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In response to current initiatives that seek to rebalance the facets of academic jobs, this paper aims to examine the impact of teaching, research and service on objective (e.g. salary) and subjective (i.e. satisfaction) indicators of career success.

The authors collected data from 182 tenure-track management faculty from public universities in the USA. The selection of participants followed a stratified sample from two traditional segments in higher education, research-intensive and teaching-research balanced institutions. Hierarchical regression analysis was used for testing the study hypotheses.

Results reveal that research achievements is the only job facet that accounts for objective and subjective indicators of career success across institutions. Outcomes suggest the impact of the initiatives put in place to elevate the role of teaching and service in the life of academics are falling short.

The study provides evidence about the need to adjust policy that seeks to rebalance academic jobs.

Human capital and boundaryless career theory prevail in studies that examine objective and subjective career success respectively. However, evidence indicating that each framework offers superior suitability for its respective career outcome is unclear. The purpose of this study is to contrast the predictive validity of the frameworks with respect to both career success criteria.

The sample involved 182 management faculty in the USA. The authors relied on hierarchical regression analyses to test the study hypotheses.

Results indicate that human capital outperforms mobility across career success criteria. Yet, this study found that industry segment amplifies the effect of mobility on career success.

While findings primarily speak to the superiority of human capital as a career success antecedent, the significant effect of the industry segment as moderator of mobility calls for a granular definition of the setting where careers are analyzed. Replication of findings across industries are needed before assuming the generalization of results.

Findings reveal the relevance of early career movements for professional careers in academe.

Despite the extensive use of human capital and mobility as antecedents of career success, to the best of the authors’ knowledge, this is the first study that directly contrasts the predictive validity of these competing antecedents.

The purpose of this paper is to test a model in which instructor’s attributes (i.e. personality, age) are specified as social stimuli. Drawing on a constructivist view of learning (Palincsar, 1998) and similarity-attraction paradigm (Byrne, 1971), the authors hypothesize that instructor’s attributes influence learners’ reactions and dictate key attributions for learning: instructor’s competence and goodwill. The authors place these attributions as antecedents of learning results.

In a quasi-experimental design, undergraduate business students (n=133) participated in a training program of managerial skills over a three-week period. Regression and path analyses were utilized in testing the hypothesized model.

Results provide partial support to the hypothesized model and suggest that learning is a social event wherein learners’ attributions play a key role. Results also indicate that learner-instructor similarity in personality is an important antecedent of learners’ social reactions. The authors discuss how instructor’s attributes become social stimuli.

The authors address why the instructor’s personality might be more consequential for learning than his/her demographic attributes. Also, the authors discuss why the manipulation of learners’ attributions might be considered an appropriate pedagogical strategy.

Scholars primarily considered learners’ traits (e.g. IQ) and educational practices (e.g. teaching style) in explaining learning results. This emphasis has neglected analysis of the social role of instructors. This study contributes by examining how instructors induce social reactions on learners with significant repercussions for learning.

This study tests the cultural invariance in Latin America utilizing a sample of four representative countries – Argentina, Colombia, Mexico, and Venezuela. With the participation of 915 individuals, samples were contrasted along seven cultural values (Schwartz, 1994) dictating the relationship of individuals with the society at large. Results challenge general notions conceiving of Latin America as a homogeneous bloc. Rather, outcomes indicate the presence of significant cultural disparities, adding to previous research by showing sample differentials in (1) mean importance ratings on values governing the behaviors of individuals beyond organizational settings and (2) the way values are behaviorally specified among samples. Findings are discussed in terms of restrictions in generalizing theories and managerial practices in the region. Avenues for future research are also highlighted.

Three broad behavioral categories have been related to organizational goals: task (in‐role), citizenship (extra‐role), and counterproductive behaviors. Because most studies modeling these behaviors have been conducted in culturally similar contexts (individualistic and relatively low power distance settings), the purpose of this paper is to test the invariance of such a triad categorization of performance in collectivistic and high power distance contexts.

Data of employees' proficiencies (n = 1,022) in 34 work activities representing the three behavioral performance categories were factor analyzed. Data were collected by adapting existing behavioral‐based instruments exhibiting strong psychometric properties.

Although results corroborate the existence of a triad categorization of employee behaviors, culture‐specific variations attesting to the partitioning of in‐role behaviors according to the distribution of power in organizations were found. Results also suggest that collectivistic individuals narrowly conceptualize extra‐role behaviors by excluding discretionary interpersonal actions.

The paper's findings contribute to our understanding of how job performance varies in a global economy. These variations must be considered in appraisal instruments, especially in organizations operating across cultural contexts.

This paper is believed to be the first to test the cultural invariance of a triad categorization of relevant employee behaviors.

Business schools have been under fire for their alleged inefficacy in developing students’ managerial skills in MBA programs. On the basis of extant learning theories, the purpose of this paper is to propose a reconsideration of learning goals and assessment procedures for managerial skill development within MBA education.

The authors review the literatures on stage, experiential, social, and action learning theories to identify pedagogical suggestions for optimal skill development and to highlight the constraints program administrators and teachers face in efforts to advance students’ acquisition of complex managerial skills in MBA classrooms.

Conceptually, the authors argue that an emphasis on mastering complex managerial skills – as an expected learning outcome – might be an overly ambitious goal that can lead to neglecting early attainments in skill acquisition and create false impressions of MBA program failure. Furthermore, the authors discuss how MBA programs could consider the use of newer evaluation procedures for evaluating skill development.

The paper calls for greater attention to intermediate stages of managerial skill development for establishing learning goals, the consideration of knowledge structures for assessing the degree of skill development, and a focus on managerial skill development as a life‐long process.

The purpose of this paper is to examine the factors affecting quality of work life (QWL) of teachers working in Higher Education Institutions.

A cross-sectional study was conducted by sampling 347 teaching faculty members through questionnaires.

Fair communication plays the strongest role and social networks have the weakest role in shaping the QWL in higher educational institutions (HEIs) of Pakistan. The relationship of social networks and QWL negates the Hofstede’s view of Pakistan society to a great extent.

A cross-sectional data set is used for tapping a small sample size. The direct effects of four factors were considered for examination. The examination of indirect effects for the factors having weak effects is recommended.

Decision makers having intentions to improve QWL in HEIs must adopt procedural justice and effective communication channels; they should have high respect for employees and should help them to develop networks within the HEIs.

Inter-relationships at workplace are hampering due to weak social networks.

The study is an important landmark in highlighting the factors that must be available for higher QWL of faculty members of public sector HEIs.