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Colleges of agriculture throughout the United States place an emphasis on leadership courses where undergraduates develop professional skills. Students entering colleges of agriculture experience varied training in terms of leadership and associated skills. However, it is not understood how this leadership training relates to having more power and control while being happy, intrinsically motivated, and engaged in learning. Socio- Psychological measures of flow and power pose during an undergraduate leadership course were used to determine associations of undergraduates within different domains of learning. This study determined associations between: 1) flow and power pose during leadership course activities; 2) happiness, intrinsic motivation, and engagement in learning; and 3) learning experiences where flow and power pose associations existed. There were positive associations between flow and power pose experiences among students in an undergraduate leadership course. Additionally, there were positive associations between power pose and Flow Theory related to constructs of happiness, intrinsic motivation, and engagement of undergraduate leadership students. Power pose and the Experience Sampling Method (ESM) were used determine flow associations of undergraduate students in the cognitive, psychomotor, and affective domains of learning. This research provides a framework for future socio-psychological studies.

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an accelerated-cohort masters of accountancy (MA) program from 2002 through 2009. We confirm findings of prior studies that graduate accounting student performance increases in GMAT scores and undergraduate GPAs; however, undergraduate GPA is significant only for U.S. students. International student performance is overwhelmingly explained by language ability, as measured by GMAT verbal and analytical writing scores. When performance is defined as job placement with a public accounting firm after graduation, we find no significant association between performance and either GMAT scores or undergraduate GPA. Additionally, the factors that are significantly associated with obtaining a job in public accounting differ for U.S. and international students. These findings may have implications for admission decisions and curriculum design of U.S. graduate accounting programs.

The present study aims to investigate the effects of a number of demographic and academic factors, such as gender, age, nationality (Emirati vs non-Emirati), high school major (arts vs science) and high school score, on the academic performance – measured by overall grade point average – of undergraduate students majoring in statistics at United Arab Emirates University.

This study includes 188 undergraduate statistics students (142 female and 46 male) for the academic years 2012-2013 to 2015-2016. Descriptive and inferential statistics were used to analyze the collected data.

The results indicate that gender, age and nationality have no significant impacts on the academic performance of undergraduate students in statistics bachelor’s degree program, while high school major and high school score do.

This study had several limitations. First, only students of one university were included in this study, which would have limited the generalizability of the results. Second, the study focused on the impact of a limited number of factors on academic performance of undergraduate statistics students. But, the study has a number of implications for students, educators and university policy-makers.

The present study is the first attempt to explore the factors that might affect the academic performance of undergraduate students in statistics bachelor’s degree program in an Arabic setting.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The extent to which university libraries should provide curricular books for undergraduate readers has long been a matter of debate among both librarians and university teachers in this country. The debate continues. Over the years it has become more diffuse as new elements emerge for consideration and old ones are modified. For example, academic paperbacks were of less account ten years ago than they are now and the social background and habits of students have changed considerably over, say, the last thirty years. But probably the most significant variable of all has been the increasing size and complexity of universities themselves. The aim of these notes is to help clear the way for further discussion by surveying some of the factors involved in the provision of books for undergraduates in the libraries of British universities and the attitudes of librarians and academic staff towards these factors.

The supply of accounting majors has not kept pace with the increasing demand for accounting graduates. One way of increasing the number of qualified accountants, while maintaining desired quality, is through a non-degree program such as the Post-Baccalaureate Certificate in Accountancy. A certificate program addresses the needs of students who already have a bachelor's degree in another discipline and want to gain accounting knowledge. The purpose of this chapter is to assist accounting administrators and faculty in deciding whether a similar program would be feasible and beneficial for their school. We describe the benefits of a certificate program, which include the potential for increased enrollments and an enhanced learning environment. We discuss design alternatives and implementation issues in terms of our program and other certificate programs in the United States. We also discuss the needs and characteristics of certificate students currently enrolled in our program.

The purpose of this paper is to highlight undergraduates as an emergent student–scholar author group and to encourage institutions to take a future-oriented view, focusing greater attention to and support of undergraduate’s publishing.

Highlighting benefits derived from undergraduate research (UR) experiences and publishing taken from the literature and experienced through local practice (Providence College), presenting pedagogical models for transforming students into independent thinkers (students as scholars) and responding to business and non-profit leader graduate skills requests of higher education, this paper argues for the need to cultivate graduate attributes (requisite 21st century workforce skills, abilities and behaviors), especially graduate demonstrated articulation and communication (publication) skills and abilities.

The conclusions drawn in this paper align with the literatures’ support of derived benefits from UR experiences and its completion through articulation and communication (publication). Final remarks reiterate that critical thinking, complex problem-solving and communication (publication) skills and abilities demonstrate graduate agency and preparedness for meeting 21st century challenges.

This paper layers several pedagogical engagement-based teacher–learner models, highlights benefits of undergraduates’ completing the research process through communication (publication) and underscores the importance of cultivating 21st century graduate agency.

There is a dearth of human resource management (HRM) literature examining the generalizability of research employing undergraduate student participants. The purpose of this study is to conduct an experiment to compare the job applicant evaluations and hiring decisions of undergraduate student participants with those of working adults with hiring experience.

This study employed a between-person 2 × 2 × 4 experimental design: participant group (undergraduate students or working adults with hiring experience) × job gender-type (male typed or female typed) × job applicant (heterosexual female, lesbian female, heterosexual male or gay male). Participants read descriptions of a job and a job applicant and then evaluated the applicant.

The results supported a moderated mediation model where participant group moderated the interaction of applicant gender and job gender-type in predicting perceptions of competence, which in turn predicted perceptions of person-job fit, likeability and respect-worthiness, which then predicted hiring decisions. Undergraduate student participants, but not working adults with hiring experience, evaluated female applicants applying for a male-typed job in a manner consistent with gender stereotypes and were less likely to hire the female applicant than the male applicant.

To inform HRM practice, research must reflect real-world decision-making. The literature on the roles of gender stereotypes and bias in hiring, and other important HRM decisions, relies heavily on undergraduate student participants. Findings of this study suggest a need to further examine whether those studies can be generalized to working adults actually making those decisions.

The purpose of the article was to convey experiences with pioneering interdisciplinary sustainability research by involving undergraduate students. Experiences with initiating and conducting multiple research projects spanning engineering and sustainability are described, and recommendations for programs and faculty in other institutions of higher education that plan to implement or support similar endeavors are discussed.

The article and presented conclusions are based on three separate research projects, where specific examples as to how those projects were developed as well as challenges and rewards faced during the project are described.

It is concluded that faculty should not refrain from working with students from different backgrounds and disciplines. Bringing different backgrounds and perspectives to a project enables a big picture view of problems at hand and leads to better solutions that are more in line with the three pillars of sustainability, while at the same time providing valuable hands-on experience to undergraduate students.

By its very definition, sustainability is an interdisciplinary field and, thus, requires novel approaches for education and research compared to other settled fields of science. A viable way to increase the role of sustainability in higher education is to foster interdisciplinary research and teaching. The institutions role in promoting such efforts has been discussed together with example strategies that were found to be successful as well as those that were not. The article presents results of potential successes in projects where the traditional disciplinary bounds have been breached, and an interdisciplinary approach has been used to achieve project goals. The article also gives examples on what types of sustainability research can be conducted with undergraduate students.