quality education does not always guarantee creative output-the moderating role of cultural values
TRANSCRIPT
Quality Education Does Not Always Guarantee Creative Output:
The Moderating Role of Cultural Values
Presenter: Siran ZhanNanyang Technological University
Co-Authors:Namrita BendapudiYing-yi Hong
Despite advances in education,
Brazil occupies the lowest position
Pisa
Finnish pupils’ PISA results decline
Asia tops OECD’slatest education
survey
American 15-Year-Olds Lag,
Mainly in Math, on
International Standardized Tests
PISA report finds Australian
teenagers education worse than 10
years ago
Shanghai teens still world’s best at reading, maths, science in Pisa survey
UK students stuck in educational
doldrums, OECD study finds
Australia
, News.com.au
China, China Daily
Brazil, Jornal do Brasil
UK, The Guardian
Finland, Yle.fi
Hong Kong, South China Morning Post
USA, New York Times
Global Innovation Index (GII) 2014
Research Question
• Does the quality of primary and secondary education matter for national innovation?– Is the effect similar or different for Knowledge and
Technology Output versus Creative Output?• Is good education enough? Does culture
matter?– How do cultural values enhance or suppress the
effects of education quality on both types of innovation output?
Knowledge Bases
• Analytic - highly coded knowledge that consists of formal models and scientific principles upon which new knowledge is created. Typically employed by basic research institutes in fields such as bio-technology and nanotechnology.
• Synthetic - greater degree of tacit knowledge along with codified knowledge; involve knowledge application through novel combination of existing knowledge. Typically employed in engineering fields.
• Symbolic - shape meaning, desire, and aesthetic sensibilities through the production of creative goods and services. Predominantly employed in the creative industries.
Knowledge Bases
• Analytic - highly coded knowledge that consists of formal models and scientific principles upon which new knowledge is created. Typically employed by basic research institutes in fields such as bio-technology and nanotechnology.
• Synthetic - greater degree of tacit knowledge along with codified knowledge; involve knowledge application through novel combination of existing knowledge. Typically employed in engineering fields.
• Symbolic - shape meaning, desire, and aesthetic sensibilities through the production of creative goods and services. Predominantly employed in the creative industries.
Knowledge and Technology Output
Creative Output
Knowledge Bases
• Analytic - highly coded knowledge that consists of formal models and scientific principles upon which new knowledge is created. Typically employed by basic research institutes in fields such as bio-technology and nanotechnology.
• Synthetic - greater degree of tacit knowledge along with codified knowledge; involve knowledge application through novel combination of existing knowledge. Typically employed in engineering fields.
• Symbolic - shape meaning, desire, and aesthetic sensibilities through the production of creative goods and services. Predominantly employed in the creative industries.
Less contextual, thus less likely to be subjected to cultural influences
Highly contextual thus more sensitive to cultural influences
Hypotheses
Hypothesis 1: Cultural values should moderate the relationship between quality of education and Creative Output, but not that between education and Knowledge and Technology Outputs.
Schwartz Values Framework
Self -Enhancement
• Achievement• Power
Openness to Change
• Hedonism• Stimulation• Self-Direction
Conservation• Conformity• Tradition• Security
Self -Transcendence• Universalism• Benevolence
Self Expansive ValuesSelf Protective Values
Hypotheses
• Hypothesis 2a: Self-expansive values positively moderate the relationship between education quality and Creative Outputs such that the relationship between education and Creative Output is strengthened (more positive) when self-expansive values are high rather than low.
• Hypothesis 2b: Self-protective values negatively moderate the relationship between education quality and Creative Output such that the relationship between education and Creative Output is weakened (less positive) when self-protective values are high rather than low.
Methods
• Dependent Variable – Global Innovation Index (GII) (Cornell, INSEAD, & WIPO, 2014), normalized with regard to GDP and population size.
• Independent Variable - Programme for International Student Assessment (PISA) (OECD, 2003),
• Moderator - Schwartz Value Survey (SVS) (Schwartz, 1992),
• Control - percentage of total value added accounted for by industries typically generating large numbers of innovations (Shane, 1993).
• These four datasets involve 32 overlapping countries, which was the sample for data analysis.
Results
Self-Preventive Values
Self-Expansive Values
Quality of Education
Knowledge & Technology Output
Creativity Output
β=.44**
β=.57**
β =
-.31*
β =
.23†
Results
1. Quality education positively influences both types of national innovation2. While quality education has a direct positive effect on knowledge and technology type of innovation output, its effect on creative output is accentuated when the national culture promotes self-expansive values and is attenuated when the national cultural endorses self-protective values.
Discussion & Implications• Despite concerns about PISA scores, our findings in the current study
offer preliminary evidence to suggest that PISA scores have a significant and positive impact on national innovation output, in both domains of knowledge and technology output and creative output.
• More importantly, our study demonstrates that this positive effect of
education on Creative Output, in particular, is dependent on the accompanying cultural value systems of a society. – Values that represent conformity (focusing on restraint of actions,
inclinations, and impulses that are likely to upset or harm others and violate social expectations or norms) and power (with an emphasis on social status and prestige, control or dominance over people and resources) (Schwartz, 2006a) do not allow for the negotiation of symbolic knowledge (a crucial component in the production of Creative Output) and its manifestations in ways that are inconsistent with existing societal preferences and norms.
