Guerrilla marketing on Facebook: a mixed-method study on the effects on brand image and content sharing intentions

Guerrilla marketing suggests using creative and unexpected messages and channels to stand out in the marketing communication crowd. Despite practitioners' growing interest in the topic, the contributions in the literature are still scarce. This study aims to explore the impacts of guerrilla marketing campaigns on Facebook on brand image and content sharing intentions. Mixed-method research was adopted. The first phase was more exploratory and used focus groups to analyze consumers' perceptions and responses to guerrilla marketing campaigns. It was followed by a quantitative study of 256 Portuguese consumers that answered an online survey after being exposed to a guerrilla marketing campaign on Facebook. Results suggest that customer interaction with guerrilla marketing on Facebook depends on content's characteristics, namely the message appeal. While humour appeal enhances the relationship with customers by increasing the level of interaction, negative appeals (e.g., perceived as offensive) generate adverse reactions. This study also shows that frequent Facebook users are more predisposed to interact with guerrilla marketing content.publishe

How Prospective International Retired Migrants Use Tourism for Decision Making

Despite the current importance of international retirement migration for both academics and practitioners, the extant literature on the topic is still scarce and mostly focused on short-period migration flows from wealthy and northern countries to cheaper and warm-weather destinations. This article aims at shedding light on the role of tourism in prospective migrants\u27 decision-making process, considering the framework provided by the push-pull model, which is often used to explain both migration and tourism. A qualitative study was conducted, comprising ten in-depth interviews with 45+ year-old Brazilian citizens who intend to move to Europe after retirement. Results show that tourism is important for prospective migrants to evaluate possible migration destinations, as some of the most relevant migration pull factors (e.g., safety) are easily assessed during tourism experiences. Participants in this study also carefully plan tourism activities prior to their decision to migrate in order to get a more realistic notion of what the destination is like for residents. Overall, this study demonstrates that tourism is particularly important for several stages of migrants\u27 decision-making process

Employability Through Experiential Delivery of Intercultural Communication Skills Online

International trade, enabled by rapid technological advances, has had a profound effect on the way employees work and communicate in a borderless, virtual environment. Within this context, classroom collaboration through online virtual teams can be an effective strategy to enhance intercultural and employability skills. Research in this area advocates that using digital media to connect students with international classrooms is an easy and efficient way to develop intercultural competence. In this paper we describe and present the results of one such initiative. The authors have designed and implemented virtual and experiential intercultural communications assignments across four countries: Germany, Portugal, Scotland, and the United States. By creating virtual teams and then simulating a real-world team project, we have been able to study how students work with, and react to, teammates from other cultures. We explored students’ views and opinions on the expected outcomes of their international experience in virtual teams and the potential impact of online intercultural learning experiences on their future employability. The findings suggest that collaborative online international learning (COIL) can help to develop the kind of soft skills that employers value and need in the globalized workplace.Crawford, I.; Swartz, S.; Luck, S.; Barbosa, B. (2020). Employability Through Experiential Delivery of Intercultural Communication Skills Online. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):993-1000. https://doi.org/10.4995/HEAd20.2020.11185OCS993100030-05-202

What has this done for me? Qualitative student reflections on intercultural experiential learning.

This project incorporates globalisation, technological progress, intercultural and inter-disciplinary experiential learning using real life clients to prepare graduates for the future workplace. Intercultural competence is possessing the necessary attitudes and reflective behavioural skills and using these to behave effectively and appropriately in intercultural situations. This understanding can facilitate success in achieving goals set out for cross-cultural interaction in a business context. Experiential learning through a collaborative project across cultures exposes students to differences in a real-life situation. By stumbling over intercultural blocks and emerging unscathed, students begin to appreciate the ambiguity inherent to multicultural interactions. This paper will present the qualitative findings from a collaborative online international learning project between four countries which took place in autumn 2018. It will assess the impact of the project on the students who participated through their own vivid reflections and testimony, and identify the key challenges and potential solutions associated with these constructs

Professional learning through collaborative online international learning.

Collaborative online international learning (COIL) presents relevant opportunities for innovation in the teaching-learning process. Global virtual teams (GVTs) activities provide a very broad set of advantages, including the development of soft skills. In addition to enhancing business communication skills, the learning outcomes from these activities indicate an increase in intercultural competencies, virtual teamwork and project management skills. COIL projects are helpful in achieving these goals while offering instructors the opportunity to develop as global educators. Thus, the benefits of COIL are not reserved for students, but rather positively impact instructors through the exchange with colleagues from diverse institutions, backgrounds, pedagogies and practices. Instructors thereby gain global understanding which they can impart to their students and use to help facilitate intercultural curricula at their institutions. Engaging in GVTs projects means intense collaboration and agreement between faculty on assignments, deadlines, assessment and learning outcomes. This, in turn, forces instructors to reevaluate their own values and methods of work. This paper describes several COIL projects that were carried out by instructors, together with their students, from four universities in the USA and Europe over the course of several years. These instructors increased their own professional learning experience by overcoming technological, institutional and cultural differences. It is the hope of this study to encourage faculty and colleagues to engage in and facilitate the use of COIL projects as part of a larger endeavor to internationalize higher education

Professional learning experience through COIL: a faculty perspective.

Collaborative online international learning (COIL) is not reserved for students, but rather can positively impact instructors through the exchange with colleagues from diverse institutions, backgrounds, pedagogies and practices. Instructors thereby gain global understanding which they can impart to their students and use to help facilitate intercultural curricula at their institutions. Creating global network learning environments (GLEs) means intense collaboration and agreement on assignments, deadlines, assessment and learning outcomes, which in turn forces instructors to reevaluate their own values and methods of work. The following paper describes a COIL project involving instructors from four universities in the USA and Europe and the challenges they faced creating a common team culture. While overcoming technological, institutional and cultural differences, these instructors increased their own professional learning experience

There is no one way to internationalization at home: Virtual mobility and student engagement through formal and informal approaches to curricula

Internationalization at Home (IaH) is the most accessible approach for internationalizing education, as it does not involve mobility or considerable investment. This article discusses the results of two distinct IaH initiatives: a 4-week collaboration between students from a Portuguese university and a Mexican university, and a set of activities conducted throughout one semester in a multicultural classroom in one Portuguese university. The analysis shows that, despite the clear differences between the two initiatives, they provided very interesting outcomes, with students recognizing the development of intercultural communication skills and other soft skills, which were perceived as adding value to the learning process and to their future professional careers. Keywords: internationalization of higher education; internationalization of the curricula; classroom collaboration; multicultural classroom

Editorial: Innovative behavior in entrepreneurship: Analyzing new perspectives and challenges

In recent years, the relationship between behavior and innovation has come to be globally accepted as a prerequisite of business success (Li et al., 2022). Innovative behavior is seen as an introduction to the application and development of new ideas, processes, initiatives, or actions by qualified professionals (RoŽman and Štrukelj, 2021). Developed either individually or collectively, innovative behavior drives creativity and is directly linked to a multitude of behaviors that lead to the generation of new ideas, initiatives, and value for new companies’ products and services (Barbosa et al., 2022).info:eu-repo/semantics/publishedVersio

Building intercultural competence through virtual team collaboration across global classrooms.

By means of a cross-cultural virtual teams project involving classrooms in Scotland, Germany, and Portugal, students were exposed to the challenges of collaborating internationally with the intention of increasing their intercultural competency. Intercultural sensitivity and intercultural communication competency were measured using responses to surveys before and after the 6-week project. Students reported, among other aspects, a heightened awareness of the difficulties of intercultural communication. Despite a general appreciation of the project and its outcomes, negative results such as an increased dislike of intercultural interaction emerged. Contradictory results warrant further investigation with data from future collaborations

Insights into the expectations of mobility students: the impact of Erasmus in their future professional careers

[EN] At the celebration of its 30th anniversary, Erasmus is recognised as the most successful exchange program ever implemented. The prospects of attaining a common European consciousness challenged the program's ability to blend together knowledge, attitudes and skills in a winning combination. It is no longer sufficient to communicate and integrate: mobility should actively foster skills to support students's professional career at national and international levels. Although literature on mobility is vast and interesting, studies on the impact of the mobility experience in the students' future employability profile rarely provide first-hand data on their expectations in this regard. This exploratory research comprises a qualitative focus group approach with Erasmus students during their exchange period in a Portuguese university and collected some insightful data on how students consider their mobility in terms of new learning outcomes, the professional value of the experience and the development of new skills. Results indicate that students seem to be quite aware of the positive implications of mobility in their professional careers and of the set of skills developed during that period. Overall, this article contributes to demonstrating the importance of assessing skills development during Erasmus mobility experiences. Managerial implications and suggestions for future research are provided.This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013.Simões, D.; Pinheiro, MM.; Santos, C.; Filipe, S.; Barbosa, B.; Dias, GP. (2017). Insights into the expectations of mobility students: the impact of Erasmus in their future professional careers. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 696-704. https://doi.org/10.4995/HEAD17.2017.536069670