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IES 3 Professional Skills, issued by the International Federation of Accountants in 2003, lists five essential skills that professional accountants need to acquire: intellectual, technical and functional, personal, interpersonal and communication, and organisational and business management skills. In education programmes, accounting students may be required to work in teams and may therefore acquire some of these skills through the team experience. IES 8, Competence requirements for audit professionals, includes “working in teams effectively” and “presenting, discussing, and defending views effectively through formal, informal, written, and spoken communication” as part of the skills requirement which should be included in the education and development programme for audit professionals. Working in teams, or cooperative learning, is a teaching technique used in the formal education phase, which enables students to acquire some of these skills. The paper uses the results of a questionnaire survey to investigate how teams function in an accounting project. Although the results indicate that skills such as meeting management and interpersonal skills have a positive effect on the students’ satisfaction with the team, no link could be found to the students’ project mark. These results suggest that skills such as meeting management and interpersonal skills, if included in the formal education phase, may contribute positively to students’ career preparedness. The study also found that students did not consider peer assessment appropriate.

Issues such as the development of transferable personal skills and student assessment are receiving increasing attention in higher education establishments. Reports on an investigation into the enhancement of work‐based skills within a university environment. Presents a learning strategy which describes the approach used in developing group work, presentation and self‐ and peer‐assessment skills, and evaluates by questionnaire students’ impressions of the process. Reports the results which suggest that skill development does take place and that students find group work an enjoyable learning experience. Conceptually, students appreciated the need for self‐ and peer‐assessment, but had difficulties with implementing it in practice. Argues that, ultimately, there is a need to continue to involve students so that they can see evaluation in a positive, development light and to envcourage sudents to take a more proactive role in assessing their own performance.

Student assessment and the development of transferable personal skills are receiving increasing attention in higher education establishments. Examines the potential for enhancing student learning through the development of groupwork, presentation and self‐ and peer‐assessment skills. Describes a methodology which indicates the approach adopted and a questionnaire evaluates students’ impressions of the process. Concludes that skill development does take place and that students find groupwork an enjoyable learning experience. With regard to self and peer‐assessment, students were not as enthusiastic. Ultimately, there is a need to continue to involve students so that they can see evaluation in a positive, developmental light and to encourage students to take a more proactive role in assessing their performance.

A true marketing orientation is associated with superior performance in the UK retail financial services industry. This finding runs counter to some recent criticism of marketing influence on the banking sector. Empirical research in the UK retail financial service industry found that successful companies appear to balance a profit orientation with an orientation towards the most difficult market to satisfy, the wealthy. Successful companies focused on a distinct group of customers, and did not rely on traditional methods such as existing family links to attract business. They also maintained tighter control over profitability and costs. Utilizes expert assessment as the basis of performance measurement, and compares this technique with an alternative, peer assessment. Uses the Delphi technique to develop a performance measure, and both performance ratings and findings suggest that the performance of expert assessment and peer assessment as performance measurement methods is similar.

This study aims to establish the use of active scholar assessment (ASA) in the field of education leadership as a new methodology in ranking administration and leadership journals. The secondary purpose of this study is to respond to the paucity of research on journal ranking in educational administration and leadership.

This empirical study uses on‐line survey research methods with analysis of variance (ANOVA) statistical analysis.

The main findings of this study are: ASA minimizes noted limitations in peer assessment studies; publishing rates and years of service do not significantly influence quality assessment bias; ASA provides a comprehensive and fair assessment of journals; and ASA responds to established criteria as a new, independent system for journal ranking. This study also provides current rankings of educational administration and leadership journals.

This study points to the importance of continued research using ASA in journal assessment in education and other social sciences.

This study provides a new methodology in assessing journal quality, awareness, and importance to the field for journals in educational administration and leadership.

This qualitative case study explores the challenges that architecture students encounter in grasping the concept of fair PA. The study also delves into the students' viewpoints on this matter and the strategies they utilize to navigate it.

Around 29 architecture students took part in the PA process. Data was gathered by observing PA sessions and conducting interviews with students. The data was then analyzed using the thematic method.

The study uncovers fairness challenges from the perspective of architecture students, such as concerns regarding collusion, power dynamics within friend groups, limitations of participatory culture, and overwhelming responsibility. The study suggests that a multistage PA process can be an effective approach to addressing fairness challenges. Furthermore, it sheds light on the obstacles that architecture students face in comprehending fairness and their viewpoints and tactics regarding fairness during PA.

The findings indicate that increasing students' engagement in learning activities during the critique and assessment process in the DS can enhance their understanding of fairness in PA and boost their satisfaction with final course grades.

This study investigates the relationship between architecture students' engagement and assessment fairness, by focusing on the role of perceived fair PA within design studio settings.

The purpose of this paper is to report the perceptions of students taking the Master of Project Management Programme at the University of Botswana regarding their transformative experience called “prayer”. The term “prayer” was coined because of it being the first learning activity of the lecture; and at a conceptual level, to convey reverence towards the gift of learning. “Prayer” as a learning and teaching technique involves each student identifying material containing project management concepts or issues which they present to a class of peers using any appropriate means followed by discussion and peer assessment. The material presented may be an article from a newspaper or magazine. It may be a personal documented story or a story told around a picture, artefact, poster or video relating to a project management issue.

Students’ perceptions were obtained by means of a self-administered questionnaire containing open-ended questions. Content analysis was used to analyse the responses.

The results of the study indicated that “prayer” provided students ingredients of transformative learning. It also proved to be a worthwhile technique for inculcating some of the graduate attributes articulated by this university and for incorporating adult learning principles.

The technique can be used to compliment traditional techniques in teaching and learning in project management training. The limitations of the results are due to the self-reporting nature of the approach and the fact that the technique has been tried on one group.

There is a possibility that the technique can be extended to other disciplines such as business administration where students examine cases in the public domain to illustrate concepts learnt in class.

The originality lies in its packaging of a technique the think is worth sharing among project management educators. This is because the learning activity described engages students simultaneously in research, review, presentation, and communication as well as reflection, collaborative discourse and self and peer assessment.

To examine the relationship between financial resources and variables associated with institutional rankings in the USA.

Pearson product moment correlation coefficient was used to investigate the relationship between endowment funds and variables associated with rankings as determined by the U.S. News & World Report.

College costs continue to increase faster than per capita income. Institutions are relying more on endowment funds to meet their needs. Endowment was positively associated with almost all the variables used for ranking top national doctoral universities with the largest endowment amounts. When endowment per student was used, the association became even stronger with these ranking variables. Endowment was weakly associated with almost all the variables used for ranking top national doctoral universities with the lowest endowment amounts. Relationships of endowment and ranking variables were stronger at medical research schools, business schools, and weaker at engineering schools.

Higher education administrators must realize that these variables are cost‐inducing factors that cannot be fully satisfied. Unbridled pursuit of ranking variables will increase cost without commensurate increase in educational quality. Therefore, leaders must decide what rankings their resources allow and what position within the ranks is acceptable to them. Ranking agencies interested in quality should realize that money plays a significant role in how an institution is ranked. Therefore, institutions should be grouped according to the available resources before comparative analysis of ranking variables is made.

A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal.

University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys.

Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions.

These data are correlational rather than longitudinal, and hence cannot determine causality.

The OASIS system requires a computer.

This is the first study to test a system for reducing free riders across countries.

The purpose of this research is to examine multisource feedback from a stakeholder perspective, arguing that select competency assessments that different rater groups provide are valid predictors of the “partner” potential and advancement of senior professional service professionals (PSPs).

A 360‐degree assessment tool for PSPs, the Relationship Management Survey (RMS), was administered to 391 principals as part of their professional development. Six RMS dimensions (clusters of competencies) were used to predict a principal's high‐potential promise and promotion to partner three to five years later.

The results support hypotheses detailing how different rater groups assess PSPs differently, and how these differences are relevant to PSP promotion to partner. The predictability of becoming partner increased by 50 percent compared to partner‐only assessments through the use of direct report assessments of the principals' leadership and coaching, peer assessments of collaboration, and client assessments of trust.

Professional service firms can improve their succession planning and promotion decisions by including multirater assessments in their decision making process; PSPs can guide their career planning and professional development by attending to the distinct competency interests of different stakeholders.

This article supports a broader use of different rater group assessments in promotion decisions and the career development of professionals. It suggests the need for dialogue and research regarding when different rater assessments in 360‐degree assessment tools are an index of instrument validity.