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Postsecondary leadership experiences provide students opportunities to gain, enhance, and refine capacities useful in addressing the complex challenges of the world. Our exploratory, descriptive qualitative study examined the motivations of postsecondary students to engage in long-term curricular leadership education (CLE) programs. Interviews and focus groups from 29 participants identified expected outcomes, program characteristics, and social encouragement to be three primary motivators that interact to describe student engagement in CLE programs. This formed a basis for our initial conceptualization of curricular leadership education motivation of postsecondary students. Our findings serve as a foundation to explore postsecondary student motivation to enhance the practice and scholarship of leadership education. We offer a conceptual model illustrating our results as well as recommendations for practice and research.

Entrepreneurship education is rapidly growing, both in the number of schools offering programs and in the range of courses. But, survey data shows that entrepreneurship education is more likely to focus on how to evaluate business opportunities, write a business plan, present a proposal to investors, and conduct analytical exercises to determine value. The success of a venture begins with the entrepreneur, and as students become entrepreneurs, they will need to wear a variety of “hats” and serve as the primary finance, marketing, human resources, and operations person. High self-efficacy, emotional intelligence, and well-developed interpersonal skills have been shown to equate to a firmʼs success.These skills are rarely polished and perfected in the classroom. But, because they are so critical, more concentration on their development is needed in the entrepreneurship curriculum. This article presents the case and provides a model for developing “Use of Self” skills in the entrepreneurship classroom.

This study aims to explain the importance of human resources and attempts to identify the competencies required by the personnel involved in disaster management operations.

The research uses a qualitative methodology to explore the competencies required by the relief workers using a content analysis approach to analyze the disaster literature and the job advertisements. The data for the content analysis was developed with the help of 23 independent coders, and exploratory inferences were drawn.

A detailed review of the literature highlighted the importance of competent personnel in disaster relief organizations. The analysis listed 34 mutually exclusive competencies and their relative importance, which were further divided into four competency clusters. The study also creates a competency dictionary that defines the competencies with the expected behaviors.

Deploying the right resources in the acute time frame during a disaster event can make a difference, and with lives at stake, such deployment acquires prime importance. In addition to contributing to humanitarian logistics literature, the competency model developed will also help forecast the future requirements and help the organization choose “the right person for the right job.”

The inferences drawn in the study are based on disaster management areas, unlike earlier research which also considered business logistics research.

The objective of this research was to test the effect of information and communication technology (ICT) resources, library facilities, teacher lecturing skills and physical classroom environment on student satisfaction and university image. This paper also sought to contribute to the existing body of knowledge by confirming the role of student satisfaction as a mediator among the stated factors and university image.

Data were collected from 314 students at higher education institutions (HEIs) in the United Arab Emirates (UAE) using a survey instrument. Throughout the data analysis stage, the partial least squares structural equation modeling (PLS-SEM) was employed in order to validate the research instrument and test the hypotheses.

The findings verified that teacher lecturing skills and ICT resources have a positive effect on both student satisfaction and university image. Moreover, the study revealed that the library facilities and physical classroom environment positively affect both student satisfaction and university image. Lastly, the analysis showed that student satisfaction mediates the link between the stated factors and university image.

This paper adds to the published literature by investigating the direct and indirect effects of teacher lecturing skills, ICT resources, physical classroom environment and library facilities on university image via student satisfaction at HEIs in the UAE. This study is the first to integrate all of these factors into a single research model.