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Focussing on behaviors and attitudes of casual dining patrons, the purpose of this paper is to use a factor-cluster approach to segment patrons into market groups and attempts to determine if differences exist in motivational factors among segments.

Factor-cluster analysis is an alternative segmentation method to more traditionally used methods based on consumer demographics. Push and pull motivators were analyzed through factor analysis to determine important groupings. Then, to identify homogenous subgroups, k-means cluster analysis was conducted to segment 559 survey respondents based on factor importance.

Three diverse groups were identified: Fraternizing Kitchen Fearfuls, Functional Feasters, and Foodie Fanatics. The various push and pull factors appeared to affect segments differently, with each cluster ascribing various importance levels to each of the factors used in the clustering approach.

Limitations include the use of a convenience sample and on-campus sampling. Future research should use random sampling methods and obtain surveys from sites not associated with a college campus.

Though not often used in hospitality research, factor-cluster analysis can be useful to segment diners based on behavioral intentions and attributes, allowing marketers to more accurately target these diverse consumer segments. Marketing implications for casual dining restaurants are suggested.

Using the involvement construct with push/pull motivators, this study groups respondents though factor-cluster analysis. Though used in tourism studies, factor-cluster analysis has yet to be studied in the context of casual dining restaurant patrons.

To report on the 20th North American Serials Interest Group held in Minneapolis, Minnesota, in May 2005.

Provides a concise review of the conference, whose theme was Roaring into our 20s.

A variety of topics of interest to serialists were covered in the programs through plenary, concurrent and workshop sessions.

This paper is a useful summary of a conference of interest to library and information management professionals.

This study explored the impact of emphasis on the group development process on the perceived importance of and confidence in group work skills and students’ perception of group work use in the collegiate classroom as developed by Tuckman and Jensen (1977). The purposive sample utilized in this study included 33 undergraduate students enrolled in an introductory leadership and service course at a southern, land-grant institution. Knowledge of the group development process enhances a student’s perceived importance and confidence in group work skills. The emphasis on group development process also positively impacted students’ perception of group work being utilized in the collegiate classroom. The importance of group work skills continues to be reflective of the demand from employers; therefore, educators must continue to develop these transferable skills in today’s students. Although relevant across disciplines, leadership educators should take a leading role in developing such skills in students.

Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which builds on itself over time. The purpose of this paper is to explore the relationship between engagement and examination performance for students enrolled in a hierarchically structured course.

This research involves a retrospective study of an introduction to accounting course examining the relationship between increased engagement and examination performance. Students are provided opportunities for engagement through assigned homework and optional ungraded assignments. Performance is measured by scores on each of three examinations conducted throughout the semester.

The study finds that additional engagement in assignments has no significant impact on mid-semester examination performance; however, sustained engagement throughout the semester has a cumulative impact on final examination performance. Moreover, students that perform well on mid-semester examinations do not benefit from additional engagement, whereas students that perform poorly on the mid-semester examinations exhibit substantially higher final examination scores from sustained engagement.

This study illustrates the complex interplay between engagement and performance and the timing of performance gains. The implication for educators is that increased sustained engagement is likely to result in increased but delayed student performance gains in disciplines with hierarchical knowledge structures.

This study contributes to the literature in its examination of the timing of performance benefits gained from increased engagement in courses with a cumulative knowledge base.

This chapter describes the experience of a tenured, senior professional leader (chief executive officer [CEO]) of a nonprofit human service organization. Although strongly supported by the board, she was harassed by a small group of board members and a couple of their friends (nonboard members), who insisted she take actions that would circumvent legitimate board process. Their actions would have resulted in “underground communications” and unilateral decisions. By speaking up and calling them out, the board became divided and conflicted, culminating in the resignation of the CEO. The scholarly commentary that follows the story adds a framework for explaining how important it is to maintain a moral compass, to hold fast to personal integrity, and to refuse to keep silent in the face of adversity. By sounding the alarm, the chaos and disruption exposed the plan to take power and control from the board. Being courageous may not be intentional or include actions of choice; it stems from the belief that it is the right thing to do… therefore, acting on moral courage can mitigate remorse. You don’t develop courage by being happy in your relationships everyday. You develop it by surviving difficult times and challenging adversity (Epicurus).