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Prior to 2020, University of California, Los Angeles (UCLA) Library's research services spanned multiple service points. Multiple locations were staffed by Library Student Research Assistants (LSRAs) and each location was supervised independently. While efforts to increase collaboration had been underway, much of the work and services remained siloed and often duplicated training and service hours.

With the onset of coronavirus disease 2019 (COVID-19), UCLA Library rapidly transitioned from entirely in-person to entirely online services. With multiple service points pivoting, UCLA was redundant to have multiple online desks providing Zoom appointments and that quickly became apparent. Moreover, transitioning in-person student work to remote work was paramount to providing both normal services to users and allowing LSRAs to keep jobs during a time of uncertainty and insecurity.

While the authors' original consolidation of services and implementation of shared supervision was a result of the pandemic and primarily involved online services, the authors have maintained this shared approach and collaborative vision in returning to in-person services. For the past year, the authors have offered shared in-person (at two library locations) and online services. As subject-specific library locations begin to reopen their desks, the authors continue to identify ways to leverage shared supervision and a robust referral model for those on-site services while negotiating student staffing and the need for both general and subject-specific services.

The authors present a novel approach to peer-to-peer teaching and learning and research services and shared student worker supervision with services coordinated across multiple locations and disciplines within a large academic library serving a large student population.

Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. Despite their prominence, the nature of civic engagement in leadership courses has not been examined systematically. This study examined 77 introductory undergraduate leadership courses and the role of civic engagement in these courses. Results indicate that civic engagement components are not widely utilized, and when they are part of the curricula, their implementation and design vary. Recommendations for improving undergraduate leadership curricula are offered.

The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional mid-western university. The course promoted the tenets of the Social Change Model of Leadership (SCM) through theoretical and application-based projects. Participants completed the Socially Responsible Leadership Scale (SRLS) as a pre/post test. The findings suggest age does not mediate students’ capacities for socially responsible leadership, but gender does for the SCM domains of collaboration and citizenship.

The purpose of this paper is to examine the relevancy of traditional managerial role frameworks as perceived by practicing managers, and to identify emerging role requirements or skills required for career success.

A mixed-methods approach was conducted including survey research, empirical analysis and semi-structured consensual qualitative research interviews with 259 managers from 200 organizations.

This study demonstrates a widening gap between entrenched organization role constructs and emerging practice-driven role skills. The empirical analysis indicated little to moderate relevancy of traditional role constructs by practicing managers while follow-up interviews revealed new role requirements driven by contemporary market realities and changing managerial motivations. The findings suggest that inclusion of new practice-driven role requirements or skills are likely to be mutually beneficial and influence career success.

The findings may limit the ability to generalize without further comparative analysis in similar/dissimilar economies.

Individuals will benefit by the inclusion of revised role requirements and policies that are designed to support employee-driven needs and “employability” skills that are more consistent with a careerist orientation. The organization will also benefit by having a more highly skilled workforce in key areas of competitive advantage including networking, innovation and opportunity identification.

The value of this examination is twofold. First, it extends the understanding of the diminishing relevancy of traditional managerial roles within a context of major global and social transformation. Second, it underscores the growing importance of “employability” skill sets and capabilities for managerial career aspirants facing new market realities.

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Using four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.

With the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.

We encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.

Knowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.

Measuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.

This is one of the first studies to develop valid scales for assessing workplace coachability.

The purpose of this paper is to analyze author and methodological characteristics in top-tier publications in higher education. As the importance of research in the professoriate continues to grow and faculty face ratcheted-up expectations for prestige in their research, such data are important contextually and historically.

This descriptive study examines 587 articles within four top-tier higher education research journals from 2008 to 2012. Data were open coded and analyzed with a research team, resulting in an intercoder reliability of 0.96.

Results show most authors are assistant professors, overwhelmingly received PhD’s from very high research institutions (Carnegie classification), and currently work in similar institutions. Five degree-granting institutions accounted for 29.0 percent of publications in top-tier journals. Additionally, quantitative research accounted for 60.6 percent of published articles, with regression as the most commonly used analytic technique (34.7 percent).

This study examined only higher education faculty and institutions based in the USA as well as first authors.

These results are meant to provide baseline data for top-tier journals within higher education and might inform conversations about methodological acceptability, respectability of qualitative research, graduate education research requirements, journal editor trainings, and tenure and promotion criteria.

This paper provides an update to previous studies that examined publications in higher education within the last three decades. In addition, this study examines author characteristics, which previous studies have mostly excluded. This study offers empirical data to inform conversations about the state of research in top-tier publications within higher education.

This chapter begins with a reflection on the call for investigating how entrepreneurial competencies are developed (Bird, 1995) in the context of university-based entrepreneurship centers. Through clarifying the nature of entrepreneurial competencies and applying a social constructivist perspective of learning, it is proposed that effective nurturing of entrepreneurial competencies for university students through entrepreneurship centers shall be based on five key characteristics; namely, active experimentation, authenticity, social interaction, sense of ownership, and scaffolding support. The chapter contributes to the literature through establishing a link between entrepreneurship education and entrepreneurial competencies in the context of university-based entrepreneurship centers, which have become an increasingly popular way for promoting entrepreneurial development. The practical implications on nurturing entrepreneurs through entrepreneurship centers are discussed, together with the directions for further research. This chapter is designed as a refection upon Bird’s original article articulating the concept of entrepreneurial competencies. In this chapter, the author outlines how entrepreneurial competencies can be developed through education programs, specifically via entrepreneurship centers.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/02632779510795430. When citing the article, please cite: William H. Johnson, Warren R. Matthews, (1995), “Disaster plan simulates plane crash into high-rise building”, Facilities, Vol. 13 Iss: 9/10, pp. 31 - 37.

An alliance with another company can deliver rewards in the shape of increased efficiency, value and effectiveness. But as a strategy it should be approached as a joint journey facilitated by shared goals and experiences, shared gain and shared pain.

Brand narratives are created to differentiate brands, and consumers base their assessments of a brand’s authenticity on this narrative. We propose that the default consumer position is to accept a brand’s narrative, and we find that consumers maintain belief in this narrative even when explicitly reminded that it is manufactured by firms with an underlying profit motive. Because belief seems to be the default position adopted by consumers, we investigate what factors act as disruptors to this default position, thereby reducing assessments of authenticity.

This research uses a series of studies to investigate when and why consumers view some brand stories as authentic and others less so. In addition, we examine the impact of changes to authenticity assessments on managerially important brand outcomes.

Only when one or more authenticity disruptors are present do consumers begin to question the authenticity of the brand narrative. Disruption occurs when the focal brand is perceived to be nakedly copying a competitor, or when there is a gross mismatch between the brand narrative and reality. In the presence of one or both of these disruptors, consumers judge brands to be less authentic, report lower identification, lower assessments of brand quality and social responsibility, and are less likely to join the brand’s community.

Creating compelling brand stories is an important aspect of any marketing manager’s job; after all, these narratives help drive sales. Care must be taken when crafting narratives however, since consumers use these as the basis of their authenticity assessments, and brands deemed inauthentic are penalized.