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INTRODUCTION As economic crises affect world markets rather than individual nations, need for international expertise is growing rapidly. Regardless of size (small to large), many businesses are looking for internationalization and are using an opportunistic strategy by targeting developing countries. Under these circumstances, it is crucial that there is a keen understanding of not only business environments but also how they are culturally unique from country to country. Knowledge of these differences can come from educational backgrounds as well as practical experiences. A growing need for internationalization requires some infra-structural and cross-functional support in terms of foreign market research, foreign language knowledge and particularly qualified people specialized in this field (Crittenden and Wilson, 2006). For many developing countries, it is very likely that number of people employed in international firms will increase proportionally to domestic firms. This increase will also be accelerated by foreign firms employing nationals in their host countries. Meeting these demands, however, has proven challenging for many business programs due to inadequate resources as well as a lack of focus on these issues (Rose, 1997). LITERATURE REVIEW The shift in emphasis toward an international perspective in curricula has been influenced by various forces in world economy and rapid growth in number of firms engaged in international business. Marketing educators are increasingly required to provide a multicultural perspective in their courses (Munoz et al., 2006). For many lecturers, developing this understanding has been difficult because many students do not have extensive experience interacting with other cultures (Curran-Kelly, 2005; Laverie, 2006). Despite these difficulties and because of growing globalization of business community, it is critical that international be a strong component of business curricula today. The internationalization of curriculum in colleges of business has been studied from various approaches. One was business leaders' views regarding growing need for employees with foreign language skills and knowledge of importance of understanding and tolerance for other cultures. Another approach toward studying this topic was an examination of perspectives of academicians themselves. Andrus, Laughlin and Norvell (1995) viewed educators as the main providers of international information. They viewed faculty as being very influential regarding student's knowledge of global marketplace. In their study, they surveyed 144 faculty who taught international marketing. The objective was to better understand faculty's perceptions regarding international course as a part of business curricula. The results indicated that most of respondents perceived their courses to be well developed in terms of meeting needs of students to understand this topic. The three areas of most importance in developing and teaching this course were identified as being the cultural environment, competitive environment, and strategic planning (Andrus, Laughlin, and Norvell 1995). Turley, Shannon, and Miller (1993) found that at that time there had been no research related to international that examined student's perspectives. The only similar study was by (Yavas and Yaprak 1991) who studied characteristics that would cause a student to choose this area as their major. Turley, et. al, (1993) conducted two studies to examine following, measure student attitudes toward international as a part of curriculum, to what extent are students exposed to international marketing, and students' perception of importance of international marketing (1993 p. 52). Their results indicated that educators were doing a good job of impressing upon students importance of international (97. …
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