Cultural Roots in a Globalized Grove: Dissecting National Psyche and Hofstede’s Cultural Dimensions in Chinese and Philippine Higher Education

2025-11-30T13:57:53+00:00

This study explores how cultural dimensions shape higher education systems in China and the Philippines through the lens of Hofstede’s Cultural Dimensions framework and national psyche analysis. Using literature review methodology, the research examines educational policies, research papers, and published reports to address the research question: How do cultural dimensions of national psyche, as analyzed through Hofstede’s framework, shape, and juxtapose higher education practices between China and the Philippines? The analysis reveals distinct cultural patterns across six dimensions. China demonstrates high power distance with hierarchical authority structures, while the Philippines exhibits moderate power distance with approachable academic relationships. Both countries show collectivistic orientations with subtle individualistic tendencies, though China emphasizes state-driven unity while the Philippines focuses on community-centered collaboration. China displays long-term orientation through strategic initiatives like Education Modernization 2035, whereas the Philippines exhibits short-term orientation responding to immediate market demands. China tends toward restraint with standardized approaches, while the Philippines leans toward indulgence with flexible, adaptive practices. The study identifies ten cultural tenets for each system: Chinese values include Rén (benevolence), Lǐ (proper conduct), and Tiānxià (collective responsibility), while Philippine values encompass Bayanihan (collective orientation), Galang (deference to authority), and Tatag (resilience). Despite shared foundational values of respect, community orientation, and achievement motivation, China employs structured, state-driven frameworks while the Philippines emphasizes relational, localized approaches. These findings underscore the importance of understanding cultural roots when developing culturally sensitive educational policies in the context of globalized higher education.

The Academic Identity Changes Through the Post-Merging Process of Tampere University (Faculty of Management and Business)

2025-11-30T14:14:40+00:00

University mergers have become a significant reform tool in European higher education, aiming to enhance efficiency, international competitiveness, and research capacity. However, such structural transformations often bring profound implications for academic staff identity, professional roles, and institutional culture. This study examines the transformation of academic identity in the post-merger context of Tampere University, focusing on the Faculty of Management and Business.

The research adopts a qualitative case study design, combining semi-structured interviews with faculty members and document analysis of strategic plans, governance frameworks, and institutional policies. The analysis is guided by the framework of New Institutionalism, applying its three pillars (regulative, normative, and cultural-cognitive) to investigate how regulations, norms, and shared beliefs shape academic identity in a post-merger university environment.

Findings show that the merger has reinforced Tampere University’s strategic ambition to integrate diverse disciplinary traditions into a multidisciplinary research university with global visibility. The study concludes that post-merger academic identity at Tampere University is characterized by both continuity and change. Faculty members maintain strong disciplinary identities while adapting to new institutional norms emphasising interdisciplinarity, efficiency, and performance.

The paper suggests that strategic communication, inclusive dialogue, and enhanced support systems are important for building a cohesive institutional culture that balances structural reforms with the lived experiences of academics.

Journal of Research and Innovation in Higher Education

Cultural Roots in a Globalized Grove: Dissecting National Psyche and Hofstede’s Cultural Dimensions in Chinese and Philippine Higher Education

The Academic Identity Changes Through the Post-Merging Process of Tampere University (Faculty of Management and Business)