1. Please provide three different definitions of culture.

- Culture is learned patterns of perception, values, and behaviors, shared by a group of people,
that are ynamic and heterogeneous
- A culture is a way of life of a group of people--the behaviours, beliefs, values, and symbols that
they accept, generally without thinking about them, and that are passed along by communication
and imitation from one generation to the next.
- Culture consists of patterns, explicit and implicit, of and for behaviour acquired and transmitted
by symbols, constituting the distinctive achievement of human groups, including their
embodiments in artefacts; the essential core of culture consists of traditional ideas and especially
their attached values; culture systems may, on the one hand, be considered as products of action,
on the other hand, as conditioning influences upon further action.
2. Please mention and briefly describe the six different stages ranging from
ethnocentrism to ethnorelativism
ethnocentric (denial, defensiveness, and minimization) to ethnorelative worldviews (acceptance,
adaptation, and integration)
1. Denial
Denial of cultural difference occurs when people fail to recognize distinctions among cultures or
consider them to be irrelevant; when they reject the claim that cultural differences exist or that
they can be meaningful and consequential; or when they perceive people from different cultures
in simplistic, undifferentiated, and often self-serving ways.
Denial may also manifest as a disinterest in or avoidance of other cultures, or in naive
statements. In many cases, people at the denial stage are not intentionally trying to denigrate
other cultures or groups, but their naiveté may nevertheless be hurtful to others or incline them to
support unjust policies. They perceive others as less complex than themselves, and thus they
experience them as less human.
2. Defense
Defense against cultural difference occurs when people perceive other cultures in polarized,
competitive, zero-sum, or us-against-them terms (e.g., immigrants are taking our jobs, our
traditional values are under assault, etc.); when they exalt their own culture over the culture of
others (e.g., white nationalism); or when they feel victimized or attacked in discussions about
bias, bigotry, or racism (e.g., they withdraw, leave the room, break down in tears, become
defensive or hostile, etc.). Defense may also manifest in efforts to deny people from other
cultures equal access or opportunity, such as opposition to affirmative-action policies or
diversity-hiring initiatives.
In educational settings, the defense stage may manifest as parent protests or community
opposition campaigns against racial integration, out-of-district busing, equitable school funding,
or detracking (the elimination of academic tracks such as standard, college prep, and honors), or
as the expressed fear that greater racial diversity in the student population will inevitably lead to
more in-school behavioral problems, drug abuse, and violence.
3. Minimization
Minimization of cultural difference occurs when people assume that their distinct cultural
worldview is shared by others, when they perceive their culture’s values as fundamental or
universal human values that apply to everyone, or when people obscure, disregard, or neglect the
importance of cultural differences. Minimization may also manifest in arguments that human
similarities are more important than cultural differences (thereby implying that cultural
differences are unimportant or that they can be ignored), or in claims that “deep down humans
are all alike.”
By reframing cultural differences in terms of human sameness, minimization enables people to
avoid recognizing their own cultural biases, avoid the effort it would take to learn about other
cultures, or avoid undertaking the difficult personal adaptations required to relate to or
communicate more respectfully across cultural differences.
In educational settings, examples of the minimization stage might include administrators
discouraging black students from forming a black-student group by encouraging them to join an
existing student group instead, or responding to incidents of racial bias and bullying among
students by discussing the need for “respect” while avoiding direct discussions of racism.
Another example would be the so-called “food, flags, and fun” approach to diversity or
multicultural education wherein educators celebrate superficial aspects of cultures, but avoid
uncomfortable discussions about cultural differences or prejudice.
4. Acceptance
Acceptance of cultural difference occurs when people recognize that different beliefs and values
are shaped by culture, that different patterns of behavior exist among cultures, and that other
cultures have legitimate and worthwhile perspectives that should be respected and valued. The
acceptance stage may also manifest as greater curiosity about or interest in other cultures, and
people may start to seek out cross-cultural relationships and social interactions that they might
have avoided in the past.
In educational settings, acceptance may manifest in changes to the curriculum, such as teaching
students about non-white historical figures or having them reading multicultural literature, or in
programs such as LGBTQ+ student organizations that allow students to organize or educate their
peers across cultural difference.
Importantly, Bennett notes that acceptance does not require that one prefer, agree with, or
endorse the behaviors or values of other cultures; it means that one recognizes and accepts the
fact that different cultural worldviews exist, that those worldviews shape human values, beliefs,
and behaviors, and that one’s own values, beliefs, and behaviors are in some measure culturally
derived and determined.
5. Adaptation
Adaptation to cultural difference occurs when people are able to adopt the perspective of another
culture, when they can empathize intellectually and emotionally with the experiences of others,
or when they can interact in relaxed, authentic, and appropriate ways with people from different
cultures.
The adaptation stage may also manifest when people from different cultural backgrounds can
discuss their cultural experiences and perspectives in ways that are conversant in and sensitive to
the other culture, or when organizations embrace inclusive policies and practices that create
conditions for respectful and productive cross-cultural interaction and teamwork among
employees.
Importantly, adaptation is not “assimilation” which can be defined as the process of abandoning
one’s cultural identity to adopt a different cultural identity (most commonly the identity of the
dominant culture). In fact, Bennett has written that “adaptation offers an alternative to
assimilation. Adaptation involves the extension of your repertoire of beliefs and behavior, not a
substitution of one set for another. So you don’t need to lose your primary cultural identity to
operate effectively in a different cultural context.”
6. Integration
Integration of cultural difference occurs when someone’s identity or sense of self evolves to
incorporate the values, beliefs, perspectives, and behaviors of other cultures in appropriate and
authentic ways. As Bennett explains, “Integration of cultural difference is the state in which
one’s experience of self is expanded to include the movement in and out of different cultural
worldviews…. people are able to experience themselves as multicultural beings who are
constantly choosing the most appropriate cultural context for their behavior.”
The integration stage occurs most commonly among members of non-dominant groups that are
living in dominant-group communities, expatriates who live for long periods of time in other
countries, and so-called “global nomads” who spend their lives traveling and living in far-flung
parts of the world.
In educational settings, integration is most likely to occur in schools that serve culturally diverse
students and families, that are staffed with adults whose demographics mirror the diversity of the
student and family population, and that teach a multicultural, and possibly even multilingual,
curriculum that explicitly represents and integrates the varied cultural experiences and
backgrounds of the community.
3. Please describe and mention the different stages of the culture shock model
4 stages:
- Honeymoon stage — excitement about being in the new country.
The Honeymoon Stage is the first stage of culture shock, and it can often last for several weeks
or even months. This is the euphoric phase when you’re fascinated by all the exciting and
different aspects of your new life – from the sights and smells to the pace of life and cultural
habits.
During this phase, you’re quick to identify similarities between the new culture and your own,
and you find the locals hospitable and friendly. You may even find things that would be a
nuisance back home, such as a traffic jam, amusing and charming in your new location.
However, unfortunately, the honeymoon period must always come to an end.
- Uncomfortable stage — frustration, confusion and negative feelings about the new
culture, homesickness, illness. This stage is often called ‘Culture shock’.
- Adjustment stage — understanding many aspects of the new culture, making friends and
discovering helpful people at the university; ability to keep core values of the home
country but operate within the values of the new community.
- Adaptation and acceptance — This is the final stage of the culture shock. You might not
have gotten the hang of it completely, but you have accepted and adopted the customs,
habits and cultural practices of your new home. This final stage contributes to your
successful integration!
4. Please mention areas in business that are directly affected by culture.
Culture affects business in 3 primary areas – organizational hierarchy, etiquette, and
communication.
1. Communication
Effective communication is essential to the success of any business venture, but it is particularly
critical when there is a real risk of your message getting “lost in translation.” In many
international companies, English is the de facto language of business. But more than just the
language you speak, it’s how you convey your message that’s important. For instance, while the
Finns may value directness and brevity, professionals from India can be more indirect and
nuanced in their communication. Moreover, while fluent English might give you a professional
boost globally, understanding the importance of subtle non-verbal communication between
cultures can be equally crucial in international business.
What might be commonplace in your culture — be it a firm handshake, making direct eye
contact, or kiss on the cheek — could be unusual or even offensive to a foreign colleague or
client. Where possible, do your research in advance of professional interactions with individuals
from a different culture. Remember to be perceptive to body language, and when in doubt, ask.
While navigating cross-cultural communication can be a challenge, approaching cultural
differences with sensitivity, openness, and curiosity can help to put everyone at ease.
2. Workplace etiquette
Different approaches to professional communication are just one of the innumerable differences
in workplace norms from around the world. CT Business Travel has put together a useful
infographic for a quick reference of cultural differences in business etiquette globally.
For instance, the formality of address is a big consideration when dealing with colleagues and
business partners from different countries. Do they prefer titles and surnames or is being on the
first-name basis acceptable? While it can vary across organizations, Asian countries such as
South Korea, China, and Singapore tend to use formal “Mr./Ms. Surname,” while Americans and
Canadians tend to use first names. When in doubt, erring on the side of formality is generally
safest.
The concept of punctuality can also differ between cultures in an international business
environment. Different ideas of what constitutes being “on time” can often lead to
misunderstandings or negative cultural perceptions. For example, where an American may arrive
at a meeting a few minutes early, an Italian or Mexican colleague may arrive several minutes —
or more — after the scheduled start-time (and still be considered “on time”).
Along with differences in etiquette, come differences in attitude, particularly towards things like
workplace confrontation, rules and regulations, and assumed working hours. While some may
consider working long hours a sign of commitment and achievement, others may consider these
extra hours a demonstration of a lack of efficiency or the deprioritization of essential family or
personal time.
3. Organizational hierarchy
Organizational hierarchy and attitudes towards management roles can also vary widely between
cultures. Whether or not those in junior or middle-management positions feel comfortable
speaking up in meetings, questioning senior decisions, or expressing a differing opinion can be
dictated by cultural norms. Often these attitudes can be a reflection of a country’s societal values
or level of social equality. For instance, a country such as Japan, which traditionally values social
hierarchy, relative status, and respect for seniority, brings this approach into the workplace. This
hierarchy helps to define roles and responsibilities across the organization. This also means that
those in senior management positions command respect and expect a certain level of formality
and deference from junior team members.
However, Scandinavian countries, such as Norway, which emphasize societal equality, tend to
have a comparatively flat organizational hierarchy. In turn, this can mean relatively informal
communication and an emphasis on cooperation across the organization. When defining roles in
multinational teams with diverse attitudes and expectations of organizational hierarchy, it can be
easy to see why these cultural differences can present a challenge.
As part of our mission to become the world’s most relevant business school, Hult is dedicated to
preparing our students for the challenges and opportunities of working across borders and
cultures. A big part of this preparation is understanding the role culture plays in international
business. In many ways, the Hult classroom mirrors today’s business environment, with students
of 130 nationalities collaborating and studying together. And not only are our students
multicultural, our faculty is too. Many have lived, worked, and taught across Europe, Asia, the
Middle East, and beyond.
Outside of the classroom, Hult students have the opportunity to experience life, culture, and
commerce in today’s most dynamic business centers through our global campus rotation
program. This international learning environment offers a truly global perspective and unique
insight into culture and business practices from all over the world.