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This study aims to describe the development and validation of a student survey instrument to assess academic advising services. The instrument was based on the SERVQUAL scale, a well-known instrument for service quality.

A quantitative methodology was used. Data were collected through a structured questionnaire using a survey instrument adapted from SERVQUAL. Survey responses were collected from 457 students at a large public university in the USA. Confirmatory factor analysis and structural equation modeling were used to validate and develop the assessment instrument.

A validated assessment scale for academic advising services was generated, which consists of three distinct advising service dimensions: information resources, reliability and empathy. For the study participants, information resources and empathy were found to significantly influence satisfaction with advising.

This study describes the development and validation of a concise nine-item survey instrument that may be used by practitioners to evaluate three distinct dimensions of advising service quality: information resources, reliability and empathy.

This research develops and validates a survey instrument to assess academic advising services based on the SERVQUAL scale using structural equation modeling.

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a critical global concern, both generally and in relation to business practice. This chapter considers the cultivation of care among business students as one important way of fostering engagement with such concern, with particular attention given to a specific and under-attended area in business research and practice: that of human sustainability. In order to overcome potential limitations of diverse and often disparate streams of research on care, this chapter considers Mayseless’ (2016) integrative framework for understanding caring motivation, and builds upon the four points of intervention for cultivating care that were articulated within that framework. Extant pedagogical research within business and management is used to elaborate additional insights and methods for developing caring skills, caring values, caring teaching and learning communities, and a more extensive vision of care that includes those who might be unknown, different from or distant to us. The framework, insights, methods, and examples discussed in this chapter provide a foundation that can help guide future care-related, ecologically focused pedagogical research and practice.

A growing body of literature exists on virtual (i.e., geographically dispersed) teams; however, few summaries of this knowledge are available. The purpose of this paper is to help fill this gap by reviewing empirical research that addresses the effectiveness of virtual versus traditional (i.e., co-located) teams. Based on the typical input-process-output model of team effectiveness, we classify almost 200 empirical studies on virtual teams according to key dimensions of the model, including tasks and group characteristics, contextual factors, and supervisory behaviors. We develop propositions to address neglected research areas regarding the differences between virtual and traditional teams. There is still much to learn about virtual teams and how the physical dispersion of team members affects team effectiveness. It is our hope that our review and propositions will guide future research efforts and will help human resource professionals realize the potential for distributed teams in their organizations.