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The purpose of this paper is to examine the relationship between the positive psychological strengths of undergraduate business students, collectively known as positive psychological capital (PsyCap), and their levels of engagement.

This study has a cross-sectional design in which students from two Midwestern universities were surveyed regarding their levels of PsyCap and levels of engagement in educationally sound activities. Item response theory (IRT) and hierarchical regression were used to test study hypotheses. The authors assessed measurement validity using confirmatory factor analyses in MPLUS 7.0 using four-category 2PL graded response models with a weighted least squares means and variance adjusted estimator. Hierarchical regression was used to control for alternative explanations of variance in assessing the effects of PsyCap on student engagement.

Using measures of student engagement drawn from the National Survey of Student Engagement, the analysis indicated significant positive relationships between the academic PsyCap of 323 undergraduate business students and their levels of student-faculty engagement (SFE; r=0.30, p<0.01), community-based activities (CBA; r=0.28, p<0.01), and transformational learning opportunities (TLO; r=0.19, p<0.01). A series of hierarchical regressions also indicated that PsyCap is a significant predictor of student engagement as assessed against SFE, CBA, and TLO.

The findings from this study suggest that further research examining the relationship between PsyCap development and student engagement could have significant implications for management educators. The positive associations found between these key variables could be utilized by management educators to implement novel and effective teaching interventions for developing the PsyCap of their students and, ultimately, increase their students’ levels of engagement.

Although extant research has demonstrated connections between positive psychological constructs (i.e. hope, self-efficacy, resilience, optimism) and student engagement, this is the first study to take a holistic view of developable, positive psychological capacities, collectively assessed as PsyCap, and examine the potential impact on three recognized dimensions of student engagement.

In this study, the authors consider the mediating role of psychological capital (i.e. PsyCap) in the relationship between integrity and academic performance. Specifically, the authors propose that integrity is a relatively stable and distal character strength that is likely to have a minimal direct effect on academic performance. Going further, the authors argue that integrity is more likely to have an indirect effect on academic performance via the psychological resources that encompass one's PsyCap.

Drawing from a sample of 179 undergraduate business students and student grade point average (GPA) data, the authors find support for the notion that PsyCap partially mediates the relationship between integrity and academic performance.

These findings reveal the key role that PsyCap plays in translating a student's integrity toward behaviors that lead to higher levels of academic performance.

Prior research suggests the direct relationship between integrity and academic performance has been mixed. In this study, the authors consider how mediation may help explain this relationship. The authors believe this to be among the first empirical studies to consider integrity, PsyCap and academic performance.

The purpose of this study is to examine whether the use of money, social recognition, and feedback have a similar impact on employee performance in the context of a modern Korean broadband internet service firm.

The study design was a quasi‐field experiment (with control group). First, the leaders of this Korean firm were trained in behavioral performance management. Following the steps of organisational behaviour modification (O.B. Mod.) they identified, measured, and analyzed critical performance behaviors and then intervened with the following reward incentives: money (n=38), social recognition and caring attention (n=41), and objective feedback only (n=31). The main dependent variable was overall performance, and this was also broken down into quantity and quality dimensions.

As hypothesized, money and social recognition had a significant impact on performance outcomes, but feedback did not result in as strong a result. When compared to the control group (n=23), all three reward incentives showed significantly more improvement of overall performance. These findings also indicated, as hypothesized, that the impact of this behavioral management approach on Korean employees did not appear as robust as previous meta‐analytic research based on samples of US employees. Finally, although in the predicted direction, the hypothesis that social recognition would have a relatively stronger impact than money and feedback in this context was not statistically supported.

The major limitation concerns generalizability of the findings. However, the experimental design provides support for internal validity.

The study results have practical implications for the value of behavioral performance management, but also that cultural contingencies should also be considered for successful application.

This study contributes preliminary evidence for O.B. Mod to have applicability across cultures.

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.

Study used 357 Singaporean managers to document their availability for international assignments and their international aspiration. To understand factors that affect their international aspiration, we investigated the impact of family, career, culture and host country factors and personal entrepreneurial characteristics on mangers’ international aspiration and willingness to accept international assignment. Overall, results show that family, spouse and children and personal characteristics influence both the degree of willingness travel and determinants of managers’ attitude toward international assignments. Career and attitudes of spouses will likely have a significant impact on managers’ willingness to accept international assignments. Prior cross‐cultural international experience and personal entrepreneurial characteristics are also important factors that influence managers’ willingness to accept international assignments. Implications for research and practice are also discussed.

As part of an exploratory study on the nature of global leaders' power, we interviewed 23 global leaders to address the question: “How do the task, culture, and relationship complexities of global leadership shape the way global leaders exercise power and influence their followers?” We identify five complicating factors that shape the use of power by global leaders: Language, culture, time zones, physical distance, and matrix organizational structures. When compared with domestic leaders, these five factors make the use of power more complex for global leaders and require global leaders to invest substantially more time and energy into building relationships, sharing leadership, and prioritizing communication to ensure common understanding of vision and goals. We highlight a sixth factor, high-quality relationships, as an enabling resource for global leaders to succeed despite contexts of global leadership complexity. We provide a conceptual model summarizing how global leader influence attempts are complicated and enhanced and offer implications for future research and practice.

The purpose of this paper is to examine the impact of an academic-based, leadership education program on the development of psychological capital (PsyCap).

Data were collected from students at the entry-point (Time 1), mid-point (Time 2) and end-point (Time 3) of the leadership program, across all modes of delivery. Statistical analysis was performed to determine changes in psychological capacity.

Results indicated PsyCap capacities (self-efficacy, optimism, hope and resiliency) may be impacted through leadership training and that online delivery appeared to have the greatest impact on student PsyCap development.

The paper concludes with a discussion of limitations and future directions of research that are needed. Limitations include non-individual tracking, and a somewhat small sample size in one of the samples. Implications include further research into a potential response shift bias among participants, research regarding the impact of educational modality and student maturity and self-awareness.

The paper describes implications for practitioners in higher education, as well as more broadly for educators who are attempting to develop positive psychological capacities in their students.

This paper expands upon a developing field in positive organizational psychology by focussing on development within leadership education.

This paper presents the theoretical rationale for further development of a model for the assessment and management of intraorganizational conflict. The purpose of such a model would be to assist employees, managers, human resources practitioners, and external service providers in selecting the most appropriate conflict management strategy for a given conflict. The framework presented builds on the previous work of Sheppard (1984) and Elangovan (1995, 1998) in suggesting that a contingency‐based model of strategy selection must include attention to characteristics of the conflict, desired outcomes of the participants, and awareness of available conflict management strategies. By expanding the range of conflicts and conflict management strategies typically included within a single model, the framework presented here forms the basis of a comprehensive model for dealing with intraorganizational conflict.