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This paper describes the process of developing training for student employees at a reference desk in which students assist peers and others in the community with research help.

This case study details the process as well as the challenges in developing training that is helpful for student employees in performing day-to-day tasks at a reference desk and incorporates diversity, equity, inclusion and accessibility (DEIA) and high-impact practices (HIPs).

Training for student employees that prepares them for library work and incorporates DEIA and HIPs can be developed. These ideas can be incorporated into training for all library employees, not just students.

This article aims to assist others in developing training for front-line student employees that incorporates DEIA and recognizes the importance of HIPs.

DEIA and HIPs are considered throughout the development and implementation of training for student employees. Librarians have been training student employees to assist their peers with research for many years. This approach goes beyond the training that is needed to do a job and takes DEIA and student development through HIPs into account.

Our findings show that the academic culture is base for quality teaching and education delivery and it impacts employee experience through employee involvement in decision-making and employee engagement demonstrating benefits for universities such as increased employee attraction, higher retention, greater productivity and improved student service. Higher education institutions that offer development opportunities to their faculty are likely to have less turnover than those that do not. Globally tuned curriculum matching the expectation of students one hand and developing a conducive environment for implementing the changes on the other hand is the need of the hour. Branding and student employability needs the focus of policymakers, and it can highly impact the visibility of institute.

This research has been undertaken to examine the role of critical success factors (CSFs) for augmenting quality of higher education institutes in India. The aspects considered are: branding, employability, employee experience, student experience. The study tries to analyse their impact on overall performance. The results highlight that academic culture mediates between student experience and overall performance. The current research also indicates that academic culture mediates between employee experience and overall performance. Employee experience through academic culture emerges as a strongest predictor of overall performance. Student experience through academic culture emerges as another important predictor of overall performance. Employability was next to follow. The beta values were low for branding. The results highlight that for improving performance Indian higher educational institutes need to focus on branding. Implementing this model will enable educational institutions to focus on these predictors to boost overall performance and equip engineers with requisite skills through academic culture.

The results show that employee experience is the most importance significant performance indicator to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs. However, branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

Competition is spreading in the higher education sector with widespread consequences, and in order to effectively respond to the pressures, universities have to be able to draw attention and retain their precious human capital. Developing linkages for faculty and student will generate mutually beneficial sustainable outcomes. Institutes preferably be multi-disciplinary or inter-disciplinary and have both teaching and research focus of an exceptionally high quality. Developing diverse programmes and activities targeting at developing quality of mind, ethical standard, social awareness and global perspectives, let the students shape their own experience and growth. Solid linkages with industry to impart a practical dimension to technical training is must, and an effective semester internship in industry is a testimony of project-led teaching. Research excellence and quality teaching are the basis of quality education. Engagement in external collaborations that extend and deepen institution impact through increasing international engagements. In future, empirical studies can also be conducted on the AQAR model by collecting data through questionnaires based on the perception of students, and it can be tested through hypotheses employing R software to determine the extent of implementation of AQAR in EEIs in India.

The results show that employee experience is the most important significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

The results show that student experience is the most importance significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator. The direct effect of student experience (Beta = 0.101) is less in comparison to the indirect effect (beta = 0.412). The employee experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

This exploratory research project aims to seek an effective process for identifying supervisors of part-time student employees who also serve in a mentoring capacity.

This paper is based on a review of literature and an evaluation process focused on established traits and functions of mentoring as applied to supervisors of student employees on a college campus.

Supervisors of student employees may have the desire and capacity to engage students on a higher level but are not viewed and supported to meet this need based on their position within the organization. Untapped resources are being overlooked that would develop the supervisor and the student while advancing the overall institutional mission.

A study identifying mentors for part-time undergraduate student employees in higher education settings was necessary as a precursor to future research on the human resource development needs of professional staff in higher education.

The results of this study confirmed that the approach utilized for identifying mentors through specific traits is effective and that common barriers exist across the institution that negatively impact supervisors from serving as mentors. These results will be used to address future research related to the value of training and educating the supervisors of undergraduate student employees on college campuses.

Research exists on 360 evaluative processes, mentoring and the benefits of student development outside the classroom, but no research could be identified that addressed the opportunities of using this approach to potentially resolve organizational issues.

This study provides an analysis of the quality of service provided by a university health care center. Students’ expectations and perceptions of the center’s services are identified by a survey. A second survey was administered to the employees of the center to compare student perceptions to those of the employees. Based on the results of this study, specific recommendations are made to improve the performance of the center. The implementation of these recommendations should also reflect a change in the students’ perceptions about the quality of service provided by the center.

This study aims at investigating the indirect effect of soft skills on career engagement through the role of psychological capital (PsyCap) in different age groups. The social cognitive theory (SCT) and job demands-resource model (JD-R) were employed to explain the effect of perceived skill mastery on PsyCap and career engagement.

The data were collected from 707 high school students, 150 university students and 165 employees using a three-wave data collection technique. This study measured soft skills, PsyCap and career engagement at different age groups (i.e. high school students, university students and employees). The data were analysed using a moderated-mediation technique.

The results showed that soft skills positively influenced PsyCap and eventually increased career engagement in all age groups. However, the effect was stronger for students (both in high school and university) than employees in the workplaces. Unlike most students, employees related soft skills to performance. Regardless of the effect on performance, students would be more likely than employees to perceive soft skill mastery as a source of efficacy.

First, the education system should direct more attention to developing students' non-cognitive skills. Second, people should understand that their career advancement continues in the workplace context. Organizations can foster employees' soft skills by providing more opportunities to develop new skills.

This study sheds light on the importance of soft skills beyond academic and workplace performance. This study is among the few empirical investigations that reveal career engagement factors across different career development stages.

The purpose of this paper is to discuss an academic library's need to engage all available resources to provide the services required by the changing uses, formats, and production of information.

The paper uses the @One service environment as a case study. The service and staffing model employed a sample of 20 students and professionals who work at the @One desk. Attitudes toward the @One space were assessed through one‐on‐one interviews using two different interview protocols. Participants were asked open‐ended questions that allowed them to talk at length in response.

It is found that the University of Nevada, Reno's Mathewson‐IGT Knowledge Center has implemented a highly interactive service environment in support of production‐intensive information technologies. Professionals from numerous information disciplines participate in staffing the department, but student staff constitute the core of service delivery.

This paper provides information on an interactive staffing model in a US university.

The purpose of this paper is to identify the targets, strategies, and topics of deception employed in the workplace among part‐time service workers.

A taxonomy of deception strategies is used to content analyze 259 narrative accounts of part‐time student employees over two work shifts using Cohen's kappa to measure interrater reliability. Chi‐square analysis is used to determine significant differences between deception strategies and deception targets.

Employees overwhelmingly concealed information and lied primarily to supervisors and customers. Employees deceived in order to cover or protect emotions, evade work, cover mistakes or policy violations, and mislead customers in order to increase sales, commission, or gratuities.

Determining the most salient strategies employed becomes clearer if the deception account describes or reveals the employee's motivation to deceive. Future research should consider motivation of the deceiver and might compare the deception strategies of part‐time and full‐time employees of varying levels of skill, organizational commitment, and role conflict.

This study provides rich examples of the ethically compromising situations in which young workers find themselves, discusses the impact of workplace structures on deception and the importance of socializing young workers on honest organizational practices.

As young workers enter the workforce they are confronted with opportunities to deceive and they do so for a wide variety of reasons. Little work has been done within the organizational context investigating the most common deception strategies employed or the contextual factors influencing the use of deception among full‐time employees much less young, part‐time employees.

Economics classrooms are typically teacher-centered, textbook-driven, and often dominated by chalk-and-talk methodology. This paper advocates for an active learning approach and offers a lesson plan for key concepts. More specifically this lesson uses the economic concept of job market signaling to teach important economic content. Job market signaling is a process that matches workers and employers within labor markets. It occurs when potential employees convey information about their productivity to employers through academic credentials. An academic credential—for example, a college degree—conveys information valuable to both parties. It benefits the employer by indicating job skills and productivity; it benefits the employee because it increases the likelihood of gaining employment at higher wages. Earning academic credentials, thus, is important for success in the labor market. For this reason, it is a useful concept to teach students. By participating in a simulated competitive labor market as employers and potential employees, students learn about the links between education, productivity, income, and employment. As potential employees in this exercise have varying levels of education, this lesson also conveys important information for students concerning their own decisions about pursuing post-secondary education.

Matching with the timeline of major events in China, as well as major shifts in China’s human research management, the purpose of this paper is to present the comparisons of achieving styles among Chinese millennial employees, millennial university students and Generation X employees.

Drawing from the achieving styles literature as well as the life course theory, this study first proposes hypotheses on specific differences in nine achieving styles. The authors tested by using data from 889 millennial employees and 364 millennial students from five cities in China.

The results showed that the power direct achieving style stood out for the Chinese millennials, and the competitive direct achieving style ranked higher for Generation X. Moreover, millennial employees had higher scores for all nine achieving styles than millennial students.

This study advises that when motivating Chinese millennial employees, human resource managers can create a competitive environment and provide career planning guidance, and that to better assist millennial university students to socialize, human resource managers can develop matched internship programs.

The paper contributes to the life course literature and the achieving styles literature by comparing the differences among Chinese millennial employees, university students and Generation X.

The integration of theory and practice has been recognised as one of the key questions in the development of professional expertise and vocational competence. In this study the question of how theory and practice meet each other during professional development was approached from the point of view of two different groups of learners: employees with varying length of work experience and university students taking a working life project course. Altogether 18 employees and 51 students were interviewed, after which transcribed interviews were qualitatively categorised. The opinions expressed by the informants indicate that work‐based learning is not a unified phenomenon but varies in different contexts and between actors. The findings suggest, however, that the transformation of students’ explicit “book knowledge” into implicit or tacit knowledge may begin already while the student is still in education, provided that formal knowledge is used for authentic problem solving.