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Recruiting students to study abroad is a difficult challenge for American colleges and universities. Study abroad advisors and directors of international programs are searching for better ways of marketing the overseas academic experience. Approximately 3% of U.S. students who pursue a bachelor’s degree study abroad at some point in their college career. In any given year, less than 1% (0.8%) of U.S. students take part in study abroad (Hayward, 2000, p. 9). American higher education falls far short of the Presidential Commission’s target of 10% by 2000 set in 1979 (Strength Through Wisdom, 1979). The typical college student who participates in study abroad is an undergraduate liberal arts major who spends one semester in a country in Western Europe. In 1999–2000, 63% of American students studying abroad were in Europe (Snapshot of Report on Study Abroad Programs, 2000, p. 1). Almost one fourth go to one country – Great Britain. Fifteen percent of study abroad students travel to Latin America, 6% to Asia and 3% to Africa (Hayward, 2000, p. 10). The small number of U.S. students (129,770) who experienced foreign study in 1998–1999 compares unfavorably with the much larger number of foreign students (490,933) who enrolled in U.S. institutions (Hesel & Green, 2000, p. 5). Even more disheartening is the fact that nearly 50% of students entering 4-year colleges say that they want to study abroad and that three out of four adults agree that students should study abroad (Hesel & Green, 2000, p. 1). When asked to choose which activity in college is most important to them, entering freshmen rank study abroad second only to internships (Hesel & Green, 2000, p. 3). There are obviously a number of barriers to student participation in foreign study.

In developed markets, emerging market multinational enterprises (EMNEs) seem to be more discriminated by host country nationals than foreign developed market multinational enterprises (DMNEs). They are challenged with host country nationals’ prejudices and face a stigma of being from emerging markets. While literature agrees that EMNEs suffer from additional disadvantages due to their country-of-origin, research fails to identify those factors that may lead to a higher discrimination against EMNEs than against foreign DMNEs.

Based on institutional theory, we look at institutional-related and resource-related antecedents that have an impact on various forms of direct and indirect discrimination by host country nationals.

Our framework analyzes the crucial differences between host country nationals’ perception of EMNEs and foreign DMNEs and the resulting challenges for EMNEs in the developed world. It enhances our understanding of the importance of institutional environments in explaining differences in host country nationals’ discrimination against foreign MNEs.

Internal capital markets of diversified firms have been associated with inefficient allocation of investment funds across divisions, leading to value losses. Utilizing a sample of diversified firms that adopted or eliminated Residual Income (RI) plans between 1990 and 2009, we show that adoptions of these plans mitigate investment distortions and lead to value gains. Following the adoption of RI plans, diversified firms start allocating investment funds based on growth opportunities of their divisions. RI plan adopters lower their divisional investment levels, especially in segments with below-average growth opportunities. The overall investment allocation efficiency improves, and the diversification discount diminishes after the adoption of RI plans. However, RI plans appear to be used only as temporary tools for assessing corporate performance. The plans are adopted primarily by firms expected to immediately generate plan bonuses for management, and they are frequently eliminated by firms with bad accounting performance and low managerial bonuses. The study contributes to the literature on organizational efficiency, internal capital markets, and on the importance of measures based on economic profits or RI.

The focus of global training has primarily been on preparing employees to work effectively in other cultures, such as in expatriate training, acculturation training, and training for technology transfer. One issue that has been ignored is the implication of using training systems that are developed in a specific cultural context and then deployed globally. This chapter proposes a framework to show the influence of culture on one aspect of training effectiveness, the transfer of newly learned skills to the job. Specific relationships are proposed, using Baldwin and Ford’s (1988) transfer of training framework as a guide, and also by synthesizing findings from areas such as cross-cultural psychology, human resource management, education, and technology management.

In this chapter, we embrace the recent phenomenon of early internationalizing firms with the goal of understanding these firms in light of decades of research on multinational firms, which has long stressed liabilities of foreignness. It is often implicitly assumed that the only way to reduce liabilities of foreignness is by doing business in foreign markets and learning about the local business environment. However, in this chapter, we focus on several distinctive antecedent firm characteristics that have been shown to facilitate early international expansion by firms, but which are not commonly considered in the international business literature. We perform a systematic review of the literature on early internationalizing firms (following David & Han, 2004), based on the seminal work of Oviatt and McDougall (1994) to guide our analysis of early internationalizing firms and to identify important ways in which these firms differ from multinational firms. We argue that long-standing arguments about the impact of liabilities of foreignness on firm foreign expansion apply to newly internationalizing firms, but that these liabilities are reduced by the experiences and knowledge of the founders and top managers in these firms acquired prior to the inception of these firms.