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The study's purpose is to present and empirically test a model that identifies academic self-concept as a mediator of the relationship between gender, sexual orientation and self-perceptions of leadership ability.

Surveys were administered to 964 first-year undergraduate students.

Academic self-concept mediated the relationship between gender and leadership for all subjects and for self-reported heterosexual subjects but not for self-reported nonheterosexual subjects.

Gender differences in leadership perceptions still exist and appear as early as the college years. The fact that academic self-concept did not mediate the relationship between gender and self-perceptions of leadership for nonheterosexual students might be explained by considering research that has identified different levels of gender conformity between straight and gay individuals.

Student self-perceptions of leadership could be improved if opportunities were provided for students showing that people other than White, male, heterosexuals can also be effective leaders. When women and underrepresented groups attain leadership positions in the workplace, it attracts others because it sends a message that this organization welcomes women and underrepresented groups in positions of leadership.

This study addresses a gap in the field by using the social identity theory of leadership to integrate conflicting research streams in the existing literature and by proposing that academic self-concept underlies the relationship between gender, sexual orientation and self-perceptions of leadership. The study responds to Bark et al.'s (2016) call for future research to consider how highly prototypical individuals have a key advantage in people's perceptions of their leadership.

The purpose of this paper is to focus on the perceptions that undergraduate students formed and provides further insight into the relationship between perceived teaching quality (with its descriptors) and student motivation.

The paper reports the findings from a survey of student perceptions of quality teaching and its interaction with various motivational orientations that students exhibit in higher education. The proposed hypotheses and conceptual model were tested using regression and correlation analyses, as well as analysis of variance from a survey of 271 undergraduate students in programs at two different universities.

The findings document the explanatory role of various motivations in students' perceptions of teaching quality: correlation analysis found intrinsic motivation to be positively correlated with the perceived teaching quality, while extrinsic motivation was found to be moderately correlated, suggesting that motivational orientation dimensions are influential in students' assessments of their teaching experience in school. Intrinsic motivation with its possible states and factor loadings showed strong positive impact on the teaching quality and students' evaluation, even after accounting for the reputation (general opinion) of the educational institution (or program). Thus, we cannot ignore the value‐added nature of various motivational orientations and their influence upon the perceptions of students. Surprisingly, few differences in perception based on gender, age, and country of birth (ethnicity) were found. Young students (less than 25‐year old) and Canadian‐ and American‐born students exhibited significant negative reactions (difference) to perceived teaching quality; in contrast, female students exhibited positive reactions towards it.

The results presented here will assist researchers, professors, and higher‐education administrators by capitalizing on students' existing intrinsic motivation and understanding the relationship between student perceptions of teaching quality and their degree of motivation to further expand and implement a better quality‐assurance educational system. A viable strategy to enhance and further motivate students extrinsically and intrinsically in their learning will significantly enhance their perceptions.

The article explores for the first time the link between students' motivational orientations and their perceptions about teaching quality.

The purpose of this paper is to measure student perceptions of accessibility at a public university based on campus, new building, and old building accessibility and perceived impacts this may have on the student's quality of education.

A survey was administered to students registered with the office of Resources for Disabled Students at a large university. ANOVA and regression were used to evaluate the survey results.

The campus was found to be Americans with Disabilities Act (ADA) compliant, with several areas identified for improvements based on disabled students' reported perceptions. Many of the improvements were between groups with cognitive and mobility impairments. All groups reported a positive relationship between improved accessibility and improved educational experience.

The study focused on one institution but the results and existing literature may be useful to other facility management departments.

The results of this work may help facility managers and resource for disabled student groups target limited resources to improve the quality of education at public universities.

The ability to fine‐tune institutional facilities to improve the experiences of disabled persons improves the outcomes and stated goals of the ADA.

This work supports many previous studies while expanding the population studied to include looking at building users on a college campus with both physical and mental impairments. This helps facility managers increase their understanding of the accessibility issues that may still remain on college campuses that are technically ADA compliant.

This paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.

A quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.

Results suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.

This suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.

These results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

Due to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from blended or face-to-face learning mode to the sole online learning mode affected the perceptions of students toward the Blackboard application and the usage. This study aims to investigate the perceptions of students toward the Blackboard application in the process of learning Preparatory Year (PY) English courses as the mere tool of learning and the impact of the students’ perceptions on the students’ use of Blackboard.

The results are based on a survey conducted with 228 of PY students: 1st level n = 126 and 2nd level n = 102 at Najran University. The data are analyzed to compare the two levels, as the students’ prior experience with Blackboard is not the same. The 2nd level students have prior experience of blended learning through Blackboard, whereas 1st level students have no prior experience of learning through Blackboard.

The data of the perceptions of both levels showed that 1st level students’ perceptions toward online learning of English via Blackboard were higher than 2nd level students. The data on the frequency of the use of the Blackboard application reflected the perceptions of students.

The findings suggest that the students’ prior experience of e-learning via Blackboard has an impact on the students’ perceptions.

The findings of the study contributed to the learning through the management systems research field and online learning of English during the COVID-19 outbreak.

Web-enhanced instruction is increasingly pervasive in higher education. Homework assignments and exams are increasingly completed online. Instructors evaluate the effectiveness of educational tools, such as web-based homework (WBH), in part through student performance that can be affected by students’ motivation. Thus, changes in students’ motivations and perceptions during an academic term can affect our assessment of the efficacy of the educational tool depending on when our assessment is conducted. No current studies identify variations in student perceptions of educational technology over time. Better understanding the changes in student perceptions of educational technology as they complete a course of study may help educators develop more effective instructional and pedagogical strategies. Our study explores how students’ attitudes toward WBH change with use.

Recent high-profile bankruptcies have renewed attention to earnings management practices. This study investigates whether high publicity of corporate bankruptcies makes a difference in the ethical perception of these practices. A survey depicting actual earnings management scenarios was administered to business students before and after these bankruptcies. The results showed a significant increase in the negative perception of earnings management actions after high publicity of unethical corporate behavior. In addition, many demographic factors such as age, experience and college major played a role in business students’ perception of the ethics of earnings management. The study suggests that business students are influenced by actual unethical examples of earnings management. These results, along with demographic differences, have implications for accounting education and the accounting profession.

Undergraduate accounting program at Umm Al-Qura University in Saudi Arabia is a unique case. The program includes 147 credit hours of which 28 credit hours are religious courses. This study aims to examine the effect of teaching these religious courses on students’ ethical perceptions and decisions.

A survey was conducted for a sample of accounting students at Umm Al-Qura University. The sample was divided into two groups; the first group includes students who did not study religious courses, while the second group includes students who study religious courses. The questionnaire contained three groups of questions that aimed to explore students’ perceptions of ethics in general, students’ perceptions of business ethics and explored their ethical attitudes regarding some accounting decisions that involve ethical dilemmas. Independent two-sample t-test and multiple regression analysis were used to determine whether the responses of the two groups were significantly different.

The findings of the study revealed that teaching religious courses led to an improvement in students’ perception of business ethics and an improvement in students’ ethical decision-making. However, the results of the independent sample t-test showed that this improvement was not significant. The results of the study also revealed that male students tend to make less ethical decisions than female students.

The findings offer an indication for those responsible for managing the accounting program at Umm Al-Qura University to start developing the program so that some of the general religious courses are replaced with specialized courses in accounting ethics that focus directly on ethical dilemmas faced by the accountant when practicing the accounting profession.

This study contributes to the current literature related to examining the effect of teaching ethics courses on the ethical perception of accounting students by focusing on accounting students in Saudi Arabia as a context that has not been examined before.

This paper aims to develop a better understanding of student worker perceptions of academic libraries in an effort to improve student worker training, position structure and, ultimately, their perceptions of the library. The value of student reference assistants extends well beyond the completion of assigned library tasks. Specifically, student reference assistants can be important community voices and advocates for academic libraries, spreading, by word-of-mouth, the kinds of library services available to students and their relevance to the academic community. Consequently, it is essential to gain an understanding of how student workers perceive the academic library as a result of their employment.

This paper uses an informal, anonymous online survey of student reference assistants to gather information on student worker perceptions of the library. Questions focus on student workers’ understanding of library services and resources as well as on the library’s mission and purpose. An analysis of student responses is provided in light of four “ideal” perceptions which the librarians hold for all students.

Overall, student worker responses to the survey generally aligned with the ideal perceptions. However, misalignments suggest the need for training that focuses on the development of a broader understanding of the library’s role in the academic community.

The paper can help academic librarians gain insight on how student workers understand the role of the library within the larger academic community and how positive student worker perceptions can be leveraged for outreach purposes.

This paper examines an important aspect of student worker perception that has generally been overlooked in the literature.

This study aims to explore undergraduate students’ stereotypes of auditing and the influence of knowledge of the profession and its sources on the stereotype.

This study is based on a questionnaire distributed among 360 undergraduate business students at 21 higher education institutions in Spain.

The study reveals that undergraduate business students consider auditors competent and ethical. Auditing is viewed as an interesting and rigorous activity, which requires high responsibility and contributes significantly to society. Students perceive that the auditing career is difficult but contributes to professional development. The knowledge acquired through business studies influences the creation of a positive image of the profession and of auditors.

The profession could benefit from the fact that having more information about the profession improves students’ perceptions of it. The provision of auditing courses through the degree and related activities to increase the visibility of the profession during the first years of the degree could improve the auditor stereotype and enhance students’ intentions to enter this profession.

Previous studies have analyzed the image of the accounting professional as a homogeneous professional status. This study specifically addresses the image of auditors, who are at the core of the traditional accounting domain. It analyzes the influence of sources of knowledge (academic training, having familiars and media) on auditors’ stereotypes. Moreover, it provides evidence concerning the perceptions of the new generations (Gen Z).