comparative value priorities of chinese and new zealand

Figure 3.5. Comparison of Sample Means for Teachers, Students and
Businesspeople in China
Achievement
Hedonis m
Power
Stimulation
Security
6
5
4
3
2
1
Self-direction
109
Conformity
Universalism
Tradition
Benevolence
T_SH
T_GZ
T_HeB
S_SH
S_SH_95
M_95
E_95
R_93
SHGZ_93
China Samples: T_SH: Teachers, Shanghai, 1988; T_GZ: Teachers, Guangzhou, 1989; T_HeB: Teachers,
Hebei, 1989; S_SH: Students_Shanghai, 1988; S_SH_95: Students, Shanghai, 1995; M_95: Holt,
managers in Guangzhou, 1995; E_95: Holt, entrepreneurs in Guangzhou, 1995; M_93: Ralston et al.,
business people in Guangzhou, 1993; SHGZ_93: Ralston et al., business people in Shanghai and
Guangzhou, 1993
SVS Samples from New Zealand
Four samples from New Zealand are included in Schwartz’ database: T-SoIs: teachers,
South Island, 1988; S-ChCh: Students, Christchurch, 1988; G-Akl: General sample,
Auckland, 1998; S-Akl: Students, Auckland, all education majors, 1994. A comparison
of the samples is depicted in Figure 3.5. Inspection of Figure 3.5 indicates that in New
Zealand the South Island teacher sample has significantly lower means for Stimulation
and Hedonism, and the Christchurch student sample has significantly higher means for
those dimensions and for Self-Direction. Anecdotal evidence from living in New
Zealand for nearly 9 years, and from various news media reports indicate that that these
two subgroups in the country are representative of the cultural differences between
North and South Island and of the unique behaviour of Christchurch students, and are
perhaps not nationally representative.