Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions
Abstract
:1. Introduction
2. Background
3. Theoretical Framework
4. Methods
4.1. Context and Participants
4.2. Procedures and Data Collection Method
4.3. Data Scoring and Data Analysis Methods
4.4. Ethical and Trustworthiness Considerations
5. Results
5.1. Quantitative Results
5.2. Qualitative Analysis
6. Discussion
7. Conclusions, Limitations, and Future Work
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Core Cultural Value Orientations for the Context of This Study Adapted from [27]
Individualism | Collectivism | |
The primary importance of self. There exists a sense of pride and responsibility for one’s own actions and a push toward independence. While advice is sought after from others, ultimately, the responsibility lies with the self. If something is done wrong, the concern lies with how the action reflects upon oneself. | The primary importance of the group. Life decisions and actions are taken with the needs and well-being of the group ahead of oneself. Identity becomes a function of one’s membership or role in the group. If something is done wrong, the concern lies with how the action affects the group rather than the self. | |
Equality | Hierarchy | |
The belief is that interactions with individuals must have equal footing, recognizing any disparities but not letting them be the foundation of the interaction. | The belief is that interactions with individuals come with status differences, and treatments must be based on their standing. Hierarchy is accepted as a reality of life, providing individuals with a sense of position and significance. | |
Polychronic Time | Monochronic Time | |
There is an abundance of time that is at one’s disposal, and people are encouraged to use as much of it as necessary. The idea is that life is not governed by time constraints, and events unfold at their own pace. | Time is a valuable resource that must be used wisely. It is crucial to schedule activities based on the block and take significant measures to avoid wasting anyone’s time. | |
Meritocracy | Ascription | |
Success is determined by actions. Individuals should be evaluated based on their abilities and accomplishments, and their position in society should be attained through efforts. Everything is acquired through hard work. | Success is influenced by a person’s identity and origins. One’s background plays a significant role in determining their social standing and is also the foundation for interpersonal relationships. | |
Activity | People | |
Individuals attribute significance to being productive. They structure their day around activities such as employment, academic pursuits, and socializing with companions. | Socializing with others is particularly important. Rather than arranging activities, plans are organized around individuals. Relationships take precedence over any other tasks. | |
Change | Stability | |
Anticipate change and transformation as a means of generating favorable outcomes in life. Encouraging change also implies that people are more inclined to take risks and experiment with novel approaches. | Traditions are valued because they establish a positive cadence in life. Disrupting this rhythm through chance can lead to adverse effects on relationships and the pace of life. | |
Formality | Informality | |
The concept that individuals should communicate with each other suitably, taking into account consideration factors such as the person’s age and status. | The concept suggests that strict adherence to formality is unnecessary. In other words, excessive formality can hinder effective communication and interaction. | |
Fate and Destiny | Personal Efficacy | |
The course of human destiny is predetermined and outside of their own influence. It is commonly believed that their destiny lies in the hands of a superior being. It is considered arrogant to manipulate one’s fate. | The belief that individual actions hold significance and that one must manage their own fate in order to achieve desired outcomes. | |
Directness | Indirectness | |
Clear and straightforward communication is considered the most effective way to interact with others. When issues arise, it is preferable to address them through direct, in-person discussions. Indirect communication is perceived as unhelpful. As a result, trust is built on the foundation of transparent communication. | Indirect communication is considered the best approach to show respect for others and allow them to maintain their sense of self-worth. Being direct, on the other hand, is regarded as impolite and offensive. Therefore, indirectness is valued for persevering the coherence of the group. |
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Race | Number of Students Identified | Percentage Ratio to Overall Class Size |
---|---|---|
White Asian | 46 37 | 36.8% 29.6% |
Hispanic/Latino | 5 | 4% |
Black/African American | 4 | 3.2% |
2+ races | 31 | 24.8% |
Unknown | 2 | 1.6% |
Core Values | Mean | SD | T | p-Value | |
---|---|---|---|---|---|
Contrasting Value 1 | Individualism | 5.85 | 1.66 | 2.91 | 0.004 |
Collectivism | 5.15 | 1.60 | |||
Contrasting Value 2 | Equality | 6.24 | 1.53 | 7.44 | <0.001 |
Hierarchy | 4.19 | 1.94 | |||
Contrasting Value 3 | Polychronic Time | 3.52 | 1.89 | −8.98 | <0.001 |
Monochronic Time | 6.26 | 1.70 | |||
Contrasting Value 4 | Meritocracy | 6.70 | 1.32 | 16.24 | <0.001 |
Ascription | 3.07 | 1.66 | |||
Contrasting Value 5 | Activity | 5.48 | 1.65 | −0.28 | 0.777 |
People | 5.55 | 1.57 | |||
Contrasting Value 6 | Change | 5.53 | 1.62 | 1.08 | 0.281 |
Stability | 5.26 | 1.62 | |||
Contrasting Value 7 | Formality | 4.52 | 1.75 | −3.40 | <0.001 |
Informality | 5.48 | 1.69 | |||
Contrasting Value 8 | Fate & Destiny | 3.39 | 1.80 | −13.79 | <0.001 |
Personal Efficacy | 6.57 | 1.29 | |||
Contrasting Value 9 | Directness | 6.20 | 1.39 | 9.02 | <0.001 |
Indirectness | 3.93 | 1.78 |
Theme | Value Represented |
---|---|
Treating everyone equally and understanding others | Equality |
Increasing temporal awareness | Personal Efficacy, Monochronic Time |
Enacting effective communication | Individualism, Directness, Informality |
Monitoring the progress of team members | Meritocracy, Personal Efficacy |
Establishing rules and boundaries | Meritocracy, Individualism |
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Bahrami, P.; Kim, Y.; Jaiswal, A.; Patel, D.; Aggrawal, S.; Magana, A.J. Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions. Trends High. Educ. 2023, 2, 270-282. https://doi.org/10.3390/higheredu2020014
Bahrami P, Kim Y, Jaiswal A, Patel D, Aggrawal S, Magana AJ. Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions. Trends in Higher Education. 2023; 2(2):270-282. https://doi.org/10.3390/higheredu2020014
Chicago/Turabian StyleBahrami, Parsia, Yeji Kim, Aparajita Jaiswal, Devang Patel, Sakhi Aggrawal, and Alejandra J. Magana. 2023. "Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions" Trends in Higher Education 2, no. 2: 270-282. https://doi.org/10.3390/higheredu2020014
APA StyleBahrami, P., Kim, Y., Jaiswal, A., Patel, D., Aggrawal, S., & Magana, A. J. (2023). Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions. Trends in Higher Education, 2(2), 270-282. https://doi.org/10.3390/higheredu2020014