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Applying Hofstede’s Cross-Cultural Theory of Organizations to School Governance: A French Case Study

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This article applies Hofstede’s cross-cultural theory of work organizations to the French public school system. The theory accurately predicted the heavy reliance on formal rules and procedures and the hierarchical structure which most outsiders associate with the French school system. It also predicted participative decision-making bodies and features which permit educators to exercise considerable autonomy in their work. Although the author warns against using theories like Hofstede’s in a simplistic manner, she also suggests that they can help researchers avoid unconscious ethnocentrism and point them toward aspects of an organization from another culture which might not be immediately apparent to them.

Document Type: Research Article


Affiliations: Miami University

Publication date: January 1, 1999

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.

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