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The purpose of this paper is to explore the impact of recruiter gender and profit margin on the duration of the hiring process in professional services firms (PSFs).

In evaluating over 500 recruiting transactions in a PSF, a factorial ANOVA was performed to determine if there is a significant interaction between recruiter gender and profit margin on days it take to fill an open position.

The results suggest a significant interaction exists between the recruiter gender and profit margin variables in effect on days that it takes to fill an open position. At lower job position profit margins, female recruiters were found to outperform their male counterparts. Conversely, at higher job position profit margins, male recruiters appear to outperform female recruiters.

This research is focused on the duration of the recruiting process and does not address the quality of candidate selection. An evaluation of the quality of candidate selection contrasted with the time it takes to hire should be an essential consideration for future research.

If job vacancies remain vacant at client firms for an extended period, this could adversely impact the financial and reputational health of small PSFs. By focusing on key variables that impact the recruiting timeline, management may be able to consider interventions that would improve both the recruiting process and firm’s financial health.

This study provides a unique contribution by focusing on the recruiting timeline, recruiter gender, profit margin, and the resulting ability of a PSF to proactively manage its revenue.

This paper aims to identify the extent to which dimensions of trust are reflected in the functional description of the role of a project manager as outlined in the Project Management Body of Knowledge (PMBOK).

The literature is used to identify trust dimensions that have the potential to impact on the conduct of a project. These are then assembled into a theoretical framework, which is then used to drive a thematic analysis of the project manager's role as described in PMBOK. Similarities are confirmed, and absences identified and explained in the context of the literature.

The fourth edition of PMBOK is the first to make overt reference to the concept of trust. Detailed analysis of the text reveals that although certain trust dimensions are recognised they are dealt with in general terms, as desirable characteristics within the project environment rather than specific facilitators or actions in relation to the conduct of project.

PMBOK is the most widely recognised standard for the conduct of project management, and as such has achieved wide acceptance as defining the project manager's role. It recognises trust as playing a part in the successful management of projects. However, fostering trust is central to the art of project management, and requires greater consideration than indicated by PMBOK.

This is the first critical analysis of PMBOK in relation to trust.

Students’ generative AI (GAI) skills were assessed through a graded task comparing AI-generated responses with textbook content, fostering critical analysis and ethical considerations. Despite challenges such as defining ethical AI use and the lack of a formal policy, 87% of students passed the GAI assignment component. Future plans include enhancing student performance, addressing GAI use concerns, and ongoing discussions on ethical GAI use to support academic and professional success.

It is becoming increasingly important for leaders to recognize and develop the skills needed to interact with diverse others (Karim, 2003). To this end, several leadership programs in American colleges and universities offer courses that explore the practice of multicultural leadership (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006); our institution’s leadership program is no different in its goals of preparing culturally competent leaders. The multicultural leadership course in the Staley School of Leadership Studies at Kansas State University has two learning outcomes: “Understand the impact of cultural identity (Note that this manuscript uses the terms social identity and cultural identity interchangeably, which is common practice (Wren, 2002), life experiences, and world views on leadership relationships as it relates to privilege and inclusion,” and, “Practice inclusive leadership through advocacy for social change.” Such goals are desirable, but also lofty – how can we know if our course has had any effect on student learning toward these objectives?

Theory-informed assessment of the effects of multicultural leadership courses can meet many pedagogical needs while answering the demands of multiple stakeholders (Fink, 2006; Wholey, Hatry, & Newcomer, 2004). Knowing what changes occur in students’ attitudes or behaviors during a multicultural leadership course would permit faculty, staff, and other practitioners to evaluate whether the experience may be able to meet desired learning goals. Future courses could be recalibrated to address deficiencies or strengthen successes. Assessment data also facilitates the sharing of the course’s effects to administrators, prospective students, parents, or donors in efforts to communicate the value of intentional, curricular student leadership development.

Beyond these larger-scale needs for assessment, we have an interest in knowing to what degree the course contributes to our students’ engagement and leadership development. Assessment can help us to identify what students are learning as a result of the course. Further, we hope that sharing our assessment structure, analysis, and results can help other leadership educators strengthen a culture of assessment in their own programs, particularly concerning multicultural leadership development.

To determine if we are making progress in meeting our learning outcomes, we developed an assessment tool to determine students’ change over the course of the term across two theoretical constructs: diversity attitudes, which encapsulates the first learning goal of recognizing linkages between worldview and leadership (Bennett, 2004; Karim, 2003; Komives, Longerbeam, Owen, Mainella, & Osteen, 2006); and changes in leadership behaviors and attitudes, which speaks to the second learning goal of catalyzing social change-based leadership (Komives, Wagner, & Associates, 2009).

We use a pre-test / post-test design to compare students’ reported values at the beginning of the semester to their values upon completion of the class (Fink, 2006). By comparing pre-test and post-test responses to questions from the assessment instrument, we demonstrate in what ways our course might influence student leadership development and multicultural competence, as well as areas we might wish to consider fortifying in future iterations of the course to better meet learning objectives. We then reflect on the effect the results will have on learning outcomes, curricular development, and the instrument itself, illustrating the cyclical relationship between theory, practice, and assessment in multicultural leadership education.

We have two aims here. Our first is to articulate what gains may be made by students who engage in our course to determine what exactly is gained by students who participate in such experiences. We believe such courses have educational value, but needed to find a way to articulate our course’s success in helping students meet our stated learning objectives. Our second aim is to illustrate both the necessity, rewards, and limitations of engaging in critical engagement with the assessment-practice cycle (Maki, 2002). Here, we reflect on what changes we or others could make to our course to better achieve our desired goals, as well as how we might continue to strengthen our assessment efforts. We hope that our analysis here provides some starting points to assess multicultural leadership programs’ efficacy in meeting student learning outcomes.

Contemporary trends in leadership education emphasize paradigms of learning and educational practices associated with developing responsible citizens, furthering higher education’s civic mission. Yet, few introductory leadership courses include an explicit civic component (Johnson & Woodard, 2014). Service-learning is a high-impact practice designed to link the classroom and community in meaningful ways (Kuh, 2008). This application brief illustrates how Kansas State University faculty, students, and community partners engaged in a semester-long service-learning experience for the purpose of exercising leadership to make progress on the social issue of food insecurity. We describe how service-learning can be a catalyst to explore and engage the learning nexus of social challenges, leadership, and civic engagement in an introductory leadership course.

Brand equity has been highlighted as a crucial element in differentiating products and achieving competitive advantage. Recent studies reflect the gradual rise in interest in the importance of building brand equity linked to the store. However, empirical evidence about the antecedents of store brand equity is still scarce, particularly on the retailer’s corporate social responsibility behavior. This chapter aims to analyze the influence of the retailer’s commitment to sustainable development (RCSD) and the credibility of the retailer’s communications on the overall store brand equity. Focusing on two samples of hypermarket customers in France and Spain, the findings provide evidence on the importance of the RCSD regarding employees, society, and environment, as well as the effectiveness of credible communications to generate store brand equity. Results are consistent for France and Spain.

In this chapter we share some lessons we have learnt through doing research with – rather than on – people experiencing a range of mental health problems.

Our work has taken place within social, cultural, economic, and political contexts which create several problems or challenges. Through an extended dialogue, we explore how we have critically responded to each of these challenges across three phases of our projects: accessing and witnessing experiences of mental illness; understanding experiences of mental illness; and communicating mental health research.

Our aim is to stimulate creative responses to the question of how to do and disseminate research that is most likely to be helpful to people experiencing mental health problems.

The successful launch this year of a Scottish company producing post coated aluminium sheeting, flashings and cladding accessories, has been achieved with the specification of Macpherson Industrial Coatings' technically advanced systems.