Introduction: Many countries face with the problems of high youth unemployment rate as Turkey having been increasing young unemployment due to not having enough new positions and lack of language and technical skills. Iran is known with its more closed country view and many young people prefer to emigrate if they get a chance. Lithuania, Poland and Estonia have older populations and many young people emigrate other developed countries in EU or USA. Spain is known with its high young unemployment rate and Portugal have decreased unemployment rate while young unemployment rate is high. Purpose: In nowadays global world, it is very easy to travel, work and study despite any boarders. Therefore, it raises various challenges for institutions of higher education and organizations, such as how to motivate ad develop students to become good employees. Scope: This study provides insides how students evaluate their skills, and them developing factors, motivation and environment factors influencing their future work in Lithuania, Poland, Spain, Turkey, Iran, Portugal and Estonia. 1355 students from 7 countries (Lithuania-322, Estonia-34, Poland-208, Spain-127, Portuga-35, Turkey-436, Iran-193 respondents) studying business, management or administration participated in the study. Limitations: This study has its limitations as well. As the most important factors unequal samples of country groups and convenient sample selection. Moreover, geographical distribution of samples inside countries was not used. In majority cases students from one university participated in this study. In addition, not equal samples of males and females took part in the poll. Moreover, students of different study year participated in this survey. Methodology: Regression, correlation, ANOVA and comparing means statistical methods are used to analyze data. Results: It is found from regression analysis that skills and especially training methods influence students’ motivation to do work better, despite received salary. when evaluating environmental factors, especially family’s/parent’s importance, in hierarchical countries, such as Turkey, Iran, Portugal, Spain in comparison of Lithuania, it is bigger. Students from Spain ranked economic situation of the country as the most influencing factor. Iranians are more concerned about environmental factors in comparison with Lithuania and Portugal. Speaking about level of students’ skills, it should be mentioned that evaluations are quite low. Lithuanians ranked their tolerance to criticism better in comparison with other countries and this score was the highest for skills evaluation among Lithuanians. It could be connected with its high presentation of feminine dimension in this country. However, majority of respondents agreed that their responsibility sense is developed the best. It could be connected with responsibility sense developed in collectivist countries, such as Turkey, Iran and Portugal. However, Poland is individualist country, but its score for responsibility sense was the highest also. Conclusion: If all countries are grouped into 3 groups, Lithuania, Turkey, Iran and Poland fit to one group, Portugal and Estonia to other and Spain in to third group. Finalizing, we could state that received results gave some insights in students’ motivation, skills development and intercultural contexts and could be useful for professors and employers to understand their labor force better and to find better means for its development.

Anahtar Kelimeler: Development, Environment, Intercultural Differences, Motivation, Skills, Students