Abstract
This article focuses on technology-based companies and the way they perceive the influence of cultural and social differences on their internationalization process. As national cultures and institutions differ from country to country and even more so between different continents, we herein discuss the adaptation of products and services to the cultures and institutions of each environment, for the optimization of sales and product positioning. An in-depth example of a platform that is for sale in different countries, including Portugal and Mozambique, was described. In addition, results from interviews and a questionnaire administered to Portuguese internationalized companies were analyzed. A review of the existing literature was also performed. The strategic notion of positioning is central to organizational success and should differ from context to context, where necessary. Namely, different economic and education conditions lead to distinct behaviors, which have a repercussion on the position to be adopted in order to sell products abroad.

Abstract
This article is a case study, based on Participant Observation, which focuses on a digital platform which manages assets. This platform is for sale in different countries, including Portugal and Mozambique. As national cultures and institutions differ from country to country and as this is all the more the case when different continents are at stake, we herein discuss the adaptation of products and services to the cultures and institutions of each environment, for the optimization of sales and product positioning. The data of the case study comes mainly from the experience of one of the authors, who lived in Mozambique for close to two years, linked to the selling there of the digital platform. A review of the existing literature was also performed. The strategic notion of positioning is central to the success of organizations and should differ from context to context, where necessary. Namely, different economic and education conditions lead to distinct behaviours, which have a repercussion on the posture to be adopted for the selling of products. © 2017 AISTI.

Abstract
While lecturers who gave their testimonials to us admit that workloads in academia are extremely high they still accept to direct study cycles without receiving extra pay or any apparent benefits, besides added status and prestige. Similarly, students surveyed (n=69) also want to do socially responsible activity when they become executives, even though this may go against their evaluation (as profit maximizers) by shareholders. Is society and academia in particular becoming more altruistic? One might say that social responsibility is no longer an option, that informed consumers are looking to buy from socially responsible enterprises. One might also assume that in academia, which is a very hierarchical environment, that individuals initiating careers in academia are not in a position to decline invitations to coordinate study cycles. We do also, however, with our study, see evidence of something beyond the above more authoritarian reasons for wanting to do good in society. Individuals may genuinely want to contribute as more basic needs are increasingly fulfilled and individuals seek a higher and more worthwhile purpose in life. When asked whether social responsibility is a question of marketing, a number of students were divided on this issue. Just under one third answered neutrally, and over half answered neutral or disagreeing. The sample of students is interested in social responsibility - with over three quarters revealing a strong connection with social responsibility activity. Firms should not only seek profit, our students stated in majority, though seeking a profit is not seen by the majority to be a sign of being wicked. Previous studies on human motivation have emphasized how, in more advanced societies, needs follow a hierarchy and at the highest level one will find worthwhile accomplishment. What is novel is that this worthwhile accomplishment is not linked to material success but to wanting to do good in society. Further in-depth research is necessary into such change in society, towards a softer stance than that advocated by Milton Friedman in the 1970s, in his landmark paper defending that profit is the social responsibility of firms and that executives know nothing about solving the poverty problem or unemployment or inflation and so should stay away from seeking to solve these problems (rather, leave that to civil servants). We have found that change is upon us and that millennials want to play an active role in solving society's woes, so more research in this area is necessary to quantify the change and its effects.

Abstract
This study gives suggestions on how to decrease academic cheating. This exploratory study discusses how engaging students, with the case study approach, has led to the submission of more honest course work. What needs to change is the challenge – requiring too much is worse than not requiring anything at all, as the former is an incentive to academic cheating. Students need reachable goals and not to be over-swamped with course work. In the UK this may seem obvious but not so in other countries, where a number of students are known for copying and for not submitting original work to their lecturers (Teixeira, 2011). How might one attempt to change this trend of trying to get around the education system? This paper is about how to engage students – be it in the classroom, be it when they are at home, doing their course work. If it may be true that success is all about how much work you put in (Oliveira, 1993; Mansfield and Oliveira, 1994, 1995), then success in academia is about how you motivate students to want to excel based on their own merit and hard work (Au-Yong-Oliveira and Almeida, 2015). Rather than measuring a lecturer’s success on his or her pass rates of students, or by judging him or her on satisfaction scores given by students, lecturers should recognize that what is required is that they have a lasting effect on their students – in essence, changing their lives. Why are starting salaries so low in Portugal? Why is it so hard for students who have just graduated to find a job in Portugal? Why is the immigration rate so high amongst Portugal’s youths? A lot has to do with the education system – which is, albeit, at some institutions, already very practical, in the management studies domain. What we discuss herein is how to elicit honest contributions and how to gain genuine interest from higher education students – both at the undergraduate as well as postgraduate levels. Certain academic environments need change. This paper is about how to bring about that change and what lecturers can do, in particular with regards to research methodology, to revolutionize academia and perhaps even youth employment rates in the country. The account is by lecturers with teaching experience in a dozen higher education institutions. Having worked with Erasmus students the authors are well aware that plagiarism is also a problem in other countries, besides Portugal – notably, in Spain, Greece, and new democracies in Eastern Europe.

Abstract
Taking the case of the University of Aveiro, we herein analyse why students choose to abandon their higher education degrees. To date, and as a result of focus group and brainstorming interactions, as well as of an analysis performed at the highest levels in the university, the following twelve causes for abandonment were identified: 1. Difficulty in adapting to the first year at university; 2. Financial difficulty and not being granted, as requested, a student scholarship; 3. Not being able to finish a satisfactory number of subjects, in the first year at university; 4. Missing a lot of lectures, which makes passing more difficult; 5. Being somewhat immature and subsequently not adapting to the challenges, often a long way from home; 6. Entering the university in a later recruitment stage, later than everyone else, and thus experiencing added difficulty in accompanying the syllabus; 7. Not being in a degree which was the first study choice, as the student's marks were not good enough, leading to low motivation levels; 8. Being one of the lower-end students in class, and thus having difficulty in keeping up; 9. Being a part-time student, while maintaining a full-time working job, which makes passing subjects harder; 10. Doing an internship, and subsequently being offered a job, which the student accepts, due to current financial priorities, leading to premature abandonment of university; 11. Having difficulty in passing one subject in particular (e.g. Calculus or Statistics), leading to the student abandoning higher education altogether; 12. Thinking that higher education is too theoretical, and therefore not worthwhile, and preferring to go right into the job market, to gain work experience. We also performed three interviews with students from various Higher Education Institutions (HEI), who dropped out of higher education, the data collected having confirmed what was stated above. Being aware of these issues and taking action (from a relationship marketing and services perspective) at the highest levels in a HEI is a good path towards success, as is occurring at the University of Aveiro. However, it will ultimately be up to the students, in the end, to decide whether studying is worthwhile thus keeping dropout to a minimum.