avoidance Risk-taking Greetings followed by unhurried conversation Brief greeting without conversation Social rituals involve meals Meals are not part of socializing Time is stretchable Time is money Avoidance of hurry, frequent lateness Hurried use of time, punctuality Absence of stress More stress and anxiety Importance of formal dress Informal dress Frequent smiling in social encounters Smiling used to express genuine pleasure Eye contact avoided in formal encounters More frequent eye contact Frequent body contact Body contact avoided Smaller physical distance Larger physical distance Restrained gesticulation Unrestrained gesticulation Use of left hand avoided Free use of either hand Restrained feet and leg movement Free leg movement
Source: Reisinger, Y., & Turner, L. (1997). Cross-cultural differences in tourism: Indonesian tourists in Australia. Tourism Management, 18(30), 139–147.
35315.2 Asia
communication. The Japanese value peacefulness, passivity, reciprocal obligation, and
hierarchical structure (Isomura et al., 1987). They are expected to subordinate indi-
vidual interests to the group, cooperate with one another, and remain loyal to the
group (Moeran, 1984). Their behavior is formal to reduce conflict and embarrassment and maintain harmony. Seishin spirit teaches them self-discipline, order, sacrifice,
dedication, hierarchy, loyalty, responsibility, goodwill, and group activity; they must
be beautiful for themselves and others, and disregard material disadvantages (Moeran,
1984). The spirit stresses the importance of duty (giri), indebtedness (on) and obliga-
tion (Lebra, 1976). Buddhism teaches the Japanese to live in harmony with nature. A
stranger is not an enemy but a friend, and the aim is to reach consensus and compro-
mise (Schinzinger, 1983).
Confucianism and Buddhism prescribe collectivism, a hierarchical structure of authority, status and obedience of superiors (Chinese, Japanese, Korean, and Indo-
Chinese). The importance of the social hierarchy in Japanese culture can be explained
in terms of high scores on power distance and masculinity, and low scores on individ-
ualism. Differences in status dictate different non-verbal behavior (Matsumo & Kudoh,
1987). Japanese culture is characterized by a high degree of collectivism; it emphasizes
conformity, belongingness, empathy, and dependence (Benedict, 1946; Lebra, 1976;
Nakane, 1973). The Japanese value courage, a sense of justice, love, companionship,
trust, and friendship; they are concerned with war and peace (Triandis, 1972). The Japanese do not value comfort; they value self-adjustment, advancement, and serenity.
The Japanese are group-oriented; they emphasize harmony in interpersonal rela-
tions, solidarity, loyalty, and belongingness to society. That society is closed to outsiders
(Mourer & Sugimoto, 1979). They differentiate between what they say and actually do,
between tatemae (outside behavior) and honne (real intentions), between formal and
informal behavior. They avoid giving negative answers to not to hurt others. They have
several ways of saying ‘‘no’’. They depend on each other, cooperate, suppress open conflict and competition, and strive for group welfare (Kracht & Morsbach, 1981). They perceive Westerners as ‘‘odd’’ people due to their focus on individualism. They remove shoes before entering house. Table 15.3 presents some of the insights on the cultural
differences between Japanese and Australian cultural characteristics.
Malaysia The country has a population of about 23 million. The major ethnic groups are Malay,
Chinese, and Indian. Islam is the predominant religion. The Koran dictates the rules of
behavior and business activities. People are expected to pray five times a day, fast
during the Ramadan, and make a trip to Mecca. People do not eat pork or drink alcohol.
People believe they should live in harmony with nature or subjugate themselves of it. They are concerned with the present: the future is vague and unpredictable; the past
has happened. They have a strong sense of fatalism. They are not motivated by careers
and professional success; rather, long-lasting relationships with friends and families.
The needs of families and friends are more important than self-centered needs, such as
the accumulation of money and material possessions. People are not materialistic;
354 CHAPTER 15 Cultural differences among international societies
however, they work hard. The social status is important to them and the basic rules of
behavior are obeyed. The most important rules of behavior are respect, courtesy,
affection and love for one’s parents; also harmony in the family, the neighborhood,
and society. Bowing is a traditional form of greeting. Certain gestures are not permit- ted. For example, patting a child on the head or calling for a taxi by using the fingers of
the right hand (Harris et al., 2004) are not acceptable.
Pakistan More than 95% of the Pakistani are Sunni Muslim. Islam is the state religion. There are
minority groups, such as Christians, Hindu, Afghans, and Parsi. Pakistanis are warm and
hospitable. Family and friends are important to them. Personal honor is critical. They
Table 15.3 Cultural Differences Between Japanese and Australian Characteristics
Japanese cultural traits Australian cultural traits Social hierarchy, submission to elders and superiors
Social hierarchy, inequality is minimized
Respect for age, wisdom, higher social position Little respect for age, wisdom, seniority Social harmony Individual opinions, beliefs, positions Avoidance of conflict and competition Tolerance for ambiguity, new ideas, different
behaviors Avoidance of risk Taking risk Strong group bonds, long-term relationships Weak social bonds, temporary social
relationships Group needs and goals Individual needs and goals Group consensus Individual opinions, importance of arguments
and facts Process oriented Results oriented Long-time oriented Short-time oriented Importance of who Importance of what Family and social groups Materialism, possession, financial status Dependency on others; co-existence with others
Democracy, equality, advancement, achievements
Non-verbal communication Verbal communication Difference between what is said and how it is said
Importance of what is said
Behavior according to strict social rules Little attention paid to formal rules of social behavior
Hold back emotions in public Display emotions in public Silence as a symbol of power and strength Silence as a symbol of weakness Obligatory gift-giving No obligatory gift-giving
35515.2 Asia
have a flexible approach to time. They do not eat pork or drink alcohol. They do not
touch food with the left hand. They remove shoes before entering someone else’s
house and bring gifts. They follow the rules of formal introduction, and expect hand-
shakes and business cards. Women wear the burqah, which covers their bodies from head to foot (Harris et al., 2004).
The Philippines There are more than 85 million people in the Philippines, mostly Christian Malay-
sians. The languages spoken are Philippino, English, and Chinese. Philippinos are
friendly, hospitable, and warm. They focus on large, extended families. They do not
criticize another person in public because shame is the greatest insult. In order to
avoid shame, the Philippinos also avoid competition, change, and innovation. They
try to save face at any cost. They are sensitive. They believe in fate and destiny rather
than merit. They demand loyalty and are flexible about time. They value the concept of individualism; they want to be treated as individuals. Honor, good reputation and
respect are important values. They follow tradition and believe in reciprocal obli-
gation. Even thought they may not mean what they say, they say it in order to
maintain appearances. Personal relationships are established before the business
deal is made. People use a handshake (for men) or a kiss (for women) to greet each
other (Harris et al., 2004).
South Korea Korea’s population is less than 50 million. In terms of ethnic groups, the country is
pretty homogenous. Half of the population is represented by Christians and half by Buddhists. Koreans believe in inequality among people based on virtue, loyalty to
authority, and filial piety to parents and sincerity to friends. They are committed to
personal relations (Kim, 1988). There is little evidence of individualism (Bellah, 1970).
The society and relationships are hierarchical. Proper interpersonal relationships are
the most important; each person has either a lower or higher position. Spending time
with people is more important than spending time making money. Koreans are hum-
ble, and honor others. Confucianism teaches them to put public needs above private.
The concept of privacy hardly exists. Respect is given to elders and their every wish is catered to. Sending elderly to elder-care facilities (as happens in the United States) is
considered barbaric. Protocol is extremely important; rules of social etiquette are
strongly observed. Slapping someone on the back or putting an arm around a person
is considered unacceptable. Korean greets each other by bowing or shaking hands.
Second names, professional titles, and positions are used when addressing others.
People do not worry about keeping up with time. Koreans give gifts on many occa-
sions. Koreans are indirect in communication; they avoid saying ‘‘no’’. ‘‘Yes’’ may not mean an agreement or intention to comply. People avoid saying ‘‘no’’ to avoid hurting someone else’s feelings. Written contracts are important as in the West; oral contracts
are accepted (Harris et al., 2004).
356 CHAPTER 15 Cultural differences among international societies
Thailand Thailand means ‘‘the land of the free’’. About three quarters of the population is represented by Thai; Chinese is a minority group. Buddhism is an official religion. Thailand is a hierarchical society; people give respect to elders, teachers, and those in
higher positions. Rules of social etiquette are followed. Family is the most important
unit of society. Relationships between people are based on interdependence, trust,
and cooperation. Social harmony is a virtue. People do not criticize and complain; they
are humble, polite, and understanding (Harris et al., 2004). The nine major Thai values
are smooth interpersonal relationships, grateful relationships, interdependence, the
ego, flexibility and adjustment, religion orientation, education and competence, fun
and pleasure, and achievement–task orientation (Komin, 1990). Table 15.4 lists the major cultural differences between Thai and Australian societies.
Vietnam Vietnam has a population of more than 80 million, of which about 90% are Vietnamese.
The largest minority is Chinese. Vietnamese people maintain strong family relation-
ships which provide financial and emotional support. They place a great deal of
importance on relationships and visiting people. They follow formal rules of addres-
sing others by either shaking hands or bowing; official titles and positions are used to
address others. They do not show affection in public, and do not touch the heads of
young children (Harris et al., 2004).
15.3 AUSTRALIA Australia is the sixth largest country in the world, with a population of nearly 20 million. More than 90% of all Australians are represented by Caucasian ethnic groups
who descend from European ancestry (Dutch, Estonian, French, German, Greek,
Italian, Latvian, Lithuanian, Polish, and former Yugoslavian). The Asian ethic groups
represent less than 10% of the population and include Chinese, Indonesian, Korean,
Malaysian, Polynesian, Taiwanese, Vietnamese, and Cambodian. The remaining per-
centage of Australians is the Aborigines, the original inhabitants of Australia.
Although Australians speak English, their English is different from American, Brit-
ish, or Canadian English. Australians frequently use slang and shorten words. They speak openly and directly, which often makes strangers feel that they are being
attacked (Harris et al., 2004). They try to be politically correct to avoid hurting any-
one’s feelings. They dislike social classes and differences, and value close friendships.
Mateship is valued. Mateship is a form of true friendship related to loneliness, hardship
of outback life, need for companionship, joint activities, support, equality, and con-
formity to group norms (Encel, 1970).
Australians like sport and respect good sportsmanship. Australians praise those
successful in sport, and are critical and less respectful of successful intellectuals (‘‘tall
35715.3 Australia
poppies’’), whose accomplishments they tend to play down and devalue (Encel, 1970; Sharp, 1992). Australians admire the ‘‘Aussie battler’’ and those who stand out against authority (Feather, 1986b). Australians are less concerned about safety and security at
the personal and national levels due to the country’s affluence and stability. Rather they
Table 15.4 Cultural Differences Between Thai and Australian Characteristics
Thai cultural traits Australian cultural traits Smooth interpersonal relationships Exclusive interpersonal relationships Smile as an expression of politeness Verbal expression of politeness Concern about others’ feelings No concern about others’ feelings Respect for elders No respect for elders Focus on religious and spiritual beliefs Focus on logic and science Truth is relative Truth is absolute Focus on fun and pleasure Focus on hard work Focus on social relationships Focus on assertion and task Success perceived in social and religious terms Success perceived in terms of achievement
and money Family orientation Independent, self-sufficient Group orientation, interdependence Individual orientation Importance of status, seniority, hierarchy Egalitarianism Risk avoidance Risk-taking Self-control and self-restraint Unreserved behavior Criticism avoidance Acceptance of constructive criticism Avoidance of questions Frequent critical questioning Face-saving No face-saving Strong sense of self-ego Weak sense of self-ego Eye contact not frequent Frequent eye contact Restrained use of left hand Free use of either hand Formal introduction conforming to status No formal introduction protocol Greetings with a smile Greetings with ‘‘hello’’ Frequent smiling as a social function Smiling used to express genuine pleasure Addressing by title and first name Addressing by first name Enquiries about age and earnings accepted Enquiries about age and earnings impolite Inclusive personal relations Exclusive personal relations Superficiality Need for a deep meaning Humility Self-confidence Gratefulness and reciprocation Selfishness Situation orientation System and principles orientation Importance of self-presentation Self-presentation less important Importance of external presentation External presentation less important
Source: Reisinger, Y., & Turner, L. (1998). Cultural differences in tourism: A Lisrel analysis of Thai tourism to Australia. Paper presented at the International Tourism and Hotel Industry in Indo-China and Southeast Asia Conference, Phuket, Thailand, June 4–6, 1998.
358 CHAPTER 15 Cultural differences among international societies
are more concerned with love, affiliation, self-definition, and self-fulfillment (Feather,
1975, 1980a, 1986a; Feather & Hutton, 1973).
Australians enjoy life. They ‘‘work to live,’’ not ‘‘live to work’’. Although they feel close to their British ancestors, they are not reserved; they are outgoing, relaxed, and informal. They greet each other by shaking hands, waving, or saying a simple ‘‘Hello, how are you?’’ They usually use first names to address someone. They are relatively open in expressing their feelings (Harris et al., 2004).
The four most important terminal values for Australians are happiness, inner
harmony, freedom, and true friendship, whereas the four least important terminal
values are pleasure, social recognition, national security, and salvation. The four
most important instrumental values for Australians are being honest, loving, being
broadminded, and being cheerful; the four least important instrumental values are being logical, polite, clean, and obedient (Feather, 1976, 1980a). Australian con-
temporary values are those of achievement, success, activity, work, humanitarian-
ism, democracy, equality, aggressiveness and independence, all deriving from a
value of self-reliance (Elashmawi, 1991). Lipset (1963) found that Australians are
more egalitarian but less achievement oriented, universalistic and specific than
Americans. Australians place importance on friendships and equality more than
Americans and Israelis. Feather (1975) noted that Australians are more achievement
oriented than Canadians and Israelis. Family, security, happiness and intellectual values are less important to Australians than to the other groups. Leading an exciting
life; appreciating the world of beauty, inner harmony, mature love, and friendships;
and being cheerful are all more important to them than to Americans. Having a
comfortable life, salvation and ambition are less important than to Americans (Feath-
er, 1975).
15.4 EUROPE
15.4.1 Important European values Currently, the European Union encompasses more than 400 million people. The
majority of the population is Caucasian. Europeans speak German, Romance, and
Slavic languages. According to Harris et al. (2004), Europeans have an inherent interest
in the quality of life. Historically they had to fight their neighbors, and they think in the
context of the past. They have suffered and survived many wars, plagues, and govern- ment changes; they have a sense of survival. Long-term survival is more important to
them than money. They have a sense of social responsibility. They desire education and
security, and mistrust authority. They observe formal rules and titles in oral and written
communication. They like new ideas and new ventures that lead to the enhancement
of their quality of life.
The four most significant European values that dominate the European culture
are pragmatism, rationalism, holism, and humanism (Lessem & Neubauer,
1994). However, European countries are quite different from each other in terms of their value orientations. Table 15.5 shows the evaluation scores, which
35915.4 Europe
represent the relative positions of the selected European countries on Hofstede
and Hofstede’s (2005) cultural dimensions. A high score on a dimension indicates
a high position in that dimension. The most individualistic European countries are
the United Kingdom, The Netherlands, Hungary, Belgium, and Denmark; the most
Table 15.5 Evaluation of the European Countries on the Hofstede and Hofstede's (2005) Cultural Dimensions
Country Power Distance
Uncertainty Avoidance
Individualism Masculinity Long-Term Orientation
Austria 11 70 55 79 31 Belgium total 38 Belgium Flemish
61 97 78 43
Belgium Walloon
67 93 72 60
Bulgaria 70 85 30 40 Croatia 73 80 33 40 Czech Republic 57 74 58 57 13 Denmark 18 23 74 16 46 Estonia 40 60 60 30 Finland 33 59 63 26 41 France 68 86 71 43 39 Germany 35 65 67 66 31 Great Britain 35 35 89 66 25 Greece 60 112 35 57 Hungary 46 82 80 88 50 Ireland 28 35 70 68 43 Italy 50 75 76 70 34 Luxembourg 40 70 60 50 Malta 56 96 59 47 Netherlands 38 53 80 14 44 Norway 31 50 69 8 44 Poland 68 93 60 64 32 Portugal 63 104 27 31 30 Romania 90 90 30 42 Russia 93 95 39 36 Serbia 86 92 25 43 Slovakia 104 51 52 110 38 Slovenia 71 88 27 19 Spain 57 86 51 42 19 Sweden 31 29 71 5 33 Switzerland 40 French 70 70 64 58 German 26 56 69 72 Turkey 66 85 37 45
*A high score on a dimension indicates a high ranking on that dimension, e.g., scores high in ranking represent the most
individualistic countries, whereas scores low in ranking represent the most collectivistic ones.
Source: Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (Revised and expanded 2nd ed.). New York, USA: McGraw-Hill.
360 CHAPTER 15 Cultural differences among international societies
collectivistic are Portugal, Bulgaria, Romania, Greece, and Turkey. High on power
distance are Slovakia, Russia, and Romania. Low on power distance are the former
Austria and Denmark. The highest on uncertainty avoidance and the most threat-
ened are Greece, Portugal, Malta, Russia, and Belgium; the lowest on uncertainty are Denmark, Sweden, the United Kingdom, and Ireland. The most masculine are
Slovakia, Hungary, Austria, Italy, and Switzerland; the most feminine are Sweden,
Norway, the Netherlands, Denmark, Finland, and Portugal. The highest on long-
term orientation are Hungary, the Netherlands, and Slovakia, followed by Sweden
and Germany; the lowest are the Czech Republic and Norway.
Greece is one of the countries that scored highly on collectivism and very highly
on uncertainty avoidance. Sweden is the most feminine country. The Germanic
countries are characterized by smaller power distance and weak-to-medium uncer- tainty avoidance. In the Germanic group the extreme country is Denmark, charac-
terized by very small power distance and very weak uncertainty avoidance. Belgium,
on the other hand, is characterized by a quite high uncertainty avoidance. The United
Kingdom and Ireland are close to Germany but they are low on both power distance
and uncertainty avoidance dimensions. Germany is more collectivistic than the
United Kingdom. It was noted that Germans value cooperation, mutual support,
team spirit, avoidance of conflict, and punctuality. However, the degree of formality
in Germany is extreme. Germans address others and conduct themselves in a very formal manner; they use titles and identify people by their positions in social struc-
tures (Samovar et al., 1988).
In terms of the Confucian Work Dynamism dimension, Sweden, Poland, and Ger-
many are in the middle rank on the Confucius long-term orientation (Chinese Culture
Connection, 1987). Their value orientations are in between the long-term orientation
(persistence, ordering relationships by status, thrift, having a sense of shame) and
short-term orientation (personal stability, protecting ‘‘face,’’ respect for tradition, reciprocation).
The most universalistic cultures can be found in the United Kingdom, Ger-
many, and Sweden; and the most particularistic in France (Hampden-Turner &
Trompenaars, 1993). Countries in which people are inner directed are the United
Kingdom and Germany; countries with outer-orientation are Sweden, the Nether-
lands, and France. The most analytical are the United Kingdom, the Netherlands
and Sweden; the most integrative are France and Germany. Countries in which
status is gained by achievement are the United Kingdom, Sweden, Germany and
the Netherlands; the country in which status is ascribed is France. Countries that view time as sequential are Sweden, the Netherlands, the United Kingdom and
Germany; that country that views time as synchronized is France.
France France’s population is about 60 million. The French are mostly Roman Catholic. They
are concerned with such values as honor, integrity, liberty, equality, and fraternity.
They are religion tolerant and appreciate diversity. They are individualistic in nature.
36115.4 Europe
They want to be and seen different, unique, and special. They are very status con-
scious. Although they like power, they dislike competition. The French are proud of
their cultural heritage and language. They focus on the quality of life; they work to live
rather than live to work. They love life. They attach great importance to vacations and free time. They are casual and flexible in terms of time; they enjoy leisure and social-
ization, good food and wine. They are inner-oriented and base their decisions on
feelings and emotions. They are often indirect in conversations, which are meant to
entertain. They talk more freely about sex; however, they avoid talking about money,
jobs, and salaries, which are perceived to be not the business of others. French people
are friendly, humorous, and often cynical; they want to be liked and they want to
impress. They attach importance to appearance and good taste. They judge others on
the basis of personality (Harris et al., 2004).
Germany Germany has a population of more than 82 million. Most Germans are Roman Catho-
lics. They are known for being hard working, reserved, disciplined and cold in behav-
ior. They are meticulous, methodical, precise (linear thinking), well organized, and
efficient. They have one of the highest standards of living in the world and can afford
buying luxuries. They are very punctual and formal, and use an official form of address
when addressing others in public. They are title conscious. They maintain large dis-
tance between themselves. They are restrained in their body movements and follow
rules of polite behavior. For example, talking to someone with your hands in your pockets, or sitting with the bottom of the shoes facing another person is unacceptable
(Harris et al., 2004).
Italy Italy has a population of about 60 million. The major ethnic groups are Italians, with
small groups of Germans, French, Slovenes, Albanians and Greeks. They are primar-
ily Roman Catholic. They are family and relationships oriented. Having a big family
and network of friends is most important. Italians are more being-oriented rather
than doing-oriented. Individuals are valued by not what they do for living but how
they do and who they are. Although they like to be individualistic they do depend on each other. Although initially they are formal in relationships, they are warm, and
like to hug, embrace, and kiss each other. The rules of social hierarchy must be
followed; status and titles are important. Image is the key element in all areas of life,
including dress and behavior. Good appearance is of great importance. Italians
compete in appearance and lifestyle. Italian culture is high-context culture; language
is elaborate and musical. People talk a lot and engage in heated discussions. Italians
are emotional, expressive, and affectionate. They discuss secrets in public. They
have a very well developed system of non-verbal gestures. They are very creative and can find solutions to any problem; they are very good at getting around and beating
the system. Since they do not like to take risks, they have to follow thousands of laws
362 CHAPTER 15 Cultural differences among international societies
and regulations. Italians are fatalistic and believe in destiny. They always do several
things simultaneously. In the more industrial North, they are more punctual; in the
South they are more flexible about time, relaxed about the appointments and
schedules (Harris et al., 2004).
Poland Poland, the biggest country in Central Europe, has a population of about 40 million.
The majority are Roman Catholics. Polish people are very religious. They are proud
of their history and cultural heritage and being the home country of their beloved
Pope John Paul II. Polish people enjoy freedom of speech, press, and assembly. They
are tolerant of different cultures and religions. Poland has survived many wars and
communism. They mistrust authority. Polish people have a strong sense of survival
and justice. They desire peace and security. They follow the accepted rules of
behavior; social etiquette is important to them. They are individualistic. Everyone has his or her own opinion. They like to debate, fight for good causes and individual
rights. They are hospitable and open, especially towards foreigners. In the past,
Poland experienced a large migration to the United States and currently to EU
countries.
Russia Russia has about 145 million people. In the past, Russian individualism, personal gains
and self-interest were traditionally discouraged. People had to sacrifice and subjugate
to the state that had a control over their life. Young Russians were taught discipline and
subordination. Russians suffered from a sense of inferiority. The society was very hierarchical. They were passive and believed in the governing class. They needed
authority to establish order. They distrusted outsiders and anyone outside the circle,
particularly foreigners. In business, Russians were noted for patience and stalling; they
did not accept compromise. They constantly sought concessions and used connec-
tions and influences, and exchanged favors.
Currently, after the collapse of the Soviet Union, the Russian people are trying
to rebuild rich Russian tradition and culture. Although the Russian economy is
booming, it is also experiencing chaos, which is generating a fear of the unexpect- ed among those who are at the bottom of a social class. After heavy casualties
during the wars, Russian people avoid risk and danger, and search for stability,
certainty, and order (Jandt, 1998). Russian values reflect more feminine than
masculine values; people attach importance to friends, family life, social relations,
and cultural life rather than money. Love, ethics, morality, and feelings are taught
as being important values in life. Although in public people are reserved and use
formal ways of address, privately they are expressive and emotional. They dislike
the Western attitude toward materialism, time, and pace of life. The younger generations strive to be more educated and cosmopolitan. Russians are very hos-
pitable people.
36315.4 Europe
In general, Russian values reflect both Asian and European values. Russian people
attach great importance to social harmony and relationships with others. They
worship the past and present more than the future. They are pessimistic due to
experiencing hardship for long decades. They believe people are bad or a mixture of good and evil. They believe they cannot control the environment (Jandt, 1998). At
the same time, they seek the Western values of personal rights, individualism, and
freedom. Today Russians have become more individualistic, risk-taking, and mascu-
line. They seek identity, want to be unique, and enjoy all the pleasures of the
Western world.
Spain Spain has more than 40 million people. The major religious group is Roman
Catholic, and minority is Muslim. The Spanish enjoy their life; they focus on life
quality; they work to live rather than live to work. They are proud of their own heritage, and enjoy companionship, music, and good food. People do not follow
the rules of the clock; they have time for families and friends. Gender roles are
differentiated, and children are pampered. Spanish people are very friendly, hos-
pitable, and warm; it is easy to establish relationships with them. They are also
emotional, affectionate and lively – often chaotic in discussions (Harris et al.,
2004).
United Kingdom The United Kingdom has more than 60 million people. The major ethnic groups are
English, Welsh and Scottish. They are traditional, conventional, reserved, and dis-
tant; they avoid direct conflicts and do not complain. They tend to downplay
situations that may cause conflict. Respect and deference is shown to superiors
and appropriate distance is used in communication and social interactions. Family
names and titles are used. Manners and good etiquette are followed on all occasions (Harris et al., 2004).
15.5 INDIA India has a population of 1 billion. Hinduism is the major religion that dominates the
culture and all personal and business relationships. India has a huge variety of
languages, customs and cultural beliefs. There are 15 official languages, including
English, with more than 1400 dialects. Family and friends are of great importance.
People are expected to sense others’ needs and help to meet these needs. India is a hierarchical society; people respect those of higher social positions and use titles to
address others. The rules of social etiquette are followed. People do not ask personal
questions and do not display affection in public. Hindu people are mostly vegetarian;
they do not eat beef and do not drink alcohol. Drinking alcohol is considered
364 CHAPTER 15 Cultural differences among international societies
degrading. People eat with their hands. The left hand is considered unclean; the
right hand is used for eating. The American style of backslapping is not acceptable.
Women should not be touched in public. Hindus like to bargain for goods and
services (Harris et al., 2004).
15.6 LATIN AMERICA
Common Latin American values Latin America has a population of nearly 400 million. Major cultural groups are
represented by Native Indians (Mayan, Incas, Aztecs), Europeans (mostly Spanish), Africans, and Asians, especially Polynesians and Japanese. Many countries in Latin
America differ widely in terms of their socio-economic status, education, history,
governance, and the behavior and values of the people. The major cultural similar-
ities among the Latin American countries are the influence of the Catholic Church,
the value of the family, and the differentiation between male and female roles (Harris
et al., 2004).
Mexico Mexico is one-fourth the size of the United States and has a population of more than 103
million. Major ethnic groups are of indigenous, Mestizo and European descent. About 90% of the Mexican people are Roman Catholic. Mexicans are warm and hospitable.
Their culture is people-oriented, and less task-oriented. Mexicans value strong family
and strong social relationships. They like to socialize and take time for conversation.
Although they are relaxed and leisure-oriented, many are hard working. They are proud
of their own heritage and culture. They believe individual achievements are not as
important as a person’s soul or spirit. Although they value equality and democracy,
they are also status-, age-, and gender-conscious. They are concerned with protocol;
they address others by using official titles, such as senor or don, as a sign of respect. They are traditional and have high moral values. They believe money is not the only
determinant of social status; honesty and decency are more important. They respect
the past and enjoy the present. They believe nature has been created by God, and only
God can influence or change it. The future is determined by God’s will (Harris et al.,
2004).
Mexican culture is a high-context culture; messages are sent through non-verbal
language, such as hand movements, and emotional expressions. People like closeness;
they stand close to each other and often touch each other. Mexicans have a polychro- nic attitude toward time; they do many things simultaneously. They are relaxed about
time; they do not allow time schedules to interfere with their friends and families.
Although they believe it is important to be on time for meetings, they also agree that
one should always expect to wait. They avoid risk and believe in a written document
(Harris et al., 2004).
36515.6 Latin America
Brazil Brazil has a population of about 176 million. About 55% of the people are white
descendants of the Portuguese, German, Italian, Spanish and Polish; 40% are mixed; and 6% black. More than 50% of the population is young – under 20 years
of age. People are warm, hospitable, emotional, affective, sensitive, generous, and
receptive to foreigners. Brazilians are not prejudiced against any skin color or
nationality. For them social relationships are more important than individual
achievements. Extended family, usually male-dominated, is the single most impor-
tant social institution. They believe in social hierarchy and appropriate forms of
greetings. They are concerned about their appearance. They treat business relation-
ships as personal relationships. They think time is flexible. They like to talk about their families. They avoid controversial subjects. They are not always direct. Their
communication style is expressive and focused on details. They are high-contact
communicators; they use a lot of non-verbal communication, such as eye contact.
They like to interrupt in discussions. They do not follow formal rules and proce-
dures; those who do are perceived as unimaginative and lacking intelligence. They
are often late; time is not important to them. Their speaking distance is close
(Harris et al., 2004).
15.7 MIDDLE EAST
Common Arab values The most important values of Arab people are dignity, honor, and reputation. Losing
face or being ashamed is avoided. Arabs are loyal to family, courteous, and good
communicators. They put people and country needs first. They seek close personal
relationships. They emphasize the importance of good listening skills. It is customary
for men to kiss each other on both cheeks. Islamic teachings forbid eating pork,
drinking alcohol, gambling, and prostitution. Men are allowed to marry more than
one woman, whereas a woman may marry only one man. The Koran teaches to be
modest in appearance; people have to cover arms and shoulders. The feminist move- ment is quickly emerging within the Arab cultures, alongside Islamic fundamentalism
(Harris et al., 2004).
Saudi Arabia Saudi Arabia is the heartland of Islamic culture. Approximately 90% of the Saudi
people are Arabs; the rest are Afro-Asian. The Kingdom’s population is 24 million.
Islam permeates Saudi life. The royal family controls the top government positions
and the nations’ wealth. Arab society places great emphasis on honor, and shame
that must be avoided. Shame means a loss of power and influence. Families depend upon each other. Arabs are concerned about their families, clan, tribe, and
366 CHAPTER 15 Cultural differences among international societies
country. They seek connections and networking. Arab women are not part of the
socialization process and networking. Bargaining is a norm. Arabs dislike imposing
Western time frames and work schedules. Communication with Arabs is complex;
Arab language is high-context and uses lots of non-verbal cues such as gestures, facial expressions, eye browsing, eye contact, standing close, etc. ‘‘Yes’’ may mean ‘‘no’’ or ‘‘maybe’’. Swearing is unacceptable. It is unacceptable to engage in conversation about religion, politics, and Israel. Drinking alcohol is prohibited.
Pointing fingers at someone or showing the soles of the feet when seated are
considered rude (Harris et al., 2004).
United Arab Emirates The UAE is a Middle Eastern federation of seven states situated in the southeast
of the Arabian Peninsula in Southwest Asia on the Persian Gulf. The UAE, rich in
oil and natural gas, has become highly prosperous after gaining foreign direct investment funding in the 1970s. UAE has the most diverse populations in the
Middle East; 19% of the population is represented by Emirati, 23% by other Arabs
and Iranians, 50% by South Asians and 8% by expatriates (includes Westerners
and East Asians). Islam dominates all aspects of life. According to official
ministry documents, 76% of the total population is Muslim, 10% is Hindu, 9% is
Christian, and 5% is Buddhist. The official language is Arabic. The society is
divided into two social categories: the nationals and the foreign immigrants.
Citizens are subdivided into classes; the ruling sheikhly families hold the political power and wealth.
The UAE has the highest gender imbalance among any nation in the world; there are
more than twice the number of males than females. Although officially men and
women have equal rights and opportunities, patriarchy is still visible in social life.
Women do not play a significant role in political and religious life; men receive
employment preferences. Arranged marriages are the preferred patterns however this
tradition is changing.
The largest city Dubai is the one of the ‘hottest’ tourist destinations of the present and future. It is the only emirate of the UAE with both a Hindu Temple and a Sikh
Gurdwara. Christian churches are also present in the country. Emiratis are tolerant
toward other religions.
Emiratis are known for their hospitality; they feel honored when receiving guests
and socializing with friends and relatives. Guests are welcomed with coffee and fresh
dates and incense is passed around.
Muslims greet each other with ‘‘Assalamo Alaikum,’’ which means ‘‘May peace be upon you and may God’s blessings be with you’’. This greeting makes Muslims aware that they have to spread love and peace wherever they go. If someone calling himself a
Muslim and a follower of the Holy Prophet does not promote peace and love in his
actions and does not follow this teaching, he cannot be a true follower of the Holy
Prophet (http://www.cyborlink.com/besite/uae.htm). Muslims pray five times a day,
asking God for his love.
36715.7 Middle East
Visitors are expected to abide by local standards of modest dress code however
do not adapt native clothing. Most of the body must remain covered. Shoes are
removed before entering a mosque or any other building. Alcohol and pork are not
consumed. When greeting, men touch nose-to-nose while shaking hands, and women kiss each other on each cheek. First names are not used. Respect and
courtesy are shown to elders. Gender segregation is evident; men are entertained
in large living rooms, while women entertain friends in the home. The left hand is
considered unclean and reserved for hygiene. People do not point at another
person, do not cross legs when sitting, and do not show the bottom of the shoe
or foot. The ‘‘thumbs up’’ gesture is considered offensive. Gifts are appreciated and open in private. It is impolite to refuse a gift. Gifts should not include alcohol,
perfume containing alcohol, pork, personal items, knives, and images of nude women. The subject of women and Israel are avoided in conversations. Commu-
nication is slow with periods of silence. ‘‘Yes’’ usually means ‘‘possibly’’. Meet- ings are commonly interrupted. Those who ask most questions are likely to be the
least important. Decisions are made by silent observers (http://www.cyborlink.
com/besite/uae.htm).
15.8 NORTH AMERICA
Canada Canada has a population of about 32 million. It is a bilingual and multicultural society. It
consists of two dominant cultural groups: the English Canadian and French Canadian.
The English Canadian culture dominates in most of the provinces where the official
language is English, whereas the French Canadian culture dominates in Quebec, where
the official language is French. There are strong minority ethnic groups of German, Scandinavian, Asian, Dutch, Ukrainian, Polish, and Italian in Canada. Other ethnic
groups are represented by those of British Isles and French origin, other Europeans,
Amerindian, Asians, Africans, Arabs and those with mixed background. Canada has also
a large percentage of the refugees from India and Pakistan. The biggest influx of
refugees is from Hong Kong.
Canadians are proud of their country; they do not like to be compared to
the other ‘‘Americans’’. Canadians are friendly and more reserved than the US Americans. They respect authority and formalities, do not support individualism, and prefer cooperation over competition. They are patriotic, law-abiding, and
proud of their heritage. They like peace and order. They are bound by time
schedules and deadlines, and they appreciate promptness. They welcome foreign
businesses and immigrants. The family is the center of society. They tend to
confront conflict.
English Canadians tend to focus on theoretical issues. They are more cooperative
and less concerned with protocol and ceremony, whereas French Canadians are more
focused on practical issues, more individualistic and competitive. They focus on
368 CHAPTER 15 Cultural differences among international societies
relationship building, and observe formalities and rules of social etiquette. English
Canadians are low-context communicators; they send message by the words spoken
and they are less concerned with protocol. French Canadians are high-context com-
municators; they use non-verbal means in addition to spoken words to communicate (Harris et al., 2004).
The United States The United States is the fourth largest nation in the world, with a population of nearly
300 million. More than 70% of all the populations is represented by White ethnic
groups, followed by African-Americans, Hispanics, Asians, Alaskan natives, Hawaiians
and other Pacific Islanders. The United States is a multicultural society; it contains
many ethnic groups whose cultures mixed together and melted into the culture of
the United States. Two words – ‘‘salad bowl’’ and ‘‘mosaic’’ – are used to describe the nation in which different cultures combine together to form a diverse country.
The country is experiencing latinization. Its character and communication are
affected by the influx of those from Latin America. Although English is the official
language, Spanish is emerging as a second language, especially in the Southwest,
California, Florida, and Puerto Rico. The country consists of two societies: white
people and people of color. There are huge regional differences in lifestyles and
attitudes. For example, the eastern part of the United States is more established,
conservative, organized and deteriorating; the western part of the nation is more
casual, innovative and flexible. Table 15.6 presents the major values of people in the United States, as identified in the literature.
SUMMARY Although there are similarities within the cultural groups, cultural value patterns and
behavior in Africa, Asia, Australia, Europe, India, Latin and North America (Canada and
the United States), and the Middle East differ among these groups.
DISCUSSION POINTS AND QUESTIONS 1. Are there any similarities in cultural value patterns among Asia, Australia, Canada,
Europe, and the United States?
2. Compare similarities and differences in the ways different cultural groups, soci- eties and cultures meet human needs and concerns.
3. Is globalization leading to greater similarities between cultural groups? 4. Should tourism managers and marketers be aware of cultural similarities and
differences for their various markets? Explain how understanding the cultural specificities of one market will lead to marketing adjustments in the context of a
hotel’s services.
369Discussion points and questions
Table 15.6 Major Values and Orientations of the US Population
Value/characteristics Description Active Motivated to stay active and do something;
busy, live fast, use resources Believe in equality Believe in equal opportunity for everyone,
regardless of gender, class, race Believe in success Believe in achievement and goals attainment;
successfully dominate the natural environment and space
Competitive, aggressive Competition is healthy, driven by success, want to be the best
Democratic Believe everyone is equal and has the same rights to freedom of expression, success, and material well-being
Efficient Want good planning, organization, search for easier, better and more efficient ways of doing things
Egalitarian Believe all people are equal Explicit Direct, straightforward, open, specific Fighters Fight for freedom and causes, such as
protecting endangered species and the environments
Freedom loving Fight for democracy, resent control or interference
Friendly Friendships are social, commitments are short, friends are shared, relationships are loose
Future oriented Future is bigger and brighter Generous Like to share, altruistic, generous in their
charity and community services, involved in foreign aid and refugee assistance programs
Goal oriented Believe can achieve anything Highly organized and believe in institutions Like organized and secure society Humanitarian Pay attention to social welfare, charity and
voluntary work Ignorant Not interested in the outside world Individualistic Control own destiny, do own things; everyone is
responsible for own actions; everyone is unique; the interests of the individual are important
Informal Reject traditional idea of social class, differences and privileges, spontaneous
Materialistic Consumption oriented, desire comfort, judge others by their material possessions; believe in material world rather than spiritual
370 CHAPTER 15 Cultural differences among international societies
CASE STUDY 15.1 Managing in Asia: Cross-cultural Dimensions
There are common themes that determine economic success in Asia. Business people in Japan, Korea, China, Hong Kong, and Taiwan draw their inspiration in the formulation and
TABLE 15.6 (Continued )
Value/characteristics Description Non-contact Avoid embracing in public, maintain certain
physical and psychological distance with others
Optimistic, believe in progress Want change, improvement, ‘‘the new’’; explore possibilities, focus on the future which is ‘‘bigger and brighter,’’ everything is possible
Rational Search for reasons, science makes everything possible to accomplish
Self-promoting Motivated to show own success and achievements
Self-reliant Believe they can control own destiny, do own thing
Short-term view Want quick results now Task, goal and achievement oriented One can accomplish anything; fulfillment
comes from personal achievement; world and nature can be controlled; future can be planned and controlled
Value time Time conscious, time is limited, time is commodity, lineal, precise
Verbal Use language and verbal cues to express intentions and meanings
Work and doing oriented Motivated by work and ‘‘doing’’ things, work is a means for recognition, money and power; activities and performance determine self- identity; have strong work ethic
Value education Value education as a means of self- development
Youth oriented Fitness and wellness-oriented, health cautious, want to feel and look young
371Discussion points and questions
execution of business strategies from several ancient works. Themes that underlie Asia's success are listed in detail below.
1. The Art of War by Sun Tzu's identifies six components to success in military warfare: (1) the moral cause; (2) leadership; (3) temporal conditions, including the four seasons, the changes in weather, wind and tidal conditions; (4) the terrain; (5) organization and discipline; and (6) use of espionage.
2. The Book of Five Rings by Miyamoto Musahi's identifies several paths to success: (1) to grasp relationships between matters and view situations from multiple perspec- tives; (2) to seek knowledge and information; (3) to be patient; (4) to train and discipline oneself; (5) to disguise one's emotions and true intentions; (6) to possess flexibility; (7) to use diversion as an attack strategy; (8) to divide and conquer; and (9) to assess the terrain.
3. The Three Kingdoms by Lo Kuan-chung describes intrigues, strategies, ploys and alli- ances used by the leaders to gain control over China after the collapse of the Han dynasty (206 BC–AD 220).
4. The Thirty-Six Stratagems describes the principles of military strategies and their appli- cability in business and interpersonal relationships.
Major principles guiding the East Asian approach to business:
1. Engage in ‘‘mind games’’; develop hidden messages to counteract the perceived message sent by the other party.
2. Use diplomatic means (negotiations, discussions, intermediaries) to resolve a confron- tation.
3. Use non-diplomatic means (open warfare, litigation) to resolve confrontation. 4. Wage war against a well-established opponent. 5. Transform an adversary's strength into weakness. 6. Transform one's own weaknesses into strengths. 7. Follow the rule ‘‘relax while the enemy exhausts himself’’. 8. Believe that misfortune and fortunes can be reversed; all events occur in cyclical
patterns, as opposed to the discrete phases as perceived by the West. 9. Engage in deception to gain a strategic advantage (e.g., create illusion, pretend to be
greater than your really are, pretend to have more than your really have). In East Asia, deception has a neutral meaning; it is believed one should engage in it if it brings a greater good. This is in contrast to the Western belief that deception is immoral and wrong.
10. Play the fool: ‘‘Pretend to be a pig in order to eat the tiger,’’ ‘‘play dumb while remaining smart,’’ and ‘‘inflict injury on yourself to win the enemy's trust’’ and make the other party become complacent and let his/her guard down.
11. Understand contradictions so perceived weakness can become strength, and vice versa.
12. Compromise and use moderation. Allow an opponent for a small gain to obtain a greater prize. Gift-giving, lavish entertainment and bribes facilitate desired outcome.
13. Strive for total victory. 14. Do not be complacent or careless during good times. 15. Think about the long-term implications of your action.
372 CHAPTER 15 Cultural differences among international societies
16. Take advantage of misfortunes of a competitor. 17. Make the best of what you have for the moment. 18. Run away when faced with defeat. Escape is better than the death. With escape there is
always change to regain your strength or position (China). If there is no escape, death is preferred (Japan).
19. Be flexible and adapt to changing conditions and fortunes (e.g., strategies can change as the circumstances change.
20. Gather intelligence and information about competitors (spying, business espionage, spreading erroneous information to mislead the opponent are acceptable practices).
21. Learn about the key players and partners to discover their true intentions. 22. Understand the relationships among matters/situations so they can be put to good use.
The use of spiral and non-linear logic is common in East Asia. 23. Be patient: focus on long-term implications of actions, develop and nurture human
relationships, wait for the right time. 24. Avoid emotions because they can distort logical thinking. However, provoke strong
emotions among competitors to bring their downfall. Use women and sensual enter- tainment to achieve desired outcome in business transaction.
Source: Tung, R. (2002). Managing in Asia: Cross-Cultural dimension. In M. Warner & P. Joynt (Eds.), Managing across cultures: Issues and perspectives (pp. 137–142). London: Thomson Learning.
WEBSITE LINKS 1. Cultural profiles throughout the world; developed to assist Canadians in under-
standing immigrants http://www.cp-pc.ca/english.
2. Cultural Profiles. ‘‘They are in-depth national cultural portals, created in partner- ship with national governments around the world. They showcase national cul-
ture, encourage and facilitate international dialogue and exchange in the arts,
heritage, media, libraries, archives and tourism sectors, and help to promote
international cultural tourism.’’ http://www.culturalprofiles.net/.
The last part will explain the importance of being multiculturally competent in a
contemporary global world.
373Website links
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PART
Multicultural Competence
6 This part explains the importance of being multiculturally competent in a
contemporary global world.
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CHAPTER
Multicultural competence in a global world
16 The aim of this chapter is to answer the question of what it means to be
multiculturally competent and what skills are needed to become multiculturally competent.
OBJECTIVES
After completing this chapter the reader should be able to: & Understand the concept of multicultural competence and its domains & Understand factors influencing multicultural competence & Identify the skills needed for becoming multiculturally competent & Become aware of multiculturalism assessment techniques & Understand the opportunities and challenges multicultural competence provides in a contemporary world
INTRODUCTION The questions that are explored in this chapter are: What is multicultural compe-
tence? What are the domains of multicultural competence? What are the major
characteristics and elements of each domain? What are the stages the individual
has to go through to become multiculturally competent? What are the instruments
that can be used to assess multicultural competencies? The cultural skills needed for being multiculturally competent are identified. A self-assessment tool for measuring
multicultural competence is presented. The importance of multicultural compe-
tence is explained. 377
16.1 THE CONCEPT OF MULTICULTURAL COMPETENCE The term multicultural competence is now widely used in the field of marketing,
communication, management, and international business. However, it is still not
widely understood; nor do scholars agree upon a common definition. The concept
of multicultural competence is often referred to as multicultural competency. There are also several other labels used in addition to multicultural competency: cross-cul-
tural competence (y), intercultural competence (y), cross-cultural/intercultural/cul-
tural effectiveness, and cross-cultural/intercultural/cultural communication
competence (y). The reference to communication competence (y) is inappropriate
because it refers to communication competence (y) only. Multicultural competence is
more than communication competence.
What most scholars do agree upon is that multicultural competence refers to the
ability of the individual to behave appropriately and effectively in interactions between individuals from different cultures, or the development of competence in another culture
and proficiency in its language, both of which enable the individual to provide the
opportunity for powerful reflections into one’s own native worldview and those of others.
Numerous factors must be present in order for an individual to become multiculturally
competent and be able to interact effectively in a multicultural environment.
16.2 DOMAINS OF MULTICULTURAL COMPETENCE Figure 16.1 presents a preliminary conceptual model of multicultural competence.
According to Figure 16.1, multicultural competence consists of four domains:
cognitive, affective, behavioral, and environmental. These domains allow
Figure 16.1 A Conceptual Model of Multicultural Competence.
CHAPTER 16 Multicultural competence in a global world378
individuals to effectively function, adapt, engage, and integrate into another cul-
ture. The cognitive domain refers to knowledge and explains how individuals
acquire and categorize cultural knowledge. The individual who has knowledge
of a new culture and its people is able to function in this culture. The affective domain refers to emotions, feelings, and attitudes attained through knowledge. The
individual who develops positive feelings and attitudes towards a new culture is
able to adapt to a new culture. The behavioral domain refers to the abilities and
skills related to specific cultural behavior. The individual who has specific abilities
and skills is able to effectively engage in a new culture. The environmental domain
refers to relationships between individuals and the environment. The individual
who knows the cultural orientation of a new environment is able to fully integrate
into this environment.
16.2.1 Cognitive domain The cognitive domain refers to the acquisition of cultural knowledge and consists
of (1) knowledge, (2) awareness, (3) language, and (4) learning (see Figure 16.2).
Those who have cultural knowledge of a specific culture can function in that culture because they have the enhanced ability to minimize misunderstandings
with others from another culture. Knowledge can be general or specific. Cul-
ture-general knowledge includes the knowledge of the concept of culture, its
components, purpose, various domains, and value systems, how values are learned,
frameworks for understanding and comparing different cultures, the influence of
cultural differences on human behavior, culture shock and conflict, perceptions
and stereotyping. Culture-general knowledge also includes knowledge of the eco-
nomic, political, legal, social, financial, and technological environment in which individuals operate (Johnson et al., 2006). Culture-general knowledge prepares
individuals for learning how to learn, provides a broader experience, and makes
it easier to learn about culture-specific knowledge. Culture-general knowledge is a
foundation for the acquisition of culture-specific knowledge (Nonaka & Takeuchi,
1995).
Culture-specific knowledge refers to knowledge about another culture: its
geography, economy, legal system, history, religion, values, norms, customs, tradi-
tions, cultural practices, ‘‘what to do and what not to do,’’ and the language of the culture. Culture-specific knowledge can be (1) factual (knowledge of the
facts of a country’s history, geography, political system, economic system,
institutions, and social structure); (2) conceptual (understanding the value system
of a specific cultural group and its influence on people’s behavior); and (3) attribu-
tional (a heightened awareness of appropriate behavior, knowledge of how
to correctly attribute the behavior of individuals in the target culture) (Byram,
1997).
Awareness (of self and others) is the key factor on which effective and appropriate multicultural interactions depend. Those who are aware of their own culture and its
values, traditions, and norms can become aware of and understand the culture and
16.2 Domains of multicultural competence 379
values of others. Awareness develops through exploration, experimentation and
experiences. Awareness leads to deeper knowledge, skills, attitudes, and emotions.
Awareness is very important to multicultural competence because it makes the indi-
vidual aware of selfhood, and of his or her relation to others. Gaining knowledge is the most important task of education.
Culture-specific knowledge also includes knowledge of one’s own language and
language of others. Language is a road map to perception, interpretation, thinking, and
expressions. Those who speak their native language well can learn languages easily
and communicate with and understand people of other cultures.
The cognitive domain also includes learning. Learning refers to the process of
acquisition of knowledge, or meta-cognitive knowledge. Learning involves obtain-
ing knowledge about (1) person aspects, (2) task variables, and (3) strategy. The personal aspects (intra- and inter-individual, universal) deal with how people learn
about other people and how they view themselves and others. Learning about the
personal aspects is extremely important for social interactions. The task variables
deal with how the person who is learning about the culture deals with the nature
of information being acquired and the complexity of this task. The strategy deals
with how people use the acquired knowledge and what they do with it (Earley &
Ang, 2003).
Figure 16.2 The Cognitive Domain of Multicultural Competence.
CHAPTER 16 Multicultural competence in a global world380
16.2.2 Affective domain Cultural knowledge, awareness, and learning are necessary but not sufficient for
performing effectively in a multicultural setting. Individuals who want to be multicul- turally competent must also be motivated to use the knowledge available. The affective
domain refers to feelings and emotions; it is also called the emotional or feeling domain,
or attitude domain. It allows the individual to adapt to a new culture. The affective
domain consists of (1) motivations to use the acquired knowledge, (2) sensitivity to
cultural differences, (3) attitudes toward a new culture and those from different
cultural backgrounds, and (4) personal characteristics that help a person use the
acquired cultural knowledge (see Figure 16.3). In terms of motivation, the individual
may be competent in a multicultural environment not because s/he has cultural knowledge but because s/he is motivated to acquire new cultural knowledge, and
learn about new ways of life and people. The individual must also be sensitive to
cultural differences and understand that one’s own culture is not the only culture,
not the most prestigious culture; there are other cultures that must be understood and
accepted. Having positive attitudes toward those who are culturally different, and
showing interest in and respect for their traditions, history and ways of doing things,
are part of the affective domain. There are also personality traits or attributes, in
addition to internal values, norms, and beliefs of one’s home culture, that are needed for effective multicultural competence. The examples of these personality traits are
having respect of others; being tolerant of cultural differences; having courage to
Figure 16.3 An Affective Domain of Multicultural Competence.
16.2 Domains of multicultural competence 381
interact with others; being able to accept risk and ambiguity in dealing with culturally
different people; being able to manage conflict, handle emotions (emotional intelli-
gence), and adapt to and accept others (cultural intelligence); and being empathetic,
flexible, understanding, curious, ambitious, patient, persistent, passionate about other cultures, willing to suspend judgments, able to self disclose and open to others and
establish interpersonal relationships (social intelligence). There may be dozens of
other desirable attributes a multiculturally competent person should possess, yet it
is still not known which attributes are most essential. It is assumed that the combina-
tion of a wide range of these attributes is necessary if one is to be able to adapt to a
multicultural environment.
Behavioral domain The behavioral domain frequently refers to skills and abilities needed in order to use
cultural knowledge (see Figure 16.4). This domain allows the individual to engage in a new cultural environment. In the literature there is considerable overlap between
skills, abilities (sets of specific skills) and aptitudes (individual capacities to acquire
additional abilities in a specific skill-set); it is not always necessary to distinguish clearly
among them. The skills part of the behavioral domain include communication skills
(language and non-verbal), social skills (relationship, interpersonal), comparative skills
(being able to compare values of different cultures), task-completion skills, or affective
skills (human warmth skills). Abilities include the ability to adjust to a new cultural,
Figure 16.4 A Behavioral Domain of Multicultural Competence.
CHAPTER 16 Multicultural competence in a global world382
social or political environment, understand others, establish relationships, see and
understand the world from others’ perspectives, deal with stress, manage anxiety,
reduce risk, display patience, deal with misunderstanding, solve problems, avoid
problems, resolve conflicts, work cooperatively with others, and accept different ways of doing things. Again, there may be dozens of other abilities necessary to effectively
deal within a multicultural environment. Although it is still not known which abilities
are more essential for being multiculturally competent, it is probably a combination of
a wide range of abilities that allow the individual to effectively engage in a multicultural
environment.
Environmental/interactional domain Multicultural competence is not only about having cultural knowledge, positive atti-
tudes and feelings about other cultures, and specific skills and abilities. The multicul-
turally competent individual must also be able to integrate into a multicultural environment. Environmental domain is an interactional domain that allows people
to integrate into a new cultural environment. This domain consists of (1) social inter-
actions, (2) relationships with nature, and (3) orientation toward time (see
Figure 16.5). Social interactions explain how people interact with each other: whether
they focus on equality or accept social hierarchy (PD); whether they conform to a
group or focus on self-interest (IDV); whether they avoid risk and strangers or accept
newcomers and new experiences (UAI); whether they focus on being competitive and
aggressive or emphasize the quality of life (MAS); or whether they see men’s nature as good or bad. Relationships with nature explain how people interact with nature:
whether they worship and live in harmony with it, or whether they control or subju-
gate of it. The orientation toward time explains how people perceive and interact with
time: whether they view time as flexible or as a usable resource and commodity; what
attitudes they have toward working hours, schedules and appointments; and what
importance they attach to time schedule versus human relationships.
Figure 16.5 An Environmental Domain of Multicultural Competence.
16.2 Domains of multicultural competence 383
16.3 OTHER FACTORS INFLUENCING MULTICULTURAL COMPETENCE Cultural factors are not the only causes of success or failure in gaining multicultural
competency. There are also moderating variables, such as age, gender, context (work,
social), or political and economic factors that determine the ability of an individual to
effectively deal in a multicultural environment. Members of different socio-economic
and cultural systems have different understandings of what constitutes competence,
and use different definitions and have different interpretations of the multiculturalism
concept. Cultural distance between the tourist and host culture also plays an important role in the ability of the individual to function, adapt, engage in and successfully
integrate into another culture. As the cultural distance increases, the difficulties people
face when encountering others from different cultures increase and the ability to adapt
to a new culture decreases. Issues such as stereotyping and ethnocentrism (imposing
one’s own values on someone else, belief that one’s own values are the most impor-
tant) block the individual abilities to become multiculturally competent. In addition,
the extent to which an individual can be trained to acquire required knowledge and
skills is important for achieving multicultural competence.
16.4 MULTICULTURAL COMPETENCE AS A PROCESS Contacts with people from other cultures and speaking other languages provide
excellent opportunities for fostering multicultural competence development. Mul-
ticultural competence development is an on-going process; once the process begins,
it can last for a lifetime. An individual is always in the process of becoming aware, learning, acquiring knowledge, and developing some feelings and attitudes; s/he is
never completely multiculturally competent. New challenges always occur despite
the fact that the individual may constantly develop and expand his or her own
competencies.
Becoming multiculturally competent depends on the stages the individual has to go
through and the degree to which s/he adapts to a second culture. The individual may
(1) reject the target culture, (2) learn to operate in a native-like fashion (accepted by the
host society), (3) adjust to two (or more cultures) and become bilingual–bicultural or multilingual–multicultural (adjusted and accepted), (4) adjust to a foreign culture and
lose original identity (forced or voluntarily assimilation), and (5) question his or her
identity as a member of any group (state of anomie, loosening clear ties to either
culture) (Fantini, 2000).
16.5 MULTICULTURAL COMPETENCE DEVELOPMENT LEVELS There are four developmental levels of multicultural competence:
Level 1 Educational traveler: participates in short-term exchange programs, 4–6 weeks
CHAPTER 16 Multicultural competence in a global world384
Level 2 Sojourner: is exposed to a foreign culture for a longer period of time, e.g., semester abroad programs, international internships of long duration, 4–8
months
Level 3 Professional: staff who work in intercultural or multicultural context, e.g., multinational companies directors
Level 4 Intercultural/multicultural specialist: individuals involved in training, ed- ucating, consulting, advising international students, overseas directors, and
cross-cultural trainers (Fantini, 2000).
16.6 MULTICULTURALISM ASSESSMENT TECHNIQUES Various instruments may be used to assess multicultural competencies such as Cross-
Cultural Adaptability Inventory (CCAI) (Kelley & Meyers, 1992), American Council on
the Teaching of Foreign Languages (ACTFL), Language Proficiency Scale (LPS) (Liskin-
Gasparro, 1982), Your Objectives, Guidelines and Assessment (YOGA) (Fantini, 1995,
1999, 2006). The quantitative instruments include the Inter-cultural Development
Inventory, the Cultural Intelligence Scale, and the Multicultural Personality Question-
naire (Abbe et al., 2007). Qualitative assessment instruments such as scenario-based assessments are also useful tools to gain insight into multicultural competence.
Table 16.1 presents the example of self-evaluation for assessing one’s own
Table 16.1 A Self-Evaluation Form for Assessing Multicultural Competence
Educational traveler
Sojourner Professional Intercultural/ multicultural specialists
Culture-general knowledge Culture-specific knowledge Cultural awareness Foreign language proficiency Culture learning Motivation to learn about new culture Sensitivity to cultural differences Attitude to new culture Personality traits Skills Abilities Social interactions Orientation to nature Orientation to time
Note: Rating from 0 (no competence) to 5 (very high competence).
16.6 Multiculturalism assessment techniques 385
multicultural competence at various stages of its development. Respondents can be
asked to rate themselves in each of the areas from 0 (no competence) to 5 (very high
competence).
16.7 AN EDUCATIONAL CHALLENGE Multicultural competence presents a challenge for educators and learners. It offers the chance of gaining a broader view of our world, seeing the world through the eyes of
others, understanding the limitations of one’s own perspective, experiencing other
culture(s) and communicating through another language. It provides opportunities for
individuals to experience a different view point and an appreciation for both differ-
ences and similarities among human beings, and understanding that one’s own per-
spective is not the only perspective; there are many other views of our world.
Multicultural competence allows one to understand others on their own terms, which,
in turn, depends upon an appreciation of one’s own culture and heritage. The devel- opment of multicultural competence and foreign languages is the core of global
education and competence as well as mindedness, which allows for affective under-
standing of the totality of humanity rather than nationalism of particular countries or
regions of the world.
SUMMARY The concept of multicultural competence refers to the ability of the individual to
effectively function, adapt, engage and integrate in another culture. Multicultural
competence consists of four domains: cognitive, affective, behavioral and environ-
mental. The cognitive domain consists of knowledge, awareness, language and learning. The affective domain consists of motivation, sensitivity, attitude and per-
sonality traits. The behavioral domain consists of skills and abilities. The environ-
mental domain consists of social interactions, as well as interactions with nature and
time. There are various other factors, except for culture, that influence multicultural
competence. Multicultural competence is a process that depends upon the stages
and degree to which an individual adapts to a second culture. The development of
multicultural competence and foreign languages is the core of global competence
and education.
DISCUSSION POINTS AND QUESTIONS 1. What is multicultural competence? 2. What factors influence multicultural competence? 3. Why is multicultural competence an important element of today’s education?
CHAPTER 16 Multicultural competence in a global world386
CASE STUDY 16.1 One Practical Solution to Overcoming the Language Barrier
Japan is among the top three international inbound visitor markets to Vietnam. Japanese visitors love to listen to Vietnamese traditional music, buy traditional crafts, and enjoy the specialties of well-known Vietnamese chefs. Although Japanese tourists are keen to experience the Vietnamese culture, the language represents a cultural barrier to this market. When in Vietnam, Japanese tourists prefer to communicate in their mother tongue and demand Japanese language-speaking tour guides. However, in Vietnam there is a shortage of qualified tour guides who speak Japanese. There are only two professional guides serving Japanese tours in Hochiminh city (ITPC, 2005). One of the reasons is the lack of education and training of Vietnamese tour guides. The school programs do not respond to the needs of the Vietnamese tourism industry. Students are lacking practical knowledge of industry operations and do not learn languages of their international visitors. Dealing with the demanding Japanese tourist market is more difficult than dealing with other international tourist markets. The ability to communicate in tourists’ native languages is a pre-requisite for working in the tourism industry. Tour operators should provide their employees with foreign language courses, language scholarships, and internship opportunities. To become qualified tour guides, industry employees should learn about tourist cultural behavior and language.
WEBSITE LINKS 1. Excellence in diversity awareness and education: http://www.dtui.com 2. Diversity in practice: Becoming culturally competent: http://www.centre4acti-
veliving.ca/publications/wellspring/2006/oct/oct06.pdf
3. National Center for Cultural Competence at Georgetown University: http:// gucchd.georgetown.edu/nccc/
4. Gestures: Their origin and meanings: http://bernd.wechner.info/Hitchhiking/ Thumb/
5. French language: gestures: http://french.about.com/library/weekly/aa051801b. htm
6. The game of Tarof: The Game of Tarof: An extensive look into the custom from an Iranian’s perspective
Website links 387
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Conclusion
This book suggests that significant cultural differences in behavior and decision-mak- ing exist among the international tourist markets. Considering that the international
tourist industry is expected to continue to grow and aim at diverse cultural groups of
tourists, industry professionals must increasingly meet the needs and expectations of
those cultural groups. As the industry grows, opportunities for misinterpretation and
misunderstanding of tourists’ needs may be enhanced. In order to avoid cultural
tensions and frustration and successfully deal with international tourists, industry
practitioners must recognize and understand the importance of cultural differences
in meeting international tourists’ needs. National culture is an excellent tool for explaining differences in tourist behavior,
better than nationality. Today, tourists have multiple nationalities and their culture of
origin may be totally different from their nationality or country of birth or residence. In
many countries there are different groups of people who wish to maintain their
cultural heritage. Thus, national culture is a better variable than nationality or country
of birth or residence in distinguishing among tourist behavior.
Tourism marketers and managers need to learn and understand how national
cultures affect tourist behavior. National culture has an impact of many aspects of tourist behavior, from needs recognition to service perceptions and repeat visitation.
Understanding national cultures of international tourists can assist in making better
marketing and management decisions and serving tourist more effectively and effi-
ciently. Ignoring culture’s influence and cultural sensitivity and awareness may result
in tourist dissatisfaction and the loss of business and declining profitability.
This book calls for fully embracing national cultures of future travelers in order to
make them feel comfortable. If the tourism products or services do not adequately
satisfy tourists’ cultural needs and fail to address the cultural values of the tourist society, marketers and managers must revise and/or adjust their product offerings. It
is not suggested here that the total tourism product should be adjusted to match the
tourists’ cultural standards. Many international tourists travel overseas to experience
foreign countries and learn about their cultural uniqueness. Rather it is suggested that
marketers and managers need to address each international tourist market from a
cultural point of view prior to marketing to it.
Also, national culture should be always used with other variables, such as age,
gender, marital status, or socio-economic status, to properly understand tourist behav- ior. However, although these variables may affect tourist behavior, national culture is a 389
very important, if not the most important, variable responsible for differences in tourist
behavior.
Understanding cultural make-up of the future travelers and adjusting business
strategies to their psyche will be the pathway to future success. More investigation in the area of cultural differences among various nationalities in the tourism context
is needed.
Conclusion390
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- Front Cover
- International Tourism: Cultures and Behavior
- Copyright Page
- Contents
- Preface
- List of Tables
- List of Figures
- Introduction
- Acknowledgements
- Part 1 International Tourism: The Global Environment
- CHAPTER 1 Globalization, tourism and culture
- Introduction
- 1.1 The concept and roots of globalization
- 1.2 Benefits and criticism of globalization
- 1.3 Globalization and the tourism industry
- 1.3.1 The influence of globalization on tourism
- 1.3.2 Forms and examples of globalization in tourism
- 1.3.3 A new type of tourist
- 1.3.4 A new type of tourism
- 1.4 Globalization and culture
- 1.4.1 The emergence of globalized consumer culture?
- 1.4.2 Global consumer and global products?
- 1.4.3 Disappearance of local cultures?
- 1.4.4 Cultural homogenization?
- 1.4.5 Product standardization or customization?
- 1.4.6 Cultural heterogenization?
- 1.4.7 Cultural convergence or divergence?
- 1.4.8 Cultural hybridization?
- 1.4.9 Cultural commoditization?
- 1.4.10 Cultural deterioration, loss, adaptation or change?
- 1.4.11 Consumerism a bad thing for tourism?
- 1.4.12 Globalization and disappearance of local identity?
- 1.4.13 Resistance to cultural change and emergence of local identity
- 1.4.14 Glocalisation
- 1.4.15 Local internationalization and regional cooperation
- 1.5 Benefits and limitations of globalizati on in tourism
- 1.6 Challenges of globalization in tourism
- 1.7 The future of globalization: Americanization of culture, cosmopolitan culture, cultural hybridization, cultural disappearance or culture clash?
- Summary
- Discussion points and questions
- Case Study 1.1: The emergence of a global tourist culture?
- Disneyland resorts spread over the world
- Website links
- CHAPTER 2 Cultural diversity
- Introduction
- 2.1 The concept of cultural diversity
- 2.1.1 Defi nition
- 2.1.2 Interpretation of cultural diversity
- 2.1.3 How did the concept of cultural diversity develop?
- 2.1.4 How to measure cultural diversity?
- 2.1.5 Is cultural diversity important?
- 2.1.6 The benefits of cultural diversity
- 2.1. 7 The influence of cultural diversity on tourism and hospitality
- 2.2 UNESCO Universal Declaration on Cultural Diversity
- 2.3 The future of cultural diversity
- 2.4 Challenges for the tourism and hospitality industry
- Summary
- Discussion points and questions
- Case Study 2.1: American in Paris
- Case Study 2.2: Creativity in a tense situation
- Case Study 2.3: Promoting the “unpromotional”
- Website links
- Part 2 Cultural Theories and Practices
- Chapter 3 Intercultural theories
- Introduction
- 3.1 Communication Resourcefulness Theory (CRT)
- 3.2 Episode Representation Theory (ERT)
- 3.3 Expectations Theory (ET)
- 3.4 Cultural Identity Negotiation Theory (CINT)
- 3.5 Meaning of Meaning Theory
- 3.6 Network Theory in Intercultural Communication
- 3.7 Taxonomic Approach (TA)
- 3.8 Anxiety/Uncertainty Management Theory (AUMT)
- 3.9 Stranger Theory
- 3.10 Face-Negotiation Theory
- 3.11 Intercultural Adaptation Theory (IAT)
- 3.12 Communication Accommodation Theory (CAT)
- 3.13 Coordinated Management of Meaning Theory
- 3.14 Constructivist Theory (CT)
- Summary
- Discussion points and questions
- Website links
- Chapter 4 Cultural practices and tourism impacts on culture
- Introduction
- 4.1 Erosion of local cultures
- 4.2 Cultural commoditization and transformation
- 4.3 Cultural hostility
- 4.4 Cultural arrogance
- 4.5 Authenticity of tourism experiences
- 4.6 Renaissance of traditional art forms
- 4.7 Marketing of culture and violation of rights to own cultural heritage
- 4.8 Culture change
- 4.9 Culture diffusion
- 4.10 Cultural borrowing
- 4.11 Cultural drift
- 4.12 Acculturation
- 4.13 Cultural adaptation
- 4.14 Cultural adjustment
- 4.15 Culture assimilation
- 4.16 Enculturation
- 4.17 Demonstration effect
- 4.18 Cultural conflict
- Summary
- Discussion points and questions
- Case Study 4.1: Discovering the Maori culture
- Website links
- Part 3 Culture and Cultural Differences
- CHAPTER 5 Culture
- Introduction
- 5.1 Definition of culture
- 5.2 Culture as civilization
- 5.3 Cultures by region
- 5.4 Culture as religion
- 5.5 The world’s major religions
- 5.6 Religion by region
- 5.7 Types and levels of culture
- 5.8 Civilization
- 5.9 Types of cultures in tourism
- 5.10 The purpose of culture
- 5.11 Characteristics of culture
- 5.12 Subcultures
- 5.13 Culture versus nationality
- 5.14 Culture versus country of residence
- 5.15 Culture versus country of birth
- 5.16 Cultural identity
- 5.17 Cultural distance
- 5.18 The impact of cultural distance on travel
- 5.19 The measurement of cultural distance
- Summary
- Discussion points and questions
- Case Study 5.1: Micro-cultures of the US
- Website links
- CHATPER 6 Cultural variability
- Introduction
- 6.1 Sources of cultural differences
- 6.2 Cultural values
- 6.2.1 Concept and definitions
- 6.2.2 Culture and values
- 6.2.3 Value system and value orientation
- 6.2.4 Value orientation
- 6.2.5 Types of values
- 6.2.6 Classification of values
- 6.2.7 Measurement and analysis of values
- 6.2.8 Value studies in tourism
- 6.2.9 Cultural value dimensions
- 6.2.9.1 Parson’s pattern variables
- 6.2.9.2 Kluckhohn and Strodtbeck’s value orientation
- 6.2.9.3 Stewart’s cultural patterns
- 6.2.9.4 Hall’s cultural differentiation
- 6.2.9.5 Hofstede’s dimensions of cultural variability
- 6.2.9.6 Bond’s Confucian cultural patterns
- 6.2.9.7 Argyle’s cultural differentiation
- 6.2.9.8 Schein’s, Trompenaars’ and Maznevski’s cultural differentiation
- 6.2.9.9 Schneider and Barsoux’s cultural assumptions
- 6.2.9.10 Inglehart’s cultural dimensions
- 6.2.9.11 Minkov’s World Value Survey
- Summary
- Discussion points and questions
- Exercises
- Case Study 6.1: The US culture
- Website links
- CHAPTER 7 Cultural influences on intercultural communication
- Introduction
- 7.1 The concept of communication
- 7.2 What is intercultural communication?
- 7.3 Difficulties in intercultural communication
- 7.3.1 Verbal signals
- 7.3.2 Non-verbal signals
- 7.3.3 Relationship patterns
- 7.3.4 Conversation style
- 7.3.5 Interaction style
- 7.3.6 Values
- 7.3.7 Time orientation
- 7.3.8 Context orientation
- 7.4 Is intercultural communication possible?
- 7.5 Ethnocentrism
- 7.6 Stereotyping
- 7.7 Prejudices
- 7.8 Racism
- 7.9 Strategies for improving intercultural communication
- 7.10 The ethics of intercultural communication
- Summary
- Discussion points and questions
- Case Study 7.1: Courtesy and politeness in Thailand and Australia
- Website links
- CHATPER 8 Cultural influences on social interaction
- Introduction
- 8.1 The concept of scoial interaction
- 8.2 Social interaction in tourism
- 8.2.1 The nature of tourist–host social interaction
- 8.2.2 Context
- 8.3 Intercultural social interaction
- 8.3.1 Dimensions of intercultural encounters
- 8.3.2 Interculturalness of social interaction
- 8.3.3 Degree of interculturalness
- 8.4 Types of intercultural interaction
- 8.5 Model of cross-cultural social interaction
- 8.6 Contact hypothesis
- 8.7 Contact hypothesis in tourism
- 8.8 Difficulties in cross-cultural interaction
- 8.9 Culture shock
- 8.9.1 Symptoms of culture shock
- 8.9.2 Types of culture shock
- 8.9.3 How long does culture shock last?
- 8.9.4 Culture shock and social interaction
- 8.9.5 Culture shock in tourism
- 8.9.6 Phases of culture shock
- 8.9.7 Intensity and duration of culture shock
- 8.9.8 Doxey’s Irridex ‘‘Irritation Index’’
- Summary
- Discussion points and questions
- Case Study 8.1: Shanghai night or nightmare?
- Website links
- CHATPER 9 Cultural influences on rules of social interaction
- Introduction
- 9.1 Rules of social interaction
- 9.2 Orders and types of rules
- 9.3 Relationship rules
- 9.4 Cultural influences on rules of social interaction
- 9.5 Understanding rules of social interaction
- 9.6 Breaking rules
- 9.7 Cross-cultural differences in rules of social interaction
- Summary
- Discussion points and questions
- Case Study 9.1: Universal and specific rules of social relationships
- Websites
- CHATPER 10 Cultural influences on service
- Introduction
- 10.1 The concept of service
- 10.2 Service encounter
- 10.3 Service classifi cation
- 10.4 Key characteristics of service
- 10.5 Importance of service perceptions
- 10.6 Cultural differences in expectations from service
- 10.7 Service quality and value
- 10.8 Service satisfaction
- 10.9 Do cultural differences always matter?
- Summary
- Discussion points and questions
- Case Study 10.1: Chinese travelers in France
- Website links
- CHATPER 11 Cultural influences on ethics
- Introduction
- The concept of ethics
- 11.1 Ethics in tourism
- 11.2 Ethics in a cross-cultural context
- 11.3 Cultural influences in ethical behavior
- 11.4 The most debatable business ethics issues
- 11.5 Conflicting ethical behavior and practices in tourism and hospitality. Ethical dilemmas
- 11.6 Theories and frameworks dealing with ethical dilemmas
- 11.7 Strategies for managing business ethical dilemmas
- 11.8 Global Code of Ethics for Tourism
- Summary
- Discussion points and questions
- Case Study 11.1: Global Code of Ethics for Tourism
- Website links
- Part 4 Tourist Behavior
- CHATPER 12 Human behavior: its nature and determinants
- Introduction
- 12.1 The concept of human behavior
- 12.2 Environmental factors influencing human behavior
- 12.3 Theories of human behavior
- 12.3.1 Cause-Motive-Behavior-Goal Theory
- 12.3.2 Maslow’s Hierarchy of Needs
- 12.3.3 Alderfer’s ERG Theory
- 12.3.4 Herzberg, Mausner, and Snyderman’s Two-Factor Theory
- 12.3.5 Expectancy Theory
- 12.3.6 Cognitive Dissonance Theory
- 12.3.7 Reinforcement Theory
- 12.3.8 Equity Theory
- 12.3.9 McClelland’s Learned Needs Theory
- 12.4 Basic needs of human behavior
- 12.5 Factors influencing human needs
- 12.6 The concept of tourist behavior
- 12.7 The nature of tourist behavior
- 12.8 The meaning of tourist behavior
- 12.9 The importance of studying tourist behavior
- 12.10 The importance of studying tourist behavior in a cross-cultural context
- 12.11 Benefi ts of understanding tourist behavior in a cross-cultural context
- 12.11.1 Tourism industry perspective
- 12.11.2 Tourist perspective
- 12.11.3 Local resident perspective
- Summary
- Discussion points and questions
- Case Study 12.1: The Asian woman’s shopping experience: New research from Thailand
- Website links
- CHATPER 13 Consumer buying behavior
- Introduction
- 13.1 Environmental Factors
- 13.1.1 Environmental stimuli
- 13.2 Buyer’s factors
- 13.2.1 Buyer’s personal characteristics
- 13.2.2 Decision process
- 13.3 Other theories of consumer decision-making
- Summary
- Discussion points and questions
- Website links
- CHATPER 14 Cultural influences on tourist buying behavior
- Introduction
- 14.1 Cultural influence on buyer’s personal characteristics
- 14.1.1 Gender roles
- 14.1.2 Lifestyle and activities
- 14.1.3 Personality
- 14.1.4 The self concept
- 14.2 Cultural influences on buyer’s psychological characteristics
- 14.2.1 Motivation and needs
- 14.2.2 Perception and image
- 14.2.3 Learning and knowledge
- 14.2.4 Attitudes
- 14.2.5 Attribution
- 14.3 Cultural influences on buyer’s decision process
- 14.3.1 Need recognition
- 14.3.2 Information search and choice of information sources
- 14.3.2.1 The role of reference groups
- 14.3.2.2 The role of opinion leadership
- 14.3.2.3 Family decision making
- 14.3.2.4 Buying roles
- 14.3.2.5 Level of decision-making
- 14.3.2.6 Buying new products
- 14.3.3 Criteria and product evaluation
- 14.3.4 Purchase decision
- 14.3.4.1 Purchase risk
- 14.3.5 Post-purchase behavior/decision
- 14.3.5.1 Satisfaction
- 14.3.5.2 Loyalty and commitment
- 14.3.5.3 Criticism and complaints
- 14.3.5.4 Product disposal
- 14.3.6 Beyond the purchase decision
- 14.3.6.1 Memories and meanings
- 14.3.6.2 Emotions and feelings
- Summary
- Discussion points and questions
- Case Study 14.1: Japanese tourist behavior
- Case Study 14.2: Cultural infl uences on tourist behavior
- Website links
- Part 5 Cross-Cultural Comparison
- CHATPER 15 Cultural differences among international societies
- Introduction
- 15.1 Africa
- 15.2 Asia
- 15.3 Australia
- 15.4 Europe
- 15.4.1 Important European values
- 15.5 India
- 15.6 Latin America
- 15.7 Middle East
- 15.8 North America
- Summary
- Discussion points and questions
- Case Study 15.1: Managing in Asia: Cross-cultural dimensions
- Website links
- Part 6 Multicultural Competence
- CHATPER 16 Multicultural competence in a global world
- Introduction
- 16.1 The concept of multicultural competence
- 16.2 Dimensions of multicultural competence
- 16.2.1 Cognitive domain
- 16.2.2 Affective domain
- 16.3 Other factors infl uencing multicultural competence
- 16.4 Multicultural competence as a process
- 16.5 Multicultural competence development levels
- 16.6 Multiculturalism assessment techniques
- 16.7 An educational challenge
- Summary
- Discussion points and questions
- Case Study 16.1: One practical solution to overcoming the language barrier
- Website links
- Conclusion
- References
