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The aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of doctoral-level students.

Eight valid and reliable pre-and post-assessment inventories were administered prior to the first week of class and following the completion of the doctoral-level class. The test scores were measured for improvement and for differences between various demographic groups.

The results suggest significant improvement on almost every mindfulness subscale with approximately 5–22% of the variance in subscale scores attributed to participation. Doctoral students over 40 indicated more score improvement than students under 40, and doctoral students of color indicated more significant score increases than White students.

The research involves doctoral-level students which limits generalizability to other levels of education. Based on the findings, scaling analysis should be conducted on other types of students for generalization purposes.

Institutions looking to incorporate wellness practices into curriculum can embed these types of practices into their course design.

Faculty can become more intentional in how they engage students in mindful compassion skills within their academic programs.

The paper adds a quantitative study into the literature surrounding efficacy of wellness practices in structured curriculum. Institutions looking to provide more resources to students to improve their wellness may find the model useful on their campuses, particularly for students over 40 and students of color.

Building on the concept of “impact literacy” established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights into sector practice. More specifically, we focus on three additions needed in response to the sector-wide growth of impact: (1) differential levels of impact literacy; (2) institutional impact literacy and environment for impact; and (3) issues of ethics and values in research impact. This paper invites the sector to consider the relevance of all dimensions in establishing, maintaining and strengthening impact within the research landscape. We explore implications for individual professional development, institutional capacity building and ethical collaboration to maximise societal benefit.

The purposes of this research are to study the theory and method of multi-attribute index system design and establish a set of systematic, standardized, scientific index systems for the design optimization and inspection process. The research may form the basis for a rational, comprehensive evaluation and provide the most effective way of improving the quality of management decision-making. It is of practical significance to improve the rationality and reliability of the index system and provide standardized, scientific reference standards and theoretical guidance for the design and construction of the index system.

Using modern methods such as complex networks and machine learning, a system for the quality diagnosis of index data and the classification and stratification of index systems is designed. This guarantees the quality of the index data, realizes the scientific classification and stratification of the index system, reduces the subjectivity and randomness of the design of the index system, enhances its objectivity and rationality and lays a solid foundation for the optimal design of the index system.

Based on the ideas of statistics, system theory, machine learning and data mining, the focus in the present research is on “data quality diagnosis” and “index classification and stratification” and clarifying the classification standards and data quality characteristics of index data; a data-quality diagnosis system of “data review – data cleaning – data conversion – data inspection” is established. Using a decision tree, explanatory structural model, cluster analysis, K-means clustering and other methods, classification and hierarchical method system of indicators is designed to reduce the redundancy of indicator data and improve the quality of the data used. Finally, the scientific and standardized classification and hierarchical design of the index system can be realized.

The innovative contributions and research value of the paper are reflected in three aspects. First, a method system for index data quality diagnosis is designed, and multi-source data fusion technology is adopted to ensure the quality of multi-source, heterogeneous and mixed-frequency data of the index system. The second is to design a systematic quality-inspection process for missing data based on the systematic thinking of the whole and the individual. Aiming at the accuracy, reliability, and feasibility of the patched data, a quality-inspection method of patched data based on inversion thought and a unified representation method of data fusion based on a tensor model are proposed. The third is to use the modern method of unsupervised learning to classify and stratify the index system, which reduces the subjectivity and randomness of the design of the index system and enhances its objectivity and rationality.

The purpose of this paper is to establish the mediating role of students’ engagement to their classes, for the conventional relationship between teachers’ efforts and students’ development, for a better understanding of the instruction-based classroom learning.

The investigation is made using a mult-istage-stratified-systematic sample of 500 students from business and engineering schools with an almost equal representation of both the genders and the type of schools’ ownership. A structural equation modeling is used for this mediation analysis.

The mediating role of students’ engagement is identically established both for business and engineering schools and for both genders. However, in public sector universities, this mediation is insignificant.

The investigation is limited only to business and engineering schools, and this limitation may conceal some factor(s) more important for other schools. Further, the investigation is reading data from Lahore, a metropolitan, which may hide some factor(s) some appropriate for smaller cities.

The data are gathered, analyzed and discussed through the lens of the socio-cultural theory, allowing for a comprehensive understanding to emerge for students’ engagement to their classes.

The purpose of this paper is to identify the influence of homophily and social identity in eWOM adoption and influence on music consumption in streaming platforms. The study also proposes a framework for eWOM influence on product consumption.

Data were collected through an electronic questionnaire with a total of 524 valid responses. A partial least square methodology was used to approach the data analysis.

The findings indicate that both homophily and social identity have an influence on eWOM effect. Additionally, homophily shows influence on social identity being an important value to the total influence. It is also confirmed how eWOM has direct influence on music consumption.

Social information of consumers becomes more relevant than ever, as the results contribute to highlight its importance as a message adoption influencer and product consumption driver.

This study contributes to social communication theory by identifying homophily and social identity as valuable assets during eWOM generation. The research brings a new angle to social identity theory in the social network environment and influences eWOM adoption in music streaming consumption.

El propósito de este estudio es identificar la influencia de la homofilia y la identidad social en la adopción de eWOM y su influencia en el consumo de música en plataformas de streaming. El estudio también propone un marco para la influencia de la eWOM en el consumo de productos.

Los datos se recopilaron a través de un cuestionario electrónico con un total de 524 respuestas válidas. Se utilizó una metodología de Mínimos Cuadrados Parciales para abordar el análisis de datos.

Los hallazgos indican que tanto la homofilia como la identidad social tienen una influencia en el efecto de la eWOM. Además, la homofilia muestra influencia en la identidad social siendo un valor importante para la influencia total. También se confirma cómo la eWOM tiene influencia directa en el consumo de música.

Este estudio contribuye a la teoría de la comunicación social identificando la homofilia y la identidad social como activos valiosos durante la generación de eWOM. La investigación aporta un nuevo enfoque a la teoría de la identidad social en el entorno de las redes sociales e influye en la adopción de eWOM en el consumo de música en streaming.

La información social de los consumidores se vuelve más relevante que nunca, ya que los resultados contribuyen a resaltar su importancia como influenciador en la adopción de mensajes y como impulsor del consumo de productos.

本文旨在确定同质性和社会认同对电子口碑在音乐流媒体平台上的采纳的影响。研究还提出了一个关于eWOM对产品消费影响的框架。

通过电子问卷收集了524份有效回复, 并采用了偏最小二乘法对数据进行分析。

研究结果显示, 同质性和社会认同对eWOM效果产生影响。此外, 同质性对社会认同产生影响, 对总体影响具有重要价值。另外, 研究还确认了eWOM对音乐消费的直接影响。

本研究通过确认同质性和社会认同在eWOM生成过程中的重要价值, 为社交传播理论做出了重要贡献。研究为社交网络环境下的社会认同理论提供了新的视角,并对音乐流媒体消费中的eWOM采纳产生了影响。

在当前社会环境下, 消费者的社会信息比以往任何时候都更加重要。本研究的结果有助于凸显社会信息在信息采纳和产品消费方面的重要性, 进一步强调了其作为影响因素和驱动力的重要性。

The authors measure the cost of equity to earnings yield differential for a sample of 2,035 non-financial firms. In a series of Logit and Tobit regressions, the authors examine if the cost of equity to earnings yield differential is related to dividend policy in the manner predicted by agency theory.

Agency theory says a firm's optimal dividend policy is partially determined by the relationship between the earnings yield and the cost of equity capital. When the cost of equity is higher (lower) than the earnings yield, firms are motivated to (not) pay dividends as this reduces the cost of capital and holding other things constant, increases corporate valuations. The authors test whether managers set dividend policies to maximize the value of the firm.

The study’s findings show that when the cost of equity is higher (lower) than earnings yield, firms are more (less) likely to be dividend payers and the payouts are higher (lower). The results are robust to the inclusion of share repurchases as an alternative to cash distributions. The study’s findings support the cost of equity hypothesis and are consistent with alternative dividend theories.

The study’s findings support the cost of equity hypothesis and are consistent with alternative dividend theories. To the authors’ knowledge, this is the first paper testing the cost of equity hypothesis.

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.