Date
January 27, 2025

Categories
Multimedia Industry

Keywords
Multinational, multicultural, diversity, inclusivity & technology

Except
Case study

Overview

This case study focuses on how a multinational company integrates Dutch cultural values into its daily operations while navigating the challenges of working in an international environment. It examines how cultural dimensions, such as Hofstede’s concepts of power distance, individualism, and uncertainty avoidance, manifest in a real-life workplace environment. Through an interview and analysis, the study highlights how the company encourages open dialogue and inclusivity to bridge cultural differences. It also sheds light on the delicate balance between respecting local cultural norms and meeting the demands of a global organization, all while striving for a supportive and sustainable work environment.

At its foundation, the case study explores the company’s efforts to foster a workplace where employees from diverse backgrounds feel valued and respected. The organization builds a culture of collaboration and understanding through initiatives like diversity training, celebrating cultural holidays and using advanced tools to overcome language barriers. By prioritizing work-life balance and encouraging flexible working arrangements, the company ensures that employees can flourish both personally and professionally. This study demonstrates how embracing cultural differences, and prioritizing inclusivity can lead to a more harmonious and successful workplace.

Hofstede Dimensions

Power Distance
The interviewee highlighted that communication within the multinational tech company is characterized by directness and a less hierarchical structure. This means that the opinion of a director is valued the same as that of an employee, which is quite reflective of the Dutch Power Distance score of 38. This score indicates a preference for flat hierarchies and a strong emphasis on equality and accessibility in leadership (Hofstede et al., 2002). The interviewee noted that the company’s leadership style is a blend of global and Dutch cultural values, emphasizing openness and flexibility. While the company has a strong American influence, it also embraces international diversity, reflecting a mix of cultural practices (Interview, January 11, 2025). This blend creates a unique environment where employees feel valued and heard, regardless of their position within the company.

Individualism vs. Collectivism
The Netherlands scores high on individualism (80), which is evident in the emphasis on personal autonomy and self-reliance (Hofstede et al., 2002). The interviewee emphasized that despite this individualistic tendency, the multinational tech company fosters an open dialogue and empathy to resolve cultural misunderstandings. This approach helps balance the individualistic nature of Dutch culture with the need for collaboration and understanding in a diverse workplace (Interview, January 11, 2025). For instance, the interviewee mentioned that cultural misunderstandings often arise due to the directness of Dutch communication, which can be perceived as impolite by other cultures. By promoting open dialogue and empathy, the multinational tech company ensures that these misunderstandings are ad-dressed constructively, fostering a more inclusive and harmonious work environment.

Masculinity vs. Femininity
With a low masculinity score of 14, Dutch culture values work-life balance, equality, and nurturing relationships (Hofstede et al., 2002). The interviewee mentioned that work-life balance is a significant topic at the multinational tech company, with respect for personal time being a priority. However, maintaining this balance can be challenging due to varying practices across different countries within the company (Interview, January 11, 2025). For example, while Dutch employees might prioritize leaving work on time to maintain a healthy work-life balance, employees from other cultures might view long working hours as a sign of dedication. The multinational tech company addresses these differences by promoting a culture of respect and understanding, ensuring that all employees feel supported in maintaining their preferred work-life balance.

Uncertainty Avoidance
The Netherlands has a moderate score of 53 in uncertainty avoidance, indicating comfort with ambiguity but a preference for clarity in business practices (Hofstede et al., 2002). The interviewee shared that cultural misunderstandings often arise from the directness of Dutch communication, which can be perceived as impolite by other cultures. This highlights the importance of clear and empathetic communication within the company (Interview, January 11, 2025). For instance, Dutch employees might be straightforward in their feedback, which can be misinterpreted by colleagues from cultures that value more indirect communication. By fostering an environment of open dialogue and empathy, the multinational tech company helps bridge these cultural gaps, ensuring that all employees feel understood and respected.

Long-Term vs. Short-Term Orientation
Scoring 67 on long-term orientation, Dutch culture is focused on future planning and sustainability (Hofstede et al., 2002). The multinational tech company reflects this by implementing mandatory training on diversity and inclusivity, ensuring a sustainable and inclusive work environment for all employees (Interview, January 11, 2025). The interviewee mentioned that these training programs include various forms such as discussions, lunches, and high-tech events like 3D training exercises. These initiatives not only promote a deeper understanding of different cultural perspectives but also help employees develop the skills needed to navigate a diverse workplace effectively.

Indulgence vs. Restraint
With a high score of 68 on indulgence, Dutch culture supports personal freedom and self-expression (Hofstede et al., 2002). The multinational tech company fosters this by encouraging flexible meeting structures and promoting a good work-life balance. Employees have the option to attend meetings physically or virtually, accommodating diverse needs and preferences (Interview, January 11, 2025). The interviewee highlighted that this flexibility is crucial in ensuring that all employees feel comfortable and supported in their work environment. For example, employees with family commitments can choose to attend meetings virtually, allowing them to balance their professional and personal responsibilities more effectively.

Outcome

The interview with the interviewee revealed that the multinational tech company successfully integrates Dutch cultural values with the company’s global practices. The direct communication style, emphasis on work-life balance, and inclusive leadership reflect the Dutch cultural dimensions. However, the company also adapts to the diverse backgrounds of its employees, creating a unique blend of global and local practices. This approach not only enhances employee satisfaction but also promotes a more inclusive and productive work environment (Interview, January 11, 2025).

By acknowledging and addressing cultural differences, the tech company exemplifies how multinational companies can successfully navigate and integrate diverse cultural values. This not only benefits the employees but also contributes to the overall success and sustainability of the organization. The company’s emphasis on diversity and inclusivity training helps employees develop a deeper understanding of different cultural perspectives, fostering a more harmonious and collaborative work environment. Additionally, the flexible meeting structures and respect for work-life balance ensure that all employees feel supported and valued, regardless of their cultural background.

Moreover, the company’s commitment to inclusivity is evident in its celebration of various cultural holidays and events. For example, the interviewee mentioned that the company celebrates Chinese New Year with activities like a dancing dragon, special foods and drinks, and discussions about the culture. These celebrations are not just for employees from that specific region but for all employees, including Dutch and others, to join and experience different cultures (Interview, January 11, 2025). This practice helps in building a sense of community and belonging among employees, further enhancing the inclusive work environment.

The use of advanced technological tools also plays a significant role in bridging communication gaps within the company. The interviewee highlighted the use of a collaboration platform that includes chat, video conferencing, and file sharing in business solutions that automatically translate languages in ser-vice centers. These tools facilitate smoother communication and collaboration, ensuring that language barriers do not hinder productivity or teamwork. Additionally, the use of Copilot for real-time translation further enhances the efficiency and effectiveness of communication within the company (Interview, January 11, 2025).

Furthermore, the company’s leadership style, which blends global and Dutch cultural values, promotes openness and flexibility. The interviewee noted that the company has a strong American influence but also embraces international diversity. This inclusive approach is reflected in the decision-making process, which values the input of all employees, regardless of their position. By promoting a consensus-based approach, the multinational tech company ensures that diverse perspectives are considered, leading to more innovative and effective solutions (Interview, January 11, 2025).

In conclusion, the company serves as a model for how multinational companies can successfully integrate diverse cultural values into their organizational practices. By fostering an inclusive and supportive work environment, the company not only enhances employee satisfaction and productivity but also contributes to its overall success and sustainability. The emphasis on diversity and inclusivity, flexible working arrangements, and the use of advanced technological tools create a dynamic and thriving workplace that attracts and retains top talent from around the world.

Possible solution

A possible problem that occurs within the international company is the possibility of cultural misunderstandings. This problem arises as people do not realize that a saying or way of expressing something is not standard in every language or culture. An example of this is the Dutch culture, where people tend to be very direct. People tend to say ‘yes’ or ‘no’ without thinking of the effect these direct words can have on others. A solution to the problem of cultural misunderstandings is having an open dialogue. During an open dialogue, everyone participating in the conversation has an equal voice, and their hierarchy in the company is not considered. Important aspects of an open dialogue are listening, curiosity and transparency. Everyone is considerate of each other and does not try to push their own agenda. That is how different cultures can have a conversation where everybody feels respected and heard, effectively solving the problem of cultural misunderstandings.

Authors
Lieke de Vaal (www.linkedin.com/in/lieke-de-vaal-b41a6b2ab)
Student: International Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2025

Jasper Woltjes (https://www.linkedin.com/in/jasper-floris-woltjes-3b16381b8/)
Student: International Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2025

Lisa Wolkers (https://www.linkedin.com/lisa-wolkers)
Student: Creative Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2025

Annelies Steendam Visser (https://www.linkedin.com/in/annelies-steendam-visser-93504228b/)
Student: Business Administration Amsterdam University of Applied Sciences
Block 2, Semester 1, 2025

Ivan Mosiienko (https://www.linkedin.com/in/ivan-mosiienko-452832345/)
Student: International Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2025

© 2021 – The Model to Practice Dialogues™ – All Rights Reserved

This international organisation provides leadership coaching and consulting services, with a mission to promote sustainable growth and effective team dynamics. Operating across various regions, including Europe, Africa, and America, the organisation tailors its approach to address cultural and organizational challenges. They face recurring issues such as skepticism toward women and non-European consultants, communication differences, and language barriers. These are addressed through adaptive frameworks and core values like transparency, inclusivity, and respect. Their long-term strategy focuses on fostering trust and creating culturally sensitive environments that prioritise sustainable development.

To address cultural differences, the organsation implements inclusive practices, such as serving only vegetarian meals during meetings, to accommodate diverse cultural and religious practices within their workforce. By understanding Hofstede’s cultural dimensions, the organisation tailors solutions to different cultural contexts, facilitating collaboration and inclusivity across global teams.

Hofstede Dimensions

The organisation is dedicated to consulting and leadership coaching for entrepreneurs and scale-ups, operates internationally, dealing with diverse cultural environments. In regions such as South Africa, the United States of America, the Netherlands, and Turkey, the organisation can navigate these cultural differences using Hofstede’s cultural dimensions. The company’s core values of respect, transparency, and adaptability shape its approach to overcoming challenges in these varied cultural contexts (Hofstede Insights, n.d.).

Power Distance Index (PDI): Navigating Hierarchy and Authority
The Power Distance Index (PDI) measures societal acceptance of power inequality. Lower PDI cultures like South Africa (PDI = 49) and the United States (PDI = 40) value egalitarianism, aligning with the organisation’s collaborative approach. In contrast, Turkey (PDI = 66) accepts more hierarchical structures, requiring the organisation to adopt a more structured leadership style while maintaining transparency. Clear role expectations and mentorship can balance these preferences with the organisation’s values (Hofstede Insights, n.d.).

Individualism vs. Collectivism (IDV): Adapting to Group vs. Individual Focus
The IDV dimension reflects whether societies prioritise individual or group goals. South Africa (IDV = 65) and the United States (IDV = 91) are highly individualistic, aligning well with leadership coaching focused on personal achievement. In more collectivist cultures like Turkey (IDV = 37), success is tied to group goals. The organisation should frame individual growth as benefiting the team to respect collectivist values while encouraging personal development (Hofstede Insights, n.d.).

Uncertainty Avoidance Index (UAI): Managing Risk and Ambiguity
The UAI measures tolerance for uncertainty. The United States (UAI = 46) and the Netherlands (UAI = 53) demonstrate low UAI, showing openness to innovation and flexible approaches. In contrast, Turkey (UAI = 85) and South Africa (UAI = 49) prefer clear guidelines and structured processes. The organisation should provide well-defined frameworks and short-term goals in high-UAI contexts, ensuring trust while encouraging long-term adaptability (Hofstede Insights, n.d.).

Masculinity vs. Femininity (MAS): Addressing Gender Norms and Bias
This dimension distinguishes competitive, masculine cultures from cooperative, feminine ones. The United States (MAS = 62) and South Africa (MAS = 63) lean towards masculinity, valuing competition and assertiveness. Conversely, the Netherlands (MAS = 14) prioritises equality and collaboration. Gender bias is a challenge, especially in masculine cultures, where women face barriers in leadership roles. Mentorship programmes and leadership training addressing gender bias can help foster inclusivity. For instance, encouraging women in traditionally male-dominated roles in the United States and South Africa can promote equitable opportunities (Hofstede Insights, n.d.).

Long-Term vs. Short-Term Orientation (LTO): Aligning Strategic Goals with Cultural Values
The LTO dimension reflects the balance between long-term goals and short-term outcomes. The United States (LTO = 26) and South Africa (LTO = 34) are short-term oriented, focusing on immediate results. In these regions, achieving quick wins can sustain motivation while advocating for long-term sustainability. In Turkey (LTO = 46) and the Netherlands (LTO = 67), which are more long-term oriented, coaching should emphasise strategic vision and resilience to align with cultural preferences (Hofstede Insights, n.d.).

Communication Challenges: Navigating Cross-Cultural Differences
Cultural differences in communication styles present challenges. The Dutch preference for directness may clash with Turkey’s indirect approach, where bluntness could be seen as rudeness. Adapting communication styles, such as using a diplomatic tone in Turkey, can foster mutual understanding. Addressing gender and racial biases is also critical, especially in regions where consultants from underrepresented groups face challenges. Mentorship and diverse role models can empower leaders and break down barriers (Hofstede Insights, n.d.).

Conclusion
The organisation’s leadership coaching must adapt to diverse cultural dimensions to remain effective globally. By addressing cultural variations in power dynamics, individualism, uncertainty tolerance, and communication, the organisation can uphold its values of inclusivity, transparency, and respect while fostering impactful leadership across markets (Hofstede Insights, n.d.).

Outcome

The application of Hofstede’s cultural dimensions has empowered the organisation to navigate the cultural nuances and challenges inherent in international leadership and consulting. By aligning its leadership strategies with Hofstede’s framework, the organisation has successfully created a culturally inclusive environment, acknowledging the prohibitive and inhibitive elements of diverse cultural norms. This approach allows the organisation to respect and adapt to cultural expectations while upholding its core values of transparency, respect, and adaptability (Hofstede, 2001; House et al., 2004). In doing so, the organisation has been able to foster collaboration across its diverse team of entrepreneurs, scale-ups, and consultants worldwide.

Key outcomes include:

1. Cross-Cultural Adaptability:
   Hofstede’s power distance dimension has allowed the organisation to adjust its leadership models in a way that aligns with both social norms and laws governing hierarchies in different cultures. For example, in Turkey, where power distance is relatively high (PDI score of 66), hierarchical structures are ingrained as part of the societal mores (Hofstede Insights, 2024). In contrast, in the Netherlands (PDI score of 38) and the United States (PDI score of 40), which have lower power distance, a more egalitarian leadership style is considered the folkway (Hofstede, 2001). The ability to accommodate these cultural differences in leadership structures ensures that the organisation’s strategies are not only culturally appropriate but also effective in fostering collaboration.

2. Promoting Gender Equality in Leadership:
   The organisation has developed targeted programmes to address gender bias, which is often seen as taboo or a social norm in certain contexts, particularly in higher-ranking leadership roles. In countries like the USA (MAS score of 62) and South Africa (MAS score of 51), where gender biases might still manifest in business settings, the organisation has introduced narratives that focus on female empowerment, ensuring women have the opportunity to thrive in leadership positions (Hofstede Insights, 2024). These narratives, grounded in Hofstede’s masculinity versus femininity dimension, are designed to challenge inhibitive norms and offer an equitable platform for women to develop leadership skills, contributing to more balanced organisational structures.

3. Improving Communication Across Cultures:
   The organisation has used Hofstede’s uncertainty avoidance dimension to understand the cultural differences that affect communication between regions. The Dutch directness, which is considered a folkway in the Netherlands, can be seen as inhibitive to effective communication in more indirect cultures like Turkey (Hofstede Insights, 2024). In Turkey, with its high score for uncertainty avoidance (85), communication tends to be more formal and less direct. The organisation has developed culturally relevant communication strategies that address these differences by training employees to adapt their communication styles, thus avoiding potential misunderstandings. This ability to navigate cultural communication norms ensures that the organisation’s message is clear and inclusive, regardless of the cultural context.

4. Balancing Short-Term and Long-Term Focus:
   The organisation has also integrated Hofstede’s long-term orientation dimension into its strategic planning to navigate the differing narratives of time and success across cultures. In cultures like the Netherlands, which has a strong long-term orientation (LTO score of 67), decisions are made with an eye on future sustainability, reflecting societal values that prioritise foresight (Hofstede Insights, 2024). However, in countries with a stronger short-term orientation like the USA (LTO score of 26) and South Africa (LTO score of 34), the organisation remains flexible, adapting to the more immediate business demands reflective of those cultural norms. By balancing both perspectives, the organisation avoids falling into rigid prohibitive mindsets and ensures long-term success without disregarding the immediate needs of the business.
   
   The organisation’s ability to apply Hofstede’s cultural dimensions demonstrates its commitment to culturally inclusive leadership practices. By embracing the diverse folkways, mores, and taboos inherent in each culture, the organisation has effectively navigated the challenges of international leadership and consulting. Through its adaptable and culturally sensitive approach, the organisation has addressed issues like gender bias and communication difficulties, ensuring the continued success of its operations in a globalised business environment (Hofstede, 2001; House et al., 2004).

Possible solutions

To address the cultural challenges highlighted across various Hofstede dimensions, the organisation can implement several strategies to ensure its leadership coaching and consulting services remain effective and adaptable:

Cultural Awareness and Sensitivity Training:

Developing training programmes based on Hofstede’s cultural dimensions equips consultants to navigate diverse environments. For instance, understanding power-distance dynamics in hierarchical cultures like Turkey allows for respectful and effective communication. Research shows that such training improves cross-cultural collaboration and reduces misunderstandings (Hofstede, 2011). However, one challenge in implementing such programmes lies in ensuring that the training is not overly prescriptive or stereotypical. If the training is based solely on broad cultural dimensions without considering individual or organisational variations, it may reinforce biases rather than overcome them. Therefore, it is essential to tailor the training to the specific context of the organisation, continually updating content to reflect evolving cultural dynamics.

Flexible Communication Frameworks:

Intercultural communication training is essential to bridge communication gaps. For example, balancing Dutch directness with Turkish relational approaches can prevent miscommunication. Ting-Toomey and Chung (2012) emphasise that culturally adaptive communication fosters trust and minimises friction in global teams. One challenge with implementing flexible communication frameworks, however, is the difficulty in getting individuals to break long-standing cultural habits. People may resist changing how they communicate, particularly if they feel that their cultural identity is being compromised. Therefore, it is important to create an environment that fosters openness to intercultural learning, where employees can experiment with new communication styles without fear of failure or judgment.

Structured Coaching for High Uncertainty-Avoidance Cultures:

In regions with high uncertainty avoidance, such as Turkey, structured workflows and clear roadmaps reduce ambiguity and build trust. Hofstede Insights (n.d.) highlights that providing clarity and predictability is critical in such cultures to ensure smooth collaboration. However, one limitation of this strategy is that excessive structure can stifle creativity and adaptability, which are also valuable in today’s rapidly changing business environments. Balancing the need for structure with the flexibility to innovate is a delicate challenge that organisations must navigate. This can be managed by periodically reviewing the effectiveness of coaching approaches and adjusting them based on feedback from participants.

Promoting Gender and Racial Inclusivity:

Mentorship programmes for women and underrepresented groups are essential, especially in masculine cultures like the United States and South Africa. Catalyst (2020) reports that mentorship programmes significantly improve representation and performance outcomes for women in leadership roles. These programmes should also challenge biases through role models and inclusive policies. A potential challenge, however, is the risk of tokenism, where initiatives may be implemented to appear inclusive without making meaningful structural changes. Therefore, mentorship should be part of a broader diversity strategy that includes policy changes, performance metrics, and a commitment to long-term cultural change.

Tailored Leadership Development Programmes:

Leadership coaching must align with cultural preferences. In short-term oriented cultures like South Africa and the United States, focusing on immediate, tangible successes motivates teams while preparing them for long-term goals. Conversely, in long-term oriented cultures like the Netherlands, emphasising resilience and strategic vision resonates more strongly (Hofstede Insights, n.d.). A challenge to this approach lies in the potential for misalignment between leadership development programmes and organisational objectives. For instance, in multinational organisations, different teams may have divergent priorities, making it difficult to create a uniform leadership development model. It is essential to continuously assess how well leadership development initiatives align with both cultural preferences and organisational goals.

Enhanced Use of Technology for Multilingual Support:

Leveraging translation tools and multilingual communication platforms ensures accessibility and inclusivity. Such tools reduce language barriers and foster smoother interactions across diverse teams (Peterson, 2018). However, technology alone cannot replace the nuance of human communication. Automated translation tools can often result in errors or loss of context, which could lead to misunderstandings. Therefore, while technology is a valuable tool for inclusivity, organisations must combine it with human oversight, ensuring that culturally sensitive language and tone are preserved.

Conflict Resolution Mechanisms:

Structured protocols tailored to cultural preferences help manage misunderstandings effectively. For example, in collectivist cultures like Turkey, indirect communication and diplomacy are vital to resolving conflicts constructively (Ting-Toomey & Chung, 2012). While this approach can be effective in certain contexts, it may be met with resistance in more individualistic cultures where direct confrontation is viewed as a necessary component of problem-solving. One challenge, therefore, is finding a balance between indirect and direct communication styles. Additionally, conflict resolution methods that prioritise harmony can sometimes suppress necessary debates or lead to unresolved issues, thus hindering progress.

Dietary and Cultural Accommodation Policies:

Offering vegetarian or vegan meals during events respects dietary restrictions and cultural prohibitions while promoting sustainability. This approach aligns with UNESCO’s (2021) recommendations on fostering inclusion through cultural sensitivity. However, the implementation of such policies may face resistance, particularly in environments where dietary habits are strongly tied to cultural or regional identity. Additionally, the logistics of providing culturally appropriate meals for diverse groups can be complex and costly. Thus, it is important to balance inclusivity with practicality, ensuring that the needs of all participants are met without compromising the efficiency of the event.

Feedback Loops for Continuous Improvement:

Establishing feedback mechanisms allows strategies to evolve dynamically. Reiche, Harzing, and Tenzer (2016) highlight that regular feedback fosters cultural adaptation and enhances organisational performance in multinational teams. However, feedback can be influenced by cultural norms regarding authority and hierarchy. In cultures with high power distance, employees may be hesitant to provide honest feedback to senior leaders. To overcome this challenge, feedback systems should be designed to allow anonymity and foster a safe space for constructive criticism. Additionally, feedback should be taken seriously, with visible actions taken to address concerns raised.

In conclusion, the implementation of culturally sensitive leadership coaching and consulting strategies, guided by Hofstede’s cultural dimensions, presents a comprehensive approach for enhancing cross-cultural collaboration and inclusivity. By focusing on critical areas such as communication, structured coaching, gender and racial inclusivity, and tailored leadership development, organisations can foster an environment conducive to the growth of diverse teams. These strategies, however, must be continually reassessed and adapted to meet the unique needs of different cultures and organisations. Success hinges on the flexibility and responsiveness of these approaches, ensuring they are dynamic and evolve with the changing demands of global business contexts. Regular feedback and an ongoing commitment to cultural awareness are integral in maintaining the effectiveness of these strategies, ensuring that leadership initiatives contribute to both individual and organisational success.

Authors

• Julia Louise Impey
  International Business, Amsterdam University of Applied Sciences
  Block 2, Semester 1, 2025
• Gerda Kalinkaite
  International Business, Amsterdam University of Applied Sciences
  Block 2, Semester 1, 2025
• Nina Geestman
  Student: International Business, Amsterdam University of Applied Sciences
  Block 2, Semester 1, 2025
• Sana Faraz
  Student: International Business, Amsterdam University of Applied Sciences
  Block 2, Semester 1, 2025

References:

• Catalyst. (2020). Mentorship and sponsorship for women in leadership. Catalyst.
• Catalyst. (2020). Why diversity and inclusion matter: Quick Take. https://www.catalyst.org
• Hofstede Insights. (2024). Country comparison dashboard. https://cultureinworkplace.com/country-comparison-dashboard/?ode-country-selected=US,TR,ZA,NL
• Hofstede Insights. (n.d.). Country comparison tool. Hofstede Insights. https://cultureinworkplace.com/country-comparison-dashboard/?ode-country-selected=US,TR,ZA,NL
• Hofstede Insights. (n.d.). Country comparison. https://www.hofstede-insights.com
• Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.
• Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014
• House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Sage Publications.
• Peterson, B. (2018). Cultural intelligence: A guide to working with people from other cultures. Nicholas Brealey Publishing.
• Reiche, B. S., Harzing, A. W., & Tenzer, H. (2016). The cultural context of leadership and teams. The Journal of International Business Studies, 47(3), 307–332.
• Reiche, S. B., Harzing, A.-W., & Tenzer, H. (2016). Managing international teams. In S. B. Reiche, A.-W. Harzing, & H. Tenzer (Eds.), The SAGE handbook of international organizational behavior (pp. 33–54). SAGE Publications.
• Ting-Toomey, S., & Chung, L. C. (2012). Understanding intercultural communication (2nd ed.). Oxford University Press.
• UNESCO. (2021). Fostering inclusion and sustainability through cultural practices. https://www.unesco.org
• UNESCO. (2021). Inclusion in education: All means all. United Nations Educational, Scientific and Cultural Organization.

This case model is based on an interview with a school from Belgium. This is a school where multiple cultural backgrounds come together. It is a great thing that this school can bring together so many different people. However, this could bring some challenges along with it. Every person is unique, as for the way they talk or behave. A lot of this comes from the way they grew up and the place where they grew up. Many different places have a different culture.

For example, the Netherlands is a multi-cultural country where people from various countries come to visit for holiday or live. In any of these options, there will be different cultures getting introduced to one another. At first there will not be a lot of differences noticed, but the more someone is around somebody else with another culture there will be differences noticed. The way people talk or how someone behaves in certain situations, these are some things that might get noticed when someone gets surrounded more with diverse cultural backgrounds.

At the Belgian School, as well for other schools, students and teachers encounter different cultures there. When being around for a longer of time this may lead to a better appreciation and acceptance of others. It might change a point of view on some things, and even have more empathy with somebody who is different.  However, there can be moments where cultural differences can lead to discomfort. Some certain behaviours may be perceived as inhibitive or prohibitive. This can also happen when jokes are made, but for someone it crosses a boundary. While these situations can be challenging, it can also help to get someone out of their comfort zone or speak up about something that is not appropriate.

Getting to know the other cultures may give more insight into their beliefs and values. Gain more respect for their boundaries and make everyone feel as welcome.

Hofstede Dimensions

Figure 1 shows the Hofstede Dimensions of three countries. The interviewee, although he works at a Belgium school said he has a Dutch approach to handling situations. He has used France and Asian countries as examples in cultural challenges he has faced. These countries are not a complete representation of the school but will provide great insights on what challenges the school faces when it comes to intercultural communication.

Meetings are held regularly with the parents to discuss the development of the child or the discuss certain issues. When confronting the moral circle of the child it is important to keep in mind the level of authority the individual has that is confronting the moral circle. Cultures with high Power distance believe inequalities amongst people are acceptable and have the need for hierarchy. This can be seen with China and France. It might be inhibitive for them to be confronted by a teacher instead of the school principal. Power distance also plays a role between the relationship of the child and their parents. Children who come from cultures with a high Power distance often must obey their parents. The parents often choose the academic path of the child, despite the advice of the school being different.

The dimension the school experiences the most challenges with is motivation towards achievement and success. This dimension can also be referred to as masculinity vs femininity. The school has a very feminine approach to their education. The school wants their children to flourish. They focus on cognitive development, social development and skills that can be applied in the real world. Countries with a high masculinity are more focused on wealth and status. This can be seen with China, who score high on masculinity. The family wants the child to pursue the highest degree and get the best job possible so that they can acquire the wealth and status that is valued in their culture. The interviewee mentioned this can be frustrating, since this sometimes conflicts with their academic advice that favours the mental well-being of the child. Since the choice is in the hands of the family in the end, this can be seen as inhibitive for the Dutch culture since their advice is not being listened to.

The last dimension that will be discussed is uncertainty avoidance. Uncertainty avoidance is about how a society deals with the insecurities of the future. The interviewee mentioned an example about French culture. France has a high uncertainty avoidance compared to the Netherlands. They like structure and planning, which causes them to have little flexibility. French families often have an academic route planned out for their child and it will be inhibitive for them to stray from that path. This can be difficult for the development of the child when changes are needed. When the schools discuss the development of the child, it might be hard to convince the parents to alter their plan and choose for a path that fits their child better.

Comparing the different cultures in the framework of Hofstede, one can clearly see distinct cultural differences. It is important for people of the organisation to have a high awareness for the many different cultural backgrounds and implement cross-cultural communication to be able to understand them. By anticipating the difference in behaviour, mores, and culture, one can be better prepared to communicate with someone with a different cultural background. The framework of Hofstede can help lessen cultural misunderstandings and cultural differences will be better understood.

Outcome

Working at an international school means being aware of diverse cultures and how those cultures out themselves through behaviours. There lies an art in knowing diverse cultures and knowing how diverse cultures interact with one another, and how those changes can have influences on the outcome of conversations or situations. This is due to diverse cultural norms, social norms, moral norms, laws, values, and opinions.

Realising your own perspective and being able to step outside of that is important when working with diverse cultures. Although it can feel inhibitive to forcefully ignore your personal boundaries or beliefs, it is important to keep a sense of neutrality when managing the diverse cultures. On the other hand, knowing your perspective and knowing other cultures can also help when facing difficult conversations. Knowing how to approach and get through to some might not work for others and vice versa, therefore it can be useful to know specifics about diverse cultures and use them for the sake of the child.

An example that was brought up went into the (in)directness of diverse cultures. Some viewing doubts or worries as a confrontational topic, while others might feel deceived if they later found out these doubts and worries were in play. Also, when reaching through to somebody who experiences high power distance, it can be useful to not just have a teacher present for the conversation but a dean or director.

The case that is most spoken about in international schools and child protection in international education is violence used as a disciplinary method. Diverse cultures hold different norms of acceptance towards this issue; therefore, a lot of discussion and disagreement can occur within the school. In this case the school holds on to the laws of the country the school is in. What would be considered a taboo for one, is normal for another, and a felony to yet another. In cases like this it is a skill to be able to stay neutral and professional, setting your own behavioural borders aside and keeping an open, respectful approach to other cultures and behaviours.

Possible solutions

As mentioned, the international school in faces challenges related to cultural differences in disciplinary methods. These challenges stem from varying norms around physical discipline and differing perceptions of authority and achievement. The school’s approach to these challenges has been praiseworthy, but there are still areas for improvement.

One solution is to provide translation services during meetings with non-English speaking parents. Language barriers can make effective communication unusual or uncomfortable for these parents, making it difficult for them to understand the school’s policies and expectations. For the parents, this is inhibitive because it makes engagement challenging, but they can adapt once communication is made clear. For the school staff, this issue is also inhibitive as it complicates their ability to effectively convey important information. Translation services can ensure communication is clear and accurate, building trust and facilitating better understanding, thus addressing these inhibitive issues.

Another solution is to organise workshops for parents focusing on cultural sensitivity and different disciplinary approaches. For parents from different cultural backgrounds, the school’s disciplinary methods may be unusual or uncomfortable compared to their own cultural norms. This is inhibitive to the parents because they need to adjust their expectations and practices to align with the school’s approach. These workshops can provide parents with tools and strategies to navigate cultural differences both at home and within the school community. By educating parents on the school’s disciplinary methods and their rationale, the school can help parents adapt, overcoming these inhibitive cultural misunderstandings and promoting a more supportive environment.

In cultures with a high power distance, messages from higher authority figures are more likely to be accepted. For parents from such cultures, receiving important communications from teachers rather than high-ranking officials can be unusual and uncomfortable. This is inhibitive to these parents as they need to adapt to a different mode of communication. The school can leverage this by involving the school director or other high-ranking officials in meetings with these parents. When authority figures communicate the school’s expectations and policies, parents from high power distance cultures would be more receptive, leading to better compliance and understanding.

Authors

Rob Keizer
Student: Applied Psychology, Amsterdam University of Applied Sciences
Block 4, Semester 2, 2024

Cato van Hoegee
Student: Public administration & government management, Amsterdam University of Applied Sciences Block 4, Semester 2, 2024

Dewi Kraft
Student: Accountancy, Amsterdam University of Applied Sciences
Block 4, Semester 2, 2024

Amoricia Karsodikromo
Student: International Business, Amsterdam University of Applies Sciences
Block 4, Semester 2, 2024

Four students from Amsterdam University of Applied Science conducted an interview with an intercultural manager who was born and lives in the Netherlands but also gained professional experience in the United States. He currently manages an international team in a multinational company.

The interview shed light on the challenges and insights derived from managing a team with diverse cultural backgrounds. One notable observation made during the interview was the disparity in attitudes towards punctuality between Dutch and American cultures. While the Dutch consider it prohibitive to be late to an appointment or meeting, the American culture also finds it inhibitive to arrive late, reflecting a shared value for punctuality.

A significant source of conflict within the company was the differing communication styles. The Dutch heavily rely on written communication, whereas face-to-face interaction is favored in other cultures like America. This reliance on written communication often leads to misunderstandings among team members, hindering effective information exchange.

Additionally, perceptions of work-life balance varied among team members. The Dutch tend to avoid contacting colleagues outside working hours, while Americans adopt a more fluid approach to communication and collaboration.

To address and prevent cultural conflicts, the manager emphasized the importance of fostering cultural awareness and providing cultural competency training. Open channels for dialogue were also deemed crucial in creating an environment that encourages understanding and appreciation of diverse perspectives. By implementing these strategies, the organization can enhance collaboration and mitigate potential conflicts arising from cultural differences.

Hofstede Dimensions

Hofstede’s cultural dimensions theory is a framework used to understand cultural differences across countries and their impact on various aspects of society, including business, communication, and management.

The theory identifies six dimensions: Power Distance (PDI), Individualism vs. Collectivism, Masculinity vs. Femininity, Uncertainty Avoidance (UAI), Long-Term Orientation vs. Short-Term Normative Orientation, and Indulgence vs. Restraint. These dimensions provide a framework for understanding cultural differences and their impact on various aspects of society. They are expressed on a scale from 0 to 100, with each country having its unique position on each dimension. Hofstede’s cultural dimensions theory is widely used in fields such as cross-cultural psychology, international management, and cross-cultural communication (Nickerson, 2023).

In the figure below you will find the Hofstede dimensions of the two analyzed cultures within an organization.

Outcome

Following the discussion, several key outcomes emerged, emphasizing the importance of fostering cultural awareness and open communication channels to mitigate conflicts arising from cultural differences.

During the interview, the students delved into various aspects of intercultural dynamics, addressing topics such as attitudes towards punctuality, communication styles, and perceptions of work-life balance.

Sample questions posed during the interview included:

• How do cultural differences impact attitudes towards punctuality within your team?
• Can you elaborate on the challenges posed by differing communication styles among team members?
• How do perceptions of work-life balance vary across cultures within your team?

In response to these inquiries, the manager provided illuminating insights based on his experiences and observations in his moral circle. For instance, he highlighted the clash between Dutch and American perspectives on punctuality, emphasizing that both cultures value timeliness, albeit for slightly different reasons.

Regarding communication styles, the manager shared examples of how reliance on written communication by the Dutch often led to misunderstandings within the team, particularly when conveying nuanced information or resolving conflicts. This underscored the need for fostering face-to-face interactions and promoting clearer communication channels.

Furthermore, the discussion on work-life balance revealed varying cultural norms, with the Dutch preferring boundaries between work and personal life, while other team members adopted a more flexible approach to communication outside office hours.

To sum it up, the interview underscored the importance of proactive measures to enhance cultural understanding and collaboration within diverse teams. By implementing strategies such as cultural competency training and promoting open dialogue, organizations can create an inclusive environment where diverse perspectives are valued, and conflicts are effectively managed. This highlights the significance of cultural awareness in fostering successful team dynamics in today’s globalized workforce.

Possible solutions

Cultural conflicts in organizations can be addressed through various strategies. Cross-cultural training can help employees understand and navigate cultural differences, while diverse leadership teams can foster a more inclusive environment. Open communication among team members from diverse backgrounds can help address conflicts early and promote collaboration. Understanding cultural norms and values can prevent misunderstandings and conflicts. Adapting communication styles to accommodate different cultural preferences is essential. Emotion management is crucial when dealing with cultural conflicts. Collaborating on solutions focuses on the interests and needs of both parties, rather than positions or demands. Celebrating diversity and following a systematic phased work approach can help resolve conflicts. These strategies can transform cultural conflicts into opportunities for personal growth, organizational development, and societal progress (Naeem, 2023).

Authors

Daria Botshekan (LinkedIn)
Student: International Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2024

lsabella Afriyie (LinkedIn)
Student: International Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2024

Lars van Kempen (LinkedIn)
Student: CE Amsterdam University of Applied Sciences
Block 2, Semester 1, 2024

Aaron Abrahamse (LinkedIn)
Student: International Business Amsterdam University of Applied Sciences
Block 2, Semester 1, 2024

Reference List

• Naeem, M. (2023, October 8). Addressing Cross-Cultural Conflicts in the workplace – polonious. Polonious. https://www.polonious-systems.com/cross-cultural-conflicts-in-workplaces/
• Nickerson, C. (2023, October 24). Hofstede’s Cultural Dimensions Theory & Examples. Simply Psychology. https://www.simplypsychology.org/hofstedes-cultural-dimensions-theory.html

The following publication is related to cultural miscommunication and how the organization, being the within an International University, finds lasting solutions to mitigate any issues related to cultural differences and reap the benefits and powers of diversity. The publication has been derived from an interview with a lecturer of The University offers a unique perspective from within the organization as the interviewee is an international lecturer from Curaçao by birthright. The University is an internationally focused educational institution located in the Netherlands. It is to be noted that the majority of faculty, students and staff are Dutch.

Hofstede Dimensions

The Hofstede dimensions lack the necessary insight into the culture present within and amongst the population of Curaçao. A country comparison will thus be drawn using data on the Dutch culture alongside the spoken word of the interviewee.

According to the Hofstede Dimensions, the Netherlands has a relatively low power distance making it more egalitarian. Communication is generally carried out in a way which is low context and with few barriers or formalities. Management and staff can converse in conversation and the social norm is to communicate as human to human rather than one party being the subordinate to the other. Being a feminine society, work/ life balance is a priority as is wellbeing, this supports the high indulgence of the Dutch as well as the abundance of part-time working positions within the cultural landscape of Dutch society as they desire fulfilment and enjoyment of life.  In language and communication, the Dutch culture brings forward a sense of directness.  The Dutch culture furthermore has a high sense of individualism which can bring forward an in-group / out-group mentality, or rather cause a division between “us” and “they”. Lastly, the higher long-term orientation can influence people working together as the truth can be seen as dependent on the situation and context, depending on the topic, a less implicit and lesser low context speaking method may be necessary.

Our interviewee being from Curaçao by origin could pinpoint a few key differences in order for a cultural comparison to be drawn. Curaçao has a higher power distance as well as a higher sense of hierarchy. Within the cultural landscape, individuals have a position making the cultural setting generally less egalitarian. Curaçao has a more masculine society, striving for work/ life balance is less of a norm and part-time positions are rare. With language and context, Curaçao is more conservative and there is a general politeness, and the spoken word is less direct. Everyone’s position in society as well as the position of the individual engaged in conversation is also a determinant of the manner and language used, especially through the use of personal pronouns in showing respect. The structure within society is rather polychronic which can lead to multiple conversations or tasks happening at the same time rather than the more monochronic structural approach of the Dutch, supported by the long-term orientation of the Dutch culture.

The Dutch culture and the culture in Curacao differ from each other when you look at the Sinterklaas and Zwarte Piet discussion. In the Netherlands it’s inhibitive and for some people even prohibitive to talk about it, because it’s seen as racism. The Dutch are more implicit in dealing with sensitive subjects. There is less low context communication necessary. To discuss the Zwarte Piet discussion a different approach needs to be taken. However, in Curaçao people painted themselves blacker than ever.

Comparing Curaçao and the Netherlands and their cultures in the Hofstede Insights framework, one can clearly see the cultural differences. Since teachers have to professionally work together with students from all cultures, it is very important for them to be able to understand and implement cross-cultural communication.

Outcome

Being the Dutch culture a very individualistic society where in-groups and out-groups prevail and are often evident, a relevant outcome has been found during the interview. Moreover, as mentioned above The University is an International Business School with a strong influence on the Dutch culture, where the decisions making are influenced by the Hofstede Dimensions of the Netherlands as well as the behavioural preference of using the in-group and out-group system; out-group individuals may encounter exclusivity issues. The University has strongly supported Ukrainian students (in-group) during the terrible months of war through donation campaigns or by directly supporting students via email, and phone and reassuring their mental health status. On the other hand, the university has lacked support for the students of other cultures such as Islamic students (out-group), who have encountered a similar issue, where war at home is becoming a norm. Those students may have felt a sense of exclusivity and unfairness, where The University has prevailed in-groups over out-groups, and this is due to the Dutch individualistic society which brings a societal division.

Furthermore, another practice that has been denoted to be a sensitive subject in Dutch society is Zwarte Piet. The interviewee has encountered a discussion with students at The University concerning Zwarte Piet which is a prohibitive subject for Dutch society as it’s seen as racism. This shows the preference of the Dutch culture as well as The University to be more implicit in dealing with personal and sensitive subjects in public. A low context communication is necessary to adopt a different communicational approach. Thus, the outcome shows the differences between the Curacao society, being less sensitive and open to discussion over the Dutch society preferring a low context communication and a less explicit conversation when dealing with thoughtful subjects.

Possible solutions

Best practice of the organization

The University is open and accepting towards students and lecturers. With rainbow campaign key chains, they support the LGBTQ+ community.

Facilitating mindfulness and collaboration for finding solutions for showing continuous support for the students from war countries.

The University is keeping all faculty informed about solutions and new information, they sincere in wanting to do it right. Helping students from Ukraine.

Open communication is very important. Search for ways to make the organization more inclusive, for example, training for making learning more accessible for students with ADHD or Dyslexia (explanation. Hearing text is easier than reading for these students). With this solution the university includes more students. With these solutions the university is not forgetting certain groups.

Possible solutions for miscommunication for students

Implement plenty of group work within the curriculum. With this solution students communicate with each other and get used to communicating with different cultures. Mainly use this solution to avoid miscommunication and regard it to students.

High context students can be more unclear, which can lead to frustration within groups. Dutch students can be perceived as impolite, and direct with negative feedback. As a solution provide structure within the groups. A structured working attitude means being on time for meetings, open communication and diversity within groups. This will lead to better results.

Solution for commonly experienced miscommunication amongst students

Implement two courses each year to touch on the importance of effective communication across cultural borders. With this solution miscommunication will be prevented and students get used to working together. The perks of this solution are that students will develop personally.

Authors

Yanika Einholz (linkedin)
Student: Amsterdam School of International Business, Amsterdam University of Applied Sciences
Block 4, Semester 2, 2022

Billy Schur (LinkedIn)
Student: Amsterdam School of International Business, Amsterdam University of Applied Sciences
Block 4, Semester 2, 2022

Francesca Meraviglia Mantegazza (LinkedIn)
Student: Amsterdam School of International Business Amsterdam University of Applied Sciences
Block 4, Semester  2, 2022

This group assignment case model is based on the interview of a school, situated in the Netherlands, that teaches Dutch as a second language. At the school, many people from different cultures come together on a daily basis and learn Dutch. Most people come from Iran, Syria, or Turkey. There are also a number of students from Afghanistan, the Philippines, Morocco, Pakistan, America, Eritrea, and Thailand. All students are adults and are living in the Netherlands, due to several reasons, either for example, because it was unsafe in their home country or because they wanted to move to the Netherlands.

All students aim to integrate into Dutch culture and to build a life here. For this, it is important that they learn to speak the Dutch language and that they get to know the Dutch norms and values. In Syria it is for example not a problem if you arrive late for an appointment, but in the Netherlands that is less appreciated. Being late in the Netherlands could be seen as prohibitive, being late on an appointment is considered rude. It is an unwritten rule, which makes it prohibitive. In order to build a life in Dutch society, it is necessary to integrate. Because when a person integrates, the person is more likely to understand what is inhibitive or prohibitive in the country and be better accepted in their community.

For some students, integrating into Dutch culture is more difficult than for others. Also, all these different cultures together sometimes cause confrontations or disagreements because everyone has different norms and values from their own culture. These discussions can sometimes be difficult for the teachers because they have to deal with more differences and views than the average teacher.

Hofstede Dimensions

Table 1 attached below shows the country comparison of the cultures where most students come from, which are Iran, Syria, and Turkey. The Dutch culture is also included in this since most teachers have a Dutch background and because the students are integrated into the Dutch culture.

It is remarkable that the power distance in the Netherlands is the lowest. However, this also came up during the interview. In most cultures, the teacher is seen as higher in authority, while the Dutch culture perceives this differently and everyone is seen as equal. However, individualism in the Netherlands scores much higher than the other cultures. This was also mentioned during the interview. During parties that are held at the school, for example, Sinterklaas or Christmas, many students bring a lot of food for everyone and share it with each other. It is also remarkable that the Netherlands scores extremely low on masculinity compared to the other countries. So this graph shows a nice difference in certain characteristics in the different countries and their culture.

By taking a look at the scores of uncertainty avoidance, the score of the Netherlands is the lowest of the countries we investigated (53). In the Netherlands, people would prefer to operate with certainty therefore they make their choices to avoid uncertainty. The scores of the other countries are higher because of the way they make their choices. According to Hofstede Insights, the higher score comes from maintaining rigid codes of belief and behavior. So their religious beliefs are most important and therefore it would be inhibitive for the students from Iran, Turkey, and Syria to prefer certainty over their religion.

And by looking at the scores of indulgence, the highest score comes from the Netherlands. They prefer to have a lot of time for themselves. At this language institution, the students from Iran, Turkey, or Syria, can feel uncomfortable when a teacher gives them time for themselves to do things they like. Time for yourself for these students is inhibitive.  

Comparing the different countries and their cultures in the Hofstede Insights framework, one can clearly see the cultural differences. Since teachers have to professionally work together with their students from all cultures, it is very important for them to be able to understand and implement cross-cultural communication. Geert Hofstede, a Pionier in this field, depicts with his framework the different values and behaviors of culture, since differences will obviously occur, it is important for people from different backgrounds to understand and respect one another, especially in our where example a teacher, as his role is to instruct and manage his students from all kind of cultures. If these different backgrounds are respected, there will be fewer cultural misunderstandings and cultural differences will also be better understood.

Outcome

As mentioned before in the overview, there are sometimes confrontations and disagreements in the classroom. This is often because there are many different people from different cultural backgrounds. All these people also have different norms, values, and opinions. The differences per culture are also visible above in the Hofstede Dimensions.

Several examples of discussions and disagreements that have occurred over the past few years have been given during the interview with this language institution. These are usually minor differences of opinion that do not lead to a heated discussion.

An example of this is interpreting religion differently. A student shared that his father was married in Iran, while his mother was in the Netherlands and was also still married to him. She was also aware of this and thought it was good, just like it was in her moral circle. He also needed someone in Iran to do the housework for him. According to the student, this was also allowed based on his interpretation of Islam. This led to a discussion with a fellow student who was also Muslim. According to him, you were not allowed to marry multiple women from his perspective of Islam. It was prohibitive for him, which means that it is difficult for him to understand why the father of the other student is married to two women. So, the two students interpreted Islam differently. For both people, religion is very important and so emotion came into this discussion. Compared to Islam, for example, as a Catholic, it is not common to marry several women. In this example, the differences between religions and how the different cultures deal with them come to the fore.

There has also recently been a disagreement about opinions about homosexuality. A student had fled her home country because she is a lesbian and was not accepted there and was therefore at risk. Being in love with someone of the same gender was prohibitive in her country. Dutch culture is very open-minded about homosexuality and for that, it is understandable why she fled to the Netherlands. She also felt threatened in the asylum seekers’ center. There were also many people there from cultures where homosexuality is not accepted, or prohibitive. So the reason why she felt threatened in the asylum seekers center is that people from other countries do not understand or it is difficult to understand for them that being in love with someone of the same gender is allowed in some countries. Now the student lives happily at home with a Dutch woman and she feels very free now. Yet she noticed at school that she is not accepted by all fellow students. In many cultures, for students who are in the classroom, it is prohibitive to be lesbian. This sometimes leads to small discussions.

Possible Solutions/ Best Practice

Currently, discussions and incidents are prevented by avoiding topics that are perceived as sensitive in many cultures. Examples of these topics are religion, the way of dressing, and homosexuality. Discussions on these topics are avoided as far as possible. This makes people feel safer and more comfortable in the classroom. However, not the entire topic is avoided in the classroom. It is understood that, for example, homosexuality in the Netherlands is not prohibitive or inhibitive by most people. It is important that the students know this, since they have to integrate into Dutch culture. Furthermore, the opinions of students are not asked in order to avoid discussions. Because when the students are allowed to give their opinions, they give their opinion based on their own norms and values. And these own norms and values are coming from their own cultural perspective, and this will cause discussions, which may even become heated due to emotions and therefore need to be avoided.

To make people feel comfortable, the teacher always wears clothes that fall over the knees and shoulders and without cleavage. It would be inhibitive for many students if the teacher would wear a sleeveless top or a short skirt. The culture of the students is thus accepted. They are informed that it is normal in the Netherlands to wear short clothing that does not cover the knees and shoulders.

Student Authors

Ilse de Jong (LinkedIn)
Amsterdam School of International Business, Amsterdam University of Applied Sciences
Block 4, semester 2, 2021

Lobke Nannes (LinkedIn)
Student: Amsterdam School of International Business, University of Applied Sciences,
Block 4, semester 2, 2021

Lena Marie Janeković (LinkedIn)
Student: Kozminski University
Block 4, semester 2, 2021

Jelle Kuijpers (LinkedIn)
Student: Amsterdam School of International Business, University of Applied Sciences,
Block 4, semester 2, 2021

Syrian immigrants and refugees that identify as transgender, intend to undergo a gender transition and have sex reassignment surgery (SRS) often choose the Netherlands as their destination to do so. Being transgender in Syria is something that is prohibited and there is no possibility there to have SRS. The Netherlands is one of the most liberal countries in the world and a country that openly supports the LGBTQ+ community and their human rights. The Netherlands was also the first country in the world to legalize same-sex marriage. There are many hospitals in the Netherlands that have special departments dedicated to helping transgenders in their transition trajectory, which takes approximately 2 years. It seems as if the Netherlands is the perfect place for transgenders to transition and to spend their lives, but unfortunately even in the Netherlands there are certain situations where conflicts arise. 

An interview has been conducted with an interpreter who works for a large international interpretation organization located in the Netherlands. The organization works together with over 4000 interpreters and cultural experts who can speak over 200 different languages. The languages that the interviewee interprets in are Dutch and Arabic (Syrian – Lebanese dialect). The interpreter has worked and interpreted for institutions in many different sectors such as the medical, social and legal sectors. 

The largest group of clients that the interpreter has are Syrian transgender immigrants and refugees. This also appeared to be one of the most controversial groups of clients to work with. Some other interpreters have displayed that it is inhibitive for them to work together with and interpret for transgenders. The reason behind this might be that being transgender in Syria is prohibited. What makes the situation even more difficult for these Syrian transgenders is that Syria is a collectivistic society. Identifying as transgender and doing something that is prohibited does not only ‘bring shame’ to themselves, but also to their social circle and to the people in their surroundings.

The interviewee has stated that many of her clients have been rejected by other interpreters solely for the fact that they are transgender. Even in situations where they did receive an interpreter, they felt as if the interpreter did not act in a neutral manner and instead acted very judgmental and discriminative towards them, which has made the Syrian transgenders feel less valued and unaccepted. The Netherlands is one of the most liberal countries in the world and if there are some interpreters there that do not want to interpret for transgenders, then what does it say about the rest of the world?

To get a better understanding of the cultural differences between the Netherlands and Syria, a Hofstede comparison has been prepared comparing the different cultural dimensions. The values that are displayed here in Syria for each dimension are estimates. The comparison between the two countries displays quite some contrasting values for each dimension. The power-distance in Syria is much higher compared to the Netherlands. There is a hierarchical order in society and a large emphasis on different social classes and showing large amounts of respect to those in higher positions than you are in is almost mandatory. In the Netherlands this is quite different. People are seen as more equal in terms of social classes or positions. For example, it is a social norm in the Netherlands to call a teacher or manager by their first name without it being disrespectful, although this might differ per individual. The Individualism and masculinity dimension also strongly contrast each other. The Netherlands strongly values individualism, while Syria has a very collectivistic society. In Syria, with everything you do and every decision you make you have to keep in mind how this might affect your social circle. The integrity of your family or other relationships needs to be kept intact by you and you must not do something that will result in ‘losing face’. Syria is a very masculine country and people there ‘live in order to work’. The uncertainty avoidance is higher in Syria and average in the Netherlands. In Syria it is preferred to not deviate from the cultural beliefs, norms and other rules that have been created. The long-term orientation in the Netherlands is high and Syria has a short-term orientation. It is believed by the researchers that this might be caused by the many wars and military attacks that Syria has experienced in the past, which has caused people to live more in the ‘now’ instead of thinking ahead in the future. Unfortunately, there is not enough data collected by Hofstede about the indulgence dimension in Syria, but it is expected to be much lower than in the Netherlands.

Outcome

As someone who comes from a similar cultural background as the Syrians and has lived in the Netherlands for over 20 years, the interviewee was shocked but not necessarily surprised to see things like this happen. She understands that there are many cultural differences between Syria and the Netherlands, but she feels as if it still does not justify going against basic human rights, especially as an interpreter. The most important practice as an interpreter to her is to always act in a professional and unbiased manner and to treat others with respect no matter who they are or where they come from. This is also why many of her current clients have always favored her as their interpreter as they do not feel less valued or discriminated by her. Her clients have luckily also never felt disrespected by their doctors and surgeons as they are specialized in that specific area, but they sadly have been by other surroundings in the Netherlands. They do feel more welcomed in the Netherlands than in Syria, but there have been many instances where the Syrian transgenders have been discriminated, harassed or made fun of outside to the point where they did not want to leave their house anymore. The interviewee was really disappointed by this as the only thing that her clients want is to just live their lives regularly like everyone else around them and have basic human rights. Unfortunately, there are many situations where conflicts arise due to cultural differences, however a professional environment should never be one of them.  

There are also other interpretation problems that apply to Syrian immigrants and refugees in general. The reason why having an interpreter present in certain situations is so important is because every person deserves the right to understand and be understood. It is oftentimes crucial to interpret the information that is given from clients as accurate as possible. There have been many instances where the Syrian clients have received interpreters that speak a different dialect of Arabic than them. This has led to situations where there is miscommunication and misinterpretation. It needs to be more recognized that there are multiple different dialects of Arabic and some that are so different from each other that they are almost two separate languages. 

But perhaps the most astonishing thing was the subconscious cultural misappropriation. As citizens from the West, we are of course often brought into contact with western movies. In those movies, there is a certain image that is portrayed about middle eastern countries. Needless to say, that there are certain expectations that you have from those countries because of those movies, especially when you have never been there. It’s a strange experience when there is such a mismatch between your expectations and reality because those countries are of course more than just desert plains with some tribes roaming around in them. It couldn’t be further away from the truth, which really makes you question why it is portrayed like that in the first place. To have that old image shattered and having it replaced with something that more closely resembles the truth, has been one of the key takeaways from this experience.

Best Practice

One of the most important best practices of being an interpreter is to be unbiased and professional during interpretation and to not interfere between the information that is given and received. Sometimes this might be the most difficult thing that you have to do as an interpreter. You have to interpret everything exactly as it is being said, even when they are ‘bad’ words or curse words. It is highly prohibited to influence the information and content of the conversation. Another important practice is trying to understand what is being said as best as you can. If you do not know a specific word or medical term it is important to try to understand and learn about it as much as you can, so that you can explain it to the other person as best as you can. In addition, if the institution where you are interpreting allows it then it is possible and could even be helpful to give some cultural background information between the Netherlands and Syria in the case that there is a conflict, but often times this is not allowed.

Another thing that is highly important in this case is assigning an interpreter that speaks the right dialect of Arabic to avoid misinterpretation and miscommunication. The dialect of the interpreter in this case is officially called Arabic; Syrian – Lebanese. This is something that the Syrian clients have often complained about because they have sometimes gotten Arabic interpreters that speak a different dialect, such as Moroccan Arabic (Darija) for example, and they will oftentimes not interpret the information that the client has given them correctly.

Student Authors

Tavan Ferman (LinkedIn)
Amsterdam School of International Business; Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
Block 4, Semester 2, 2021

Tim van Looveren (LinkedIn)
Kozminksi Univeristy/ Akademia Leona Koźmińskiego
Block 4, Semester 2, 2021

A group of four students, two from Amsterdam University of Applied Sciences and Kozminski University in Warsaw Poland  conducted an interview with a female Palestinian English teacher at an international school in Brazil.  The interview was investigating the impact of culture in Brazil within the educational setting. The teacher is Palestinian, however lives in Brazil – a country with a high level of Power Distance and a low level of Individualism.

The questions asked during the interview were aimed at establishing how students and teachers deal with different cultures in an environment that is multicultural.  From the start of the interview, it was clear that the Palestinian culture that the teacher grew up in, had a significant impact in how she handles situations in an educational environment.

Within the international school a situation occurred during English class where a native Brazilian student was asked what kind of book he had read recently. The Brazilian student responded that he had read the book “The Princess, The Saudi Princess”, a book based on a true story about the life of a Saudi princess that faced bad experiences in her home country. The Brazilian student did not like the book and added a very negative (cultural misappropriation) statement that “those” people are crazy for doing bad things to the princess in the book. The teacher was confused, because in Brazilian culture it is very prohibitive to openly judge a specific group of people. Brazil scores low in Individualism and identifies itself as a Collectivist culture.  Further, Brazilians tend to view everyone who isn’t born in Brazil to be an outsider. In terms of classroom etiquette, it is inhibitive for students in Brazil to not give an answer when being spoken to by the teacher. It is also  prohibitive to speak up to someone who has a higher role, as in Brazilian culture the role that you take impacts how people talk to you to a certain level, this is also reflected in the high Power Distance that Brazilian culture has scoring a 69 in this dimension of Hofstede’s cultural framework.

The teacher identified that the motivation behind the student statement came from his view on religion and associating that with violent behaviour, while not knowing any Muslims in his personal environment.

The teacher diplomatically guided the student into reflection and asked about his remarks related to Muslim faith.  She then shared that she is a Muslim. At that specific moment the student apologized. The conversation ended with an open statement to all students in the class: “Get to know people first before having an opinion about the group they belong in, especially when it is about religion”. The teacher highlighted that in Brazilian education involves many misunderstandings where religion plays a big role in portraying someone’s identity. Religion is therefore very important to keep in mind in education, especially in a multi-cultural environment of many different cultures that are in Brazil.

Outcome

Power distance

During the interview the Dutch students directly asked the teacher how she deals with her superior, while the Polish student thought it was not respectful to asked such a direct question. It was inhibitive in this case to ask a person who is older than you such a direct question in Poland. The teacher did not mind and mentioned that the head of the international school is in fact a woman and her business partner is also a woman. Many of the employees in the international school are female, however outside of a Brazilian education environment men are represented more in professional roles. Being a woman does not make much of a difference when communicating to superiors in an educational setting. It is much more the role that you have that impacts how you communicate in Brazil which explains the high number in Power Distance.

Gender

The teacher’s cultural identity is Palestinian which is a Masculine society.  In Palestine it is the social norm for men to have higher management roles. It is also seen as more prohibitive for women to be in a senior position. From a women perspective it is seen as more inhibitive to be working after getting married as making money is seen to be more of a responsibility for men in Palestinian society, however this is slowly changing in these modern times.

Identity

When comparing Palestinian culture together with Brazilian culture, collectivism is seen more in the form of family first in Palestinian culture according to the teacher. It is normal that parents are taken care of their children once they grow up. In fact, in Palestinian culture it is seen as highly prohibitive to not take care of your parents when you could do so. Compared to Brazilian culture, it is seen to be more individualistic. In Brazil people do not feel like being restricted and building relationships is not a priority.

Rules & Values

Within the International School environment, it is always important to follow the rules, especially in a setting where education is important to learn what the rules are.

Best Practice (within the team)

It is important to prepare question that makes the interviewee more comfortable. When an interviewee comes from a different culture(Palestine) than in the culture he/she currently lives in(Brazil), there might be some misunderstandings in the way the students asked questions on what Brazilian culture actually is than how the interviewee experiences Brazilian culture. Two different approaches, but during the interview the teacher highlighted a lot of facts instead of giving information based on feeling. The importance of Direct Communication (bottom of the iceberg model) is shared by both Polish and Dutch culture, however, the context the way how communication is received (tip of the iceberg model) is differently by the team – the students from Poland (more high context) did not see an issue in comparison with the students from the Netherlands (more low context).

Best Practice (within the international school)

An international school deals with education and many cultures. Avoiding any cultural problems among students when interacting with subjects regarding culture for example religion is important, especially educating students in how to deal with sensitive subjects like religion. According to the teacher, understanding culture is very important and there should be more time put into schools, especially international schools, to pay more attention in the importance of cultural values. It is therefore necessary in an educational setting to offer a class where students can learn about each other cultures.

Student Authors:

Maria Potocka; Kozminski University, Block 2, Semester, 2021 http://linkedin.com/in/maria-potocka-808b07196

Mandy Man: AUAS Block 2, Semester 1, 2021 https://www.linkedin.com/mwlite/in/mandy-man-74768614b

Rockey Ishaaq: AUAS Block 2, Semester 1, 2021 https://www.linkedin.com/in/rockey-m

Łukasz Tomaszewski: Kozminski University, Block 2, Semester 1, https://www.linkedin.com/in/%C5%82ukasz-tomaszewski-a4a834173/