Sales career opportunities are growing, and the number of women in sales is increasing. Educators must adequately prepare both men and women for today's ethical sales dilemmas. Using the Personal Selling Ethics Scale, the current study analyzes the impact of idealism and relativism on the sales ethics evaluations of men and women. Results indicate that women evaluate sales ethics scenarios as less ethical than males and that varying positions on these ethical frameworks partially explain the divergence. Results also imply that today's sales educators should primarily emphasize moral idealism when teaching sales ethics. Ethical codes and situation-based frameworks can aid this effort. When teaching relativistic individuals, educators can supplement idealistic methods via the use of cognitive moral development frameworks.

This qualitative research study compares the experiences of 2 groups of executive job seekers—job club members and nonmembers—through thematic analysis of open‐ended interviews. The findings indicated that job club members benefited from group learning, increased accountability, networking opportunities, emotional support, helping other members, and enhanced understanding of the context of their experiences. Job club members also enjoyed lower levels of frustration with the search process, used a wider range of outplacement firm services, and devoted more time on average to job search activities. Suggestions for practical implementation and application of results are discussed.