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This article is intended to stimulate theoretical reflection in international comparative studies in library and information science (comparative LIS).

The need for theory is emphasized and shortcomings in comparative LIS in respect of theory are identified. On the basis of literature from other comparative disciplines, a framework for examining issues of metatheory, methodology and methods is constructed. Against this background the role of theory and metatheory in the literature of comparative LIS is evaluated. General observations are illustrated using examples selected from comparative studies in LIS.

Much of the literature of comparative LIS is atheoretical and based on assumptions that reflect naive empiricism. Most comparativists in LIS fail to link their work to that of colleagues, so that no body of theory is built up. Insufficient use is made of theory from other social science disciplines. There is a little evidence of awareness of metatheoretical assumptions in the sociological, teleological, ontological, epistemological and ethical dimensions.

While general observations are presented about the literature of comparative LIS, this is not a bibliometric study. Issues of methodology and method are not dealt with.

Recommendations are made for improving teaching and research in comparative LIS. Concepts presented here are of value to the wider LIS community, particularly in internationally oriented research and practice.

Since the 1980s there has been very little conceptual and methodological reflection on comparative LIS. This article alerts the LIS profession to new thinking in other comparative disciplines.

This paper seeks to address the recent challenges in the international human resource development (HRD) research and the related methodological strategy.

This inquiry is based on a survey of literatures and integrates various comparative research strategies adopted in other major social science disciplines.

Based on comparative strategies found in other disciplines, the authors propose a framework to advance comparative HRD research and theory development.

The proposed framework emphasizes methodological consistency in HRD research and improving the relevance and rigor in theory development. It also highlights the required qualities of comparative researchers.

This is an initial effort in analyzing the emerging comparative HRD literature for an alternative framework to advance methodological research on HRD theory building.

Although many of the problems currently being faced in accounting education have also been expressed in educational debates within other professions such as medicine, law and architecture, changes in accounting education policy and practice have not been greatly influenced by comparative study of other professions. This paper aims to examine the potentiality of the comparative research method in order to inform the future direction of accounting education.

Comparative methodology has been defined as “a method of analysis that focuses on several objects of study in order to identify similarities and differences”. This paper begins by critiquing the comparative research method before considering how comparative research can make a contribution to research into accounting education policy and professional issues. The extent to which comparative research has been undertaken in accounting education research is then examined.

The potentiality of incorporating ideas from other professional education systems has not been fully exploited in accounting education.

This paper advocates comparing accounting education with that in other professions. Other types of comparative research, for example, international comparisons, are not covered in detail.

Accounting educators and education policy setters should be encouraged to explore the accounting systems of similar professions to generate new ideas for change.

The paper discusses how comparative study, with particular reference to other professions, can be used to inform change in accounting education policy.

Comparative consumer research is one of the neglected areas of marketing and consumer behaviour. This article advocates the importance and contribution of comparative consumer research to the field of consumer behaviour. Following a brief discussion of the “emic”, “etic”, and hybrid approaches to comparative consumer behaviour, the article focuses on the major considerations in the design of comparative consumer studies. It concludes with a brief discussion of the consumer behaviour and marketing areas which can benefit most from a comparative perspective.

The research aim is to investigate the impacts of comparative ads used by retailers to compare the prices of their store brand (SB) products with those of equivalent national brand (NB) products. More specifically, this research examines if consumers perceive retailers as legitimate when they use comparative ads to compare the prices of their SB products to those of equivalent NB products, and how effective are these comparative ads in terms of actual purchases. This research also explores for which SB type (economy, standard or premium) and consumers are comparative ads most effective.

This research investigates consumers' reactions to comparative ads used by retailers to compare the prices of their SB products with those of similar NB products through an experiment within a store laboratory. A between-subject design has been used. The participants of the first/second/third group (n₁ = 93/n₂ = 92/n₃ = 91) were exposed to ads comparing the prices of retailer's economy/standard/premium SB food products with their equivalent NB food products, in the same product category. The participants of each group carried out a shopping trip in the store laboratory.

Consumers consider retailers legitimate when they use comparative ads. This favourable evaluation improves their attitude towards these ads. However, the impact of retailers' legitimacy of (1) means, (2) objectives and (3) historical legitimacy on consumers' attitude towards comparative ads depends on the SB type (economy, standard and premium). By contrast, comparative ads are effective in terms of consumers' attitude towards these ads and towards SBs, along with purchase intention and actual purchases of these brands, whatever the SB type. Lastly, this research highlights that comparative ads for SBs are mainly directed at consumers with high levels of price consciousness and resistance to NBs.

This research only tested the impact of direct comparative advertising and an extrinsic attribute (price). The research experiment was conducted on a convenience sample, which limits its external validity.

This research encourages retailers to use comparative advertising for their SBs (economy, standard and premium) for several reasons. First, this study suggests that comparative advertising is an effective tool for retailers to shape or improve consumers' attitude towards SBs, via their attitude towards comparative ads. Second, this research proposes that comparative advertising contrasting the prices of SB products with those of NB products could increase retailers' in-store sales of their SBs. Lastly, this research underlines that comparative advertising is particularly effective for consumers with high levels of price consciousness and resistance to NBs.

This research supplements previous research in the field of SBs and comparative advertising. Previous research on comparative advertising has examined NBs exclusively (Dianoux et al., 2013; Beard, 2018). Comparisons between SBs and NBs are lacking. This research thus validates the use of this specific form of communication for SBs, given the paucity of studies of the effects of the use of mass media communication on SBs (Nenycz-Thiel and Romaniuk, 2014; Gendel-Guterman and Levy, 2017).

Historical studies of comparative education have been available and utilised in Europe and North America to justify and legitimise comparative and international education research in present day contexts (Cowen; Masemann et al.; Psacharopoulos; Schriewer). However, a review of the literature of comparative education research in Asia and the Pacific discloses that very little is known about its own history, purpose, or direction. The aim of this paper is to explore the idea that part of this circumstance stems from the fact that these fields of study are often perceived as undefined.

This analysis suggests that in the Asia and Pacific region, research in comparative and international education is generally perceived as narrowly defined.

This article points out that the “fields” differ in terms of paradigmatic representation but are both change‐dependent, and that while comparative education research does not necessarily require an international dimension to it, international education must contain comparative elements for critical analysis and reflection.

The first study of its kind to review the history of comparative education research in the region.

This study seeks to analyse the relation between technology, competitiveness and specialisation in OECD manufacturing.

A regression analysis is first performed explaining the disaggregate manufacturing relative value added market share performance of a series of OECD countries by their relative unit labour costs (ULC), relative own and foreign research intensity and by a catch up term. Estimates are then presented of equations relating an indicator of revealed comparative advantage of value added to similar measures of comparative performance of ULC, or of its component terms, and of R&D expenditure, and the respective results are considered in conjunction.

The results show that, although each time there is evidence of a negative impact of the ULC‐based variables, the influence of the technology variables is far more important. Re‐estimation on research‐intensive and less research‐intensive samples shows that the dominance of the technology factors is especially important in the research‐intensive industries. The influence of comparative wages on specialisation is, moreover, found to be positive here, suggesting the presence of a significant labour skill effect.

The paper confirms the Schumpeterian insights, which have emphasised the relation between technology, competitiveness and specialisation. It stresses the dominance of product qualitative aspects of competitiveness, especially in research‐intensive industries.

Accounting historians have long recognised accounting’s international scope but have typically concentrated their research endeavours on region‐ or country‐specific studies, or on investigating the diffusion of accounting ideas, techniques and institutions from one country to others. Much potential exists to study the development of accounting from a comparative international perspective, mirroring the attention paid over the past two decades to the comparative study of international accounting practices and standards. This paper proposes a definition of comparative international accounting history (CIAH) and examines the nature and scope of studies within this genre. The CIAH approach is exemplified through an exploratory comparative study of agrarian accounting in Britain and Australia in the latter half of the nineteenth century. In the light of this study, the paper evaluates the potential of CIAH to contribute to an understanding of accounting’s past and provide insights into accounting’s present and future.

The purpose of this paper is to explore the differences between Hong Kong Special Administrative Region (SAR) and Mainland in terms of education and also the influence of it on doing comparative educational research. Hong Kong SAR is ruled by the Chinese Government under the framework of “One country, two systems.” It makes Hong Kong SAR different from other Mainland cities based on different aspects including, education. The finding of this paper provides a systematic review about the differences between these two Chinese societies in terms of education and also implication for conducting comparative educational research in these two societies and also generating some implications for cross-national and cross-cultural study in education.

This paper made references from the framework proposed by Bray and Thomas (1995) in relation to comparative educational research to make comparison between Hong Kong SAR and Mainland China. Multi-level comparison is conducted between two societies in terms of education, especially aspects relating to conducting educational research sat social, school and individual levels.

This paper identified the influence of “One county, two systems” on education at different levels such as ideology, school management system and use of languages in teaching. Such differences affect the choice of topics, sampling strategy, research design, data analysis and interpretation and also ethical considerations when conducting comparative research between Hong Kong SAR and Mainland China.

This paper is an integrated analysis of conducting educational research in two Chinese societies and provides insights for further discussions and possible research about this topic.

The aim of this paper is to review published conceptual and research papers within the field of international, comparative and cross‐cultural HRD.

The paper's approach is a targeted literature review focusing on papers within the mainstream HRD journals, as well as a small number of non HRD journals.

The literature review revealed that international, comparative and cross‐cultural HRD is an emerging subfield of study. In general the authors were able to categorise the literatures into the three trajectories specified. However, they noted contradictions and confusions within the literature.

The paper is solely theoretical in nature; however, it does identify gaps for further research. The authors highlight specific research questions within each trajectory as well as proposing a global HRD construct.

The paper is particularly valuable to scholars interested in theorising and researching international, comparative and cross‐cultural HRD. It sets the scene for the special issue on the three trajectories, and identifies possible avenues for future theorising and research.