HEURISTICS FOR THE MASSES GLOBALIZATION

1. HEURISTICS FOR THE MASSESGLOBALIZATION Stephen Bossom Hannah Russell Melda Washington

2. SUMMARY • Introduction • Globalization • ESL • Design

3. Internet World Stats

4. Internet World Stats

5. Internet World Stats

6. GLOBALIZATION

7. Cultural models and their dimensions

8. Hofstede • Well-known organizational psychologist. • Model based on research on questionnaire survey of IBM employees and managers working in 53 different countries. • Particularly important because the type of organization is held constant.

9. Hofstede – Power Distance • The degree to less powerful members accept that power is distributed unequally. • High power distance countries: people abide by superiors; centralized, tall structures (e.g., Mexico, South Korea, India). • Low power distance countries: flatter, decentralized structures, smaller ratio of supervisor to employee (e.g., Austria, Finland, Ireland) are willing to defer present gratification in order to achieve long-term goals.

10. Hofstede – Masculinity vs. Femininity • The degree to which society favorably views aggressive and materialistic behavior; ex., dominant social values are success, money, and things. • High masculine countries: stress earnings, recognition, advancement, challenge, wealth; high job stress (e.g., Germanic countries). • High feminine countries: caring for others and quality of life; cooperation, friendly atmosphere., employment security, group decision making; low job stress (e.g., Norway).

11. Hofstede – Individualism vs. Collectivism • The degree to which people prefer to act as individuals rather than as members of groups; People look after selves and immediate family only. • High individualism countries: wealthier, great work ethic, greater individual initiative, promotions based on market value (e.g., U.S., Canada, Sweden). • High collectivism countries: poorer, less support of great work ethic, less individual initiative, promotions based on seniority (e.g., Indonesia, Pakistan).

12. Hofstede – Uncertainty Avoidance • The level to which members of a particular society deal with the uncertainty and risk of everyday life and prefer to work with long-term acquaintances and friends rather than with strangers. • High Uncertainty Avoidance Level: Japan. • Low Uncertainty Avoidance Level: India and the US.

13. Hofstede – Time Orientation • The degree to which members of a culture are willing to defer present gratification in order to achieve long-term goals (short term to long term). • Long-term oriented users think that a stable society requires unequal relations, and that older people and men have more authority than younger people and women. • Short-term oriented users think in an equality of relationships, and emphasize individualism. • http://geert-hofstede.com/countries.html

14. GLOBAL AND ESL

15. ESL, ESOL, EFL • All refer to the use or study of English by speakers with different native languages. • English as a second language (ESL). • English for speakers of other languages (ESOL). • English as a foreign language (EFL).

16. ESL-Web Design • Well Designed Website creates a positive experience for users and can lead to more desirable outcomes. • Successful Collaboration of Information, Interface and Interaction. • Understanding how users think can help create websites that meet users' goals and objectives. • Users easily know what they can do in the site, where they are, where they can go, and where they have been. • Successful Design is one where users can easily navigate and find information they were seeking.

17. Global Websites Reasons for Creating Global Websites: • - Expand a Product or Service Internationally - Increase a companies global efficiencies • To be able to successfully expand a brand globally, websites must communicate clearly with their user and efficiently establish international e-commerce.

18. Global Websites • Standardized Websites • Most basic and generic; website is standardized for all regions with same web content and language, no information is displayed about international operations. • Proactive Websites • Standardized website for domestic and international customers, basic contact information about foreign operations is displayed. • Global Websites • Basic information describing operations in another country as well as contact information; may contain one or two web pages devoted to other countries, all web content is in English or in local language.

19. Global Websites • Localized Websites • Contain localized information about country specific information (ex. time, date, zip code), multiple language options or translated web pages in the local language. • Highly Localized Websites • Well developed country specific websites, templates reflected in countries url (ex. Germany .de; United Kingdom .uk), country specific information listed on home page of parent company, easy to find and navigate.

20. Global Websites • Highly Localized Websites Examples • http://www.coca-cola.com/en/index.html

21. Guidelines for Designing Websites for ESL Netizens • Website supported by all browsers (Safari, Mozilla, Internet Explorer). • Minimize use of Java, Flash, or other software that requires download. • Website easy to navigate. • Clear navigation, search buttons, menus, etc. • Well executed font color, text size and background color. • Layout content and design is clear and concise. • Web page is not cluttered with banners, ads, pop-ups

22. Guidelines for Designing Websites for ESL Netizens • Website Speed is fast and efficient. • HTML to minimum. • Web pages Cache free. • Minimum use of pictures; small sized images if used. • Website clear of what its purpose is (contains information, selling a product, etc.). • Site complete with information. • Pages are easily printable. • Provide plenty of content and detailed information.

23. DESIGN

24. Design Process • Plan • Costs need to be carefully scrutinized. • Research • Wider variety of users – international, cultural, local. • Analyze • Based on itemized global market research. • Design – Prototype Stage • Alternative prototypes to satisfy global requirements. • Evaluate • Testing on international and localized audiences. • Design – Implementation Stage • Written code, final interactivity and visuals. • Final Evaluation • Document (Marcus and Guttman, 1999)

25. Interface Components • Metaphors and Concepts • Words, images, sounds, tactile qualities. • Mental Models • Organization of data, tasks, jobs. • Navigation • Menus, dialog boxes, control panels. • Interaction • User input and feedback. • Visual Appearance • Colors, fonts, written content, layout. (Marcus and Guttman, 1999)

26. Color Considerations • Age • Children prefer bright colors. • Adults prefer subdued colors. • Class • Working class connect with standard names (red, blue, green). • More educated connect with specialized names (taupe, azure, etc.). • Gender • Males prefer cool colors. • Females prefer warm colors. • Culture • Especially important to respect local customs, religion, culture. • Individual colors often carry conflicting symbolism across cultures. • Important to establish a balance with company’s branding. (Kyrnin, Jennifer2011)

27. Color by Culture

28. Color – Practical Understanding Understanding of Color Associated with Common Industrial Interface Functions (Zühlke, Bödcher and Röse, 2006)

29. Font Considerations • Aesthetics • Latin fonts (English, German, French, Spanish). • Non-Latin fonts (Japanese, Chinese, Russian Cyrillic). • Problems when mixing Latin fonts with non-Latin fonts. • Technical • Seifs vs. san serifs • Ascenders/descenders vs. lack thereof. • Stroke weight, character spacing, line spacing, color, etc. • Cultural • Asian ideographs’ complexity may be problematic. • Traditional vs. Simplified. • Japanese Fonts – A Case Study. • Linguistic • Different languages have varying content length. • Different languages have different reading orientations. • Adjective, noun, verb placement differs across languages.

30. Fonts - Aesthetics (Matteson, 2011)

31. Fonts - Technical Issues (Matteson, 2011)

32. Fonts – Cultural (Matteson, 2011)

33. Japanese Fonts – A Case Study • 3 Character Sets • Hiragana – simple, phonetic, curvilinear strokes. • Katakana – simple, phonetic, angular strokes. • Kanji – complex strokes, multiple meaning and pronunciation. • Typeface Classification • Mincho – varied stroke weight, based on brush strokes. • Gothic – uniform stroke weight, akin to san serif Latin fonts. • Technical Issues • Poor kerning tables, characters need to be individually spaced. • Mixing simple characters with complex disrupts harmony. • Italic is not an option, boldface is not universally accepted. • Complexity of certain characters and their stroke weight makes. • legibility problematic at small sizes (e.g. mobile devices). • Rendering text as a graphic can cause accessibility problems.

34. Japanese Fonts – 3 Character Sets (Palmieri, 2004)

35. Japanese Fonts – Classification (Palmieri, 2004)

36. Japanese Fonts – Technical Issues (Palmieri, 2004)

37. Language and Layout • Language • Different languages have varying content length. • French, German and Spanish character lengths may be 30-50% longer than English. • Different languages have different reading orientations. • Arabic and Hebrew have a right to left reading orientation, while English reads left to right. • Adjective, noun, verb placement differs across languages. • Spanish places the adjective after the noun, while the adjective precedes the noun in English. • Layout • Because of these differences in language uses, layouts will have to be adjusted accordingly. • The ratio of verbal to visual content varies by country and culture. • Global websites use navigation and information architecture to satisfy the need for globalized and localized interfaces by creating a system of individual yet highly organized, related sites.

38. Language and Layout - Orientation English Hebrew

39. Language and Layout – Global and Local

40. Works Cited • ColorMatters, http://colormatters.com/ • Colours in Cultures, http://visual.ly/what-colors-mean-different-cultures • Dracopoulos, Effie. (2003). E-Learning ESL: Bringing the World Together: Global Peace Through The Global University System. • Gabrielle Ford, Paula Kotzé. (2005). Designing usable interfaces with cultural dimensions, Springer, Berlin/Heidelberg • GEERT HOFSTEDE, http://geert-hofstede.com/countries.htm • Hall, E. T., & Hall, M. R. (1990). Understanding cultural differences. Yarmouth, Me.: Intercultural Press.l • Kelly, Charles. (2000). Vol. VI No. 3 March. Guidelines for Designing a Good Web Site for ESL Students: The Internet TESL Journal • Kyrnin, Jennifer. Using Colors to Convey Meaning May Backfire on a Websitehttp://webdesign.about.com/od/color/a/aa072604.htm • Liu, Min (2008) Vol 25 No 2 January. Designing Websites for ESL Learners: A Usability Testing Study • Marcus and Guttman. (1999). Globalization of User-Interface Design for the Web • Matteson, Steve. (2011). Font Tactics for Globalization • Palmieri, Chris. (2004). Japanese Typography on the Web and Beyond • Trompenaars, F., & Turner, Charles H. (1998). Riding the Waves of Culture, McGraw-Hill, New York • Victor, David A. (1992). International Business Communication. New York, NY: HarperCollins Publishers Inc. • Zühlke, Bödcher and Röse. (2006). The Imapact of Globalization on User-Interface Design