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Purpose – A considerable body of literature has evolved on the topic of appropriate research methodology for cross-national data collection. Additionally, prior commentaries on cross-national research in the marketing have cited significant deficiencies in this body of research in terms of the theoretical foundations, methods, and analytical techniques used. The purpose of this chapter is to summarize guidelines for conducting cross-national research in marketing and assess the degree to which these rules are being followed.

Design/methodology/approach – The literature on cross-national research methods in marketing studies is first reviewed to identify key issues and methodological guidelines. A content analysis of cross-national studies appearing in 10 major journals in the marketing and advertising field for the period from 2005 to 2010 is conducted to assess whether the guidelines for researchers are being followed. The chapter also explores whether recent research is addressing key deficiencies identified by prior commentaries on this body of research.

Findings –Results are indicative of some promising trends. A wider range of theory bases, methodological techniques, and analytical techniques are being used in cross-national marketing studies. Additionally, methodological guidelines for conceptualizing studies, including following appropriate procedures to ensure equivalence and verifying the existence of cultural differences, are being followed at a higher rate than in the past. Still, some studies do not follow accepted guidelines, and there is a need for a wider range of theory bases and methods to be used.

Research limitations/implications – The study examines only cross-national studies published in 10 journals over a recent six years (2005–2010). As a result, no direct comparison to earlier periods is made.

Originality/value of paper – This chapter outlines key guidelines for conducting cross-national studies in marketing. It also calls attention to the need to follow these guidelines based on the trend toward a majority of studies complying with them. Finally, the chapter calls attention to the need for certain theory bases and methods to be used more frequently.

Participation in cross-national assessment is becoming a global phenomenon. While there were only 43 countries that participated in the Programme for International Student Assessment (PISA) in 2000, the number of participating countries/economies has increased to 65 in 2009. To understand this global trend, this chapter seeks to answer the following research questions: What are the real incentives for developing countries to participate in cross-national assessments? What do they gain from actual participation in cross-national assessments, given that there are many constraints and barriers associated with test participation? It employs country-level fixed effects to test the hypothesis that there is a positive association between participation in cross-national assessments and foreign aid to education. This study shows that countries that participate in major cross-national assessments receive, on average, 37 percent more foreign aid to education than countries that do not participate in major cross-national assessments, while holding all other variables constant. Although further research is necessary to make a causal warrant of the association between participation in cross-national assessment and education aid, the results of this study have great implications for developing countries that are considering participating in cross-national assessments.

Given the increasing global focus of many aspects of our society, researchers have taken significant steps in understanding the impact of culture on various psychological states. This review focuses on the stressor–strain relationships within the context of cross-cultural and cross-national studies. Using research findings from the United States as a baseline, we identify common and unique themes concerning the stressor–strain relationships between different countries, and clarify the differences between cross-national and cross-cultural studies. Furthermore, we consider cross-cultural and cross-national occupational stress research from an individual differences perspective. We encourage future studies to adopt this perspective and carefully consider the implications of cultural values on occupational stress research at the individual, group, and country levels.

Finland's performance in PISA has created considerable interest in the country's education system, to ascertain what has made Finland so successful in the survey. In reference to the phenomenon, this chapter discusses cross-national attraction, policy borrowing, the effect of Finland in PISA, and its influence on education policy. This chapter explores at length the theoretical background of cross-national attraction and policy borrowing, also investigating cases that have already occurred. It discusses Finland's role as the new object of cross-national attraction and eventual policy borrowing. The chapter incorporates research into the reasons for Finland's success in PISA, the possibilities of policy transfer from Finland, and delves into the likelihood of policy implications as a result of Finland in PISA. This cross-national attraction denotes the first stage in policy borrowing; however, comparative educationalists, for years, have warned about the uncritical transfer of education policy. Research in Finland has revealed many reasons for the country's PISA success stem from contextual factors: those related to historical, cultural, societal, and political features of Finland. Therefore, policy borrowing from Finland needs to heed warnings of past comparativists. The new phenomenon of Finland in PISA has generated much curiosity from those in education, educational policy, and politics. Policymakers are keen to incorporate Finland's educational features into their education systems. PISA and Finland's performance in the survey influence educational policy. This illustrates the importance the warnings of past and present comparative educationalists in order to prevent uncritical policy borrowing.

Numerous studies in the United States have found that various forms of parental involvement in children's education positively affect children's educational outcomes such as high school dropout (McNeal, 1999; Teachman, Paasch, & Carver, 1997), post-secondary educational attainment (Sandefur, Frisco, Faulkner, & Park, 2004), and academic achievement (Epstein, 2001; Ho Sui-Chu & Willms, 1996; Muller, 1993, 1995). Researchers distinguish two dimensions of parental involvement depending on the context in which parents become involved (Downey, 2002; Ho Sui-Chu & Willms, 1996; Muller & Kerbow, 1993).¹ The first dimension of parental involvement represents what parents do at home and studies particularly have focused on the extent to which parent–child discussion on children's schooling, parenting style, and parents’ monitoring or rule-setting affect student's academic achievement and behavior. The other dimension of parental involvement includes parent participation in school activities and parent–teacher interaction. In particular, the literature has extensively examined the effects of attending parent–teacher organization (PTO) meetings or school events, and contacting teachers and school officials.

This study develops a typology of web site structure and then makes a cross-national comparison between Korea and Australia. Using a content analysis method, the study classifies 383 corporate web sites based on the typology. The study identifies two general types of web site structure: the hypermedia type and static image type and uses cluster analysis and discriminant analysis to verify the results. The study then tests predictions as to which type of web site will be more prominent in Australia versus Korea based on cultural factors. Results show that Korean firms employ the hypermedia type more frequently, whereas Australian companies are more prone to use the static image type. Cultural factors and industry-based factors are used to explain the results.

Education has become an important and frequently studied field for neo-institutional scholars. Undoubtedly, some of the oldest and now canonized neo-institutional works were written about education: clearly John Meyer's (1977) work on education as an institution, but also the work of Robert K. Merton (1938/1970) on early modern science. Our work here on global tertiary education intends to add to this now rich body of institutionalist literature on education on both empirical and theoretical grounds by studying cross-national trends in tertiary education.

Purpose – To assess the claim of moral hazard proponents that individuals insulated from paying for the health care they use tend to demand more, often unnecessary, services, or engage in unhealthier behaviors than they otherwise would, collectively driving up demand and increasing health care spending (HCS).

Methodology/Approach – To test the hypothesis that moral hazard increases rather than decreases HCS, I apply a multivariate analysis to examine data from 21 OECD countries over a 20-year period, using out-of-pocket spending (OPS) as a proxy for moral hazard and as the key variable predicting HCS, controlling for other potential drivers of spending.

Findings – OPS is independently associated with HCS, yet in the direction opposite to what moral hazard theory predicts – about $13 higher HCS per additional $10 OPS (p = 0.000).

Research limitations – As with other cross-national studies, limitations include (1) inability to assess differences in health care delivery and quality within and across countries; (2) differences in the measurement and availability of variables across countries; (3) lack of access to data of potential significance, and (4) hard to evaluate cross-national political and cultural differences with implications for health policy.

Policy implications – At least in the United States, unless a fully publicly financed system to cover medically necessary services is implemented, the policy goals of extending adequate health insurance to a national population and controlling HCS nationally will not be met.

Originality/Value of Paper – Most research on moral hazard in US health care has drawn from comparisons within rather than among national health systems. Therefore, the originality and value of this cross-national study lies in its ability to identify variables that could not be included in single nation studies and which have the ability to inform policy and political action.

Global focus on reforming teachers has resulted in the inclusion of multiple survey questions about teachers’ professional learning activities in large-scale international studies. A cross-national analysis of these survey data will likely enhance our understanding and inform the future direction regarding teacher professional development policy and practice. Yet we do not know whether these surveys measure the key features and their contextual factors of teachers’ professional learning activities to allow a systematic cross-national analysis. Based on international and U.S. literature, I develop a conceptual model of teachers’ professional learning activities in global context and analyze relevant survey items used in three major international studies – TIMSS, PIRLS, and TALIS. I conclude the chapter with a discussion of the coverage of these survey items and a direction for improving data collections of teachers’ professional learning activities in large-scale international studies.