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In an international setting, the potential conflict between the trading partners is thought to be more acute than in the domestic market, as cultural distance and ensuing misunderstandings make trading relations more complicated and demanding: the international marketer is confronted with the challenges of not only understanding the culture but also interpreting the local market information. This situation is often aggravated by limited resources put into the international marketing endeavour by the marketer.

This chapter explores the linkage between the careers of women over the lifespan and their experience of stress. Traditional models of career stages were developed by studying men's careers and do not fit the complexities of women's careers. Several newer models of careers have appeared in the literature but none of these models adequately address the issues women face as they juggle work responsibilities and their family lives. We discuss the Kaleidoscope Career Model (KCM) as a means of understanding the parameters that may affect women's decision making about their careers and the relationship between these parameters and the experience of stress. Testable propositions based on this model using the Kaleidoscope Careers Self-assessment Inventory (KCSI) are included as ideas for future research. Recommendations for organizational programs and policies are also detailed.

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

This chapter discusses female managers’ and entrepreneurs’ views on lifelong learning. The main empirical data were drawn from interviews with 67 women participating in training and coaching programmes in South Savo, Finland, in 2017–2021. Many of the women belonged to the working sandwich generation (WSG). The particular focus was on how lifelong learning relates to these women’s careers, wellbeing at work, work–life balance and search for meaningful lives. A model integrating women’s earning, learning and meaning aspects of work and life was developed. The findings of the study show that considering women’s fragmented work careers, lifelong learning is often crucial for them. For an individual, opportunities for lifelong learning and meaningful work assure personal development, wellbeing at work and a sustainable career. For employing organisations, offering opportunities for learning and meaningful work for their employees constitutes a competitive advantage.

Using the theoretical frameworks of public diplomacy and public relations, we mapped how the Chinese government has used panda imagery to build its national brand on Twitter and how this ‘panda diplomacy’ has facilitated its para-diplomatic actions. Our findings uncover new attempts by the Chinese government to engage in digital diplomacy. Mobilizing panda imagery on Twitter enhanced friendly relations with foreign political leaders and people and established a friendly and peaceful image of China on Twitter.