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The purpose of this paper is to evaluate experiences of female international business travellers living in dual-career families (DCFs) who also have childcare obligations. In particular, the paper explores in which way different sources of support – specifically organizational support – are perceived as important and are available to the women under research. Because of the women’s regular absences due to business trips and the fulfilment of their family role, challenges regarding childcare or household responsibilities may occur. Consequently and also according to social support theory, different types of support may be necessary to organize family and international career, and effectively perform in both environments.

This paper examines the experiences and thoughts of these women with special regards on support issues. Data are collected from 51 semi-structured interviews with internationally travelling women in DCF situations originating from seven Western and non-Western countries. The interviews are analysed applying template analysis.

Results show that, across countries, support is mainly derived from within family. Regarding institutional or organizational support, however, the reported expectations and actually offered activities differ because of local institutional and cultural variations. The examined women value different forms of organizational support, but do not necessarily expect it.

This paper represents the first exploratory examinations of various forms of support for female international business travellers in DCFs suggested by social support theory. It includes a culturally diverse sample and contributes to cross-cultural career research.

The purpose of this study is to identify what (de)motivates millennial students from undertaking mobility upon graduation and whether this depends on gender, region of origin, prior work experience, level of studies, or international mindset and how. The paper provides insights on the preferred length of mobility and the most (un)attractive regions.

The sample consists of 1,001 millennial students from 77 countries. Data from a quantitative self-reported survey were analysed employing exploratory factor analysis and confirmatory data analyses.

Factors that motivate mobility are personal development, learning about foreign cultures and the opportunity to travel and those that demotivate are a preference for short-term assignments, unwillingness of family to move and disruption of home country life. Factors differ by region, gender, level of current studies and the student's international mindset.

The cohort included only students pursuing a business or technical education. A willingness to accept an international assignment may not necessarily translate into accepting an international assignment due to the effect of the attitude–behaviour gap. The authors do not aim to generalise on the basis of the results since the sample was fairly disproportionate in terms of world regions. We do, however, invite further studies to treat ours as potential input for new and emerging studies of either a quantitative or qualitative nature.

Due to a strong attachment to home, short-term assignments are preferred. Salary and financial benefits remain hygienic factors and motivating factors remain on the “soft” side. Motivating millennials to engage in mobility requires an individualised approach, dependent on region of origin, gender, the level of education, work experience and international mindset.

This study indicates that the factors that (de)motivate millennial students to engage in international assignments differ on the basis of various socio-demographic variables.

VIBu – Virtual Teams in International Business – is the name of a training concept, which is aimed at familiarizing participants with collaborating in a virtual environment. Based on the online business simulation RealGame™, participants are assigned to multicultural virtual teams that represent different companies. These companies are either competing with or depending on each other in typical business processes of an internationally operating manufacturing company. Interaction and negotiation are required throughout the whole simulation. All communication takes place via information and communication technology, mainly Skype and Skype chat. The main challenge in the environment is that participants are located in different countries and time zones all over the world. The book chapter first outlines some of the challenges of global teamwork that organizations face. We argue that students need to learn how to navigate in global teams before they leave university as they are bound to become involved in organizational global teamwork sooner rather than later. We draw on frameworks for experiential learning (e.g., Kolb's learning model, Kolb, 1984) and the constructivist learning paradigm (Lainema, 2009) to outline the learning experiences that students need to gather in order to become effective global team members. In addition, we highlight the potential for learner engagement that this approach offers. The chapter concludes by highlighting the key learning and teaching outcomes from incorporating this cutting-edge simulation technology. Furthermore, we direct the reader's attention to ways in which the simulation can be used for research purposes, international inter-university collaborations, and multidisciplinary research on teaching practices and engaged learning.

Anthony ‘Skip’ Basiel has been involved in e-learning in the United Kingdom for almost two decades. His work with the British Council in 2004 won him eTutor of the Year Award with the Higher Education Academy. As an Adobe International Education Leader he has expertise in new media and web video conferencing consulting organizations such as Oxford University. He is an Adobe Certified Associate in Web Communication (2010).

The chapters in this book focus on using different types of mediated discourse technologies such as classroom response systems and class replay systems to create technology-rich social learning environments within the classroom. Improvements in low-cost, ubiquitous digital technologies and development of modern learning theories are rapidly changing the manner in which we teach and learn in the postindustrial age. These transformative advancements are also refining our views of what it means to teach and learn in a globalized world. At both the individual and group levels, mediated discourse technologies are becoming more prevalent in higher education as teaching and learning tools across a wide range of disciplines to better engage students and create more participatory and engaging learning environments. Using these technologies in a purposeful manner also has the potential of creating more interesting and enjoyable social learning environments for both instructors and students.

This research identifies the factors which motivate (or not) European Millennial students to accept work-related mobility. Insight into preferred length of mobility is also provided.

Quantitative self-report survey among 617 Millennial students from Europe. Data analysis for the quantitative survey used exploratory factor analysis and confirmatory factor analysis.

Reasons which add to as well as take from mobility willingness remain on the “personal” rather than “professional” side. The European Millennials would rather not accept long-term mobility, primarily for reasons related to family, friends and life in home country.

Organizations should design short-term assignments and enable flexibility for assignees to pursue personal interests while on mobility. Remuneration packages remain among the hygiene factors and organizations may have to adopt an individualized approach while creating mobility offers for the European Millennials.

This study shows which factors should be highlighted while designing work-related mobility offers to the European Millennials. As an original research, it offers highly practical value to organizations, thereby adding to their opportunity for flexibility during societal shifts.