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Chapter 16
International Pay Systems
Learning Objectives
• The global context
• The social contract

• Culture
• Trade unions and employee involvement
• Ownership and financial markets
• Managerial autonomy
16-2
Learning Objectives
• Comparing costs
• Comparing systems
• National systems-comparative mind-set
• Strategic market mind-set
• Expatriate pay
Globalists
16-3

Exhibit 16.1 - The International Context of
Compensation
Source: © George T. Milkovich. 16-4
Variation in International Pay Practices
• Social contracts
• Cultures
• Trade unions
• Ownership and financial markets
• Managers’ autonomy

16-5
The Social Contract
• Is formed as a result of relationships and
expectations between:
• The government
• Enterprise owners
• Employees
• Is affected by degree of centralization
• Centralized - High level of government
involvement in wage bargaining
• Decentralized - Little government involvement
16-6

Exhibit 16.2 - The Social Contracts and Primary Bargaining
Level in Selected European Union Countries and the
United States
Source: European Industrial Relations Observatory Online,
“Changes in National Collective Bargaining Systems Since
1990,” 2005,
http://www.eurofound.europa.eu/eiro/, June 30, 2009.
16-7
The Social Contract
• Regulation
• Countries differ in regulatory restrictions on:
• Maximum hours of work
• Hiring and firing workers
16-8

Culture
• Shared mental programming rooted in
values, beliefs, and assumptions
• Influences how information is processed
• Job of a global manager
• Define national characteristics that influence
international pay systems
16-9
Ownership and Financial Markets
• Differ widely around the world

• These differences are important to international
pay
• Type of ownership determines what forms of
pay make sense
16-10
Managerial Autonomy
• Is the degree of discretion managers have to:
• Make total compensation a strategic tool
• It is inversely related to the degree of
centralization and regulatory intensity
16-11

Comparing Costs
• Labor costs and productivity
• Substantial difference in average labor costs
forces companies to:
• Move to lower cost countries if productivity can be
maintained at a workable level
• Cost of living and purchasing power
• Comparison allows to:
• Adjust pay for employees who transfer among
countries
• Maintain the same level of purchasing power
16-12
Comparing Systems
• Pay systems differ from business to business

• The total pay model: strategic choices
• Objectives of pay systems
• External competitiveness
• Internal alignment
• Employee contributions
• Management
16-13
National Systems: Comparative Mind-
set
• Assume that most employers in a country
adopt similar pay practices
• Overlook variations among organizations
within each nation
16-14

Japanese Traditional National System
• Pillars of Japan’s employment relationships
• Lifetime security within the company
• Seniority-based pay and promotion systems
• Enterprise unions
16-15
• Japanese pay system emphasizes on:
• The person rather than the job
• Seniority and skills possessed rather than job or

work performed
• Promotions based on a combination of
supervisory evaluation
• Internal alignment over competitors’ market
rates
• Employment security based on the performance
16-16
• Three basic components
• Base pay depends on:
• Career
• Years of service
• Skills and performance
• Bonuses
• Allowances/Benefits

• Legally mandated benefits
16-17
German Traditional National System
• Embedded in a social partnership between:
• Business
• Labor
• Government
• Pay decisions are highly regulated
16-18

• Different tariff agreements negotiated for
each industrial sector:
• Include job evaluation and career progression
• Do not apply to managerial jobs
16-19
• The three components of German traditional
national system are:
• Base pay
• Bonuses
• Allowances and benefits
16-20

Exhibit 16.15 - Strategic Similarities and
Differences: An Illustrated Comparison
16-21
Exhibit 16.15 - Strategic Similarities and
Differences: An Illustrated Comparison
16-22
Evolution and Change in Traditional

Japanese and German Model
• Challenges for Japanese model
• Slow economic growth
• Controlling labor costs
• Availability of cheap labor in Asian countries
• Changes in traditional model
• Focus on long-term employment rather than life-
time employment
• Young employees seek employment in non-
Japanese firms
16-23
• Companies are increasingly using performance-
based pay
• Challenges for German model

• Aging population
• Low birth rates
• Early retirement ages
• High pension and unemployment benefits
• Inflexible labor markets
16-24
• Changes in traditional model
• Greater use of pay for performance
• Frequent use of stock options
16-25

Strategic Market Mind-Set
• Localizer - “Think Global, Act Local”
• Pay systems consistent with local conditions
• Business strategy
• Competitive advantage through products and services
tailored to local customers
• Operate independently of corporate
headquarters
16-26
• Exporter: “Headquarters Knows Best”
• Basic total pay system:

• Designed at headquarters
• Exported world-wide for implementation at all
locations
• Makes it easier to move managers and
professionals among locations
• Gives common vocabulary and a clear message
about the leadership values
16-27
• Globalizer: “Think and
Act Globally and Locally”
• Seek a common system to support consistency
across all global locations
• Headquarters and operating units are heavily
networked to share knowledge
• Global approaches:
• Focus first on the global business strategy and then

adapt to local conditions
16-28
Expatriate Pay
• Expatriates: Employees temporarily working
and living in a foreign country
• Parent-country nationals (PCNs)
• Citizens of the employer’s home country living and
working in another country
• Third country nationals (TCNs)
• Citizens of neither the employer’s parent country nor
the foreign country
• Local country nationals (LCNs)
• Citizens of a foreign country where the parent
employer operates
16-29

Expatriate Pay
• Advantages of hiring LCNs
• Know local conditions
• Have relationships with local customers,
suppliers, and government regulators
• Company saves relocation and other associated
expenses
• Avoids concerns about employees adapting to
the local culture
• Satisfies nationalistic demands for hiring locals
16-30
Expatriate Pay

• Reasons of hiring TCNs
• Helps employees develop an international
perspective
• The position may require a proven domestic
veteran
• Skills required for a position may not be readily
available in the local labor pool
16-31
Exhibit: 16.19- Common Allowances in
Expatriate Pay Packages
16-32

Elements of Expatriate Compensation
• Salary
• Taxes
• Housing
• Allowances and premiums
16-33
The Balance Sheet Approach
• Employees on overseas assignments should
have same spending power as in their home
country
• Home country is standard for all payments
16-34

Balance Sheet Approach
• Objectives
• Ensure mobility of people in most cost effective
manner
• Ensure that expatriates neither gain nor lose
financially
• Minimize adjustments required of expatriates
and their dependents
16-35
Exhibit 16.20 - Balance Sheet Approach
16-36

Balance Sheet Approach
• Alternatives to balance sheet approach
• Negotiation
• Localization
• Modified balance sheet
• Decrease allowances
• Lump-sum/cafeteria plan
• Using more LCNs
16-37
Expatriate Systems → Objectives?
• Identify how expatriate pay system affects

• Competitive advantage
• Customer satisfaction
• Quality
• Performance concerns
• Lack of attention to aligning expatriate pay
with organization objectives
16-38
Expatriate Systems → Objectives?
• Employee preferences
• Determine how they perceive overseas jobs
• Can vary over time
16-39

Borderless World- Borderless Pay?
Globalists
• Globalists
• Managers who operate anywhere in the world in a
borderless manner
16-40
1
Abstract
Student motivation holds a key in educational reforms in South
Korea and Saudi Arabia. Motivating students to perform well in
school requires knowledge of internal and external factors
within the educational system. This research used a review of
literature and explored both intrinsic and extrinsic factors in
students, in teachers, and in the school systems, comparing
student motivation in South Korea and Saudi Arabian schools.
The analysis indicated that South Korean schools performed
better than Saudi Arabian schools in academics. Both nations
maintain advanced school facilities with similar systems, yet in
the research one major discrepancy in academic performance
emerged and showed differences in student motivation. For
Saudi Arabian schools to improve student motivation,
recommendations include observing motivating factors used in
South Korea where emphasis is placed on the student’s learning
and student involvement.
Keyword: student’s motivation, classrooms, schools, internal

factors, external factors, teachers.
When students’ motivation in South Korea and Saudi Arabia
were compared, similar and different factors were found.
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online
dictionary defines motivation as the act or process of giving
someone a reason for doing something Psychologists define
motivation as a force that drives somebody to behave in a
particular way, especially when it comes to fulfilling personal
goals (Oniyama & Oniyama, 2005). Student motivation is
described as the ability to stimulate academic learners to behave
in a desirable way that favors quality outcomes whether it be in
academics, sports or other extracurricular activities (Christiana,
2009).
There are two types of motivation, intrinsic and extrinsic
motivation. Extrinsic motivation comes from external factors
that are not related to the task. An example is a learner striving
to achieve good grades because they want to get a good job.
Intrinsic motivation, on the other hand, comes from internal
factors related to the task. Analysts sometimes refer to intrinsic
motivation as self-or personal motivation, which propel one
with the need to fulfill personal desires. A learner striving to
achieve good grades because he/she wants to be a scholar
exhibits intrinsic motivation (Christiana, 2009). These
motivation factors are very important for the student to take
ownership of his or her success; therefore, a teacher can
stimulate motivation, but the student must want to be motivated
in order to succeed.

From an intrinsic perspective, students need to be encouraged to
consider how performing well in a particular discipline such as
mathematics would make them feel (Delong & Winter, 2002).
Teachers working with students need to rely on aspects such as
personal fulfillment to help students appreciate a particular
subject on a more personal level (Tiwari, Tiwari, & Sharma,
2014). Internal motivation is difficult to achieve yet the benefits
are long lasting and very effective. The intrinsic factors cover
students’ involvement, curiosity, challenges, and social
interaction (Faulkner, 2009).
External motivation is highly dependent on the use of
assorted rewards. Reward based approach is only effective for a
short time and once the headlined objectives are attained, it is
easy for an individual to lose a sense of motivation. Extrinsic
motivation is appropriate and useful, but psychologists
recommend rewards for short-term goals and internal for longer
term goals (Delong & Winter, 2002). Regardless of its duration
of effectiveness, these variables can be used to motivate
students towards a desired performance.
When students in schools are motivated to achieve the results
provide better performance in any area in which they are
involved. Motivation directs the behavior of an individual
towards particular goals. Goals can either be short term or long
term. In either case, it is the motivation in an individual that
creates that driving force that influences individuals to put in an
effort to achieve their goals. Motivation also contributes to the
increase in effort and persistence by an individual. The greater
the motivation, the more the effort and time they will put in the
realization of their set goals (Ormord, 2012, pp190).
Motivation also affects the cognitive process, the way the brain
processes information. Motivated learners are more likely to
pay attention thus try to understand and elaborate on the
learning material. Another way that motivation influence
learning is that it determines what consequences are rewarding
and punishing. It is more satisfying to get an A for a learner
who is motivated to achieve academic success. Likewise, it is

more painful for them to get an F or even a B after putting in
that much effort. Overall, as a result of the above-discussed
effects, motivation leads to an increase in the performance of an
individual as they strive to achieve their goals (Ormord, 2012, p
190).
The quest to become successful in society is one aspect that
internally pushes many students to perform well academically or
in in extra-curricular activities.
Motivation is one of the important topics that has been
researched and is still being constantly investigated to
understand factors that motivate students from different cultures
and assess which are effective. In the current technologically
competitive world, it is upon the sharpness of its current
education system that a country can significantly appear on the
global map as a powerhouse. (Gilakjani, Lai-Mei & Sabouri,
2012).
Good academic performance in schools, therefore, depends on
how well the students and the entire school are motivated and
what serve as motivators (Delong & Winter, 2002). When
creating a learning environment that is motivating, educators
struggle to determine what are motivators for the group and
what are motivators for an individual student and how to best
used those motivating factors (Christiana, 2009). This study
explores the literature on student motivation, an aspect that is
not limited by geographical boundaries but affects students
worldwide. Regardless of racial, social or economic reasons
people are motivated to accomplish goals but the goal may not
be to succeed in school or to be successful in all subjects within
a school (Tiwari, Tiwari, & Sharma, 2014). Some factors such
as family support, teacher’s actions and even classmate
behavior affect students’ participation, attitude and motivation
for an education. What stimulates students to perform in a
particular way is personal but also reflective of their particular
cultures. This includes simple aspects such as effectiveness of
the classroom environment. Student’s motivational levels tend
to differ with various factors: such as how well their basic

needs have been met, the level of arousal they may need, what
makes they feel competent and have feelings of self-worth or
self-competency, to have degree of autonomy they desire, and
their need for relatedness (Ormord, 2012, pp 184-189). This
explains why students perform differently despite the fact they
share the same academic environment. To minimize the
discrepancy of academic performance between students, the
issue of student motivation has to be considered (Kusurkar, Ten
Cate, Vos, Westers, & Croiset, 2013).
Researchers have identified various ways in which culture
affects cognitive factors underlying motivation. One of the
cultural and ethnic differences in motivation is self-worth.
Western culture encourages thinking and being good at certain
things and thus an individual will engage in self-handicapping
behaviors to justify poor performance. On the other hand, East
Asian cultures work towards correcting existing weaknesses. A
sense of autonomy is also another major cultural difference on
motivation. Children are offered more autonomy on decision-
making at a younger age in the Native American culture unlike
in the Western culture. Another major difference is relatedness.
Unlike in the Western culture where children spend more time
socializing with their peers, the Asian culture increases
motivation for children to seek teacher’s approval and attention.
Values and goals also differ from one culture to another as
regards motivation. Asian cultures instill more extrinsic
motivation while European cultures encourage more of intrinsic
motivation in children. Learners’ cultural and ethnic
backgrounds influence their attributions as well (Ormord, 2012,
pp 184-189).
Regardless of different school curricula, students in Saudi
Arabia and South Korea are humans and should have some of
the same aspects that serve as extrinsic and intrinsic motivators.
Yet, student performance in the two countries is very different.
This particular research student motivation accounts for the
difference in academic performance for students in Saudi Arabia
and South Korea. This will be accomplished by providing an

overview of the difference between classroom environments in
the two countries, as well as, sources, reasons, and effects of
student motivation. Comment by Minadene Waldrop: Tell how
these two countries score on international tests. Looking for
statistics that about students performance in Saudi Arabia and
South Korea
Student Participation, Low Motivation
Niederhauser (2012) states that in South Korea, students do not
feel difficulty for grading because it is not related to academic
achievements. Moreover, they are not free to choose the
subjects of personal interest regardless of examination scores.
Students’ prior learning experience is another factor that
demotivates them
Springsteen (2014) compares descriptions others provided of
Saudi Arabian students with his own experiences teaching these
students. Others described Saudi Arabian students as having a
lack of confidence, lazy, poor planners, poor attitudes toward
education, negligent and overall not motivated to do well in
education. These characteristics were attributed to the family
environment and cultural issues such as not having to work
outside of the classroom. She found add the results of her
study. These factors definitely affect the students’ motivation,
because family support is a must to keep students involved.
Therefore, Saudi students have poor attitude towards education
and less motivation for success. Common factors that cause
demotivation in both countries are no chances of extra-
curricular activities, lack of English classes, and rude
classmates (Springsteen, 2014). Comment by MacBook AIr:
Looking for the resource and write 3-4 sentences Describe the
studyuwhat is the stdyt about students performance in Saudi
arabi and South Koreacceed. s or her success; therefore, a
teacher can st what is the study where, which students, age,
sex, how the study was conducted. And the results
Niederhauser (2012) explains that in South Korea, teachers play

a vital role in students’ motivation. Teachers use various
strategies to develop self-confidence in learners. For example,
conveying positive messages about learning and creating
activities for real communication are among frequently used
techniques. Comment by MacBook AIr: Looking for the
resource and write 3-4 sentences Describe the studyuwhat is the
stdyt about students performance in Saudi arabi and South
Koreacceed. s or her success; therefore, a teacher can st what is
the study where, which students, age, sex, how the study was
conducted. And the results
In Saudi Arabia, it is considered that the teachers who teach in
English support Christianity and secularism. Saudi students
possess Arabic while having faith in God. Teachers can increase
the motivation level of the students by connecting the students’
personal goals with learning. Male students are supposed to
have goals of doing work, while female students do not always
have such goals or aspirations. Therefore, as Aslam (2014)
states in the article, lack of motivation is found in female
students in Saudi Arabia; however, the factors that positively
affect students are supportive family, likeable teachers, and a
safe school atmosphere.
In the article Motivating Korean Elementary Students, Faulkner
(2009) explains that when compared to the other countries,
South Korean parents spend more per children education. For
example, they often pay for extra tutorial classes. The students
are highly motivated towards colleges because of their
association with social status and good jobs. Moreover, South
Korean teachers teach with dedication, receive a good salary
and have a high social status
Khan (2011) studied the factors that motivate students in Saudi
Arabia and he discovered the factors that motivate students are
interactive activities, attitude change, and paying attention in
class. He also realized that pedagogical input is another factor
that promotes students’ learning. It must be noted that the Saudi
students are less intended for self-motivation than South Korean

students (Khan, 2011). Comment by MacBook AIr: Looking
for the resource and write 3-4 sentences Describe the
Content
The content shared in the classroom, the method or process used
for teaching, and the school environment, both between the
teachers and students as well as the physical location, are some
factors that influence the motivational level of the students in
both countries. The content should connect students and be
relevant to real life. It should involve critical thinking and
creativity. Furthermore, the use of technology as a teaching and
learning tool can serve as a motivational tool (Khan, 2011).
Other teaching strategies that serve as motivational tools are
encouragement and praise, storytelling, and quizzes. The
relational and physical environment in which students learn is
also a key factor in motivation. Often students are more
motivated to work when learning in a team with other students
(Williams & Williams, 2011) Achieving, intrinsic motivation is
difficult but provides positive results to the students (Jenkins,
2008). Basic psychological needs also have a significant effect
on people’s motivation and psychological well being. These
needs vary for individuals and in different situations. Everyone
has a basic need for arousal to do things to optimal levels.
There is also the need for competence and self-worth for people
to effectively deal with their environment. The need for
autonomy is also another basic psychological need where people
want to gain control over want they want to do as well as take
charge of their lives. The last psychological need is the need for
relatedness where people want to feel connected to other people
(Ormord, 2012). Comment by Minadene Waldrop:
Somewhere you need to define or describe what environment
means to you. Is it the physical environment or is it the

relational environment created between students and students
and students and teacher? Or is it both. Comment by MacBook
AIr: write one or two sentences about how the physical location
of the school affects their motivation! and how the Intellectual
environment too
Reasons affecting student motivation
The teachers play a significant role in students’ motivation in
South Korea, while family support has the same role in Saudi
Arabia. Students’ self-motivation drives participation and
attitude towards education in both countries. The internal
factors in Saudi Arabia are confidence, laziness, and school
environment, while social status and method of learning are the
internal factors in South Korea (Rangachari, 2007; Dörnyei,
2007).
The classroom plays a greater role in shaping the academic
performance of any student. It is within these four walls that
students tend to spend most of the time and hopefully trying to
achieve academic excellence. For most school leaders,
classrooms do present intellectual spaces, but from an analytical
point of view, classrooms are more than that. Given the fact that
students spend more than seven hours, five days a week, in
classrooms, the environment needs to be very captivating for
academic excellence to be attained. Creating motivational
classroom environments means having a conducive organization
in place, that is, the physical climate needs to be comfortable
(Rangachari, 2007; Dörnyei, 2007).
External Factors
Physical environment
In comprehensive studies been carried out in numerous
American schools, physical environment is one aspect that
accounts for the difference in performance of the students in

private institutions and government entities. Private school
students tend to perform well because they have access to better
facilities, and public school students are deemed to perform
poorly due to poor maintenance and lack of adequate
government initiatives. Such discrepancy is accounted for by
the lack of motivation in public schools. Lack of proper
classroom environments such as poor lighting and ventilation,
external noise, and cracked walls, as well as other issues act as
a motivation killer. It is a natural occurrence that students in
such academically hazardous environments will have less zeal
to focus on studies. The other aspect of the physical climate is
that students should be able to interact peacefully and share
resources equally. Where resources are inadequate, students
tend to spend much time fighting over them instead of using the
little resources available. Therefore, to create motivation, the
classroom environment has to be put into a state where students
are thrilled to exist in and not the other way round where
instead of concentrating on their studies, they struggle to fit in
such learning conditions (Rangachari, 2007; Dörnyei, 2007).
Comment by Minadene Waldrop: Is this general info? How
does it relate to South Korea? Saudi Arabia?
Using the References list and write paragraph
Intellectual, social, and emotional aspects contribute a great
deal to creating an acceptable classroom environment that aids
in student motivation. The better the classroom environment,
the more focused on academics students tend to be. From an
intellectual point of view, students have to survive in an
authentic environment that confers on them important and
challenging tasks. To create an intellectually productive
environment, teachers are the most important assets. The more
organized and consistent teachers tend to be, the more
streamlined and motivated students will be In an intellectually
disoriented school where, for instance, the math teacher is an
alcohol addict, students will develop less or no interest at all in
the discipline at hand. Consistent feedback is important when
establishing a viable learning environment. When a student gets

constant positive or encouraging feedback from the instructor,
the student tends to get serious with his or her studies (Williams
& Williams, 2011).
From a social point of view, creating a motivating environment
means enhancing the relationship between students to a point
where they can work together peacefully. Schools fail
academically and students become unmotivated due to
segregation. To motivate the intellectually poor individuals,
students, as peers, need to work together as a unit. In addition
to the students, instructors also need to be approachable by
students. Feared instructors usually do not guide students well
towards academic excellence (Sarwar, Razzaq, & Saeed, 2014).
In general, the behavioral expectation of each student and
teacher needs to be high in order to uphold a socially habitable
classroom environment.
From an emotional point of view, the learning environment
does not need to be too competitive. Competition can be healthy
for promoting the academic environment, but too much of can
be threatening to students do not believe they have a chance to
be successful (Ormord, 2012).
Some schools tend to use strict rules, which can make students
feel they can never succeed and serve to de-motivate students.
A balanced school should have in place a situation where minor
mistakes are allowed. Positive emotions tend to play a huge part
in enhancing student motivation. (Cifu, 2012) When all these
aspects are put into play in creating a habitable classroom
environment, students will be motivated.
Student Number in Classrooms
A smaller teacher-student ratio implies more direct contact
between students and instructors and the greater possibility of
better teacher-student relationships. If an instructor has more
time to stay physically close and be aware of the students then
students may be more comfortable and there are less classroom
management problems. A smaller teacher-student ratio has been

shown to be a very important factor for supporting student
motivation (Tomlinson et al., 2003). According to OECD
reports the average classroom size is 21. Saudi Arabia has an
average of 21 students per classroom in primary and secondary
schools. South Korea is a more densely populated country than
Saudi Arabia therefore the number of students in each
classroom is expected to be very different and the statistics
reveal an average of 35 students per classroom (OECD, 2011).
Efficiency of Learning Facilities
The physical classroom environment in both of the countries is
high compared to other countries in the region. In the current
technologically advanced world, most aspects of life including
education are conducted differently. The two countries have
well established information technology facilities that promote
a productive environment. Aside from the aspect of information
technology, facilities are well developed and analytical studies
do indicate that it is one of the root causes for student
motivation. When students step in high tech laboratories with
enough equipment at their disposal, they are naturally
compelled to work hard and this is an as works well for South
Korea and Saudi Arabia in terms of student motivation (OECD,
2011). Early student exposure technology elevates the
motivational level (OECD, 2011). The fact that many
innovations in the science department originate in the Asian
countries with South Korea among the top ones, shows that
students have access to efficient learning facilities that increase
motivation. Technology also enables institutions of higher
learning in the region to offer online/distance education. Online
learning propels more people despite of geographical location to
access education. In a country such as South Korea where there
is a high number of students, the available institutions of higher
learning have the capability to promote online learning
(Jenkins, 2011). Comment by Minadene Waldrop: How do
you know this? Where is your reference?
Resources
Teachers and curriculum

Learning resources also do define the learning environment in a
classroom. There are numerous learning resources and teaching
aids that teachers can adapt to enhance the effectiveness of
academic performance by students. In Saudi Arabia and South
Korea, different learning resources are put into use but they do
not deviate from the universal ones. It is inevitable for any
learning institution to perpetuate its objective while not using
textbooks as teaching resources. For a long time since the
advent of education in the modern age, textbooks and other
literal materials have been part and parcel of the learning
process. However, analysts indicate that in the advent of the
digital world uprising, the use of textbooks is somehow
declining in favor of digital resources. As indicated above,
technology defines education in the modern era and it is one of
the aspects that motivate students to behave in particular
manner that favors their intellectual progression (Horsley &
Sikorová, 2014).
In South Korea and Saudi Arabia, textbooks and digital aids are
used as learning resources in most educational complexes; the
only difference is the ratio of their usage (Saqlain, Al-Qarni &
Ghadi, 2013). The emphasis of textbook usage in most countries
usually vary with the subject in question, for instance, in some
developed countries, textbook as a learning resource is used in
teaching mathematics and sciences. In the scenario of Saudi
Arabia and South Korea, statics show that textbooks are used
regardless of the subject in question. From a more general
perspective, both South Korea and Saudi Arabia favored the
usage of both textbooks and software. In South Korea, textbook
usage accounts for 98.6 % of learning resources while software
application is 25.1%. In Saudi Arabia, textbook usage accounts
for 93.4 % while software use accounts for 29.7 % (Horsley &
Sikorová, 2014). Despite the closeness of these figures, student
performance in South Korea is better than that of Saudi Arabia.
Statistics rank South Korea as position Two, a spot behind
Singapore in terms of Grade Four mathematics performance
while Saudi Arabia assumes position 45 in the same discipline.

The figures given indicate a minimal gap between textbook and
online resources usage in the two countries (Choudaha, 2015).
Chart 1 International Students in the US (Choudaha, 2015)
Table 1 variables affecting motivational level of reading
students in King Faisal University. (Gifted Phoenix, 2014)
Table 2 the performance of less privileged students from South
Korea and other selected OECD countries (Gifted Phoenix,
2014)
Chart 1 above shows the number of international students in US.
Among the many students that are admitted in American
universities, there are a substantial number of them from Saudi
Arabia and South Korea. In the chart, the number of students
from South Korea is slightly above that of Saudi Arabia. This
shows that more South Koreans are interested and motivated to
gain knowledge even if it means studying abroad. On the
contrary, the low number of Saudi students indicate their
unwillingness to adapt to the western culture, an aspect that
affects their low motivation back at home in learning English
from foreign teachers (Moores-Abdool, Yahya & Unzueta,
2009).
However, research results does indicate that despite the
South Koreans overtaking students from Saudi Arabian, the
number of them willing to study in the US is decreasing. As

research studies covering the OECD countries reveal, South
Koreans are able to perform well while at their home tuft. The
level of motivation there is high compared to the international
level. Table 2 has been able to show that aspect with the number
of less privileged students averaging a figure of above 50. Table
1 is derived from a study carried on medical students in King
Faisal University in Saudi Arabia. The graded aspects show how
student who score high grades in high school end loosing
motivation in collage by skipping classes and deferring courses.
Numerous studies have been carried out trying to establish why
clinical students lose their motivation and one factor pointed
out is the complexity of the curriculum (Moores-Abdool, Yahya
& Unzueta, 2009).
Similarities and differences in Students Motivation in South
Korea and Saudi Arabia
After comparing classroom environments in the two countries,
only a minimal gap was registered. However, despite the
closeness in classroom environment in the two countries, South
Korea still confers high intellectual student motivation
compared to that of Saudi Arabia. tends to provide an analysis
of aspects that motivate students in South Korea to perform
better that their counter parts in Saudi Arabia after having been
exposed to almost the same classroom conditions (Moores-
Abdool, Yahya & Unzueta, 2009).
The difference between the two countries in terms of student’s
motivation capability is because South Korea has made it appear
as a way of life. There is nothing more important for South
Korean students than appearing more intelligent which explains
their hard desire to make huge leaps of academic access. In
South Korea, sources of motivation are different compared to
those in Saudi Arabia. South Korea depends more on extrinsic
aspects to motivate students. The main form of extrinsic
motivation in South Korea emanates from a parent level and not
the personal level of the students (Faulkner, 2009). It is the
parents who determine what is good academically for their
students who have no alternative but to obey the rules at hand.

It is more of a dictatorial relationship of parents and children
where the later is given less opportunity to make their own
decision. Once the parents have set the target, students have no
alternative but to see that they have accomplished their already
set goals. In other countries, especially in the western world,
parents tend to be more lenient with the children giving them
freedom to choose academically. This is not the same for the
young South Korean students who spend time wondering how
they will fulfill the desires of their parents.
Aside from the parents, institutions of high learning also
practice the same principle where fewer choices are given to the
students (Faulkner, 2009). The courses that students are able to
indulge in depend on the scores of the previous grades. A lot of
institutions in the region end up having the last say on what
course a student will indulge in. As analysts pointed out,
students have no alternative but to cram their way to high scores
and good graduation grades in the end (Trivedi, Diwan, Shah,
Jani, & Anand, 2014). Comment by MacBook AIr: Looking
for the resource and write 3-4 sentences Describe the
English language learning is a major issue in South Korea and
this is one of the areas analysts used to determine the level of
student motivation. Comment by MacBook AIr: Who side that
In Saudi Arabia, English is the second language. Despite that
particular fact, students in South Korea are forced to learn
English by parents after normal school lessons. This is usually
in the evening where as indicated by an English teacher in
South Korea, most students are not willing to attend such
lessons. This is an aspect that is missing in the context of Saudi
Arabia hence their low motivation in learning English (Maherzi,
2011). Once the students are forced to learn English , students
usually start developing a sense of personal interest where they

want to learn English for its benefits. Faulkner, 2009 indicates
that since most South Korean students are attracted to
intellectual success, they usually brush aside the fact that they
were forced into learning English and make it a personal affair.
By analyzing this scenario, the dynamics of motivational force
have shifted from an extrinsic level to an internal one. The
cause of such shifts highly depends on the viability of the
external source, in comparing the two countries, is an aspect
that is missing in Saudi Arabia. To be more efficient
incorporate English, Saudi Arabia could also consider changing
the curriculum (Maherzi, 2011). Comment by MacBook AIr:
Looking for the resource and write 3-4 sentences Describe the
In current global activities, South Korea is one of the emerging
economic powerhouses grad rising from the middle level status
to becoming a major danger to the developed nations. One
aspect that puts a country on the global map in terms of
economic activity is the ability to be innovative and creative
yielding ideas that can revolutionize the way the entire world
operates. It is because of this factor that most countries turn to
the education system. Superb educations systems where students
are motivated well enough will produce results that are
desirable. From a more general perspective, the difference
between developed nations and third world countries is the level
of ideology innovations. Countries with advanced and efficient
education systems such as the US sponsor innovations that
revolutionize the world. One good example is Steve Jobs who
Steered Apple Company to bask in its current glory. It is hard to
find such people in countries with poor education systems that
do not motivate students (Maherzi, 2011).
For South Korea, the reason for the invasive technique of
student motivation is to be at the top of the world both

economically and intellectually. Students from South Korea
have been reared in an environment that highly values
intellectual capabilities. It is through such advantages that a
country comes up with solutions that are viable worldwide. The
rate of innovations from South Korea is far ahead of Saudi
Arabia given the fact that the country prioritizes science and
math, disciplines that are not performed well in Saudi Arabia. A
lesson that can be adopted from South Korea is that student
motivation is an aspect that can occur naturally but when need
arises; it needs to be forced in place (Faulkner, 2009).
Student motivation in South Korea explains the intellectual gap
between Saudi Arabia and the country. Motivation pushes
students to perform well academically. Saudi Arabia and South
Korea are both very resourceful countries but the approach
taken by South Korea makes the difference. There are numerous
motivators that are used in South Korea that automatically push
students to crave for success. Numerous research studies carried
out by established scholars indicated that there is a positive
correlation between student motivation and good academic
performance. South Korea fit well in the description but student
motivation creates the positive environment and gives both
students and teachers the internal energy to stay focused.
Regardless of the form of motivation used to stimulate students,
the results expected are still the same. South Korea uses a rather
unorthodox means for student motivation on a large scale, but
this does not mean that there are no alternative channels for
stimulating students to learn. Western instructors who teach
English in South Korea usually use a more personalized
approach to make students appreciate English as a second
language. Whether a more invasive or a more lenient approach
is used to entice students into liking the subject in question, the
outcome is enhanced academic performance (Faulkner, 2009).

Conclusion
It is important to state the fact that student motivation is main
reason why South Korea has more intellectual capabilities
compared to Saudi Arabia. In the modern world, education is
affected by a lot of factors. One aspect that has proven to be
very relevant is student motivation. As this particular
discussion has pointed out from the beginning, student
motivation is what stimulates students to perform well
academically. South Korea and Saudi Arabia have no huge
differences when it comes to classroom resources that students
need. However, the difference that emanates from the approach
taken by South Korean parents in motivating their children.
Unlike in Saudi Arabia, parents in South Korea are stricter
adopting a more dictatorial mechanism when it comes to
handling the academic affairs of their children. As a result,
students end performing well by honoring the targets put in
place by their parents. On the contrary, students in Saudi Arabia
are left with many options and freedoms, which as analyzed
forms the beginning of their low motivation. To make sure that
students from Saudi Arabia achieve high motivation, lessons
need to be borrowed from the context of South Korea.
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Unit VII Assessment – BHR 3301, Compensation and Benefits
Question 1
Understanding international compensation begins with the

recognition of differences and similarities, along with figuring
out how to best manage them. How people get paid around the
world depends on variations. There are five contextual factors
believed to be relevant in international compensation. Identify
and discuss these factors and variations.
Question 2
Identify and describe those classified as special groups in
compensation. Discuss the components of an executive
compensation package.

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