INTRODUCTION
Research Background
Multinational companies often experience cultural diversity, defined by the United Nations High Commission of Human Rights as essential differences that benefit all involved (Almeida, 2007) This significant phenomenon has been extensively researched and discussed in various books, studies, and articles by numerous scholars, including Ely and Thomas (2001) and Brunow.
Cultural diversity in the workplace has been extensively analyzed, revealing both benefits and barriers (Martin, 2014; 2011) Researchers like Kreitner et al (2007) and Robert and Angelo (2017) developed conceptual frameworks to illustrate the diversity process within organizations The 1960s and 1970s marked a pivotal moment in the United States as the influx of diverse employees highlighted the necessity of promoting workplace diversity (Dike, 2013) As a result, cultural diversity has emerged as a prominent topic in literature, seminars, and conferences (Atyah, 2015) This growing interest presents challenges for academics to engage with pressing social issues and showcase the relevance of their research in the public sphere, offering opportunities for groundbreaking discoveries in workplace diversity.
In Vietnam, the Ministry of Information and Communications (MIC) has highlighted growing concerns about cultural diversity following the government's renovation and integration policies since 1986 As of July 2019, over 81,100 foreigners were legally employed in various sectors, according to the Ministry of Labour, War Invalids and Social Affairs (MOLISA) This influx of foreign workers has laid the groundwork for cultural diversity in the workplace, particularly within large corporations and multinational companies For example, FPT reported in September 2018 that it employed more than 300 foreign IT engineers, fostering a diverse environment that enhances culture, communication, productivity, and problem-solving.
Research on multiculturalism in Vietnam remains limited, with Galla (2005) noting a scarcity of official national studies and journal articles on the topic Preliminary studies by Dao (2005), Jung (2012), and Tran (2014) explored the impact of cultural diversity on work quality, corporate culture, and human resource management in foreign-invested companies This lack of extensive research has prompted further investigation into the significant effects of multiculturalism within international and social organizations.
Despite increased attention to cultural diversity in organizations, research remains limited, particularly regarding marginalized groups (Fine, 1996) The General Statistics Office of Vietnam reports that 60% of foreign workers experience culture shock upon entering the Vietnamese labor market Despite significant investments by national companies in hiring foreign employees, job performance often suffers due to cultural diversity challenges This highlights the need for further research on the topic As many individuals from various nations work in Vietnam's academic sector, it is crucial to recognize the benefits of cross-culturalism while minimizing barriers to foster an environment of mutual understanding The Oxford English Academy (OEA), which employs 100% foreign teachers alongside Vietnamese staff, exemplifies the challenges posed by cultural diversity in the workplace Headquartered in Oxford, UK, a city celebrated for its rich history and culture, OEA-Vietnam, managed by BrainClick Vietnam, adheres to stringent academic procedures and quality standards.
The UK education system is supported by OEA Vietnam, which employs highly qualified and experienced native teachers to deliver effective English learning solutions tailored to both corporate and individual needs across various ages and levels Throughout their internship at OEA Vietnam, foreign teachers encounter significant cultural differences when interacting with Vietnamese students and staff This study seeks to explore the cultural diversity experienced by these foreign educators, focusing on their direct interactions within the Vietnamese context.
Significance of the Study
This research enhances the understanding of high technology and globalization's impact on organizations in Vietnam, where there is a growing trend of recruiting a diverse workforce from various countries and cultures It highlights that cultural diversity in the workplace significantly influences job performance, particularly for foreign employees By fostering a deep understanding of culturally diverse staff, organizations can reap substantial benefits, including the creation of a professional work environment, increased productivity, higher employee satisfaction, and enhanced personal growth.
Despite the growing interest in multiculturalism, research on this topic remains limited, particularly in Vietnam This study is essential for foreign teachers, especially those involved with OEA Vietnam, as it addresses current challenges and offers insights into local culture for prospective English teachers Additionally, the findings aim to assist OEA administrators and the Ministry of Education and Training in enhancing management standards and job performance.
Research Purposes
The study attempts to accomplish the following objectives:
This study aims to define cultural diversity and its primary types within the workplace, highlight the significance of multiculturalism in professional settings, examine the positive and negative impacts of cross-cultural interactions from the perspectives of OEA teachers, and ultimately enhance the advantages of cultural diversity in the work environment.
Research Questions
To achieve the purposes mentioned above, this paper seeks to address the following research questions:
Q1 What is cultural diversity in the workplace?
Q2 What are the main types of cultural diversity in the workplace?
Q3 How important is cultural diversity in the workplace?
Q4 What are the benefits and challenges of cultural diversity facing OEA teachers in the workplace?
Q5 What are the possible solutions to promote cultural diversity in
OEA-Vietnam and other multicultural education organizations?
Research Schedule
This research was conducted under the guidance of Mrs Le Thi Minh Que (MA), a lecturer at the Faculty of Foreign Languages at the Banking Academy, over a three-month period from March to May 2021.
Research Structure
This paper is organized into five chapters, each serving a specific purpose Chapter I introduces the research, outlining its background, objectives, significance, questions, schedule, and structure Chapter II provides an overview of cultural diversity in the workplace, including definitions, key types, and the importance of multiculturalism within organizations Chapter III details the research methods, including participant background and data collection and analysis techniques Chapter IV presents the research findings related to participant demographics and their perceptions of multiculturalism's impacts, discussing both positive and negative effects along with suggested solutions Finally, Chapter V summarizes the findings, addresses the study's implications and limitations, and offers recommendations for future research.
Chapter I provides an overview of cultural diversity in the workplace, highlighting the significance of the research both theoretically and practically It includes a description of the research questions, schedule, and structure, offering a comprehensive insight into the topic of multiculturalism in professional environments.
LITERATURE REVIEW
Definitions of Cultural Diversity in the Workplace
Cultural diversity in the workplace encompasses the differences among individuals or groups in terms of nationality, age, culture, mother tongue, ethnicity, sexuality, class, religion, and academic level, as defined by Rosado (1996) and Parvis (2003) Much of the literature highlights demographic changes in populations and the labor force, emphasizing the advantages of a diverse workforce, such as enhanced problem-solving, decision-making, and access to new consumer markets Cox (1993) and Pretty et al (2009) further describe cultural diversity as the representation of distinct group affiliations within a social system This perspective suggests that in multinational organizations, employees from minority cultures are often expected to adapt to the majority's cultural norms Brey (2007) elaborates on multiculturalism as a system of shared symbols, behaviors, beliefs, and values that societies use to navigate their world, which are passed down through generations.
Rosener and Loden (1992) posited that cultural diversity in the workplace serves as a valuable resource for managers, enhancing organizational effectiveness They view multiculturalism as a straightforward administrative tool that organizations can leverage to meet their business objectives.
Cultural diversity represents a coevolution of cultural information with social and natural environments, highlighting that multiculturalism is a behavioral pattern that values and promotes various cultures within a community This ideology emerges as a response to the challenges posed by color differences, cultural diversity, and social inequality, advocating for acceptance, hospitality, tolerance, and love.
Cultural diversity encompasses the differences among groups of people, reflecting both internal and external perspectives within diverse contexts and environments This concept has led to various definitions by researchers and resources, forming the foundation for further literature reviews on cultural diversity in subsequent sections.
Main Types of Cultural Diversity in the Workplace
Numerous studies have identified significant forms of cultural diversity in the workplace, focusing on definitions, physical traits, and impacts According to previous research on intergroup relations (Plaut, 2002; Park & Judd, 2005) and multicultural education (Gay, 2010; Banks, 2015), cultural diversity can be categorized into two types: the promotion of equality and cultural pluralism Ogbu (1982) further examined cultural diversity, distinguishing between primary and secondary cultural differences However, these approaches often reflect individual perspectives Building on these foundations, Susan (2020) classified cultural diversity into four dimensions—Internal, External, Organizational, and World View—considering various factors such as age, gender, racism, mother tongue, ethnicity, class, religion, and tradition.
Internal diversity refers to characteristics that are inherent to an individual, as defined by the Merriam-Webster Dictionary It emphasizes the concept of complementarity, highlighting the unique attributes that each person brings This type of diversity is largely influenced by factors such as language, race, age, ethnicity, cultural differences, gender, and physical ability, which are often unchangeable aspects of an individual's identity.
Linguistic pluralism significantly impacts workplace communication, as highlighted by Rodriguez (2006) from Northwestern Law University Russell (2017) noted that discussions in languages other than English can disrupt workplace dynamics The diverse workforce in the United States illustrates that varied backgrounds and experiences bring value to employers; however, language diversity also introduces challenges, such as misunderstandings and miscommunication Ultimately, these language barriers can hinder employees' ability to integrate new cultures within the work environment.
Race is defined by Oxford Learner's Dictionaries as the primary groups into which humans can be categorized based on physical characteristics The United Nations Declaration on the Elimination of All Forms of Racial Discrimination emphasizes the importance of addressing and eradicating racial discrimination in all its forms.
Racial discrimination negatively impacts both victims and perpetrators, as highlighted by Dyson (2006), who defines it in the workplace as any exclusion or preference based on race that undermines an employee's rights to equality In contrast, Beibly (2008) argues that racial diversity stemming from varied career paths and skills should not be deemed discriminatory However, he notes that this diversity complicates employers' decisions regarding job suitability, coaching, promotions, and compensation, often leading to biases based on race rather than actual qualifications Ultimately, while racial diversity is essential, it can also present challenges that hinder overall workplace performance.
Age diversity was a significant factor since the current labor force with a generational combination in organizations (Boehm et al., 2014) According to Mazzotta
As of 2018, the modern workforce is characterized by a diverse range of ages, encompassing five distinct generations: The Silent Generation (1925-1945), Baby Boomers (1946-1964), Generation X (1965-1980), Millennials or Generation Y (1981-1995), and Generation Z (iGen), which includes individuals born from 1996 to the present.
Gordan (2017) highlights that the current labor force comprises multiple generations, with older workers seeking fulfillment and wishing to remain active due to increased health and longevity Wang & Fang (2020) emphasize that organizations can leverage age diversity to enhance collaboration, problem-solving, and adaptability to trends However, the presence of various age groups complicates the task for human resources to maintain fairness in workloads, skill requirements, promotions, well-being, and compensation Additionally, research indicates that older workers often encounter significant age discrimination in the workplace (Glover & Branine, 1997; Schuman & Kleiner, 2001; Jame et al.).
Age diversity in the workplace often sparks debate, particularly concerning older employees, who may face stereotypes suggesting they possess fewer educational qualifications than their younger counterparts This perception can make older workers more vulnerable in professional settings.
Fine, Sojo & Smith (2019) describe gender diversity as the misunderstandings and disagreements surrounding sex differences and their significance in the workplace, specifically addressing categories such as male, female, lesbian, gay, bisexual, and transgender Industries like computing, engineering, medicine, and science have shown a notable male dominance Depras (2012) noted that many organizations prioritize gender diversity due to its solvability through education on unconscious biases, statistical analysis of male to female ratios, and blind hiring practices Understanding gender ratios is crucial for organizational effectiveness, as a sufficiently large group can influence the overall expression of gender attributes.
In summary, gender diversity in the workplace is a matter in the human community and organizations have tried to take full advantage of this dimension for enhancing working effectiveness
In the realm of diversity, "external" refers to characteristics that are not inherent to an individual but are significantly shaped by external factors (Susan, 2020) Key aspects of external diversity include interests, education, appearance, citizenship, geographic location, family status, spiritual relationships, socioeconomic status, and national origin Furthermore, external uncertainty can be influenced by a third factor traditionally associated with cultural distance, such as language diversity The linguistic differences between home and host countries play a crucial role in psychic distance, which can affect transaction costs in business interactions (Demirbag, Tatoglu, & Glaister, 2007).
Richard et al (2014) found that the impact of external diversity on short-term performance, particularly productivity, is influenced by industry context Specifically, firms in declining industries benefit from increased productivity, while those in more prosperous industries may experience negative effects This highlights the importance of environmental munificence in understanding the advantages of external diversity on firm performance, emphasizing the need to integrate supplier diversity into a comprehensive diversity and equality management strategy.
Therefore, organizations continued to extend external diversity in an increasingly competitive environment, which impacted in a positive way to short-term working performance
Organizational diversity, as defined by Juneja (2015), refers to the equitable opportunity and employment for all individuals, free from bias based on various traits This cultural diversity ensures that employees from different backgrounds are treated equally, promoting inclusivity within the workplace According to Susan (2020), factors influencing organizational diversity include job function, management status, work location, department, seniority, and union affiliation By fostering an environment that brings together individuals with diverse experiences, educational qualifications, age groups, and backgrounds, organizational diversity guarantees equal opportunities for all employees.
Martins and Terblanche (2003) highlighted that organizational diversity significantly influences creativity and innovation levels within an organization They identified five key determinants—external environment, reactions to critical incidents, managerial values and beliefs, organizational structure, and technology—that enhance the effectiveness of creative solutions Each determinant plays a role in either promoting or hindering creativity and innovation Ultimately, organizational diversity is closely linked to internal factors and operational strategies, contributing to the overall development and reputation of organizations.
A worldview is a guiding life philosophy shaped by religious traditions, spiritual orientations, or non-religious perspectives (Rockenbach et al., 2014) Variations in worldviews encompass concepts of self, emotional handling, courtship practices, facial expressions, modesty, friendships, attitudes towards elders, and decision-making patterns, as noted in a 2003 article from The Future Learn Beyond the workplace, individuals engage in diverse experiences such as travel, cultural exploration, and the pursuit of knowledge about different histories and political beliefs These elements collectively shape personal worldviews, contributing to the multicultural dynamics present in the workplace.
Worldview diversity plays a crucial role in fostering ongoing dialogue about its significance in institutions and society, as well as in shaping students' identities and core beliefs (Correia, Rockenbach, and Mayhew, 2016) Research by Barzts (2018) highlights that diverse worldviews significantly impact teaching in inclusive classrooms A heterogeneous learning environment brings together varied personal worldviews, which are influenced by the social, religious, and cultural backgrounds of both educators and students These factors subtly affect the learning process and should be considered when designing and delivering lessons By utilizing survey findings, campus leaders can effectively implement strategies to enhance students' motivation and ability to collaborate across different worldviews.
The Importance of Cultural Diversity in the Workplace
Cultural diversity is essential in both educational and professional settings, as it fosters understanding and respect among different groups, dispelling negative stereotypes and biases Ignoring cultural diversity can hinder organizational growth globally (Witherspoon & Wohlert, 1996) A 2016 article by The Global Work & Study Experts highlighted that embracing diverse perspectives allows individuals to build trust and bridges across cultures Additionally, this diversity enhances a country's appeal, as it brings together varied language skills, innovative thinking, new knowledge, and unique experiences.
Cultural diversity in the workplace significantly enhances organizational objectives, as individuals from varied backgrounds contribute unique perspectives, lifestyles, and problem-solving approaches Each employee brings fresh ideas that enrich the work environment and positively impact their colleagues Unlike a single individual managing multiple tasks, a diverse team can collaborate more efficiently, leveraging their distinct insights to arrive at optimal solutions quickly.
Research by Green et al (1992) and Dike (2013) highlights the significant advantages of cultural diversity in organizations, noting that respect for diverse groups enhances productivity When management prioritizes employee welfare through fair compensation, healthcare, and recognition, it fosters a sense of belonging among workers, leading to increased loyalty and productivity Conversely, Dadfar and Gustavsson (1992) discuss the divided opinions among researchers regarding the management and training of culturally diverse teams, with many agreeing that such diversity can provide a competitive edge Additionally, Nguyen (2013) emphasizes that team members' satisfaction and learning are crucial for understanding a team's effectiveness, as these factors contribute to stronger teamwork and positive feedback, ultimately enhancing the performance of multicultural teams.
Cultural diversity offers significant advantages for industrial societies, enhancing creativity and innovation However, it also presents challenges, particularly in the workplace, where it can lead to a higher likelihood of interpersonal conflicts among organizational personnel, as noted by Martin.
In a multicultural workplace, employees from diverse backgrounds bring varying opinions, beliefs, and customs, which can lead to conflicts and arguments (2014) Additionally, Foma (2014) identified that resistance to change poses another significant challenge, as some employees may stubbornly reject new company policies Furthermore, businesses must also address issues of ethnocentrism and discrimination, which can hinder collaboration and inclusivity in a diverse environment.
Cultural diversity is essential in today's globalized world, as countries, workplaces, and schools are becoming more multicultural By fostering understanding among various cultural, racial, and ethnic groups, individuals can learn from each other Embracing different cultures enhances awareness of diverse perspectives and helps dismantle negative stereotypes and personal biases.
Workplace Diversity in Organizations Conceptual Framework
The conceptual framework serves as an essential academic structure for examining the relationships between study variables (Swaen, 2019) Previous scholars have employed various conceptual frameworks to review literature and construct their studies For instance, Black, Mendenhall, and Addou (1991) analyzed literature on cross-cultural adjustment from the 1970s to the 1990s, gathering substantial evidence to support their framework Consequently, this model has been validated by numerous empirical studies and has maintained its relevance over an extended period.
Kreitner and Angelo (2007) from Arizona State University developed a process model of diversity to identify dimensions that negatively impact interactive operations and create group conflicts However, they also propose that these diversity dimensions can positively influence decision-making processes and enhance task performance within work teams, aligning with decision-making theory.
Rozkwitalska and Basinska (2013) developed a framework addressing cross-culturalism and job satisfaction, highlighting that factors influencing cross-cultural interactions are on the left side of the model, while job satisfaction and positivity are depicted on the right This model underscores how different elements of work in multicultural settings can variably impact job satisfaction and overall positivity.
This study diverges from traditional cross-cultural models that emphasize international allocation within large corporate organizations, instead concentrating on the teaching and learning of English in the context of OEA-Vietnam.
To enhance the study's conceptual framework, it is recommended to integrate and adapt the models proposed by Kreitner, Robert & Angelo (2017) and Rozkwitalska & Basinska (2013), as illustrated in Figure 2.1.
Figure 2.1 The conceptual framework of cultural diversity in the workplace
The workplace diversity framework, based on the Input-Process-Output (IPO) model, categorizes factors affecting job satisfaction into three sectors The Input sector includes dimensions such as age, gender, discrimination, attitudes, communication, conflict, leadership styles, social integration, and cross-cultural adjustment, which significantly impact foreign employees in a multicultural environment The Process sector involves cross-cultural integration, need fulfillment, and subjective well-being, highlighting the adjustments made by foreign workers and managers to achieve balance and satisfaction within the organization Finally, the Output sector encompasses the outcomes employees attain, including salary, promotions, professional growth, a positive work environment, and overall performance This framework effectively outlines the working experience of foreigners in Vietnam and serves as the foundational structure for this study.
Chapter II offers a comprehensive overview of theories surrounding cultural diversity, drawing from previous studies and related information It defines multiculturalism to establish a thorough literature review and elaborates on various types of cultural diversity, highlighting the significance of the term Additionally, the section presents and analyzes the conceptual framework of the topic, illustrated in Figure 2.1.
RESEARCH METHODS
Participants
The research participants are colleagues of the author at Oxford English Academy-Vietnam, specifically within the Lomonoxop Education System in My Dinh, Ha Noi They are a diverse group of monolingual and bilingual foreign educators from various countries, contributing to a multicultural work environment Most participants have chosen to stay in Vietnam, a country they have grown fond of, and have applied to teach at OEAVietnam In their roles, they educate students ranging from Primary to High School and occasionally serve as examiners for English proficiency exams such as YLE, KET/PET, FCE, and CAE.
Research Instruments
This study was considered to use both the quantitative and qualitative approach The major instrument is questionnaire, which is mainly based on the survey of Venkata (2013) about work diversity
The primary objective of the survey is to identify the key factors influencing cultural diversity in the workplace It highlights that cultural groups possess various characteristics such as age, personality, gender, religion, culture, social status, language, nationality, and geographic location Culture encompasses the fundamental elements of cultural competence, including values, norms, and traditions that shape workplace dynamics, while diversity comprises the myriad factors that define an individual Several elements contribute to the development of cultural diversity, including personnel, work environment, practices, communication, leadership, management, and beliefs The survey categorizes these relevant characteristics into four main cultural dimensions: internal diversity, external diversity, organizational diversity, and worldview diversity.
The questionnaire survey consists of 13 questions divided into three sections: participant information, OEA teachers' perceptions of multiculturalism in the workplace, and suggested solutions for stakeholders The first section includes eight demographic questions related to age, gender, nationality, residence, and duration of stay in Vietnam, along with inquiries about educational qualifications and motivations for coming to Vietnam The second section features three Likert scale questions, ranging from Strongly Agree (1) to Strongly Disagree (5), aimed at assessing OEA teachers' agreement and evaluation of factors influencing the multicultural work environment, the benefits of multiculturalism, and barriers to cultural diversity The final section comprises additional Likert scale questions and an open-ended question requesting suggestions for teachers, managers, and policymakers on addressing diversity challenges and enhancing the benefits of cultural diversity in the workplace.
Data Collection
Data collection involves gathering information from various sources to provide researchers with the evidence needed to address research questions and clarify findings This process includes the collection of both primary and secondary data, tailored to meet the specific requirements and objectives of the study.
To gather primary data, a quantitative questionnaire was developed to collect information from OEA teachers, designed in alignment with the research structure and objectives This questionnaire was transformed into an online tool using Google Forms and was presented in English, targeting a fully foreign participant group The survey was distributed via Gmail, clearly outlining the paper's objectives, and responses were collected over a two-week period for subsequent data analysis Further details about the questionnaire can be found in Appendix 1.
In addition to primary research, secondary data such as previous studies, books, reports, and articles have been reviewed to offer a comprehensive understanding of the topic, as detailed in the references section Relevant information was sourced from various online databases.
Data Analysis
The survey responses were gathered using Google Forms and analyzed through three methods: Google Form summary, Microsoft Excel, and the Statistical Package for the Social Sciences (SPSS).
Google Forms efficiently collected participant data, which was then automatically summarized and analyzed, resulting in visual representations such as bar charts, pie charts, and tables that display specific numbers and proportions Microsoft Excel was utilized to organize detailed information from interviews or open-ended survey questions, presenting the data in visually appealing graphs, tables, and figures Additionally, SPSS - 26, the latest version of the statistical software, was employed to assess the distribution of survey variables, providing precise data outcomes through tables that support research findings All results were clearly presented and discussed using visuals like tables and charts.
Chapter III outlines the selected procedures and techniques for processing information on cultural diversity in the workplace It introduces the participants who contributed through a questionnaire survey and explains the research approaches and instruments deemed appropriate for the study Additionally, it details the data collection and analysis methods used to derive the research findings.
RESULTS AND DISCUSSION
Participant Demographics
A questionnaire survey was distributed to 32 OEA teachers across various branches, yielding 28 valid responses, which represents an impressive response rate of 87.5% As illustrated in Figure 4.1, the study encompasses 28 participants from OEA-Vietnam, categorized into four distinct age groups.
The age distribution of participants reveals that the majority, 46.4% (13 out of 28), are aged 20-29, while 42.9% (12 out of 28) fall within the 30-39 age range In contrast, those aged 40-49 and over 50 represent smaller percentages, at 7.1% and 3.6%, respectively This indicates that most OEA teachers are actively engaged in the workforce, showcasing a diverse age range among participants.
The next background question determines the gender of the respondents As seen in Figure 4.2, there were 12 males and 16 female teachers answering the questionnaire survey
The gender distribution among OEA foreign teachers was relatively balanced, with female teachers comprising 57% (16 out of 28), surpassing male teachers by 14% While the gender difference among respondents was not substantial, it may offer diverse perspectives on the effects of cross-culturalism in the workplace.
The third background question aimed to analyze the respondents’ nationality showed as follows:
Table 4.1 Nationality distributions Country Frequency Percent Valid Percent Cumulative Percent
The bar chart illustrates that respondents hailed from eight different countries, with South Africa contributing the largest group of nine teachers, representing 32.1% of the total The remaining 68.9% of teachers came from diverse nations, including the USA, Canada, New Zealand, the Philippines, Ireland, Mexico, Ukraine, and Singapore This rich variety of cultural backgrounds serves as a crucial foundation for analyzing multiculturalism in the workplace The presence of teachers from distinct cultures, each with their unique norms, beliefs, and customs, within OEA-Vietnam exemplifies the essence of cross-culturalism in a multinational organization.
4.1.3 The Period of Residence and Work
The data was summarized and shown in Figure 4.3 to identify how long OEA teachers have come and lived in Vietnam
The majority of participants have lived in Vietnam for 2-5 years (10 out of
A study involving 7 participants revealed varying levels of understanding of Vietnamese culture, with those having lived in Vietnam for 5-10 years demonstrating a deeper appreciation for its multiculturalism compared to newer residents who had experienced the country for less than 2 years.
0-6months 6m-1 year 1-2 years 2-5 years 5-10 years
A comprehensive evaluation of cultural diversity in Vietnam reveals varying perspectives, particularly among short-term foreign visitors who often form initial impressions based on their experiences This diversity of opinions contributes to more robust research findings, enhancing the overall understanding of cultural impacts in the region.
This study focused on foreign teachers at OEA-Vietnam, examining their tenure to evaluate their understanding of the site's existing challenges The findings are presented in detail below.
A significant majority of foreign teachers at OEA-Vietnam have tenure of 1-2 years, representing 61% of the staff This is followed by those with 3-5 years of experience, making up 29% Only a small fraction, 3% or just one individual, has been with OEA for 6 to 10 years, highlighting a trend of relatively short-term employment among foreign educators.
6 months is 7% From the data, obviously participants have experienced in OEA- Vietnam for assessing effects of cross-culturalism in the working environment
The next question in the personal background section aims to collect the information from the respondents about the educational qualifications they obtained before teaching in OEA-Vietnam
In Vietnam, the most common educational qualification among OEA teachers is the Certificate of Teaching English, held by 75% of respondents This is followed by 42.86% of teachers who possess an undergraduate degree, while a smaller percentage, 28.57%, have attained postgraduate degrees Overall, all OEA teachers have acquired educational qualifications that serve as a foundation for their teaching skills.
4.1.5 Purposes of Visiting to Vietnam
The final inquiry in the background section focused on why participants selected Vietnam as their destination for living and working as English teachers, with the findings presented in Table 4.2.
Table 4.2 Purposes of visiting to Vietnam
1 A desire to live in another culture 21 75.00%
2 A desire to travel in Vietnam 11 39.29%
3 A desire to get away from my own country and culture 13 46.43% 4.A desire to teach in a totally different situation 14 50.00%
5.My spouse was coming to this city 1 3.57%
According to Table 4.2, foreigners are motivated to live in Vietnam for various reasons, with three-quarters seeking to establish a new life and immerse themselves in different cultures Half of the respondents aim to work in diverse teaching environments, while travel opportunities and Vietnam's rich landscapes also attract many Nearly half of the participants expressed a desire to escape their own country and culture, viewing the exploration of new cultures as a pathway to achieving their life goals Additionally, factors such as warm weather, good internet access, and potential income have influenced their decision to choose Vietnam, with only one respondent relocating due to a spouse.
The Evaluations of Common Factors in Multicultural Workplace
This section is organized into five subsidiaries to examine the key factors influencing cultural diversity in the workplace Data collected from OEA teachers was encoded and analyzed using SPSS software, employing Descriptive Statistics and Cronbach’s Alpha to assess mean values and reliability A reliability statistic above 0.6 is considered acceptable, while a Corrected Item-Total Correlation greater than 0.3 is necessary for valid results.
Cultural competence development enhances individuals' ability to understand and communicate effectively with people from diverse countries, while also enabling them to navigate various cultural beliefs, values, and schedules.
Effective organizational management is essential for multicultural companies to achieve their goals, emphasizing the importance of focused training The reliability of the scales was assessed using the Cronbach's Alpha test after data collection, with the processed results presented accordingly.
Table 4.3 The Cronbach's Alpha results of organizational management
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
1 Manager is willing to share
Decision-making power with employees
2 I feel that my organization values my opinions
3 Everyone’s contribution is noted and respected by the organization
4 Management uses the employee feedback for continues growth & development
The Cronbach’s Alpha coefficient for the four statements in Table 4.3 is 0.920, indicating strong internal consistency, as it exceeds the acceptable threshold of 0.6 Each statement also shows a Corrected Item-Total correlation index above 0.3, with “I feel my organization values my opinions” achieving the highest correlation at 0.885 Conversely, the statement “Manager is willing to share decision-making power with employees” has the lowest correlation at 0.738, yet remains above the 0.3 benchmark Overall, these findings confirm a valid correlation among the factors, laying a solid foundation for generating reliable results and supporting subsequent evaluations.
Table 4.4 OEA teachers’ perspectives about organizational management
Organizational Management Min Max Mean
1 Manager is willing to share
Decision-making power with employees 1 5 3.29 1.329
2 I feel that my organization values my opinions 1 5 3.50 1.262
3 Everyone’s contribution is noted and respected by the organization 1 5 3.43 1.501
4 Management uses the employee feedback for continues growth & development 1 5 3.50 1.347
Table 4.4 presents the evaluation of OEA teachers regarding organizational management, revealing that the mean values for these factors are above 3.0 This indicates a general agreement among respondents with the statements provided.
In a multicultural workplace, management style is crucial for organizational efficiency, with a notable emphasis on valuing employee opinions and utilizing feedback for growth, as indicated by a mean index of 3.5 This aligns with prior research by Amaram (2007), highlighting the responsibility of managers to foster positive aspects of cultural diversity To effectively navigate diverse norms, beliefs, and behaviors, leaders must actively listen to employee feedback This necessitates skilled leadership that not only understands global cultures but also adeptly balances and harmonizes cultural diversity within the workplace.
Administrators recognize and appreciate the contributions of all teachers, with a respondent score of 3.43 reflecting this value Teachers unanimously agree that there is no discrimination based on culture, viewpoints, or structures However, the average score of 3.29 indicates a divide in organizational management between administrators and employees, with respondents exhibiting a neutral attitude towards this issue This suggests a challenge in decision-sharing between managers and employees, likely due to managers' infrequent discussions and differing experiences and information within the organization.
In conclusion, foreign teachers in Vietnam value the organizational aspects of their workplace, where effective management plays a crucial role in enhancing the teaching process and fostering a professional environment for employees from diverse cultural backgrounds A flexible administration is essential for promoting an equitable and respectful workplace in a multicultural setting.
The analysis began with the assessment of Cronbach's Alpha to determine the reliability of cooperation and teamwork within the workplace Subsequently, the mean value was examined to evaluate respondents' perceptions of these factors in multicultural organizations.
According to the Cronbach’s Alpha analysis presented in Table 4.5, the reliability statistic for the teamwork factor was 0.888, exceeding the acceptable threshold of 0.6, with all Corrected Item-Total Correlation values surpassing 0.3 The highest correlation was observed in teamwork activities and cooperation in OEA-Vietnam at 0.892, followed by a friendly and supportive department environment at 0.831 Although the frequency of team meetings had the lowest index at 0.517, it remained within a safe range Overall, these findings indicate that all categories of the teamwork factor are reliable and contribute positively to the overall assessment.
Table 4.5 The Cronbach's Alpha result of cooperation and teamwork activities
Cronbach's Alpha if if Item Deleted if Item Deleted
1 There is good team work
2 Team meetings are conducted regularly 12.14 10.720 0.571 0.935
3 All the staff in my department are friendly and supportive 11.25 10.120 0.831 0.827
4 Individual differences are respected [Age, gender, education, caste, ] 11.50 10.037 0.789 0.843
To assess the influence of various factors in a multicultural workplace, understanding participants' perspectives on cooperation and teamwork was crucial OEA teachers evaluated their level of agreement with specific categories using a 5-point Likert scale, ranging from 1 (Strongly disagree) to 5 (Strongly agree) The findings, detailed in Table 4.6, present the mean values for all evaluated items.
In general, there is a difference between the top and the bottom of the list of figures
Table 4.6 OEA teachers’ perspective about cooperation and teamwork activities Cooperation and Teamwork Activities Min Max Mean
1 There is good team work & cooperation in my organization 2 5 4.04 1.036
2 Team meetings are conducted regularly 1 5 3.29 1.384
3 All the staff in my department are friendly and supportive 1 5 4.18 1.188
4 Individual differences are respected [Age, gender, education, caste, ]
Most teachers at OEA-Vietnam expressed satisfaction with their sociable and cooperative international colleagues, as indicated by a high appreciation score of 4.18 for the statement, “All the staff in my department are friendly and supportive.” The workplace was free from discrimination and racism, highlighting the professionalism of the organization amid diverse cultures Additionally, teamwork and cooperation received a strong score of 4.04, reflecting the teachers' preference for a collaborative environment in their work tasks This emphasis on teamwork not only fosters unity but also bridges cultural differences in multinational settings, aligning with Nguyen's (2013) findings in the literature review.
Participants expressed a strong agreement on the respect for individual differences related to color, race, region, and perspective among co-workers, achieving an average score of 3.93 However, respondents showed neutrality regarding the frequency of team meetings, with a score of 3.19, indicating that such meetings among foreign teachers are infrequent This lack of regular meetings can be attributed to the Covid-19 pandemic and the necessity for social distancing during that period.
Participants in multicultural workplaces value teamwork and cooperation, as these elements facilitate understanding among individuals from diverse cultural backgrounds This aligns with Sutton and Pierce's (2003) findings that cultural differences can impact team performance until adaptive behaviors are learned Consequently, many multinational companies leverage teamwork to boost creativity and ensure a seamless workflow.
The cultural diversity and involvement manager plays a crucial role in international organizations by developing and executing plans to promote diversity A key aspect of this position involves clearly defining and ensuring understanding of job functions and responsibilities, which are essential for measuring job performance effectiveness The reliability of the "Job function and responsibility" factor is illustrated by Cronbach's Alpha coefficient in Table 4.7.
Impacts of Cultural Diversity on OEA Teachers in the Workplace
4.3.1 The Positive Effects of Cultural Diversity
Table 4.10 presents the data analysis results, confirming the validity of previous studies on workplace cultural diversity The positive impacts of multiculturalism are clearly illustrated through the mean values, which indicate that participants believe cultural diversity can enhance a company's reputation, improve teamwork, and maximize individual potential A significant proportion of respondents, ranging from 50% to 80%, expressed strong agreement or agreement with these benefits The analysis primarily focused on evaluating participants' opinions regarding the advantages of cultural diversity in the workplace.
Cultural diversity in the workplace fosters a competitive, fair, and creative environment, particularly benefiting foreign professionals like OEA teachers Research by Green et al (1992) and Dike (2013) supports this, highlighting that respect for diverse cultural backgrounds enhances productivity and competitiveness within organizations.
Table 4.10 The descriptive statistics result of positive effects of cultural diversity on OEA teachers in the workplace
Items SA A N D SD Mean Std
1 Cultural diversity helps break down barriers and reduces the fear of languages, ethnicity, genders… 42.9% 39.3% 7.1% 3.6% 7.1% 4.07 1.152
2.Multiculturalism helps students and Vietnamese teachers approach many cultures in the world 42.9% 39.3% 7.1% 0.0% 10.7% 3.94 1.232
3 The personal work performance in teaching from various perspectives can inspire creativity and drive innovation
4 Diversity in culture enhances reputation and helps center for entering the international arena
5 Diverse in culture will bring a competitive and fairly working environment
6 My job gives me professional growth and advancement in future 35.7% 17.9% 25.0% 14.3% 7.1% 3.61 1.315
7.My organization is sensitive to diversity issues 17.9% 42.9% 17.9% 10.7% 10.7% 2.76 1.232
8 Diversity strengthens communities and the workplace and enhances Vietnam's economic competitiveness
9 I feel enthusiastic, hopeful about diversity and I participate in organizational diversity efforts 46.4% 35.7% 0.0% 7.1% 10.7% 4.00 1.333
10 As a whole, I am satisfied with the work culture in my workplace 39.3% 35.7% 10.7% 3.6% 10.7% 3.97 1.286
Table 4.10 highlights that the highest mean value of 4.86 is attributed to the statement, “Diverse cultures will bring a competitive and fair working environment.” This diversity among teachers fosters a collaborative atmosphere, enhancing their ability to engage students from various cultural backgrounds with differing norms and beliefs Such an environment not only cultivates ideal working conditions but also enriches teachers' knowledge-sharing experiences A fair workplace is crucial, as it mitigates the risks of discrimination and subjectivity, leading to improved organizational attitudes and environments Additionally, the statement “Personal work performance in teaching from various perspectives can inspire creativity and drive innovation” received a mean value of 4.55 The blending of diverse mindsets generates innovative solutions, as each individual contributes unique approaches to problem-solving and decision-making Organizations can leverage this diversity to maximize employee efficiency and foster creative directions for addressing challenges.
Multiculturalism in the workplace fosters a collaborative environment by breaking down cultural barriers between foreign teachers and Vietnamese colleagues, leading to deeper international integration With a high satisfaction level among respondents (mean=4.07), it's evident that cultural diversity enhances understanding and acceptance of different cultures While each country boasts its unique culture, the intersection of diverse backgrounds in a shared work setting minimizes differences in language, communication, and ethnicity This environment promotes competition and equality, gradually diminishing racial and ethnic distinctions Furthermore, Vietnamese students gain exposure to various cultures through interactions with foreign teachers, facilitating communication in an international language Additionally, Vietnamese educators enrich their teaching methods by incorporating innovative foreign techniques such as presentations, storytelling, and collaborative discussions.
Multiculturalism in the workplace positively impacts employee satisfaction and personal growth, as evidenced by survey results showing mean satisfaction and inspiration values of 4.00 and 3.97 This aligns with Bennet's (1995) findings that emphasize the importance of intercultural competence for personal development and effective decision-making A diverse work environment fosters a positive mentality and attitude, enhancing work efficiency Employees from various cultural backgrounds report feeling enthusiastic and hopeful when collaborating, ultimately promoting their capacity for career advancement.
Cultural diversity in the workplace enhances teamwork performance, improves company reputation, and expands the range of skills within organizations Multinational companies that embrace a diverse workforce often see increased productivity and employee turnover, as they attract talent from various backgrounds This diversity not only helps in better understanding and communicating with customers globally but also enriches the organization with unique expertise and experiences By leveraging this wide array of skills, companies can effectively offer a broader range of products and services in the market, solidifying their status as desirable employers.
In summary, embracing cultural diversity in the workplace fosters a professional environment, mitigates cultural barriers, and enhances employee development Moreover, it significantly improves teamwork effectiveness, bolsters the company's reputation, and enriches employees' expertise, highlighting the substantial advantages of cross-culturalism in diverse organizations.
If these organizations can take full advantage of multiculturalism in the working space, it is easy to increase productivity and assert a company's position in management and operations
4.3.2 The Negative Effects of Cultural Diversity
Cultural diversity in the workplace offers valuable opportunities for foreign teachers and companies to enhance their educational and business perspectives; however, it also presents several challenges Issues such as misunderstandings, psychological and language barriers, value conflicts, anxiety, uncertainty, ethnocentrism, and stereotypes arise from insufficient cultural knowledge and a lack of intercultural communication skills These challenges were evaluated using descriptive statistics processed by SPSS software, which assessed the participants' opinions, as detailed in the following table.
Table 4.11 presents the findings from the analysis of the negative impacts of cultural diversity in OEA-Vietnam Overall, most participants expressed strong agreement or general agreement with the statements provided The mean value column highlights the level of agreement or disagreement among participants regarding these issues The identified barriers to multiculturalism encompass various challenges, reflecting the realities that foreigners encounter while living in Vietnam.
Table 4.11 The descriptive statistic result of negative effects of cultural diversity on OEA teachers in the workplace
Items SA A N D SD Mean Std
1 My colleagues from other cultures may be less likely to let their voices be heard
2 Integration across multicultural teams can be difficult in the face of prejudice or negative cultural stereotypes
3.Students’ learning attitudes are obligatory and unmotivated 28.6% 21.4% 28.6% 21.4% 0.0% 3.97 1.136
4 Communication between teachers and students can be misinterpreted or difficult to understand across languages and cultures
5 Cross-cultural adjustment about navigating visa requirements, employment laws are still dilatory and difficult
6 The conflict of teaching and learning methods across foreigners and Vietnamese teachers
7 Generational and age differences lead to the distance in the mindset 32.1% 32.1% 7.1% 21.4% 7.1% 3.79 1.343
8 The unbalance between male and female foreign teachers is clearly with higher proportion of female
9 Discrimination such as bullying, body shaming, gender bias issue are happened frequently 53.6% 17.9% 3.6% 17.9% 7.1% 4.03 1.412
10 Co-workers in multiculturalism are curious about private matters 53.6% 17.9% 3.6% 17.9% 7.1% 2.63 1.412
11 Harassment appears to be commonplace in multiculturalism 39.3% 10.7% 17.9% 14.3% 17.9% 2.39 1.571
Cultural diversity presents a significant challenge in the workplace, particularly through miscommunication, which can negatively impact employee performance With a high mean value of 4.33, many teachers report difficulties in communicating with colleagues from different countries Supporting this, research by Sagangi (1994) highlights that intercultural miscommunication can lead to stereotyping and diminished work performance Additionally, conflicts in teaching and learning methods among international colleagues further exacerbate these challenges.
Vietnamese teachers received a positive response from participants, with a mean score of 3.96, highlighting the importance of cultural identity expressed through language In an international setting, English serves as the common language; however, varying levels of English proficiency among individuals can lead to miscommunication In OEA-Vietnam, students with lower English skills struggle to grasp foreign teachers' instructions, impacting their lesson comprehension Additionally, staff members, such as security guards and sanitation workers, often lack English training, complicating communication with foreign colleagues This language barrier can create confusion in a multicultural work environment, potentially resulting in misunderstandings and poor decision-making when managers and employees fail to fully comprehend each other's perspectives and expectations.
Foreigners often face significant multicultural obstacles due to intrinsic differences, including age, gender, attitudes, rituals, and customs These factors can hinder understanding and empathy between foreigners and natives in a multicultural workplace, contributing to psychological and linguistic barriers.
Generational and gender differences significantly influence workplace mindsets, as highlighted by a study showing a 3.79 rating for mindset disparity due to age and a 3.43 rating for gender imbalance Participants ranged from 20 to over 50 years old, with 57% identifying as female and 43% as male Younger individuals tend to embrace liberal views and modern teaching methods, while older generations often prioritize traditional approaches to enhance work quality Additionally, the predominance of female teachers in OEA Vietnam, nearly 60%, shapes diverse attitudes in multicultural environments This aligns with Bleidorn et al (2016), which noted cross-cultural variations in how gender and age affect self-esteem and collaboration Addressing gender balance in the workplace is crucial for fostering fairness, while differences in attitudes, customs, and rituals can further widen gaps among employees, potentially leading to conflicts in organizational processes.
Discrimination and prejudice pose significant barriers to the integration of employees in cross-cultural settings While this finding contrasts with Wright's (2007) study, which emphasized the major role of discrimination in motivating social psychological work in intercultural relations, many participants in OEA-Vietnam still acknowledged the challenges presented by cultural diversity.
Approximately 75% of respondents acknowledged that discrimination, including bullying, body shaming, and gender bias, is a frequent issue among students in OEA-Vietnam, particularly in schools and English centers This concern is taken seriously by many foreigners Additionally, the close mean value of 3.82 for the statement regarding the challenges of integrating multicultural teams highlights that prejudices related to appearance, skin color, and cultural habits can hinder workplace integration and understanding of cultural differences.
Solutions for Diversity-Related Workplace Challenges
Cultural diversity has positively impacted foreign teachers and multicultural education organizations like OEA-Vietnam; however, it is essential for educators, administrators, and policymakers to collaborate in addressing the current gaps in workplace diversity This section aims to propose practical solutions tailored for each stakeholder involved in OEA-Vietnam.
Table 4.12 presents the participants' evaluations of solutions for foreign teachers addressing cultural diversity in English instruction in Vietnam Overall, the mean values for all proposed solutions were approximately 4.00, indicating a general agreement among respondents The highest mean value recorded was 4.39, while the lowest was 3.86.
Table 4.12 The descriptive statistics results of solutions for foreign teachers
Solutions for foreign teachers Min Max Mean Std
1 Communicating effectively by listening attentively and asking questions about one you did not understand
2 Attending activities of in and outside of school 1 5 3.93 1.120
Foreign teachers should prioritize enhancing communication effectiveness with colleagues, students, and managers to better understand workplace and host country cultures To minimize misunderstandings in daily conversations, they can adopt a collectivist approach and ask questions for clarification Enrolling in a Vietnamese language course can significantly improve their listening and comprehension skills, particularly when interacting with native staff Additionally, making new friends can facilitate easier discussions in various contexts and bridge cultural differences, enhancing overall communication skills Many foreign teachers also believe that traveling is an excellent way to immerse themselves in new cultures, allowing them to explore interesting places and gain insights into diverse cultural practices.
3 Everyone is encouraged to participate in groups/teams in working or entertaining 1 5 3.86 1.008
4 Planning to attend a Vietnamese course 1 5 4.04 1.290
5 Accepting that diversity exists and learn to value and respect the fundamental differences 1 5 4.18 1.020
7 Encouraged to discuss personal opinions feelings and reactions 1 5 4.00 1.089
8 Improving relationship with students and
9 Sympathizing for the difficulties of Vietnamese staff facing in the workplace 1 5 4.39 1.031
11 Looking for the similarities between 2 cultures:
Exploring the cultural features of Vietnam can significantly enhance communication efficiency in multicultural education organizations like OEA-Vietnam By fostering a deeper understanding of Vietnamese culture, foreign teachers can engage in more intimate and comprehensible conversations with local staff Implementing these practical solutions not only improves daily interactions but also boosts overall job performance among employees.
To overcome multicultural challenges, foreign teachers should actively engage in collective activities that bridge intrinsic differences such as age, gender, and customs, fostering an environment of sharing personal views Participation in group activities, both in and out of school, is crucial for understanding diverse mindsets and lifestyles, ultimately promoting a fair and civilized workplace Building relationships with Vietnamese students can be achieved through interactive classroom activities that reinforce knowledge while addressing language and generational barriers Teachers should also listen to students' challenges with native speakers and share their own cultural experiences to enhance understanding Additionally, forming connections with individuals who have prior experience in the host country provides valuable social support and guidance, particularly in the initial stages of their stay By improving their background knowledge and travel experiences, teachers can find common ground with international peers In summary, fostering communication and adaptability can effectively bridge the gaps created by distance and cultural differences.
Foreign teachers must embrace and integrate into new cultures while working in a multicultural environment, as cultural differences are unavoidable Accepting and valuing these differences is essential, with a mean importance of 4.18 Understanding how cultural differences impact their lives and learning to navigate these effects is crucial for teachers Additionally, identifying similarities between cultures is a vital first step in the integration process, rated at 4.29 Indigenous staff also encounter challenges when interacting with diverse cultures, making it important for foreign teachers to empathize and communicate effectively with native colleagues to enhance collaboration and work performance.
To maximize the benefits of cultural diversity in OEA-Vietnam and similar multicultural education organizations, foreign teachers must communicate effectively to bridge cultural gaps and foster integration By leveraging the educational environment, they can harness the strengths of diversity in the workplace It is crucial for foreigners to apply these strategies across various interactions, including with colleagues, students, and support staff Embracing multiculturalism provides an excellent opportunity for foreigners to enhance their intercultural knowledge and skills Therefore, recognizing and emphasizing the positive aspects of cultural diversity is essential for overcoming challenges and fully capitalizing on its advantages.
4.4.2 For OEA Managers and Policymakers
In addition to employing foreign teachers, managers and policymakers should implement strategies to reduce cultural diversity barriers, particularly in the workplace Participants unanimously supported the proposed solutions, with average ratings exceeding 4.00, as illustrated in Table 4.13.
The findings revealed a high level of agreement among respondents regarding proposed solutions for managing multicultural environments, with a mean value of 4.46 indicating strong support Conversely, the lowest mean value recorded was 4.00, still reflecting a significant consensus on the effectiveness of these solutions for managers and policymakers in both workplace and community settings.
Table 4.13 The descriptive statistics results of solutions for OEA managers and policymakers
Solutions for OEA managers and policymakers Minimum Maximum Mean Std
1 Supporting to supply or recommend residences or necessary stuff 1 5 4.33 1.038
2 Implementing zero tolerance policies against discrimination 1 5 4.21 1.067
3 Supporting about the visa extension 1 5 4.32 1.056
4 Explaining the main culture and the role of foreign teachers in Vietnam 1 5 4.21 1.197
5 Flexibilizing the style of managements 1 5 4.21 1.166
6 Raising the professional working attitude 1 5 4.18 1.156
7 Balancing the workforce in terms of age, gender, literacy, etc 1 5 4.00 1.277
8 Giving new employees opportunities work in area where they can expect to advance
Inclusion (D&I) program in Vietnam for enhancing positive effects of cultural diversity
10 Supporting to provide information or data of foreign citizens for related issues
English) for public servants to support foreigners in state offices
12 Enacting policies to protect foreigners in case they are victims of multicultural discrimination
To achieve optimal success, OEA managers must adjust their management style, emphasizing experience, flexibility, and assertiveness to foster a professional work environment (mean=4.21) They should encourage employee feedback on management practices and support staff in areas where they excel Additionally, administrators should assist foreign employees with daily challenges, including recommending accommodations and facilitating visa extensions to ensure uninterrupted work (mean=4.32 and 4.33) It is crucial for managers to consider cultural factors during recruitment, promoting diversity across genders, age ranges, and literacy levels while enforcing zero tolerance for workplace discrimination (mean=4.00) Key management practices include ensuring fair information distribution, setting clear expectations, maintaining relationships, and providing ongoing training and support Emphasizing diversity can enhance employee motivation, reduce absenteeism, and boost productivity, ultimately leading to stronger organizations In summary, focusing on adaptable management, balanced recruitment, and comprehensive employee support can help mitigate the challenges of cross-culturalism in OEA-Vietnam and other multicultural educational settings.
Policymakers must implement regulations to protect foreign workers in Vietnam, particularly overseas teachers who face discrimination based on race, color, or daily behavior Long-term legislation is essential to address these issues Additionally, Diversity and Inclusion (D&I) programs, which promote a diverse workplace and leverage multicultural advantages, should be adopted to enhance workplace dynamics Training native staff in languages, especially English, is crucial for effective communication and meeting the needs of foreign employees As the future of work trends toward inclusivity, it is vital for legislators to facilitate greater engagement of foreign teachers in their workplaces, recognizing that diversity is not just beneficial but inevitable for success.
In summary, administrators and policymakers are essential in maximizing the benefits of cultural diversity and improving productivity within multicultural education organizations By implementing tailored solutions based on each organization's unique circumstances, these stakeholders can effectively promote cross-culturalism and achieve optimal results.
Chapter IV examined the effects of cultural diversity on job performance within OEA-Vietnam and other multicultural educational organizations Key findings highlighted participant demographics and prevalent intercultural factors, revealing that cultural diversity fosters a professional work environment, reduces intrinsic barriers, and encourages personal growth Additionally, the chapter addressed significant challenges and proposed practical solutions to enhance the advantages of cultural diversity in OEA-Vietnam and similar organizations.
CONCLUSION
Summary of Findings
This paper aims to explore the effects of cultural diversity in the workplace from the perspectives of OEA teachers The findings are presented through a thorough quantitative and qualitative analysis, organized according to specific sub-questions.
Cultural diversity in the workplace is increasingly significant, offering numerous advantages for both employees and businesses while also presenting certain challenges To enhance workplace culture, various solutions have been proposed to maximize benefits and mitigate difficulties This article evaluates the effectiveness of multiculturalism in the workplace and highlights key conclusions regarding its impact.
This study identifies key factors influencing cultural diversity in the workplace, highlighting that cultural groups encompass various characteristics such as age, personality, gender, religion, and nationality Cultural competence is shaped by values, norms, and traditions, while diversity is defined by the unique attributes of individuals The development of cultural diversity is influenced by elements such as people, work environment, communication, leadership, and organizational values This paper categorizes cultural diversity into internal and external types, as well as organizational and worldview diversity Embracing cultural diversity is essential for companies aiming to remain competitive in a globalized economy, where economic globalization serves as a significant catalyst for this diversity.
It emphasizes the importance of cultural diversity and provides an organizational conceptual framework
The survey highlights that in culturally diverse workplaces, factors such as organizational management, teamwork, job responsibilities, and working conditions significantly influence job performance Foreign employees emphasize the importance of effective management, collaborative activities, and conducive working environments in fostering intercultural relationships To enhance overall employee performance, organizations should focus on professionalism and legitimacy for all staff members Conversely, foreign teachers at OEA-Vietnam believe that job responsibilities and compensation have a minimal impact on workplace diversity, as these aspects are influenced by individual traits like capacity and mindset These findings align with previous research, indicating that key elements within international organizations can cultivate a positive and harmonious work atmosphere.
The study highlights several positive effects of cultural diversity in the workplace, including the creation of a professional environment, increased productivity, and personal growth Participants noted that cultural diversity enhances a company's reputation, fosters teamwork, and maximizes individual potential Furthermore, the advantages of cultural diversity contribute to a competitive and creative work atmosphere, improving output quality and enabling flexible problem-solving Employees from diverse backgrounds bring varied perspectives, allowing managers to identify optimal solutions Additionally, the findings indicate that multiculturalism facilitates long-term interactions between foreign and local employees, helping to bridge cultural differences and promote international integration.
Cultural diversity in the workplace can lead to varied perspectives among employees, prompting managers to seek optimal solutions while fostering an environment of knowledge exchange and acceptance Research indicates that such diversity enhances work performance and contributes positively to professional development, particularly in multinational settings where personal growth opportunities abound As globalization progresses, it is crucial to recognize the benefits of cultural diversity However, these findings contrast with earlier studies by Frijins, Dodd, and Cimerova (2016), which suggested that cultural diversity could hinder productivity due to organizational complexity and instability Additionally, the research challenges Wright's (2007) assertion that discrimination significantly influences intercultural relations and Greckhamer's (2011) findings linking cultural diversity to compensation disparities and occupational inequality.
Cultural diversity in the workplace presents significant challenges, including misunderstandings, language barriers, value conflicts, and stereotypes, often stemming from insufficient cultural knowledge and intercultural communication skills While diversity offers advantages, these disadvantages can hinder effective integration, as miscommunication remains a persistent issue Although English is the common language, varying proficiency levels can lead to incomplete communication, negatively impacting job comprehension and employee productivity Additionally, psychological barriers related to age, gender, race, and rituals can obstruct understanding and empathy between local and foreign workers, ultimately affecting collaboration and organizational efficiency Discrimination and prejudice, which often accompany cultural differences, further undermine the business reputation of cross-cultural organizations, adversely impacting productivity and talent retention To enhance the performance of foreign teachers in Vietnam, it is essential to address and eliminate these barriers.
This study reveals significant challenges in managing cultural diversity in the workplace, highlighting the necessity for practical solutions for foreign teachers and OEA managers To effectively address diversity-related issues, it is essential to implement training in intercultural communication and promote exposure to various cultures Encouraging OEA teachers to understand their colleagues' diverse cultural backgrounds, engage in teamwork, and share knowledge will foster a more inclusive work environment.
To address the challenges faced by foreign teachers in Vietnam, course designers propose effective solutions for OEA managers and policymakers Foreign teachers should immerse themselves in local cultures and embrace diversity, while also sharing their perspectives to enhance communication OEA managers are encouraged to adopt flexible management styles that support employees and foster a balanced cultural environment Policymakers can contribute by implementing Diversity and Inclusion (D&I) programs and improving administrative procedures to better assist foreigners working in Vietnam.
This article highlights the significant impact of cultural diversity on foreign teachers and stakeholders in the workplace, offering solutions to address cross-cultural challenges in education The findings successfully fulfill the study's objectives, answer the research questions, and contribute to the existing literature in this field.
In the wake of COVID-19, organizations must prioritize cultural diversity by fostering an environment of justice, respect, and belonging Managers need to recognize the varied impacts of crises on employees and actively seek input from a diverse workforce to drive innovation during challenging times However, historically underrepresented groups may feel less safe voicing their concerns, especially as incidents of prejudice and discrimination have surged, particularly against individuals of Asian descent To promote equity, it's essential for managers to ensure all employees have equal access to remote work technology and to facilitate inclusive virtual meetings through features like captions and pre-collected input Consulting with those most affected by the crisis is crucial, as compassion in workplace policies can mitigate the exacerbation of existing inequalities related to job classification, socioeconomic status, and immigration status.
Implications of the Research
Cultural diversity significantly impacts the workplace, often leading to challenges such as miscommunication, barriers, and maladaptive behaviors The research findings are particularly beneficial for OEA foreign teachers, school administrators, and policymakers, aiding them in effectively managing cultural differences Consistent with previous studies by Amaram (2007), Saylag (2013), and Mateescu (2017), these findings offer valuable theoretical and practical insights for policy and practice in cultural management and education The implications extend to communication professionals, educators, and learning institutions, emphasizing the need for strategies to enhance cultural understanding and collaboration.
This study enhances the understanding of multiculturalism's effects in the workplace, particularly for OEA teachers, managers, and policymakers The findings advocate for actionable strategies to promote cultural diversity in education and business, which can lead to significant social and economic benefits, including improved employment, productivity, and quality of life Additionally, it highlights the substantial impact of cultural diversity on individual work performance However, due to the small sample size, caution is advised in generalizing these results to other multicultural educational institutions, and potential biases in participant responses should be considered.
This research addresses gaps in previous studies on cultural diversity, particularly regarding English centers in Vietnam, where a significant number of foreigners work, facilitating the collection of valuable data The findings are highly practical, inspiring further research to enhance theoretical frameworks in cultural diversity and improve the effectiveness of foreign language teaching in Vietnam Notably, the study highlights the importance of teamwork; a diverse team fosters mutual understanding among members, leading to improved communication and enhanced overall team performance.
Managers must prioritize equitable information distribution, establish clear and attainable expectations, foster strong relationships, and provide ongoing training and support Emphasizing diversity not only motivates employees but also decreases absenteeism and boosts productivity Consequently, cultivating an inclusive environment that values diversity contributes to the strength and long-term success of organizations.
Vietnam is increasingly integrated into the global economy as a member of major international organizations This research will provide valuable insights for various international organizations and government agencies with diverse workforces Additionally, by collaborating and analyzing these findings, different organizations can enhance the experiences of employees from diverse cultural backgrounds.
Limitations of the Current Study
The limitations of the study are discussed including the small sample size, the shortcomings in the methodology, the lack of available resources
The study's findings are constrained by a limited respondent pool, comprising only 28 participants from a single educational institution, amidst a larger population of approximately 6,520 foreign language teachers across 1,987 English centers and 110 international schools (MOLISA and MIC, 2020).
This study highlights significant limitations in data collection and analysis, particularly due to the vast amount of SPSS data and the constraints of wording, which impact the relevance of findings Additionally, insufficient, outdated, or unavailable research resources hinder a comprehensive exploration of cultural diversity The scarcity of prior studies, especially in Vietnam, weakens the literature review and the understanding of the research topic Furthermore, the prevalence of unverified studies and low-quality articles online poses a risk of unintentionally citing inaccurate information.
Time constraints significantly limited the ability to conduct in-depth analyses and discussions on cultural diversity issues among individual respondents These limitations also affected the timely return of questionnaire surveys, potentially skewing research results Additionally, the study did not explore other relevant factors, such as broadening the research scope and population to meet educational system requirements To enhance the study, scholars could distribute surveys to a larger number of foreigners working in Vietnam Furthermore, the research was conducted during the COVID-19 pandemic, which restricted access to official resources in libraries and hindered face-to-face interactions with foreign teachers.
Recommendations for Further Research
This research enhances the comprehension of cultural diversity within a Vietnamese educational institution's workplace Based on the identified limitations and study findings, it provides recommendations for future research in cultural diversity management.
Further research is essential for a thorough examination of cultural-related issues, emphasizing the need for diverse reference sources and larger, more randomized samples Future studies should consider replicating this research in different contexts, locations, and cultures to reassess and enhance the existing theories, frameworks, or models presented in this study.
The COVID-19 pandemic has significantly transformed workplace culture, highlighting the importance of flexibility in work arrangements Many employees, once restricted to on-site work, are now successfully working remotely This shift underscores the necessity of integrating technology into the workplace Fortunately, today's global connectivity allows for high-quality virtual interactions across cultures, enabling the organization of online conferences, training sessions, and events that can accommodate participants who might otherwise be unable to attend.
As the research progresses, some areas have also become suggested areas for future research to address the shortcomings of a larger and larger population for further analysis and discussion
Future research should emphasize the advantages, challenges, and strategies of various organizations across different sectors and levels Furthermore, leveraging these insights can facilitate comparisons with other educational institutions, enhancing our understanding of cultural diversity in Vietnam's workplace.
The rapid and diverse changes in the workplace, driven by global economic integration, highlight the importance of understanding how diversity impacts performance Negative workplace culture can lead to miscommunication and disruptive behaviors, while fostering a positive environment that values diversity strengthens organizations This approach not only addresses misunderstandings but also promotes mutual learning and a shared vision for the future By maximizing the involvement of employees from varied backgrounds, their skills and talents are recognized, enabling everyone to reach their full potential Ultimately, sustainable development hinges on aligning the goals of cultural diversity with social, economic, and environmental viability.
Cultural diversity in the workplace presents both challenges and benefits Negative impacts may include miscommunication, inherent differences, and discrimination, while positive outcomes can foster a professional work environment, enhance integration processes, and promote personal growth Through effective strategic planning, management can amplify the advantages and mitigate the drawbacks of cultural diversity, leading to a more harmonious and productive workplace.
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Job satisfaction plays a crucial role in the success of multinational corporations (MNCs) operating in diverse cultural environments The positive approach to management fosters an empowering atmosphere that enhances employee engagement and productivity By understanding and addressing the unique needs of a multicultural workforce, organizations can cultivate a more inclusive and effective workplace This ultimately leads to improved organizational performance and a competitive advantage in the global market.
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Sự khác biệt văn hóa đóng vai trò quan trọng trong việc hình thành xung đột trong quan hệ lao động tại các doanh nghiệp có vốn đầu tư nước ngoài ở Việt Nam Nghiên cứu của Trúc (2005) chỉ ra rằng những khác biệt này có thể dẫn đến hiểu lầm và căng thẳng giữa các bên liên quan Việc nhận thức và quản lý sự khác biệt văn hóa là cần thiết để cải thiện môi trường làm việc và tăng cường hiệu quả hợp tác Do đó, các doanh nghiệp cần có chiến lược phù hợp để giải quyết những xung đột này, nhằm tạo ra một môi trường làm việc hòa hợp và hiệu quả hơn.
I don't know!
Questionnaire: The impacts of Cultural Diversity on Job Performance in the Workplace from OEA Foreign Teachers’ Perspectives
Thank you for participating in the survey on cultural diversity in the workplace, supervised by Mrs Le Thi Minh Que, M.A., a lecturer at the Faculty of Foreign Languages, Banking Academy of Vietnam This research aims to explore the impacts of cultural diversity in the workplace through the perspectives of OEA foreign teachers.
• Impacts of cultural diversity in your workplace
• Solutions for diversity-related workplace challenges
The survey will take approximately 15-20 minutes to complete, and participation is entirely voluntary All responses will be kept confidential and used solely for academic purposes.
If you would like a summary of the survey results, please include your name and e- mail address at the end
Supervisor: Mrs Le Thi Minh Que (M.A)
1 What is your age range? o < 19 o 20-29 o 30-39 o 40-49 o >50
2 Are you male or female? o Male o Female o Prefer not to say
3 Where are you from? o South Africa o The United States of America o England o Canada o New Zealand o Philippines o North Ireland o Others: ………
4 How long have you been in Vietnam? o 0- 6 months o 6 months -1 year o 1 -2 years o 2-5 years o 5-10 years o More than 10 years
5 How many countries have you lived in? o One o Two o Three o Four o More than four
6 How long have you been a foreign teacher in OEA - Vietnam? o 0-6 months o 1 – 2 years o 3-5 years o 6-9 years o More than 10 years
7 Which of the following qualifications do you possess? o Certificate of Teaching English (e.g CELTA, TEFL, TESOL, etc.) o Undergraduate degree o Postgraduate degree o PhD degree o Other (please specify): ……
8 What was your purpose when you have come to Vietnam? (You may select more than 1) o A desire to live in another culture o A desire to travel in Vietnam o A desire to get away from my own country and culture o A desire to teach in a totally different situation o My spouse was coming to this city o Others:…………
PART 2 OEA TEACHERS’ PERCEPTIONS OF CULTURAL DIVERSITY
All the five options provided for the next questions (9-12) below will count as
(1) Strongly Disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly Agree
(1= Strongly disagree; 2 = Disagree; 3Neutral; 4= Agree; 5= Strongly agree) 1 2 3 4 5
FACTORS IMPACTING THE MULTICULTURAL WORKING
Manager is willing to share Decision- making power with employees
I feel that my organization values my opinions
Everyone’s contribution is noted and respected by the organization Management uses the employee feedback for continues growth & development
There is good team work & cooperation in my organization
Team meetings are conducted regularly
All the staff in my department are friendly and supportive
Individual differences are respected [Age, gender, education, caste, ]
C Job Factors/ Control/ Demands/ Role
I have clear understanding of the goals and objectives of my organization
I am encouraged to develop new & more efficient ways to do my work
I understand day-to-day objectives of my department
My Job/responsibility is clearly described
The overall infrastructure provided by the organization is satisfying (Ventilation,
Hygiene, Work-space, Lighting and fans,
Protection against heat/cold, Cleanliness and neatness, Power-supply, Drinking water,…)
I can arrange my workplace as per my comfort
Concern is shown for my health and safety at work place
The pay raises at my organization are satisfactory
I think my performance is evaluated fairly
My organization will promote from within before looking for employees externally
There is competition among the team members regarding credit and promotion
Cultural diversity helps break down barriers and reduces the fear of languages, ethnicity, genders…
Vietnamese teachers approach many cultures in the world
The personal work performance in teaching from various perspectives can inspire creativity and drive innovation
Diversity in culture enhances reputation and helps center for entering the international arena
Diverse in culture will bring a competitive and fairly working environment
My job gives me professional growth and advancement in future
My organization is sensitive to diversity issues
Diversity strengthens communities and the workplace and enhances Vietnam's economic competitiveness
I feel enthusiastic, hopeful about diversity and I participate in organizational diversity efforts
As a whole, I am satisfied with the work culture in my workplace
My colleagues from other cultures may be less likely to let their voices be heard
Integration across multicultural teams can be difficult in the face of prejudice or negative cultural stereotypes
Students’ learning attitudes are obligatory and unmotivated
Communication between teachers and students can be misinterpreted or difficult to understand across languages and cultures
Cross-cultural adjustment about navigating visa requirements, employment laws is still dilatory and difficult
The conflict of teaching and learning methods across foreigners and Vietnamese teachers
Generational and age differences lead to the distance in the mindset
The unbalance between male and female foreign teachers is clearly with higher proportion of female
Discrimination such as bullying, body shaming, gender bias issue are happened frequently
Co-workers in multicultural are curious about private matters
Harassment appears to be commonplace in multiculturalism
* Please specify other barriers or problems that you have encountered in the workplace that are not listed in the table above
12 What are your suggestions to solve diversity issues / promote cultural diversity in your workplace?
Communicating effectively by listening attentively and asking questions about one you did not understand
Attending activities of in and outside of school