Luận văn thạc sĩ Luật học: So sánh nét văn hóa của sinh viên chuyên Anh ba miền Bắc, Nam và Trung

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY VO THI LE NA 443018 A COMPARISON OF CULTURAL PATTERNS AMONG ENGLISH-MAJORED STUDENTS FROM THE NORTH, THE SOUTH

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

VO THI LE NA

443018

A COMPARISON OF CULTURAL PATTERNS

AMONG ENGLISH-MAJORED STUDENTS FROM

THE NORTH, THE SOUTH AND THE MIDDLE OF

VIETNAM: A STUDY AT HANOI LAW

GRADUATION PAPER

Hanoi-2023

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

VO THI LE NA

443018

MIDDLE OF VIETNAM: A STUDY AT HANOI

LAW UNIVERSITY Major: English Language

SUPERVISOR Nguyen Thi Hong Thu, MA.

Hanoi-2023

I hereby state that I: Vo Thi Le Na, 4430, being a candidate for the degree ofBachelor of Arts accept the requirements of the University relating to theretention and use of Bachelor's Graduation Paper deposited in the library

In terms of these conditions, I agree that the origin of my paper deposited in

the library should be accessible for the purposes of study and research, in

accordance with the normal conditions established by the librarian for thecare, loan or reproduction of the paper

First and foremost, I would like to express my heartfelt appreciation to mywonderful Supervisor, Ms Nguyen Thi Hong Thu M.A., for her enormoussupport towards my research with great patience, devotion, unwavering,advice, profound insight and experience I have managed to overcome all thevarious obstacles and finished the thesis thanks to her constant, inspiring

guidance and encouragement throughout the writing process

Besides my Supervisor, my sincere thanks goes to all the Members of the

Thesis Committee, the teachers who work hard and fair to evaluate thisresearch of mine give insightful comments and questions, as well as provide

me with detailed feedback to help my future studies

Lastly, I want to thank my family and friends for their unwaveringencouragement and support Your constant belief in me and my abilities hasbeen a source of motivation and inspiration throughout my academic journey

Once again, I want to express my sincere appreciation to all those who have

helped me along the way Your support has meant the world to me, and I will

always be grateful for everything you have done to help me achieve my goals

ill

Vietnam is a country with a rich, diverse and impressive culture between the

North, Central and South regions with a long historical tradition This study

investigates the differences in cultural patterns between the three regions ofVietnam, North, Central and South This study was conducted with 100participants from the North, Central and South regions of Vietnam at HanoiLaw University Data is collected and analyzed to see the differences incultural patterns between the three regions of Vietnam and offers a number ofsuggestions for people to be able to adapt to the new cultural model Ingeneral, the cultural model in the three regions of Vietnam has a cleardifference between the North and the South, while the Central region is aplace of cultural interference between the North and the South

IV

LIST OF ABBREVIATIONS

HLU : Hanoi Law University

LIST OF FIGURES

Figure 1: Gender ratio of English majors at HLU

Figure 2: Region ratio of English majors at HLU

vi

25

26

LIST OF TABLES

Table 1: Results of power distance according to The North, The Middle

and The South of students’ English majors at HLU

Table 2: Results of individualism versus collectivism according to The

North, the Middle and the South of student’s English major at HLU

Table 3: Results of masculinity versus femininity according to theNorth, the Middle and the South of student’s English major at HLU

Table 4: Results of uncertainty avoidance index according to the North,the Middle and the South of student’s English major at HLU

Table 5: Results of long-term versus short-term time orientation

according to the North, the Middle and the South of student’s Englishmajor at HLU

Table 6: Results of indulgence versus restraint according to the North,

the Middle and the South of student’s English major at HLU

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1 Rationale for the study

The territory of Vietnam is characterized by an S-shape, a difference in

topographical structure, regional distribution, and with 54 ethnic groups livingtogether, creating their own customs, traditions, and cultural identities.between the North, Central and South regions It is these things that havecreated the highlights of a beautiful Vietnam in the hearts of every person

Vietnam has a rich and diverse culture dating back to thousands ofyears ago The changes in each historical period, the mixture of ancientcultures with the characteristics of the Vietnamese community, the fusion ofChinese culture and a part of the West have created a Vietnamese culture hasits own unique and impressive identity among the three regions of the North,the Central region, and the South

The Faculty of Legal Foreign Languages at Hanoi Law University hasmany students from many different regions.Therefore, I choose the subject ofresearch as English-major students to explore the differences between cultural

patterns among the North, the Middle and the South of Vietnam and find out

ways to help people adapt to the cross-cultural communication setting among

the three regions, I conducted this research with the topic: “A comparison ofcultural patterns among English-Majored students from the North, the Southand the Middle of Vietnam: A study at Hanoi Law University”

2 Aims of the study

The research paper has three primary purposes as follows:

(1) To identify the differences in cultural patterns in the three North, Central,and South regions of Vietnam from students’ perspectives

(2) To propose some recommendations for people so that when they come toother regions, people can adapt to other regions

3 Research questions

The research will be undertaken to address the following questions:

(1) How different are the cultural patterns of the North, Central and Southregions of Vietnam?

(2)How do the students at Hanoi Law University adapt to the

cross-cultural communication setting among the three regions in Vietnam?

4 Scope of the study

The research paper's main objective was to compare the culturalpatterns among three regions of Vietnam, North, Central, and South The

study was conducted on 100 students who were English majors at HLU The

findings of this research revealed that there were significant differences in

communication styles, attitudes towards authority, and social customs among

the three regions

5 Significance of the study

The study's results have important implications for educators whendesigning language and cultural courses for students from different regions of

Vietnam Given the significant differences found, it is essential to take into

account the cultural background of the students and the specific

characteristics of each region By doing so, educators can provide studentswith a more relevant and effective learning experience that takes into account

their unique cultural and linguistic needs

In conclusion, this research paper highlights the importance ofunderstanding cultural differences to ensure that language and cultural courses

are inclusive and effective for all students By recognizing cultural diversity

and adapting teaching methods accordingly, educators can help studentsdevelop a deeper appreciation and understanding of different cultures, which

is essential in today's interconnected world

6 Organization of the study

The study contains three central parts: Introduction, Development, andConclusion

The Introduction includes the Rationale, Aims, Research questions, Scope,Significance of the Study and Organization of the study

Part II Development is segmented into four chapters as follows:

Chapter 1: The Literature Review

Chapter 2: Methodology provides the data collection instruments, procedures

of data collection and procedures of data analysis

Chapter 3: Results and Discussion shows analytical findings of the survey and

a detailed interpretation of the data obtained

Chapter 4: Recommendations makes a number of recommendations on thebasis of key study results

The Conclusion delivers a summary of the study, limitations of the study andsuggestions for future research

CHAPTER 1: LITERATURE REVIEW

1.1 Culture

1.1.1 Definition of Culture

Culture is a notoriously difficult term to define In 1952, the American

anthropologists, Kroeber and Kluckhohn, critically reviewed concepts anddefinitions of culture, and compiled a list of 164 different definitions Apte(1994:2001), writing in the ren-volume Encyclopedia of Language andLinguistics, summarized the problem as follows: “Despite a century of efforts

to define culture adequately, there was in the early 1990s no agreement

among anthropologists regarding its nature.”

Schein (1990) defines culture in managerial terms as “how people feelabout the organization, the authority system and the degree of employee

involvement and commiment’’; he continues, adding that culture can be vied

as a widely held, shared set of values, beliefs and ideas

Culture (from the Latin cultural stemming from cohere, meaning "Zocultivate") generally refers to patterns of human activity and the symbolicstructures that give such activities significance and importance Cultures can

be "understood as systems of symbols and meanings that even their creators

contest, that lack fixed boundaries, that are constantly in flux, and thatinteract and compete with one another."

Culture can be defined as all the ways of life including arts, beliefs and

institutions of a population that are passed down from generation togeneration Culture has been called "the way of life for an entire society." Assuch, it includes codes of manners, dress, language, religion, rituals, art,norms of behavior, such as law and morality, and systems of belief

Culture is one of those words that carry a number of meanings

Professor Hofstede defined it as: The programming of the human mind by

which one group of people distinguishes itself from another group Culture is

learned from your environment and is always a shared, collectivephenomenon Culture consists of various layers and we often compare it with

an onion On the outer layer of the onion, you'll have symbols, such as food,

logos, colors or monuments The next layer consists of heroes, and caninclude real life public figures, like statesmen, athletes or companyfounders, or figures such as Superman in popular culture On the third layer,

closest to the core, you'll find rituals, such as sauna, karaoke, or meetings

_ i ey er aie

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Hence Alivals

Since culture is a group phenomenon, it should be used to analyze the

behavior of groups and make an assessment of the ability of groups of people

to act in a certain way One person does not represent the entire culture butwithin a group of people from one culture, people have the ability to act in away that is appropriate for that culture

1.1.2 Characteristics of Culture

1.1.2.1 Culture is manifested at different layers of depth

In analyzing the culture of a particular group or organization it is

desirable to distinguish three fundamental levels at which culture manifests

itself: (a) observable artifacts, (pb) values, and (c) basic underlyingassumptions

(Schein 1990:111) When one enters an organization one observes andfeels it artifacts This category includes everything from the physical layout,

the dress code, the manner in which people address each other, the smell and

feel of the place, its emotional intensity, and other phenomena, to the morepermanent archival manifestations such as company records, products,statements of philosophy, and annual reports

To really understand a culture and to ascertain more completely the

group’s values and over behavior, it is imperative to delve into the underlyingassumptions, which are typically unconscious but which actually determine

how group members perceive, think and feel Such assumptions are

themselves learned responses that originated as espoused values But, as a

value leads to a behavior, and as that behavior begins to solve the problemwhich prompted it in the first place, the value gradually is transformed into an

underlying assumption about how things really are As the assumption is

increasingly taken for granted, it drops out of awareness

(Schein 1984: 3-4) To put it another way, the domain of values can be

divided into (1) ultimate, non-debatable, taken-for-granted values, for which

the term “assumptions” is more appropriate; and (2) debatable, overt,espoused values, for which the term “values” is more applicable In statingthat basic assumptions are unconscious, I am not arguing that this is a result ofrepression On the contrary, I am arguing that as certain motivational andcognitive processes are repeated and continue to work, they becomeunconscious They can be brought back to awareness only through a kind of

focused inquiry, like that used by anthropologists What is needed are the

efforts of both an insider who makes the unconscious assumptions and an

outsider who helps to uncover the assumptions by asking the right kinds of

questions

1.1.2.2 Culture affects behavior and interpretations of behavior

Hofstede (1991:8) makes the important point that although certainaspects of culture are physically visible, their meaning is invisible Theircultural meaning lies precisely and only in the way these practices areinterpreted as conveying agreement, approval or acceptance in the USA, the

UK and Canada, but as an insult or obscene gesture in several Mediterraneancountries Similarly, the choice of clothing can be interpreted differently by

different groups of people in terms of indications of wealth, ostentation,

appropriateness, and so on

1.1.2.3 Culture can be differentiated from both universal human nature and

unique individual personality

(Hofstede 1994: 5-6) Culture is learned, not inherited It derives fromone’s social environment, not from one’s genes Culture should be

distinguished from human nature on one side, and from an individual’s

personality on the other, although exactly where the borders lie between

human nature and culture, and between culture and personality, is a matter ofdiscussion among social scientists

Human nature is what all human beings, from the Russian professor to

the Australian aborigine, have in common: it represents the universal level in

one’s mental software It is inherited with one’s genes; within the computeranalogy it is the “operating system” which determines one’s physical andbasic psychological functioning The human ability to feel fear, anger, love,

joy, sadness, the need to associate with others, to play and exercise oneself,

the facility to observe the environment and talk about it with other humans allbelong to this level of mental programming However, what one does with

these feelings, how one expresses fear, joy, observations, and so on, is

modified by culture Human nature is not as “human” as the term suggests,because certain aspects of it are shared with parts of the animal world.

The personality of an individual, on the other hand, is her/his unique

personal set of mental programs which (s)he does not share with any other

human being It is based upon traits which are partly inherited with theindividual’s unique set of genes and partly learned “Learned” means:modified by the influence of collective programming (culture) as well as

unique personal experiences

Cultural traits have often been attributed to heredity, because

philosophers and other scholars in the past did not know how to explainotherwise the remarkable stability of differences in culture patterns amonghuman groups They underestimated the impact of learning from previousgenerations and of teaching to a future generation what one has learnedoneself The role of heredity is exaggerated in the pseudo-theories of race,which have been responsible, among other things, for the Holocaust organized

by the Nazis during the Second World War Racial and ethnic strife is often

justified by unfounded arguments of cultural superiority and inferiority

1.1.2.4 Culture is associated with social groups

(Ferraro 1998: 16) Culture is shared by at least two or more people, and

of course real, live societies are always larger than that There is, in other

words, no such thing as the culture of a hermit If a solitary individual thinks

and behaves in a certain way, that thought or action is idiosyncratic, notcultural For an idea, a thing, or a behavior to be considered cultural, it must

be shared by some type of social group or society

(Avruch 1998: 17-18) Indivuduals are organized in many potentially

different ways in a population, by many different (and cross-cutting) criteria:for example, by kinship into families or clans; by language, race, or creed into

ethnic groups; by socio-economic characteristics into social classes; by

geographical region into political interest groups; and by occupation or

institutional memberships into unions, bureaucracies, industries, political

parties, and militaries The more complex and differentiated the social system,

the more potential groups and institutions places individuals in differentexperiential worlds, and because culture derives in part from this experience,each of these groups and institutions can be a potential container for culture.Thus no population can be adequately characterized as a single culture or by asingle cultural descriptor As a corollary, the more complexly organized a

population is on sociological grounds (class, region, ethnicity, and so on), themore complex will its cultural mappings appear This is why the notion of

“subculture(s)” is needed

1.2 Cultural Patterns

1.2.1 Definition of Cultural Patterns

Shared beliefs, values, norms, and social practices that are stable overtime and that lead to roughly similar behaviors across similar situations areknown as cultural patterns These cultural patterns affect perceptions ofcompetence Despite their importance in the development and maintenance of

cultures, they cannot be seen, heard, or experienced directly However, the

consequences of cultural patterns — shared interpretations that are evident in

what people say and do — are readily observable Cultural patterns are

primarily inside people, in their minds They provide a way of thinking aboutthe world, of orienting oneself to it Therefore, cultural patterns are sharedmental programs that govern specific behavior choices

Cultural patterns provide the basic set of standards that guide thoughtand action Some aspects of this mental programming are, of course, unique

to each individual Even within a culture, no two people are programmedidentically, and these distinctive personality differences separate the members

of a culture In comparisons across cultures, some mental programs are

essentially universal A mother’s concern for her newborn infant, for example,

reflects a biological program that exists across all known cultures and is part

of our common human experience

In addition to those portions of our mental programs that are unique or

universally held, there are those that are widely shared only by members of aparticular group or culture These collective programs can be understood only

in the context of a particular culture, and they include such areas as the

preferred degree of social equality, the importance of group harmony, the

degree to which emotional displays are permitted, the value ascribed toassertiveness, and the like

Cultural patterns are not so much consciously taught as unconsciouslyexperienced as a by-product of day-to-day activities Most core assumptionsare programmed at a very early age and are reinforced continuously EuropeanAmericans are trained to admire achievement, practicality, material comfort,

freedom, and individuality

Because of their importance in shaping judgments about intercultural

competence, we will discuss cultural patterns in great detail through severalapproaches

1.2.2 The functions of Cultural patterns

Florence Kluckhohn and Fred Strodtbeck wanted to make sense of thework of cultural anthropologist who, for many years, had describedsystematic variations both between and within cultures That is, culturesclearly differed from one another, but within every culture there wereindividuals who varied from the cultural patterns most often associated with

it To explain both these cultural-level and individual-level differences,Kluckhohn and Strodtbeck offered four conclusions about the functions ofcultural patterns that apply to all cultures:

(1) People in all cultures face common human problems for which they mustfind solutions

10

(2) The range of alternative solutions to a culture’s problems is limited.

(3) Within a given culture, there will be preferred solutions, which most

people within the culture will select, but there will also be people who willchoose other solutions

(4) Over time, the preferred solutions shape the culture’s basic assumptions

about beliefs, values, norms, and social practices — the cultural patterns

1.3 Cultural patterns taxonomies

1.3.1 Hall's High - and Low - Context Cultural Taxonomy

Hall (1977) classifies cultures broadly into high — context and low —context cultures Hight - and low — context cultural patterns are based oncultural preferences for high — context or low — context messages He has

identified such cultures as China, Japan, Malaysia and Mexico as high —

context cultures, and England, Germany and Sweden as low — context

cultures High — context messages are convert, implicit and internalized with

much nonverbal coding and reserved reactions, while low — context messagesare overt, explicit, plain, precise and concise with verbalized details and

explicit and readily observable reactions | According to Hall (1977), such

differences can be explained by the purposes in communicating In high —

context cultures, communication is for promoting and sustaining harmonyamong the interactants; while in low — context cultures, communication is for

conveying exact meanings Hall’s (1977) high — and low — context cultural

patterns are extended to other variations in cultural patterns, one of which is

the importance of in-groups and out-groups Characteristics of high — context

cultures, of which the Chinese are an example, include distinct in-group and

out-group relationships, strong interpersonal bonds, and high commitment In

contrast, low - context cultures, of which the English are an example, are

characterized by flexible in-groups and out-groups, fragile interpersonalbonds, and low commitment (see also Lustig and Koester 1999)

11

A simple example of high — context communication is interactions that

take place in a long — term relationship between two people who are often

able to interpret even the slightest gesture or the briefest comment The

message does not need to be stated explicitly because it is carried in theshared understandings about the relationship

A simple example of low — context communication 1s now experienced

by more and more people as they interact with computers For computers to

“understand” a message, every statement must be precise Many computerswill not accept or respond to instructions that do not have every space, period,letter, and number in precisely the right location The message must be overtand very explicit

Hall’s description of high and low — context cultures is based on the

idea that some cultures have a preponderance of messages that are high

context, others have messages that are mostly low context, and yet others

have a mixture of both Hall also describes other characteristics other

characteristics of high- and low- context cultures, which reveal the beliefs,values, norms, and social practices of the cultural system These

characteristics include the use of covert or overt messages, the importance ofin-groups and out-groups, and the culture’s orientation to time

1.3.2 Hofstede 's Cultural Taxonomy

Geert Hofstede’s impressive studies of cultural differences in value

orientations offer another approach to understanding the range of culturaldifferences Hofstede’s approach is based on the assertion that people carry

mental programs, or “software of the mind”, that are developed duringchildhood and are reinforced by their culture These mental programs containthe ideas of a culture and are expressed through its dominant values Toidentify the principal values of different cultures, Hofstede initially surveyed

12

more than 100,000 IBM employees in seventy-one countries, and he has

subsequently broadened his analysis to include many others

Through theoretical reasoning and statistical analyses, Hofstede’s earlyresearch identified five dimensions along which dominant patterns of aculture can be ordered: power distance, uncertainty avoidance, individualismversus collectivism, masculinity versus femininity, and long-term versusshort-term orientation to time Recently two additional dimensions have been

added: indulgence versus restraint and monumental ism versus

self-effacement Hofstede’s work provides an excellent synthesis of therelationships between cultural values and social behaviors

(1) Power distance

Power distance is one of the cultural dimensions identified by Geert

Hofstede It refers to the extent to which people in a society or organizationaccept unequal distribution of power In societies with high power distance,

there is a significant gap between those in positions of power and those who

are not People tend to accept unequal distribution of power and authority, and

may defer to those in higher positions In societies with low power distance,

there is less of a gap between those in positions of power and those who arenot People tend to question and challenge authority, and may be more willing

to work collaboratively

(2) Uncertainty Avoidance

Hofstede's uncertainty avoidance dimension refers to how a societydeals with the ambiguity and uncertainty of the future It measures the extent

to which people in a society are comfortable with unstructured situations and

prefer stability and predictability in their lives.High uncertainty avoidancecultures tend to have strict rules and regulations, a strong preference forconformity, and a low tolerance for deviant behaviors They also tend to have

a higher level of anxiety and stress related to change and the unknown.Lowuncertainty avoidance cultures, on the other hand, tend to be more relaxed and

13

open to change They are comfortable with ambiguity and risk-taking, and are

more likely to be innovative and entrepreneurial.It's important to note thatneither high nor low uncertainty avoidance is inherently better or worse, but

rather they represent different cultural values and ways of approaching theworld

(3) Individualism versus Collectivism

Hofstede's cultural dimensions theory includes a dimension thatcompares individualism versus collectivism in _ different cultures.Individualism refers to a culture where people are more focused onthemselves and their immediate family, while collectivism refers to a culture

where people prioritize the group or community they belong to.In

individualistic cultures, people are encouraged to be self-reliant, independent

and to speak up for themselves In these cultures, the emphasis is on personal

achievement, autonomy, and individual rights Examples of individualisticcultures include the United States, Canada, Australia, and Western Europe.Incontrast, collectivist cultures value the needs and goals of the group overthose of the individual These cultures prioritize loyalty, cooperation andharmony within the group Examples of collectivist cultures include Japan,China, Korea, and many countries in Latin America.It is important to notethat neither individualism nor collectivism is inherently better or worse than

the other Both have their strengths and weaknesses and play an essential role

in shaping the cultural norms and values of a society Understanding thesecultural differences can help individuals and businesses navigate cross-

cultural interactions more effectively

(4) Masculinity versus Femininity

In Hofstede's theory of cultural dimensions, masculinity and femininityrefer to two different cultural perspectives Masculinity is characterized by apreference for achievement, assertiveness, and material success, whilefemininity is characterized by a preference for nurturing, cooperation, and

14

quality of life.In masculine cultures, success is defined by competition, status,

and material possessions The emphasis is on individual achievement, and

there is often a clear separation between gender roles Men are expected to be

assertive, ambitious, and competitive, while women are expected to be

nurturing and supportive Examples of masculine cultures include Japan, theUnited States, and Germany.In feminine cultures, success is defined more

broadly and includes qualities such as social relationships and quality of life.Cooperation and consensus-building are valued over competition, and there is

often more fluidity in gender roles Men and women are expected to shareresponsibilities and show empathy and concern for others Examples of

feminine cultures include Sweden, Norway, and Denmark.It's important to

note that these cultural dimensions are not absolute and can vary within a

culture over time Additionally, Hofstede's model has been criticized for

oversimplifying complex cultural differences and ignoring other importantfactors such as religion, history, and social class

(5) Long-term versus Short-term time orientation

Hofstede's cultural dimensions include long-term versus short-termtime orientation This dimension refers to the extent to which a culture valueslong-term planning and deferment of gratification versus immediate resultsand instant gratification.Cultures with a long-term time orientation tend to

have a more patient and persevering approach to achieving goals They

prioritize saving for the future, investing in education, and developing astrong work ethic These cultures tend to be more conservative and traditional

in their values and behaviors.On the other hand, cultures with a short-term

time orientation tend to prioritize immediate results and instant gratification.They may prioritize enjoying life in the present and taking risks to achievetheir goals These cultures tend to be more flexible and adaptable to change,

but can also be seen as impulsive and lacking in long-term planning It's

important to note that neither orientation is inherently better or worse than the

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other - they simply reflect different cultural values and priorities.

Understanding these differences can be helpful in cross-cultural

communication and collaboration

(6) Indulgence versus Restraint

Recently Hofstede has included two additional dimensions to thosepreviously described Based on recent research, including ideas from MiddleEastern, Nordic, and Eastern European perspectives, Hofstede has added thedimensions of indulgence versus restraint and monumentalism versus self-effacement

The indulgence versus restraint dimension juxtaposes hedonism with

self — discipline Cultures high on indulgence encourage pleasure, enjoyment,

spending, consumption, sexual gratification, and general merriment.Alternatively, cultures high on restraint encourage the control of suchhedonistic gratifications, and the pleasures and enjoyment associated withleisure activities are discouraged

(7) Monumental ism versus Self-Effacement

The monumental ism versus self-effacement dimension juxtaposesstability with change Cultures high on monumental ism encourage people to

be like the monuments or statues that one commonly finds in parks or near

government buildings: proud, unchangeable, upstanding, stable, and resolute

Alternatively, cultures high on self-effacement encourage humility, flexibility,

adaption to the situation, and feeling comfortable about life’s paradoxes andinconsistencies

1.3.3 The GLOBE Cultural Taxonomy

A recent and very impressive study of differences in cultural patterns

was conducted by Robert J House and his team of more than 170investigators This ongoing research effort is called Project GLOBE, which is

an acronym for Global Leadership and Organizational BehaviorEffectiveness To date, the team has collected information from nearly 20,000

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middle managers in 61 cultures Individuals were asked to describe both thecultural practice — what is, or what people actually do — and the cultural

values — what should be, or what is regarded as ideal — in their cultures

The GLOBE research program builds on Hofstede’s work and on that

of Kluckhohn and Strodtbeck (which is described in the previous chapter)

Nine dimensions are used to describe the dominant patterns of a culture:

power distance, uncertainty avoidance, in-group collectivism, institutionalcollectivism, gender egalitarianism, assertiveness, performance orientation,future orientation, and humane orientation The first six GLOBE dimensionsare based on the work of Hofstede The dimensions of power distance anduncertainty avoidance are identical in the two taxonomies Hofstede’sindividualism — collectivism dimension has been separated into two GLOBE

components: in-group collectivism and institutional collectivism Similarly,

Hofstede’s masculinity — femininity dimension has been divided into twocomponents: gender egalitarianism and assertiveness The remaining three

GLOBE dimensions are based on the work of Kluckhohn and Strodtbeck The

GLOBE’s performance orientation dimension relates to Kluckhohn and

Strodtbeck’s world-orientation dimension The future orientation dimension isbased on Kluckhohn and Strodtbeck’s concept of time and the distinction

among past-, present-, and future-oriented cultures The GLOBE’s humaneorientation dimension is anchored in Kluckhohn and Strodtbeck’s view ofhuman nature, especially their distinction that cultures may regard humans on

a continuum ranging from inherently “good” to inherently “bad”

1.4 The Cultural Patterns of the North, the Middle and the South inVietnam

1.4.1 Power distance

Vietnam is not a homogeneous country, and it is important to note thatthere are many cultural, social, and political dynamics that exist within it One

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way to understand some of these differences is through the concept of powerdistance, which refers to the degree of inequality and hierarchy in a society.

In general, the north tends to have a higher power distance than thesouth This means that there is a greater acceptance of hierarchy and authority

in the north, while the south is more egalitarian in its social structure.However, it's important to note that these are generalizations and there issignificant diversity within each region as well

For example, within the north, there are differences in power distancebetween urban and rural areas In cities like Hanoi, there may be moreacceptance of hierarchy and authority, while in rural areas, there may be a

stronger sense of community and more egalitarianism Additionally, the

perception of power distance may vary depending on factors like age, gender,

and socioeconomic status

In the Middle regions of Vietnam, the power distance is somewhere inbetween the North and South While there are still expectations of hierarchy

and respect for authority, there is also a greater sense of individualism and

democracy, which reflects the region's historical ties to democraticmovements.

Within the South, there is also variation in power distance For

example, Ho Chi Minh City, the largest city in the South, may be more

cosmopolitan and open-minded than other areas Additionally, there may be

differences in power distance between ethnic groups and regions within the

South

Overall, it's important to keep in mind that while power distance can be

a useful concept for understanding cultural differences in Vietnam, it is not

the only factor at play It's important to approach the topic with nuance andsensitivity, and to recognize that there is significant diversity within eachregion and culture

1.4.2 Uncertainty Avoidance

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Vietnam is a country with diverse cultural and regional differences Thecountry is divided into three main regions: north, central and south Each

region has its own unique culture and customs, which can greatly influencebusiness practices and communication styles

For example, people in the Northern sector tend to be more cautiousand avoid uncertainty They value tradition and are more reserved in theircommunication style On the other hand, people in the Southern sector aregenerally more relaxed and open to change They value relationships and tend

to be more expressive in communication

These cultural differences can have a significant impact on doingbusiness in Vietnam In the North region, for example, it can take longer tobuild relationships and establish trust before doing business They are open tonew ideas and willing to take risks, but not to the same extent as the South Incontrast, in the South region, personal relationships often take precedenceover business relationships, and establishing relationships can be easier TheMiddle region of Vietnam is known for being more relaxed and flexible when

it comes to uncertainty They are open to new ideas and willing to take risks,

but not to the extent of the South

1.4.3 Individualism versus Collectivism

Vietnam is a country with a rich cultural heritage, and its people have a

deep appreciation for tradition and community This appreciation is reflected

in the varying degrees of individualism and collectivism across the differentregions of the country

The North region of Vietnam, which includes Hanoi, is known for itscollectivist culture Here, communal values and family ties are highly valued,

and there is a strong emphasis on group harmony and cooperation This isreflected in the way people interact with each other, with a focus on buildingstrong relationships and supporting each other

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The Middle region, which includes Hue and Da Nang, sees a mix of

individualistic and collectivist values In this region, people tend to balance

the need for personal achievement with a desire to maintain strong social ties

This is reflected in the way people work and play, with a focus on both

individual success and group harmony

In contrast, the South region, which includes Ho Chi Minh City, tends

to be more individualistic Here, people place a strong emphasis on personal

success and achievement, and there is a greater focus on competition andindividual achievement This can be seen in the way people work and

socialize, with a focus on personal goals and aspirations

Overall, Vietnam's cultural diversity is a source of strength for thecountry, and the different values and beliefs held by its people contribute toits unique character and identity Understanding the varying degrees of

individualism and collectivism across the different regions of Vietnam can

help us better appreciate and respect the country's rich cultural heritage

1.4.4 Masculinity versus Femininity

Vietnam is a country that boasts a rich and diverse cultural heritage,with each region having its own unique customs, traditions, and beliefs One

of the most striking differences between the regions is the concept of

masculinity and femininity

In the North, there is a more conservative and traditional view of

gender roles, with men being expected to be the primary breadwinners, whilewomen are responsible for taking care of the household and children Thistraditional mindset is deeply ingrained in the culture of the region and affectsmany aspects of life, from family dynamics to work and career opportunities

In contrast, the Middle and South regions of Vietnam place a greateremphasis on gender equality Women have more opportunities to pursueeducation and careers, and are not limited to traditional gender roles Thisshift towards gender equality is a relatively recent development in the

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country's history, but is gaining momentum as more and more womenchallenge the status quo and strive for greater representation andopportunities.

Despite these differences, it's important to note that gender roles and

expectations are not fixed or universal across Vietnam There is a growingawareness and acceptance of gender diversity and the importance ofindividual choice, and many communities are embracing a more inclusive and

progressive approach to gender identity and expression

1.4.5 Long-term versus Short-term time orientation

Vietnam is a country with a rich history and a diverse culture One

aspect of this culture is the way different regions of the country approach time

orientation The North, the Middle, and the South of Vietnam each havedistinct characteristics when it comes to their perspective on time

In the North, there is a tendency to focus on the long-term This meansthat people in this region are more likely to place a greater emphasis ontradition and history, and to think about how current decisions will impactfuture generations This is not to say that people in the North do not care

about short-term issues, but rather that they tend to view these issues within abroader context

In the Middle of Vietnam, there is a more balanced view of time

orientation People in this region tend to value both tradition and practicality,

and are able to balance short-term and long-term considerations This may bedue in part to the fact that the Middle of Vietnam has been a crossroads of

different cultures throughout history, and has therefore developed a morecosmopolitan outlook

In contrast, the South of Vietnam tends to have a more short-term perspective.People in this region are more focused on practical issues and immediateresults This may be due in part to the fact that the South has been the most

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economically dynamic region of the country in recent years, with a strongfocus on business and entrepreneurship.

Overall, the differences in time orientation between the North, the

Middle, and the South of Vietnam reflect the country's complex history and

diverse cultural heritage Understanding these differences can be important

for anyone doing business or traveling in Vietnam, as it can help to avoidmisunderstandings and build stronger relationships with local people

1.4.6 Indulgence versus Restraint

The indulgence versus restraint dimension is one of the five cultural

dimensions identified by Geert Hofstede It refers to the extent to which

members of a culture are expected to control their desires and impulses

Cultures that are high in indulgence tend to place a higher value on enjoyinglife and having fun They are more likely to indulge in activities such asdrinking, eating, and sex On the other hand, cultures that are low inindulgence tend to place a higher value on self-control and restraint They aremore likely to avoid activities that are considered pleasurable but damaging,such as smoking or excessive drinking

In Vietnam, this dimension varies across different regions The North

tends to be more restrained while the South tends to be more indulgent The

Middle region falls somewhere in between the two extremes This can be seen

in the way people socialize, eat, and drink In the North, people tend to be

more reserved and formal in social situations They are less likely to drink or

eat excessively In the South, people are more relaxed and informal in socialsituations They are more likely to drink and eat to excess

It is important to note that these regional differences are not absolute.There are many individual variations within each region Additionally, the

differences between the regions are becoming less pronounced over time as

the country becomes more integrated and modernized However, an

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understanding of these regional tendencies can be helpful in navigating

cultural differences within Vietnam

1.5 The previous study cultural patterns in Vietnam

There are a number of studies by previous authors that have studied the

Vietnamese cultural patterns according to Hofstede’s taxonomies such as:

Dr Dao Thi Phuong - University of Foreign Languages, VietnamNational University Hanoi had a research paper "Manifestation of power

distance in teacher-student relationship at school and some pedagogical

implications" published in 2014 in the Journal of Language & Life Thearticle points out that Vietnam is culturally characterized by a large powerdistance In schools, the relationship between teachers and students ishierarchical and unequal Teachers are respected, are the initiators of all

classroom activities, have an extremely important role in the educationalprocess These characteristics bring unique cultural features to the teacher-

student relationship in Vietnam, but they are also barriers to the educational

innovation process The article discusses the power distance and the

manifestation of the power distance in the teacher-student relationship In

addition, with the desire to contribute to improving the quality of teaching andlearning, we also give some pedagogical implications such as equalizing the

teacher-student relationship, promoting the creativity and autonomy of

learners, adjust teaching methods, change social norms about student learning

outcomes, and improve cultural understanding to avoid disadvantages ormisunderstandings

Author Dr Dao Thi Phuong also has a research paper on collectivismand individuality in intercultural communication titled "Collectivism and

individualism in intercultural communication (Examples taken from

Vietnamese and English)" published in 2015 in Language Magazine and Life

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This article discusses collectivism and individualism denoted in language andcommunication, gives some Vietnamese and English examples to compare

and prove Some barriers in intercultural communication such as assumption

of similarities, nonverbal misinterpretations and tendency to evaluate are alsodiscussed to enhance understanding and respect for cultural diversity,contributing to the success of communication, especially intercultural

communication

Author Ma The Ngan - University of Industrial Technology, ThaiNguyen University has a research paper on "Assessing the appropriateness ofpaternalistic leadership in the Vietnamese cultural context: A perspective

from Hofstede’s model" published on Science Journal of Van Hien University

No 8(4) 2022 This article aims to access the appropriateness of paternalisticleadership in the Vietnamese cultural context The author employed threedimensions in Hofstede’s cultural model including power distance,collectivism, and long - term orientation The results show that these factorsare in terraced with each other by their links to Confucian values, establishing

a strong ground for paternalistic leadership Theoretical and practical

implications of the findings are also discussed

1.6 Summary

Throughout this chapter, the researcher presents the concept of culture

and cultural patterns: the definition of culture, the definition of cultural

patterns, cultural patterns taxonomies, and the cultural patterns of the North,the Middle and The South of Vietnam The whole information explain tocultural patterns for the researcher's study

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All participants are Hanoi Law University’s English majors The study

was notified and had received approval and support from the school as well as

from students themselves The study required a total of 100 students to be

surveyed and students among those 100 to be interviewed The sample size ofthe survey was 100 participants Participants from the Department of English

at Hanoi Law University obtained similar education, with 70 females, 18males and 12 students preferred not to say their gender

a) Students’ gender ratio

Prefer not to say 12%

Figure 1: Gender ratio of English majors at HLU

The major of the students for all three The North, The Middle, and The

South were female with 70 students (70%), and male with 18 students (18%)

This social-dominant female to male gender ratio was understandable in auniversity concentrating on social subjects like HLU Additionally, there were

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12 students (12%) preferred not to reveal their gender which should be

respected

b) Students’ region ratio

The North

The Middle 36%

= The Middle The North

59%

= The SouthFigure 2: Region ratio of English majors at HLU

The major of the students for all three The North, The Middle, and TheSouth were the North with 59 students (59%), the Middle with 36 students

(36), and the South with 5 students (5%) Since Hanoi Law University is

located in the North, it is understandable that the number of students in the

North and the Central region is higher than the number of students in the

South

2.3 Data collection

2.3.1 Data collection instrument

The primary methods for data collection in this research were a

questionnaire survey and a set of interview questions 100 English - majorstudents: 59 from the North, 36 from the Middle and 5 from the South were

participating in the survey 5 people among those 100 students took part in theinterview

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