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Notes that methodological problems are hampering the growth of cross‐cultural marketing research and presents a review of methodological issues to address these problems. Organizes these issues around a six‐step framework which includes elements such as problem definition, the development of an approach and research design formulation. Notes that the marketing research problem can be defined by comparing the phenomenon or behaviour in separate cultural contexts and eliminating the influence of the self‐reference criterion. Discusses issues in data analysis such as treatment of outliers and standardization of data. Concludes with an interpretation of results and report presentation.

The purpose of this paper is to examine recent patterns and developments in the literature on cross‐cultural advertising research.

Citation analysis was performed for cross‐cultural advertising articles published in major marketing and business journals from 1995 to 2006.

Cultural values were the most studied topic area in cross‐cultural advertising research. Content analysis was the most widely employed methodology, followed by surveys. North America and the original European Union (EU) member states were the most frequently investigated, whereas there appears to exist a paucity of research in newer EU countries, and in Latin American, Middle Eastern, and African markets.

Based on findings from the citation analysis, the authors outline future directions for the advancement of cross‐cultural advertising research in theoretical foundations, methodological issues, and countries to be explored.

The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.

The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.

This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.

This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.

The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.

There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

A major concern facing multinational corporations in the 1990s is how to prepare managers to operate effectively within another culture. Unfortunately, many corporations seldom provide cross‐cultural management training because it is considered unnecessary or ineffective by top management. Given such corporate mentality, a major concern facing trainers is how to develop cultural awareness and improve cultural sensitivity. Introduces a new approach for enhancing the efficacy of cross‐cultural training by extending one of the most effective psychotherapeutic counselling methods – transactional analysis – over the cross‐cultural setting. Presents conceptual framework which suggests that a crucial element of cross‐cultural training for managers must be to help them achieve an “adult ego state”, and thus ensure that they maintain the most effective cross‐cultural position – my culture′s OK, your culture′s OK. By using transactional analysis as a prerequisite to other approaches in cross‐cultural training, trainers can provide a more comprehensive programme which will not only enhance sensitivity and awareness, but ultimately lead to a greater usage of and appreciation for cross‐cultural training by organizations.

This study is an extension of an etic‐emic analysis of the individualism‐collectivism construct at the sociopsychological level to an organizational context. At the first level of comparison, strong and weak etics were extracted to permit comparability of values. At the second level, emic elements were produced to provide a basis of intercultural comparisons. Purely individualistic, purely collectivist and multidimensional factors emerged for the ten nations under consideration.

Economic globalization is leading large companies to focus on international strategic management. Nowadays, the assets referred to as “corporate intangibles,” such as corporate reputation, are becoming increasingly important because they are considered a key factor for the viability of an organization, and companies therefore need to incorporate them into their scorecards for management. The problem is that their measurement is subjective and latent. These two characteristics impede direct international comparison and require demonstrating the accuracy of comparison via a minimum of two tests – construct equivalence and metric equivalence. As regards corporate reputation, construct equivalence was verified by Naomi Gardberg (2006). However, the subsequent studies did not address metric equivalence. Based on the results of a survey provided by the Reputation Institute (n = 5,950, 50 firms evaluated in 17 countries in the Americas, Europe, Asia and Australia), the degree of RepTrak metric equivalence has been tested, using two different methodologies, multigroup analysis (structural equation model), and a new technique from 2016, the Measurement Invariance of Composite Model procedure from the Partial Least Square Path Modeling family. As one would expect from other cross-cultural studies, reputation metrics do not meet the full metric equivalence, which is why they require standardization processes to ensure international comparability. Both methodologies have identified the same correction parameters, which have allowed validation of the mean and variance of response style by country.

The purpose of this paper is to call researchers’ attention to cross-cultural research using online consumer reviews and multilingual textual analysis.

The authors discuss a selected literature review and the highlight of the four studies that show cross-cultural differences in online reviews on ethnic restaurants.

Applying multilingual textual analysis could prompt new venues to verify and expand future cross-cultural research in tourism and hospitality.

The paper introduces examples of multilingual textual analysis used for cross-cultural studies.

Cross‐cultural research in marketing has been dominated by survey‐based quantitative approaches; however, the assumption of prior validity required for the adoption of the survey approach to values in cross‐cultural research has yet to be established. This paper aims to review the literature and outlines the problems of the survey‐based approach to cross‐cultural values research. These criticisms relate both to the choice of the method and its execution. The paper outlines the multiplicative effects of these problems, that threaten the validity of the survey methodology in this context, and suggests a methodological alternative.

This paper reviews and synthesises the relevant literature on conceptual and methodological issues pertinent to the survey approach to values research in a cross‐cultural context.

A review of the literature suggests numerous methodological problems that threaten the validity and reliability of the survey approach to cross‐cultural values research. This review exposes a methodological gap that can be filled by a qualitative approach to the study of values in cross‐cultural research. In particular, the paper advocates means‐end methodology as offering significant strengths and addressing several of the weaknesses of the survey‐based approach to cross‐cultural values research.

The paper synthesises the literature on methodological issues in cross‐cultural values research, bringing together disparate criticisms which reveal the range of unresolved problems with the empirical, survey‐based approach to cross‐cultural values research; the paper also offers a suggestion for an alternative methodological approach. The means‐end approach is increasingly being used in various research areas; this paper highlights its appropriateness in a cross‐cultural context, as an alternative to predefined and culturally determined measures that limit our understanding of cross‐cultural values. Means‐end addresses many of the specific weaknesses of the survey method identified in the literature review. This discussion of methodological issues has implications for the field of cross‐cultural research more generally and suggests a critical re‐assessment of cross‐cultural methods is needed.