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Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes – student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement.

Applying activation theory and Yerkes–Dodson law, we test curvilinear relationships between service-learning hours and student outcomes.

Results suggest that students benefit from service learning up to a certain duration of a service-learning project.

This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes.

The purpose of this paper is to demonstrate that common method variance, specifically single-source bias, threatens the validity of a university-created student assessment of instructor instrument, suggesting that decisions made from these assessments are inherently flawed or skewed. Single-source bias leads to generalizations about assessments that might influence the ability of raters to separate multiple behaviors of an instructor.

Exploratory factor analysis, nested confirmatory factor analysis and within-and-between analysis are used to assess a university-developed, proprietary student assessment of instructor instrument to determine whether a hypothesized factor structure is identifiable. The instrument was developed over a three-year period by a university-mandated committee.

Findings suggest that common method variance, specifically single-source bias, resulted in the inability to identify hypothesized constructs statistically. Additional information is needed to identify valid instruments and an effective collection method for assessment.

Institutions are not guaranteed valid or useful instruments even if they invest significant time and resources to produce one. Without accurate instrumentation, there is insufficient information to assess constructs for teaching excellence. More valid measurement criteria can result from using multiple methods, altering collection times and educating students to distinguish multiple traits and behaviors of individual instructors more accurately.

This paper documents the three-year development of a university-wide student assessment of instructor instrument and carries development through to examining the psychometric properties and appropriateness of using this instrument to evaluate instructors.

The purpose of this paper is to discuss the emerging concept of authentic leadership and provide some insights into its domain and development in organizations.

The paper sees that authentic leadership has become a recent buzzword finding its way into scientific journals, popular press, and newspaper columns.

The paper finds that the study of authentic leadership is relatively new; a working definition, a method of measurement, and criterion‐based studies do not yet exist. As such, attempting to develop authentic leaders may only result in leaders who are trained to superficially exhibit authentic leadership behaviors.

The paper shows that when authentic leadership has been defined and is measurable, development of this type of leadership can begin. Until then, attempting to develop authentic leadership may result in negative outcomes.

The purpose of this paper is to explore student perceptions of instructor leader behaviors from a levels of analysis perspective. Analyses were conducted to determine if an average leadership style, a vertical dyad linkages style, or a leader‐member exchange leadership style operated within the college context.

Students in a mid‐sized, public university completed surveys to assess perceptions of instructors' intellectual stimulation and individualized consideration leader behaviors. Within and between analysis was used to determine how leadership operates within this educational environment.

Results suggest that a leader‐member exchange relationship exists between students and instructors. For leadership to have any effect on students at the instructor level, a dedication to giving instructors the freedom to express their individual beliefs and values must be in place before students can take advantage of an instructor's unique approach to leadership.

Generalizability to other universities is limited due to the sample used in this study. However, the methods and information provided in this study represent a framework for assessing student perceptions of instructor leadership in any educational environment.

The paper explores instructor leader behaviors from a levels of analysis point of view and dicusses explanations for the LMX results.

The purpose of this research was to explore the leadership style of graduate project management students vs other MBA students.

Graduate project management and MBA students attending a regional comprehensive university in USA returned surveys that assess their leadership style emphasis of concern for task or concern for people.

Project management students rate themselves significantly higher on the concern for people leadership style and were found to have a balance between the concern for task and concern for people leadership style vs MBA students.

Individuals exhibiting a concern for people leadership style and those with a balance between concern for task and concern for people leadership styles are good candidates for project management positions as well as training/education in project management.

The paper shows that the selection and training of project managers based on bahavioral tendencies can relate to project success.

The purpose of this paper is to confirm the predictive validity of several antecedents to students' early perceptions of future performance in collegiate courses.

A non‐experimental design was used to test a proposed model based on a review of relevant literature. Students completed surveys capturing the constructs researched.

Students' internal locus of control predicted student perceptions of social integration, academic self concept and grade point average (GPA) and social integration significantly predicted academic self concept. Moreover, academic self concept significantly predicted early perceptions of expected grade beyond the student's current level of performance as measured by his/her current GPA.

Subjects were from one academic program in one university. Also, expected performance was measured with one item, which focused on expected grade, only one aspect of performance. Other aspects of performance and outcomes such as perceived learning or satisfaction with the course could shed more light on the relationships among the constructs under study

Students with an internal locus of control orientation can better leverage self‐confidence to social and academic ends in the classroom and more readily exhibit the sustained goal‐related behaviors requisite for success during transitions to college and subsequent professional placements. Also, students who are encouraged to take personal responsibility for relationships with peers and adjust behaviors are likely to maintain and enhance the quality of these relationships.

The paper's results suggest that instructors who foster/reinforce students' concept of connections between choices and outcomes may be rewarded with enhanced student motivation to perform well in the course.

It is suggested that, to be successful, innovation teams should be small and consist of people with key expertise who want to participate and develop new solutions within their organisations. When it comes to conducting innovation work, I suggest shared leadership may be a factor influencing success. In this chapter, a theoretical framework is presented on the shared leadership of innovation teams. The key to establishing shared leadership in innovation teams is to plan for it as the team is created, not after the team has already been formed, as this may result in various problems in the intended innovation project. The proposed framework details key aspects to consider; some of which are related to external factors such as management and resources, and some to internal factors such as the team’s size, competencies, and their ability to develop norms and ways of working together. The proposed framework is applicable for managers, innovation leaders, and team members, and contributes to previous research on shared leadership and innovation leadership. Further research on the proposed framework is suggested.