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Our study was designed to investigate the longitudinal trajectories of student leader development capacities in a sample of students enrolled in multiple leadership-focused courses across several semesters. Our goal was to assess the degree to which course enrollment was associated with growth over the time that students engage as undergraduates in academic leadership programs, and if so, to assess the shape and speed of capacity change.

We utilized a multilevel intra-individual modeling approach assessing students’ motivation to lead, leader self-efficacy, and leadership skills across multiple data collection points for students in a campus major or minor focused on leadership studies. We compared an unconditional model, a fixed effect model, a random intercept model, a random slope model, and a random slope and intercept model to determine the shape of score trajectories. Our approach was not to collect traditional pre-test and post-test data – choosing to collect data only at the beginning of each semester – to reduce time cues typically inherent within pre-test and post-test collections.

Our results strongly suggested that individual students differ greatly in the degree to which they report the capacity to lead when initially enrolling in their first class. Surprisingly, the various models were unable to predict a pattern of longitudinal leader development through repeated course enrollment in our sample.

Our investigation employed statistical methods that are not often utilized in leadership education quantitative research, and also included a data collection effort designed to avoid a linear pre-test/post-test score comparison.

This chapter applies strategic thinking and four-futures approach to developing a knowledge preservation and curation strategy. The authors explain how using the four futures as a baseline refocuses traditional strategy development from linear projections from the present to complex future situations, options, and choices. The refocus also shifts the end stage from evaluation and judgment to continuous assessments of activities, learning, and refresh. A baseline structure is presented as a model for readers. The authors also discuss operationalizing, assessing, and sustaining a knowledge preservation and curation strategy.

The purpose of this study was to evaluate the effectiveness of sustainability-focused, cocurricular, interdisciplinary programming for graduate students at creating future leaders in sustainability, i.e. did interdisciplinary sustainability programming further prepared graduate students in sustainability leadership beyond the scope of the individual student academic programs from the perspective of the student participants.

The objective of the study was met by evaluating the University of Michigan Dow Sustainability Fellows Program. With a decade of graduate-student participation, surveys and interviews of Fellows alumni from 2013 to 2020 were used to assess the program impact on creating sustainability leaders. Opportunities for program reflections were included through prompted open-ended questions.

A majority (88%) of the Fellows who responded to the survey agreed with the statement that their career path was positively affected by their participation in the program and that the cocurricular program provided opportunities to explore sustainability-related topics from perspectives they would not have experienced otherwise. The interdisciplinary aspect of the program and the focus on practical community sustainability projects were the most valued attributes of the cocurricular programming.

Supporting cocurricular interdisciplinary programs requires significant resources and intentionality to engage diverse disciplines and diverse partner organizations.

Programs that provide experiential opportunities to build interdisciplinary team skills successfully enable graduate students to become leaders in sustainability fields in the workplace and in outreach and service.

Cocurricular graduate student programming focused on community sustainability projects can successfully create valued learning experiences while simultaneously supporting communities with practical solutions to sustainability challenges.

To the best of the authors’ knowledge, this work is the first longitudinal assessment of the effectiveness of the interdisciplinary cocurricular programming on graduate student sustainability leadership outcomes. The results include feedback received from eight years of cocurricular programming.

This paper aims to examine the extent to which performance indicators (PIs) reported by New Zealand (NZ) higher education institutions (HEIs) correspond with accounting standards and guidance and the effects issuance of principles-based authoritative guidance and early adoption of Public Benefit Entity Financial Reporting Standard 48 (PBE FRS 48) have on the PIs disclosed.

Using a content analysis index derived from accounting standards and guidance, we conduct a longitudinal assessment of the 2016 and 2019 statements of service performance published by 22 NZ HEIs.

The PIs reported extend beyond the service performance elements proposed by standard-setters. Despite few indicators on intermediate and broader outcomes, the measures disclosed by HEIs are reflective of their role in the NZ economy and the national Tertiary Education Strategy. The results show that principles-based authoritative guidance and early adoption of PBE FRS 48 influence the focus and type of measures disclosed, while there is no evidence of improvements in the reporting of impacts, outcomes and information useful for performance evaluation.

This paper provides timely insights for standard-setters and regulators on the influence principles-based accounting standards and guidance have on non-financial reporting practices.

This study contributes to the scant literature on HEIs’ service performance reporting. It presents a model for conceptualising HEIs’ PIs that can be used as a basis for future research on non-financial reporting. It also reflects on the tension between accountability and “accountingisation”, suggesting that, although the PIs reported support formal accountability, they do not communicate whether HEIs’ activities and outputs meet their social purpose.

This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.

Survey design.

Results indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.

The gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.

This paper aims to propose an innovative method for deploying a personalized instructor-created software-aided assessment system, that will disrupt traditional learning environments by allowing students to confidentially and with indirect supervision from the instructor, assess their knowledge and ability to achieve the course outcomes.

Through empirical evaluation in real-world educational settings, the authors examine the impact of augmenting human activity in the classroom with an innovative software platform to transform the learning process.

Findings indicate that this software-aided assessment system effectively augments human interactivity by providing timely instructor-designed feedback to increase knowledge retention and skillsets.

This study has shown that incorporating disruptive innovation through the use of software-aided assessment systems increases the effectiveness of the faculty in the classroom and enhances student learning and retention. Thus, a transformative software-aided assessment system design that incorporates artificial intelligence into the learning pathway should be pursued. These software-aided assessments are disruptive innovation as they are formative, frequent and require little direct involvement from the instructor.

To the best of the authors’ knowledge, this study is the first of its kind to incorporate artificial intelligence into the assessment process by analyzing results of pilot programs at several universities. The results demonstrate how using software-aided transformative assessments in various courses have helped instructors assess students’ preparedness and track their learning progress. These software-aided systems are the first step in bringing disruptive innovation to the classroom as these software-aided assessment instruments rapidly assess learners’ knowledge and skills based on short, easily created, multiple-choice tests, with little direct engagement from the faculty.

This study investigates barriers to consumers’ organic food purchasing. It identifies the factors and the extent to which they influence their purchase behaviours and future purchase intentions (i.e. continuance purchase intentions).

It combines qualitative and quantitative methods across two phases. Longitudinal research was carried out in two phases. It involved a thematic analysis and a covariance-based structural equation modelling approach. During Phase-1 and Phase-2, responses were collected from 376 and 351 respondents, respectively.

Phase 1 found the value barrier was significantly affecting the consumers’ purchase intention, while Phase 2 identified the impacts from both image and value barriers on purchase intentions. Notably, purchase intention affected continuance intention in both phases, while ethnocentrism showed no influence.

Using the innovation resistance theory, this study sheds light on the factors that prevent purchase intention. It offers valuable insights for policymakers and for the marketers of organic foods. This contribution implies that value and usage barriers were affecting the consumers’ purchase intentions in the short as well as in the long term. In sum, it suggests that consumers were not purchasing organic food as they felt it was either overpriced, not available in the market or because they were sceptical about its organic labelling.

This study aims to extend research in marketing on two important relational constructs, customer satisfaction and brand attachment, by comparing their long-term effects on customer behaviors with different levels of performance difficulty in a relatively understudied domain of durable products.

Using a two-stage quantitative study with US customers from five durable product categories, the authors first explored the hierarchy of customers’ loyalty behaviors based on increasing effort in a pretest study (N = 675). Then, the authors tested the effectiveness of satisfaction and brand attachment for customers’ loyalty behaviors over a nine-month period in a longitudinal study (N = 2,284) with customers from the same product categories.

Compared to satisfaction, brand attachment emerges as a stronger long-term predictor of customer behaviors. The performance difficulty of customer behaviors positively moderates the impact of brand attachment and negatively moderates the impact of customer satisfaction. Brand attachment is particularly effective in predicting difficult-to-perform customer behaviors, which require customers to expend resources such as time and money. Customer satisfaction is mainly effective for predicting easy-to-perform behaviors, but its long-term impact is significantly lower for easy-to-perform behaviors than brand attachment.

The use of consumer durables in the study and samples from only one country restricts the generalizability of the findings.

The complementary roles of customer satisfaction and brand attachment are highlighted. Only satisfying customers is not enough to engage customers in behaviors that require resources such as money, time and energy for the brand.

A comparative study on the long-term effectiveness of two established relational metrics in explaining different customer behaviors varying in their performance difficulty in an understudied domain of durable products.

This study aims to investigate the configurational effects of five rules – artificial intelligence (AI)-based hiring decision transparency, consistency, voice, explainability and human involvement – on applicants' procedural justice perception (APJP) and applicants' interactional justice perception (AIJP). In addition, this study examines whether the identified configurations could further enhance applicants' organisational commitment (OC).

Drawing on the justice model of applicants' reactions, the authors conducted a longitudinal survey of 254 newly recruited employees from 36 Chinese companies that utilise AI in their hiring. The authors employed fuzzy-set qualitative comparative analysis (fsQCA) to determine which configurations could improve APJP and AIJP, and the authors used propensity score matching (PSM) to analyse the effects of these configurations on OC.

The fsQCA generates three patterns involving five configurations that could improve APJP and AIJP. For pattern 1, when AI-based recruitment with high interpersonal rule (AI human involvement) aims for applicants' justice perception (AJP) through the combination of high informational rule (AI explainability) and high procedural rule (AI voice), there must be high levels of AI consistency and AI voice to complement AI explainability, and only this pattern of configurations can further enhance OC. In pattern 2, for the combination of high informational rule (AI explainability) and low procedural rule (absent AI voice), AI recruitment with high interpersonal rule (AI human involvement) should focus on AI transparency and AI explainability rather than the implementation of AI voice. In pattern 3, a mere combination of procedural rules could sufficiently improve AIJP.

This study, which involved real applicants, is one of the few empirical studies to explore the mechanisms behind the impact of AI hiring decisions on AJP and OC, and the findings may inform researchers and managers on how to best utilise AI to make hiring decisions.

This paper aims to aims to extend emotional labor research by exploring whether the impact of emotional labor on customer satisfaction depends on the order in which different emotional labor strategies are used by employees. Specifically, the authors explore how the order effects of two emotional labor strategies – deep and surface acting – impact customer satisfaction.

The authors conducted two experimental studies in which participants interacted with service employees who systematically switched between surface and deep acting strategies during the service episode. In Study 1, participants watched a video clip depicting a service encounter in a bookstore. In Study 2, participants partook in a simulated career-counseling session.

The four different emotional labor strategy order effects differentially impact customer satisfaction. Consistent with theories of gain–loss effects, improvement and decline trends positively or negatively impact customers, respectively. Furthermore, results show that these trends impact customer satisfaction growth differently over time.

The authors only focused on two emotional labor strategies, and future research may benefit from extending the research to additional regulation strategies and/or specific discrete emotions.

The results suggest that managers may train employees in recognizing that customer satisfaction is not just driven by customers’ overall assessment of the interaction but also by their experience at different stages of the interaction.

Service marketing and management scholars have largely explored emotional labor from a between-person or within-person perspective, with little empirical attention paid to within-episode processes that focus on how employee behavior varies within a single service episode. To the best of the authors’ knowledge, this study is one of the first to demonstrate that surface and deep acting can be used simultaneously and dynamically over the course of a single service interaction in impacting customer satisfaction.