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Using Schein’s Descriptive Index (SDI), this paper aims to first examine gender role stereotypes and requisite managerial characteristics among Irish business students over a 10-year period. Then, the paper investigates whether there have been changes in gender role stereotypes during this period and subsequently unpack the reasons behind any changes recorded.

In total, 1,124 students from the same business student population rated men, women and managers in general, using SDI. Data was collected first during the academic year 2008–2009 and again in 2018–2019 to determine stability or change in gender role stereotypes and requisite managerial characteristics. Intraclass correlation coefficients scores were computed to determine the relationship between gender and requisite managerial characteristics and identify differences and similarities between the two samples. To explore the content of gender stereotypes, an examination of the specific descriptive items was conducted by performing a factorial analysis using Duncan’s Multiple Range Test. Finally, the authors adapted the scales developed by Duehr and Bono (2006) to determine whether broad gender stereotypic characteristics with respect to communal and agentic, attributed to men, women and managers, differ by sample.

The overall findings indicate changes in the extent of gender role stereotyping of the managerial role among the male cohorts studied. The subsequent analysis of the descriptive items identified that the change among the male cohort is due to the levels of agency they perceive women to now possess.

The authors contribute to the literature on both gendered and managerial stereotypes by showing changes in the pro-male stereotype of the managerial role and contribute to the existing debate on a shift towards a more androgynous view of leadership.

These findings help understand the content of gender role stereotypes that recent graduates bring with them to their first job post-graduation. The observed changes in the level of agency ascribed to women by their male counterparts could prove to be an important step forward for women’s advancement to managerial positions.

The findings indicate that both male and female cohorts in Sample 2 perceived men and women in general to possess the same levels of communal and agentic traits as their managerial counterparts.

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

The purpose of this paper is to systematically map research on the effect of classroom acoustics and noise on high school students’ listening, learning and well-being, as well as identify knowledge gaps to inform future research.

This scoping review followed the PRISMA-ScR protocol. A comprehensive search of four online databases (ERIC, PubMed, Scopus and Web of Science) was conducted. Peer-reviewed papers were included if they conducted a study on the effect of classroom acoustics or noise on students’ listening, learning or well-being; had a clear definition of the noise level measurement; were conducted with high school students; and had the full text in English available.

In total, 14 papers met the criteria to be included in the review. The majority of studies assessed the impact of noise on students’ listening, learning or well-being. Overall, the results showed that higher noise levels have a negative effect on students’ listening, learning and well-being. Effects were even more pronounced for students who were non-native speakers or those with special educational needs such as hearing loss. Therefore, it would be beneficial to limit unnecessary noise in the classroom as much as possible through acoustic insulation, acoustic treatment and classroom management strategies.

This paper is the first review paper to synthesize previous research on the effect of classroom acoustics and noise on high school students’ listening, learning and well-being. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.

The transition to college presents significant challenges for many students as they navigate new academic and social experiences. In the USA, 30% of first-year students drop out before their second year. Research indicates that mentoring programs help students achieve social integration and likely have a positive effect on their transition to college. This research study was conducted with education students to better understand the potential impacts of peer mentorship.

Student mentors and mentees were matched by attributes such as their concentration within the education major, gender, sports they played and whether they were first-generation matriculants. Data collection utilized two surveys one before the peer mentoring process and one after the process.

The findings suggest that peer mentoring improved first-generation students' sense of belonging to both their major and the college. Peer mentors also experienced increased belongingness. The transfer rate among participants of 2% was a significant drop from previous years.

The success of the peer mentoring experience was possibly due to the intentional matching process based on certain attributes. Additionally, taking a leadership role increased a sense of belonging in the peer mentors.

This paper aims to examine the extent to which performance indicators (PIs) reported by New Zealand (NZ) higher education institutions (HEIs) correspond with accounting standards and guidance and the effects issuance of principles-based authoritative guidance and early adoption of Public Benefit Entity Financial Reporting Standard 48 (PBE FRS 48) have on the PIs disclosed.

Using a content analysis index derived from accounting standards and guidance, we conduct a longitudinal assessment of the 2016 and 2019 statements of service performance published by 22 NZ HEIs.

The PIs reported extend beyond the service performance elements proposed by standard-setters. Despite few indicators on intermediate and broader outcomes, the measures disclosed by HEIs are reflective of their role in the NZ economy and the national Tertiary Education Strategy. The results show that principles-based authoritative guidance and early adoption of PBE FRS 48 influence the focus and type of measures disclosed, while there is no evidence of improvements in the reporting of impacts, outcomes and information useful for performance evaluation.

This paper provides timely insights for standard-setters and regulators on the influence principles-based accounting standards and guidance have on non-financial reporting practices.

This study contributes to the scant literature on HEIs’ service performance reporting. It presents a model for conceptualising HEIs’ PIs that can be used as a basis for future research on non-financial reporting. It also reflects on the tension between accountability and “accountingisation”, suggesting that, although the PIs reported support formal accountability, they do not communicate whether HEIs’ activities and outputs meet their social purpose.

In the current labour context, employability is an important tool for recently graduated who are entering the labour market and must face major challenges that include a decrease in job opportunities, the rapid evolution of technology, and the need for lifelong learning.

This study analyses the impact of the socio-emotional competencies of 470 senior students and graduates of five engineering majors at a higher education institution in Medellín, Colombia. In the sample examined, the data were analysed using inferential statistics and structural equation modelling (SEM).

Emotional intelligence (EI) was proven to be a predictor of engineers' employability, which, in turn, depends on three factors: personal strengths that increase employment potential, self-perceived employment opportunities, and career development as a realization of employment potential.

These results show that the higher education system should implement activities to develop students' EI competencies, thus providing them with powerful tools to deal with different situations in the labour market.

This study aims to explore how CEO narcissism drives investment in corporate social responsibility (CSR) and its mediating mechanism.

This study includes panel regression based on archival data.

CEO narcissism leads to signaling of organizational virtuous orientation that results in increase in CSR investment.

Relevance of CEO traits on CSR remains unexplored in emerging markets context, especially the underlying mechanism. This study uncovers these mechanisms.

Managing the growing word-of-mouth (WOM) of brand fans has become a new challenge for companies in the fan economy era. The purpose of this paper is to examine the effect of language intensity of brand fan WOM on customers' willingness to adopt WOM based on psychological resistance theory and to reveal the underlying mechanism of this process.

A research model was developed to test the proposed hypotheses. Two experiments were conducted on an online platform using data from 708 participants. The independent samples t-test and analysis of variance were used to analyze the data.

The results show that, in the context of WOM among brand fans, high-intensity language leads to a lower willingness to adopt than low-intensity language and threats to freedom mediate this effect. Moreover, the restoration postscript moderates the effect of language intensity on threats to freedom and customers' willingness to adopt WOM.

Unlike previous studies that focused on electronic word-of-mouth (eWOM) language content, this paper focuses on language intensity to reveal the psychological process of customers' willingness to adopt brand fan WOM. The findings not only enrich the research related to the language effect in eWOM, but also deepen the understanding of the influence effect on brand fan WOM, providing effective guidance for brands to manage fan WOM.

The purpose of this study was to investigate the effect of a facial photo of female job applicants on employment decisions.

A laboratory or “controlled” experiment was conducted to examine the impacts of job applicants’ facial photos, job applicants' professional qualifications (education level and years of work experience), raters’ gender and college student raters’ academic year on employment-related decisions in a hypothetical situation in the Chinese context. A descriptive analysis and mixed-design factorial ANOVA were conducted.

Significant main effects were found for the applicant’s photo and professional qualifications in the analysis of employment decisions. Significant interaction effects were also found in the analysis.

Discrimination against applicants who attached unattractive photos was more pronounced for the interview decision when the applicants had low qualifications than when they had high qualifications. Although both male and female raters’ ratings of the interview, hiring and salary decisions decreased as attractiveness decreased, it was more pronounced for male raters than female raters.

The authors investigate the varying impact of three categories of conflicting consumer reviews (i.e. conflicting opinions on attributes of a product item, conflicting ratings of an item and the intensity of conflicting reviews of an item) on the potential customers' perceived informativeness, which is expected to affect the perceived correct purchase.

To test their proposed hypotheses, the authors conducted an experiment using a 2 × 2 × 2 factorial design for each conflict type comprising two levels (low vs high).

The results of this study found that conflicting opinions on product attributes can enhance potential customers' perceptions of informativeness and subsequent correct purchase decisions while conflicting ratings and the intensity of conflicting reviews can diminish potential customers' perceptions of informativeness. In addition, conflicting ratings negatively moderate the effect of conflicting attributes on perceived informativeness such that the positive effect of conflicting attributes on perceived informativeness will be less prominent when conflicting ratings are present (vs absent).

While potential customers are browsing product descriptions, reviews and comments from other purchasers are also playing a role in influencing a potential customer's purchase decision. However, given the different experiences and temperaments of individuals, the subjective remarks and ratings of individuals are sometimes inconsistent or even conflicting, which can lead to confusion among potential customers. The authors categorize the positive or negative effects of the three conflicting reviews based on the two dimensions of ease of capture and product diagnosticity. The findings can help platforms optimize the display of product reviews to help potential customers make more accurate purchase decisions.