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The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education. Drawing from Mezirow’s (1997) notion of transformative learning and Bass’s (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.

Challenging, novel, and educational experiences are critical contributors to effective leader and follower development, in part, because such developmental experiences enable people to reconceptualize their perceptions about the traits and characteristics of effective leaders, or their implicit leadership theory (ILT). To understand how ILTs develop throughout developmental experiences, we examine the ILTs of 276 undergraduate students at the beginning and end of their first year of college. Using an open-ended ILT response format, a unique ILT trait of integrity emerged along with the dominant ILT traits of sensitivity, charisma, and dedication identified in previous literature. Overcoming limitations of the factor-based ILT approach, we investigate the development of ILT constellations, allowing a holistic picture of ILTs and how they throughout a developmental experience. Based on cluster analyses, four constellations of ILT themes emerged. Participants shifted to different ILT constellations after a year in college, moving from a non-descript, varied constellation toward constellations with clearly defined, dominant themes. Exploratory analysis revealed that completion of leadership coursework partially explains the shift towards more descript ILT constellations. Results have implications for new methods of future research using the ILTs constellation perspective and the practice of undergraduate leadership education in facilitating leader development among college students.

This study examines innovation configurations (i.e. sets of product/service, social and business model innovations) and configuration linkages (i.e. factors that help to combine innovations) across six organizations as contingent upon organizational structure.

Using semi-structured interviews and available public information, qualitative data were collected and examined using content analysis to characterize innovation configurations and linkages in three local/private organizations and three foreign-led/public-private partnerships in Repiblik Ayiti (Haiti).

Organizations tend to combine product/service, social, and business model innovations simultaneously in locally founded private organizations and sequentially in foreign-based public-private partnerships. Linkages for simultaneous combination include limited external support, determined autonomy and shifting from a “beneficiary mindset,” and financial need identification. Sequential combination linkages include social need identification, community connections and flexibility.

The generalizability of our findings for this qualitative study is subject to additional quantitative studies to empirically test the suggested factors and to examine other health care organizations and countries.

Locally led private organizations in low- and middle-income settings may benefit from considering how their innovations are in service to one another as they may have limited resources. Foreign based public-private partnerships may benefit from pacing their efforts alongside a broader set of stakeholders and ecosystem partners.

This study is the first, to our knowledge, to examine how organizations combine sets of innovations, i.e. innovation configurations, in a healthcare setting and the first of any setting to examine innovation configuration linkages.

The purpose of this article is to provide a description as well as examples related to Essential 3 in the Second Edition of the NAPDS Nine Essentials.

Purpose – The purpose of this paper is to examine the causational effect of both internal and external motivation with learning outcomes at a peripheral university in the province of Aceh. It also aims to evaluate which of the two factors possess stronger impact on the other across different genders.

Design/Methodology/Approach – The model of research utilizes quantitative approach. Using the questionnaires as data gathering methodology, it is designed to understand aspects of both internal and external motivation which influences the results. Correlational information was then derived from the data using SPSS software. Then, data were elaborated for more detail and ease of reading for readers.

Findings – The results obtained from this research showed that there was no relationship between both internal and external motivation with students grades. Claiming to have relatively high motivation, still students failed to attain good grades. Observed individually, no apparent relationship was visible from each aspect. The finding also suggested that there was no difference impact was visible across different gender. Both genders, male and female, in this university did not show any significant correlation between motivation and grades.

Research Limitations/Implications – Unlike many findings on similar studies, the research found out that motivation cannot be utilized as predictor to predict grades in the peripheral university. New approaches should be developed to find out working predictors for students grades.

Practical Implications – To understand influencing aspects for students’ grades attainment, more and or other variables should be utilized. Both internal and external motivation factors failed to predict students’ grades.

Originality/Value – Research on students learning motivation specifically at peripheral university was much been studied.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

This paper aims to investigate the relationship between general attitude toward advertising and consumers' purchase intention. The relationship between cognitive attitude, intrusiveness attitude, evaluative judgments, affective response and general attitude toward ad was examined. Furthermore, reliability as a moderator in the relationship between cognitive attitude, intrusiveness attitude, evaluative judgments, and affective response and the general attitude toward ad were studied.

Data from women consumers who subscribe to fashion magazines in India were collected and analyzed using a structured survey instrument. Women were selected because the products were related to women, including facial and body-care products, women sportswear, shampoos, lipstick, handbags, etc. Unit of analysis in this research is “observations,” and in all, 400 data points were analyzed, and to test hypothesized relationships, hierarchical regression and logistic regression were employed.

A conceptual model is developed and tested where (1) cognitive attitude toward ad, intrusiveness, evaluative judgments and affective responses are related to general attitude toward ad, and (2) general attitude toward ad is related to purchase intention. The hierarchical regression results show that (1) reliability moderates the relationship between cognitive attitude, intrusiveness, affective responses and general attitude toward ad. The logistic regression results support the positive relationship between general attitude toward ad and purchase intention.

Since the present research is based on self-report measures, the limitations of social desirability bias and common method bias are inherent. Second, this research focuses only on women consumers and products purchased by women. The research has implications for literature on advertising, especially women-related products.

This study contributes to practicing managers who are interested in promoting the women-related products. This study highlights the importance of general attitude toward ad as a precursor for consumers purchase intention. The study provides justification for enormous amounts of money invested in fashion advertising because of their effects on consumer behavior.

This study provides new insights about the effects reliability on general attitude toward ad and consumers' purchase intention. The conceptual model developed in this study adds novelty by considering reliability as a moderator, in addition to the direct relationships which have been studied by earlier researchers.

The purpose of this paper is to examine the psychological influence that the presence of music has on consumers’ evaluations of the service environment. Specifically, it investigates how emotion regulation processes and the impact of emotions/mood are linked to consumers’ evaluation of service and product quality.

An exploratory study was conducted using industry professionals in order to garner insight about the value of music and its benefits in the service environment. A field experiment was then conducted to test hypotheses.

Industry professionals offer implicit theories about the value of music. Specifically, they propose that music can be used to help customers regulate emotions and improve mood, enhance the customer experience and help in attracting new consumer segments. Results from the field experiment found that those exposed to music were likely to improve mood, express more favorable evaluations of the service and product quality of the establishment, as well as exhibit stronger intentions to continue to patronize the establishment.

Using live music in the service environment can be beneficial to organizations by improving customers’ emotional/psychological status as well as their evaluation of the consumption experience.

This research contributes to the existing literature by demonstrating how emotion regulation processes and the impact of emotions/mood are linked to consumers’ evaluation of service and product quality. Also, support for mood congruency judgment is found. Participants in the field study who had been exposed to music indicated that they made efforts to improve their mood and subsequently had more favorable judgments of service and product quality.