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This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes.

The authors used a rich data set of administrative records for test scores, individual background and adult earnings of a cohort of agents, covering a period spanning the agents' upper-secondary education and their early years in the labor market.

The authors find that students with the highest SES obtained a 1.5 standard deviations higher score in the college admission test than students who had the same academic outcomes in the eighth grade test but belong to the lowest SES. Similarly, among students that obtained the same scores in the college admission test, those with the highest SES earned monthly wages 0.7 standard deviations higher than those with the lowest SES.

The findings highlight that family socioeconomic background continues to influence outcomes during individuals’ upper secondary education and early years in the labor market.

This paper aims to address research gaps with regard to the relationship between market orientation and marketing performance when small- and medium-sized enterprises (SMEs) are located within a service cluster. The three main objectives of this research are to determine the effect that the cluster can have on both the market orientation of clustered companies and their marketing performance and to furthermore evaluate the effect of the market orientation of companies in the cluster on their marketing performance.

This research used executive-level data that were obtained by carrying out a survey involving a unique dataset of 133 Colombian health-related businesses located in the city of Cali (Colombia) in 2014. A system of equations was modeled using SMART PLS. This analysis was complemented by a qualitative study that involved conducting in-depth interviews in six companies.

The results showed that, among the SMEs, membership in an urban services cluster did not significantly influence marketing performance or the implementation of marketing orientation practices. No differences were observed in internal managerial practices implemented between companies that were co-located and isolated. However, a higher level of competitor orientation was associated with greater marketing performance. Given the verified absence of moderating and mediating effects, our work provides a reasonable basis for proposing future research and practical recommendations.

While research has demonstrated the relationship between a company's market orientation and marketing performance, this type of analysis has not been carried out on service SMEs in geographic concentrations or clusters.

本文旨在處理涉及市場導向與營銷績效間的關係的研究缺口. 當中小型企業處於服務群集內, 市場導向與其營銷績效間存在相互關係；本文旨在處理涉及這關係的研究缺口. 本研究有以下的主要目標：（1）找出群集對群集公司的市場導向及其營銷績效兩者的影響；（2）繼而評估在群集內公司的市場導向對其營銷績效的影響.

本研究使用透過進行一項調查而取得的管理階層數據，而這調查涉及於2014年位於卡利市（哥倫比亞）133間與健康衛生有關的哥倫比亞企業的獨特資料集。一個方程式體系透過使用SmartPLS被模擬出來. 這分析有個補充輔助，就是一個涉及在六間公司內進行的深層訪談的質性研究.

研究結果顯示，就有關的中小型企業而言，擁有城市服務群集身份並沒顯著地影響營銷績效或市場導向慣常做法的施行。對處於同一地點的公司，抑或是隔離的公司，其內部施行的管理慣常做法並沒觀察到有所不同。但是，高水平的競爭者導向與更佳的營銷績效兩者是相關的。考慮到調節及仲介效果被證實不存在，我們的研究為日後研究及實際建議的提出提供合理的基礎.

從前的研究證實了公司的市場導向與營銷績效是相關的，唯這類研究分析從來沒有在地理集中或群集內的服務中小型企業上進行過.

Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

The purpose of this study was to explore how team members identify the social loafers on their teams and how they explain and manage social loafers’ behavior. The participants (n=49) in the study included members of student teams participating in a service project as a part of their coursework. We collected multiple sources of information: in-depth interviews, reflection journals, peer evaluations, and observations of team members interacting. Using attribution theory and status characteristics theory we describe how team members identify social loafer and explain the causes of their behavior. We also explore how those attributions affect team members’ interactions with the social loafers. The status of social loafers in the eyes of their teammates affects teammates’ willingness to accommodate or reject the social loafer. We identify strategies used by team members to manage the behavior of social loafers. We conclude with recommendations for practice and future research on social loafing.

Using interview data from cadets (program participants) in the Reserve Officers’ Training Corp (ROTC), I examined the beliefs cadets have about obedience. I scrutinize their ideas about followership and leadership, adding to the discussion on romance of and ethical followership and demonstrating how many cadets fall somewhere in the middle with their beliefs about the role of their leaders and whether they should question, obey, and/ or disobey unethical or illegal orders.

Previous literature suggests that exposure to trauma has both positive and negative impacts on leadership and leadership development, although there is a lack of empirical research. This exploratory study compared military leaders’ use of transformational leadership styles (TLS) before and after trauma exposure from the followers’ perspective. This study used a retrospective pretest design to survey veteran and active duty military personnel. Significant differences were found between pre- and post-trauma exposure TLS ratings, with a mean decline in the TLS after trauma exposure. The analysis of the open-ended questions indicated a reduction in the use of the TLS after trauma, but identified positive changes in some cases. There was no evidence that changes in the TLS were concentrated in any of the five styles.

Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for policy leaders is not readily available in academic literature. This article serves to address this gap by proposing a conceptual model of the policy leadership framework. The model expounds upon previous literature and identifies 16 areas vital to the policy process. Implications of the model relate to equipping leadership educators in the classroom and in the community with enhanced policy leadership research and curriculum.

“We live at a hinge time in history, a threshold time when societies and cultures are being recomposed. We are learning that the way life used to work—or the way we thought it should— doesn’t work any longer” (Parks, 2009, p. xv). This article is about learning, culture change, practice and leadership. Many wise minds have articulated the leadership mindset we need for the future, and what remains stubbornly elusive is how we get there. We believe the difficult challenge of developing a new mindset--a new view of the world--to address the complexity and dynamic nature of the 21^st century is of central importance to leadership education today. As Einstein famously conveyed, we cannot address the problems of today with the same mindset that created those problems. Our inquiry explores the following questions: “How do we develop the skills, capacities and consciousness necessary for bringing creativity, innovation and a new mindset to our most strategic and pressing organizational challenges? How do we practice our way into a new paradigm of leadership?” We invite you to join us in this inquiry into leadership

My study and practice of yoga have impacted my understanding of leadership and changed how I teach it. After providing an overview of the history of yoga, this paper discusses how yoga has informed and influenced my teaching of leadership. The concepts of knowing oneself, Kula, being present, and ethics are central to both yoga and leadership education. The paper also describes the health benefits of practicing yoga for leaders