1. Hofstede, G. (1991): Cultures and Organizations. New York Small power distance Teachers expect initiatives from students in class Teachers are experts who transfer impersonal truths Students treat teachers as equal

2. Hofstede, G. (1991): Cultures and Organizations. New York Large power distance Teachers are expected to take all initiatives in class Teachers are gurus who transfer personal wisdom Students treat teachers with respect

3. Hofstede, G. (1991): Cultures and Organizations. New York Collectivist Purpose of education is learning how to do Diplomas provide entry to higher status groups Harmony should always be maintained and direct confrontations avoided High-context communication

4. Hofstede, G. (1991): Cultures and Organizations. New York Individualist Purpose of education is learning how to learn Diplomas increase economic worth and/or self-respect Speaking one’s mind is a characteristic of an honest person Low-context communication

5. Hofstede, G. (1991): Cultures and Organizations. New York Feminine Values shared by men and women: Sympathy for the weak Average student is the norm Failing in school is a minor accident Friendliness in teachers appreciated Men and women study same subjects Work in order to live

6. Hofstede, G. (1991): Cultures and Organizations. New York Masculine Values shared by men and women: Sympathy for the strong Best student is the norm Failing in school is a disaster Brilliance in teachers appreciated Men and women study different subjects Live in order to work

7. Hofstede, G. (1991): Cultures and Organizations. New York Weak uncertainty avoidance Students comfortable with open-ended learning situations and concerned with good discussions Teachers may say “I don’t know” There should not be more rules than is strictly necessary Tolerance of deviant and innovative ideas and behaviour In philosophy and science, tendency towards relativism and empiricism Scientific opponents can be personal friends

8. Hofstede, G. (1991): Cultures and Organizations. New York Strong uncertainty avoidance Students comfortable in structured learning situations and concerned with the right answers Teachers supposed to have all the answers Emotional need for rules, even if these will never work Suppression of deviant ideas and behaviour, resistance to innovation In philosophy and science, tendency towards grand theories Scientific opponents cannot be personal friends