China
Africa
Explore chapters and articles related to this topic
Packaging Localisation
Published in Huda Khan, Richard Lee, Polymeros Chrysochou, Consumer Packaging Strategy, 2023
Researchers have proffered reasons for adopting a localised approach. That is, according to the cultural consequences theory of Hofstede (2001), people tend to develop ‘mental programs’ such as behaviour while growing up. These mental programmes are heavily influenced by the individual’s surrounding culture. Over time, these programmes convey strong values that subsequently influence their consumption behaviour. Social identity theory (Tajfel, 1978; Turner, 1982) may also explain the need for localisation. Formally, social identity is ‘that part of an individual’s self-concept which derives from his knowledge of his membership of a social group (or groups) together with the value and emotional significance attached to that membership’ (Tajfel, 1978, p. 63, emphasis original). Turner (1982, p. 19) further explains that social identity is an ‘enduring, multi-faceted system which is carried about in the head from situation to situation’, and ‘in any given situation a different part or combination of parts of the self-concept could be at work’. In other words, localisation enables consumers to identity with the products, and hence, they will be more biased or predisposed to liking the products and buying them. Consequently, people perform consumption behaviours that they identify with and are culturally unique to them. Indeed, some researchers have contended that cultural differences are so vast and unique globally that standardisation has become unfeasible (Melewar & Vemmervik, 2004; Middleton, 2015).
Decision-making, Appropriateness and Identity
Published in Giuseppe Mantovani, New Communication Environments, 2021
Social psychology has developed theoretical constructs covering the space between bottom-up processes linked to the construction of identity, and top-down processes linked to the transmission and implementation of cultural rules. We refer in particular to social identity theory (Tajfel, 1972) and to studies on social categorization processes (Abrams, 1992; Abrams and Hogg, 1990; Hogg and McGarty, 1990). Social identity theory defines social identity as the awareness an individual has of the fact of belonging to certain groups, linked to certain emotional values and certain meanings which are attributed to those groups. According to the theory, an individual tends to remain a member of one group, or attempts to become a member of a new one, when it seems to enhance social identity, increasing self-esteem and the satisfaction which is part of it. By means of categorization – the basic cultural character of which has been convincingly claimed by Lakoff (1987) – and identification processes, the gap between the micro level (that of actors’ individual choices in daily experience) and the macro level (the meanings, values, what is appreciated and desirable in the framework of a given cultural environment) can be bridged.
Identity construction of female mathematics teachers during their school education
Published in Yuli Rahmawati, Peter Charles Taylor, Empowering Science and Mathematics for Global Competitiveness, 2019
Normally, in school education, identity is affected by family, friends, the wider community, and society as a whole. In a similar way, social factors such as culture, language, and tradition also affect one’s identity. So, identity is the individual and social lifestyle of a person. It includes how you are, how you carry out your studies and how you are perceived in society. Social identity is a person’s sense of who they are based on their group membership(s). Additionally, Jenkins (2008) proposed that people belonged to different social groups (e.g., social class, family, football team, gender, tribes, and other differences) and build up different aspects of identities depending on the situation and time. Identity construction is a continuous process informed by hermeneutic self-understanding and social interaction, and it requires the acceptance of significant others, social groups, and the community (Bennett, 2013). Therefore, the identity of female mathematics teachers during their own school education is directly linked to their roles in the classroom, social participation, involvement in society, and institutional context and memberships.
An Experimental Study to Examine Relationships Between IT Identity and Users’ Post-Adoption Behaviors for Different Types of Health Applications
Published in Information Systems Management, 2023
Mahed Maddah, Pouyan Esmaeilzadeh, Tala Mirzaei
Over the years, Identity has been investigated from two broad perspectives. The collective level, which is supported by social identity theory (Tajfel, 1981), focuses on how identity is related to and is affected by membership in social groups. On the other hand, the individual level examines how networks of roles, relationships, and characteristics could build or affect individuals’ identities (Burke & Stets, 2009). At this level, identity has been studied from different viewpoints. For instance, a person who performs in a specific role might build expectations about what it means to be competent in their performance, i.e., role identity (G. J. McCall & Simmons, 1978). Moreover, a collection of characteristics, norms, and values that individuals choose to define themselves as distinct entities build their personal identity (Burke & Stets, 2009). And finally, the material identity is framed on a tie to special attention or attachment to material objects (Clayton, 2003).
Developing a boundary crossing learning trajectory: supporting engineering students to collaborate and co-create across disciplinary, cultural and professional practices
Published in European Journal of Engineering Education, 2023
K. P. J. Fortuin, Judith T. M. Gulikers, Nynke C. Post Uiterweer, Carla Oonk, Cassandra W. S. Tho
BC can create learning opportunities at the interpersonal and intrapersonal level (Akkerman and Bruining 2016). BC at an interpersonal level is about interaction among people from different practices, such as researchers, students or stakeholders with diverse backgrounds, aiming to collaboratively integrate different perspectives into new ideas, practices or innovations. BC at the intrapersonal level relates to the personal development of the involved person. By incorporating ideas and new perspectives from other practices, a person’s identity, being or behaviour may change. BC at the intrapersonal level influences a person’s thinking, doing and communicating (Akkerman and Bruining 2016). Both interpersonal (i.e. co-creation and innovation) and intrapersonal BC (i.e. identity development (Craps et al. 2021, 2022)) are valuable for engineering study programmes (c.f. Borrego and Newswander 2008; Klaassen 2018; Van den Beemt et al. 2020). In sum, boundaries, if explicated and explored, can create great learning opportunities as they can contribute both to the innovation and co-creation of new practices and to the personal development of those involved.
AI Privacy Opinions between US and Chinese People
Published in Journal of Computer Information Systems, 2023
Yunfei Xing, Wu He, Justin Zuopeng Zhang, Gaohui Cao
Cultural identity refers to a group’s modern identity, traditional ethnicity, race, lifestyle, and other characteristics.22 It represents people’s sense of belonging to a group, which is made up of their connections.23 At the intersection of individual and group identities, cultural identities shape how individuals see themselves and society and how others view them. Cultural identity is a fluid construct that builds on social memory and evolves according to current concerns and purposes.24 A specific view of cultural identity is that it “reflects a shared historical experience and a shared cultural code that provides a stable, unchanging and continuous frame of reference and meaning for us as a people”2 However, this concept fails to examine the “deep and significant” consequences that lead to the differences in group identities.25 Some studies extended this limited view by exploring the factors affecting cultural identities in various contexts. For instance, Hu26 studied the negative impact of social media addiction on changing foreign cultural identities in a cross-cultural context. Young27 investigates how an oppressed group can use information communication technology (ICT) to restore cultural identity for human development goals.