مقاله سال ۲۰۱۶

Besides engendering economic interdependence among countries, globalization is also engendering cultural convergence by facilitating the sharing of ideas and values across countries. Given the trend toward international cultural convergence, a key international business research stream seeks to identify similarities in culture-specific beliefs and attitudes across different contexts including consumer behavior (Leung, Bhagat, Buchan, Erez, & Gibson, 2005; Pudelko, Carr, Fink, & Wentges, 2006). This study contributes to this research stream by examining similarities in the consumption behavior for business education in a four-country setting.

Webber (1969) identified technology, the widespread adoption of pragmatic societal values, and education as the key drivers of cultural convergence. Convergence of education occurs when similar educational content and delivery in different countries fosters similar values and beliefs. There is some evidence of similarities in business education across different countries. The flagship business degree, the MBA is characterized by significant commonalities in content and pedagogical approaches across many countries (Armstrong & Krasnostein, 1995). These commonalities are attributed to the dominating economic and political standing of the United States in the world, especially in the post second world war era (Djelic, 1998; Hofstede, 1980, 2001). The adoption of scientific approaches to management and the creation and dissemination of formal management knowledge has been spearheaded by American institutions, which has contributed to significant convergence in business education all over the world.

t, is the convergence of business education programs compatible with the needs of consumers in different countries? This study examines if the motives of students for choosing among business majors are similar or dissimilar across countries and whether the relative importance of these motives varies across countries. Considerable research has been reported in the business education literature regarding the motives that drive the choice of business majors but generally extant research has a pedagogical focus and is not cross-cultural (e.g., Kim, Markham, & Cangelosi, 2002; Malgwi, Howe, & Burnaby, 2005; Moberg & Walton, 2003; Pritchard, Potter, & Saccucci, 2004; Roach, McGaughey, & Downey, 2011). This study examines the motives that drive the choice of business majors in a cross-national context. The study has relevance for university administrators. Over the last two decades, there has been a growing trend among universities of entering foreign markets (Lewin, 2008). Many American, British, Australian, and Indian universities have opened campuses in foreign locations. But, not all these ventures have been successful. For example, a number of American schools have withdrawn from foreign markets (Pope, 2011). International business research that uses an education context can generate findings that are useful to educational administrators who seek to expand their programs in foreign countries.