comparative value priorities of chinese and new zealand

theory-testing samples, but are not representative of the countries. Using samples such
as these Schwartz developed his theoretical arrangement of value dimensions.
Figure 3.3. China and New Zealand Samples Available in Schwartz’ Database
ID
China N
Year
Collected
1101 Teachers-Shanghai, T_SH 208 1988
1102 Teachers-Guangzhou, T_GZ 193 1989
1103 Teachers-Hebei , T_HeB 188 1989
1205 Students-Shanghai, S_SH 205 1988
2205 Students-Shanghai VALUES CHANGE TEST, S_SH_95 212 1995
New Zealand N
107
Year
Collected
1101 Teachers-South Island, T_SoIs 199 1988
1205 Students-Christchurch, T_ChCh 202 1988
1409 General-Auckland, G_Akl 139 1998
1606 Students (Education)-Auckland, S_Akl 289 1994
Liden and Antonakis (2009) remind us that the physical and social environment in
which leadership is observed (the context) varies; and the contexts need to be
measurable, and must be modelled when attempting to explain a particular aspect of the
leadership puzzle. An important criterion that Dubin (1976) identified for theory
building was the boundary conditions (i.e. the context, including space and time) under
which a theory is expected to hold; the theoretical dimensions should not be affected by
culture and time. As such, scholars must consider context in leadership research, such as
by examining the way context influences the variability that may emerge in the
constructs under study or by assessing how context can moderate relations between
variables.
Past studies indicate an effect from organisational work-related demographics, so we
can expect an effect from being in business vs. teaching or being a student, as we shall
see below. Personal communication with Shalom Schwartz (2006) indicates that
contingency variables such as job/industry type influence the relative salience of value
dimensions. Schwartz and Sagiv (1995) found country and type of sample to affect
value structures. Schwartz’s database provides several samples from China and New
Zealand. In addition to the review of past studies in China above I will use Schwartz’
public database for within country comparisons. In China I will first compare the
tertiary student and secondary teacher samples from Hebei, Shanghai, and Guangzhou.