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Using a panel of over 433,000 college students from over 600 institutions of higher education in the USA, we investigate students’ opinions of leadership skill development during their undergraduate tenure.

The data used in this analysis come from the Higher Education Research Institute, which runs the Cooperative Institutional Research Program (CIRP) housed at the University of California, Los Angeles. Among others, the CIRP administers two surveys known as The Freshman Survey (TFS) and the College Senior Survey (CSS).

The present research supports the extant literature and conventional wisdom of academic and student affairs professionals with regards to engagement in leadership classes or training where students have an opportunity to increase their knowledge bases through course content, and when there are opportunities for them to apply leadership principles, the students are more likely to report an increase in leadership capacity upon completion of their collegiate degree.

If colleges and universities are serious about fulfilling their espoused visions, then it is essential that awareness of leadership courses and applied opportunities be heightened and made a strategic priority to ensure resources are allocated in appropriate places to support these key efforts. It also suggests greater collaboration between academic and student affairs, as well as other departments (e.g. athletics and centers), is needed, as well as prioritizing experiential learning.

To achieve tenure and promotion, an academician must demonstrate productivity and persistence in the midst of uncertainty. While there are policies in place to guide the tenure and promotion processes, at most institutions, the policies are written in a professionally vague manner such that “The Committee,” made up of senior faculty, has sufficient leeway to make a decision deemed most appropriate for all parties involved, including the junior faculty member under consideration. My essay highlights my experiences with the tenure and promotion processes at two different institutions on my academic journey and uses sayings to convey messages of importance to the process. After providing some personal background information that includes some of my strengths and fears for context, I transition to a discussion of my decision to exchange a coveted, tenure-track position for a long-term contract at a newly established state college with an opportunity of being promoted to the highly esteemed rank of Full Professor.

While the requirements and processes vary from institution to institution, and for tenure and promotion, the angst and anticipation generated can be fairly consistent, even if you are confident in what you have accomplished. Through the sharing of personal lived experiences (or biodata; Snell, Stokes, Sands, & McBride, 1994), I attempt to normalize these feelings and questions, while juxtaposing the beauty and burden of being an African-American male professor in Predominantly White Institutions (PWI) (Bell & Nkomo, 1999; Stanley, 2006; Turner, Gonzalez, & Wood, 2008; Warde, 2009). Furthermore, I offer key sayings and coping strategies (Johnson, Haynes, Holyfield, & Foster, 2014) that will allow individuals to not only survive but also thrive within these seemingly committees or make administrative decisions about said processes.

To highlight the gender and diversity in organizations (GDO) division's conference program at the 66th Annual Meeting of the Academy of Management (AoM).

A select group of presentations are summarized based on observation, notes, discussions, and reading of material.

Attempts to advance diversity are being made via a variety of avenues to include research, teaching, and service efforts. Presentations illustrated how important diversity is at the individual, organizational, and societal levels of analysis.

The GDO division of the AoM is making positive strides as it relates to advancing diversity. This report summarizes some of the key contributions made during this conference.

The goal of this chapter is to explore the requirements modern companies expect of HR professionals’ competences.

Departing from the widely acknowledged HR competence studies of Ulrich and associates, we extended them with the continuous learning competence profile and HR professionals’ individual job performance. The empirical study is built on open interviews with HR leaders of ten large Dutch companies.

The study offers a new set of HRM competences. This set includes six HRM profiles: Business Focus, Learning Focus, Strategic Focus, HR Technology, HR Delivery, and Personal Credibility. Several contingency factors are thought to play a role in supporting these HRM competences: company culture, strategy, size, sector, scope, and position of HR professionals.

Based on these contributions, we recommended conducting a quantitative study to gain understanding of the relevance of the individual HRM job performance and to find associations between the HRM competences and the individual HRM job performance.

The focus of this chapter is a combination of HRM competences and the individual job performance of HR professionals.

The purpose of this paper is to report on the 67th Annual Academy of Management Conference held 3‐8 August 2007, in Philadelphia, Pennsylvania, USA.

Conference highlights are categorized into five themes: justice and equality, ethics and social responsibility, power and privilege, harassment and discrimination and diversity and inclusion. A sampling of papers and symposia deemed exemplars for each theme were included in the report.

The conference theme, “doing well by doing good”, generated theme‐related submissions which are of interest to the EOI readership.

The report offers insights on various themes from authors from different theoretical perspectives and varied research methodologies.

The purpose of this paper is to test the idea that symbols can serve as a cue to group membership and to assess discrimination towards working with individuals displaying certain symbols – the ichthus, the gay pride symbol and the Confederate flag.

This study looked at one particular method (i.e. clothing worn) of revealing one's attitude towards an issue or group, such as the Confederacy or Christianity. This study was designed to test selection preferences for three different symbols each against a control group. The experimental independent variable of symbol had four levels (control, ichthus, gay pride triangle, and Confederate flag). Two subject variables were tested as moderating variables (ethnic identity and Christian identity). Each of these was measured via a questionnaire, and a median split on scores was used to create two groups: strong and weak identity for each scale. The dependent variable was the selection preference for the target individual. Participants were 265 undergraduate students enrolled in introductory psychology and management classes.

It was confirmed that there are many signs that people give off in their verbal and non‐verbal behavior that reveal bits and pieces of their personality and ideologies.

The discrimination that students showed in this study reveals the importance of training those who may go into management roles and be involved in selection decisions to be aware of their natural tendencies to categorize people and the behavioral outcomes this can have.

The purpose of this paper is to assess whether a gap exists in student perceptions of sexual harassment in the workplace as compared to the realities. Over 20 years following the enactment of the Civil Rights Act of 1964, the US Supreme Court recognized sexual harassment as a cause of action under Title VII. However, despite the developing law and public awareness of the same, sexual harassment persists in today's workplace, and its presence and effects continue to be underestimated by relevant stakeholders, including university students.

College students (n = 1,373) provide perceptions on sexual harassment of self, sexual harassment of others, potential career impact of sexual harassment on self, and demographic information. Descriptive statistics are used to evaluate research questions, while t‐tests determine if differences exist by race and/or gender.

The paper's findings suggest that the majority of respondents believe sexual harassment is not a serious risk in the modern workplace, especially in relation to its impact on their own careers.

College students (and potentially members of the workforce) need ongoing training and education in order to minimize discrimination or harassment. This misalignment between perception and reality poses the risk of negative consequences to both business organizations as well as to individual employees and raises the issue of how education may be used to minimize these consequences.

This paper provides college students with a definition of sexual harassment, then inquires as to whether or not they believe it happens (to them or others), and if so, would it affect their careers. The findings suggest the rose colored lenses may adversely impact their ability to see realities of the workplace.

The purpose of this paper is to review the conference on “Teaching and Training Workplace Diversity: Best Practices and Research” held 13‐15 July 2007, on the campus of George Mason University, Fairfax, Virginia, USA.

This report highlights the conceptualization of the conference, its intended purpose, structure and participants, as well as specifics of the sessions offered for the benefit of the 56 conference attendees.

The essence of effective diversity management is to fully utilize all the human resources available and thereby to achieve the established purpose and associated goals and objectives. This conference in and of itself was a diversity management best practice, as its success largely depended on the active contribution of the participants.

The paper provides an original and interesting report of an atypical conference on diversity teaching and training, with a unique blend of offerings, which was effective in bringing together constituencies to affect attendees' performance of their respective roles. The positive post conference evaluations further confirmed that its structure indeed yielded a refreshing, intellectually stimulating experience for attendees.