Focuses on two fundamental issues facing firms competing in the global arena, namely – how should executives responsible for success in international consumer markets allocate their scare marketing resources? And why, based on what methods, should they do this? Concentrating on global/pan‐European consumers in the northern European country of Finland, a quasi‐longitudinal “gap analysis” of US versus Japanese product and marketing efforts is undertaken. Using empirical evidence gathered every five years (from 1975 to 1995), this research examines which dimensions of marketing contribute most to specific consumers’ “purchase and use” preferences? And, where (which “gaps”) should organizations competing for global consumers concentrate their marketing efforts in order to be successful? It is argued that the method employed in this research can be utilized in any global marketing setting to identify the most promising areas for resource expenditures.

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Student evaluations are subjective and oftentimes arbitrary, skewed by stereotypes students have of the professor rather than the actual merit of the instructional style. Yet student evaluations are frequently necessary for promotion and tenure requirements regardless of known gender bias. As such, student evaluations have the potential to foster a culture of academic contrapower harassment (ACPH). A convenience sample of 150 professors and instructors (41.3% male, 56.7%, female, and 2% declined to specify) from two separate liberal arts colleges were surveyed to explore the gendered differences of perceived bullying of professors by students on anonymous student evaluations. Using Pearson’s chi-square test for independence (categorical variables), results support differences in the psychological consequences of student evaluations between male and female faculty but fail to confirm instances of ACPH.

Women have advanced considerably in academia in the past several decades, however, even though the job duties for professors are the same, male and female professors are seen and treated differently. Many studies have examined student perceptions of faculty members only to find a clear existence of gender bias. The current study surveyed N=544 students from a small, Pacific Northwest liberal arts university. The results reveal that students assign very different attributes to their professors based on gender. Consequences of these biases are discussed.