 1.Individualism  2.Power Distance  3.Uncertainty Avoidance  4.Masculinity  5.Long VS Term Orientation 1.Universalism VS Particularism 2.Individualism VS Collectivism 3.Neutral VS Affective 4.Diffuse VS Specific 5.Achievement VS Ascription 6.Sequential VS Synchronous 7.Internal VS External

History of Schwartz’s dimensions - Schwartz presents an alternative conceptual and operational approach for deriving cultural dimensions of work-related values in a study of value priorities in 87 samples of teachers and students from 41 cultural groups in 38 nations. The analysis is to support either 1. Hofstede’s dimension 2. Refine them into finer tuned dimensions - He originally searched for a theory of a universal psychological structure of human values. - A set of 56 value questions was used. Respondents rated each value for importance as “ a guiding principle in their own life.”

 Seven Value Orientations. All societies confront and must cope with basic problems in regulating human activity in order to survive ((Kluckhohn & Strodtbeck, 1961; Parsons, 1951).  Three societal problems as most critical:  (1) defining the boundaries between the person and the group and the optimal relations between them;  (2) ensuring coordination among people to produce goods and services in ways that preserve the social fabric;  (3) regulating the utilization of human and natural resources. Cultural value emphases reflect and justify preferred societal responses to these problems.

Schwartz’s Dimensions

Embeddedness Characteristic of societies based on interdependent social relations, where security, conformity and tradition are priorities. ◦ emphasize the status and propriety, and try to avoid actions by individuals which attempt to alter the traditional established order (social order, obedience, respect for tradition, family security, self- discipline). Affective Autonomy Interest in promoting and protecting the attainment of positive affective experiences (pleasure, exciting life, varied life). ◦ These values share with intellectual autonomy the same concept of an autonomous person that implies relating to others in terms of self-interest and negotiated agreements (Schwartz, 1994). Intellectual Autonomy Comprises the values that situate the person as an autonomous entity to pursue his or her goals and intellectual interests (curious, open minded, creative).

Schwartz’s Dimensions

Hierarchy Places emphasis in the legitimacy of the hierarchical ascription of roles and fixed resources (social power, authority, humility, wealth). Together with the value type of embeddedness, this constitutes the nucleus of the collectivism dimension that has been widely used to describe cultures and societies (Hofstede,1984; Triandis, 1990).Egalitarianism Typical of societies that share a concern for the well-being of others (equality, social justice, responsible, help). not very important in collectivist cultures where the identification with those who matter (in-groups) assures the preoccupation for well- being. positively related with intellectual and affective autonomy (individualism) and negatively related to collectivism.

Schwartz’s Dimensions

Harmony Harmonious fit with nature and perhaps as well with the environment (unity with nature, protection of the environment, world of beauty). Mastery Mastery Values give priority to the dominance of the surroundings through self-affirmation (ambition, success, risk). ◦ It is related with affective individualism through sharing the desire for activity and stimulation and presupposing the legitimacy of changing the status quo.

Schwartz’s Dimensions

 Embeddedness 8,11,13,15,18,20,26,32, 40, 46,47,51,54,56  Hierarchy 3,12,27,36  Mastery 23,31, 34,37,39, 41,43,55,  Affective Autonomy 4,9,25,50,57  Intellectual Autonomy 5,16,35,53  Egalitarianism 1,30,33,45,49,52  Harmony17,24,29,38 Scale Use Correction: Because individuals and cultural groups use the value scale differently, it is necessary to correct for scale use in all analyses.

 Culture Level: Compute mean sample score on all values. Subtract sample mean from Add the result to the score for each value dimension. (e.g., Mean = 4.5; Dimensions = 4.0; Adj. = 3.5)  For example: Say you want to calculate a score for mastery in Chile.  1. You calculate the mean for all respondents from Chile on all 57  items in the survey. Say it is  2. Comparing the overall mean in Chile to the international mean of 4.00, I  find that Chileans tend to use the upper part of the scale. They have a  mean that is.375 higher than the average ( ).  3. Therefore, I will subtract.375 from whatever score I get for a cultural  dimension in Chile.  4. If the observed score on mastery in Chile, before adjusting for scale use, is (the mean of all mastery items across all respondents in the sample), then the adjusted score for mastery will be 5.00 ( ). That is the score to use for the mastery dimension in cross-national comparisons.  5. Let's say the Chilean average for harmony was Then the score on this dimension would be corrected to ( ) for cross-national comparisons.  FAILURE TO CORRECT FOR SCALE USE YIELDS INCORRECT RESULTS!!!

High PD Collectivism Individualism Low UA High UA Low PD Masculinity Achievement Particularism Individualism Femininity Environment Collectivism