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This article summarizes the results of an outcome assessment pilot study which measured the learning outcomes of an MBA program utilizing the learning skills profile (LSP). The LSP measures 12 learning skills important in business and management education. The results indicate that the MBA program studied does increase the learning skills of its participants compared to entering student scores and a control group. Seven of the 12 skills showed statistically significant increases. The implication being that an MBA program does add value to students that is not necessarily obtained through work experience alone.

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing multilingualism. This chapter examines international students’ perceptions of their third language (L3) learning experience in their second language (L2) English context. Challenges and strategies of L3 learning are explored as data from a survey and interviews were analyzed. Twenty-eight (n = 28) international students were asked to answer Likert-scale and ­open-­ended questions regarding their L3 learning experience. Select ­participants were also interviewed. The quantitative and qualitative results show that learning an L3 not only offered international students an opportunity to strengthen their understanding of the relationship between language and culture, but also allowed them to position themselves as multilinguals within the globalized world context. Furthermore, the data reveal that technology is an integral part of international students’ L3 learning process, but that additional support is needed. This chapter also discusses ideas including technology-e­nhanced language learning to assist international students in their L3 learning experience in higher education.

This article presents and discusses results of a research project on the personal and career benefits of the MBA. These results suggest women value the experience of doing the course and that this gives them greater “intrinsic” benefits of enhanced confidence and self‐worth. Men gain greater “extrinsic” benefits of enhanced pay and status, and place a greater emphasis on the credential value of the MBA. However, the MBA has less of a transforming effect on how they see themselves and their organisations.

This article aims to report the findings of a study of the effect of a women's Master of Business Administration (MBA) programme in Finland called the femaleMBA on the development of women's management competencies. The gendered nature of the competency development was also analyzed.

A qualitative interview study was conducted with 20 women who completed the programme. Content analysis was used to analyze the data.

In addition to improving the women's business competencies and their mastery of management language, the programme contributed to the creation of a clearer managerial identity, greater assertiveness, and increased credibility in a managerial role. The development of management competencies was shown to be gendered in varying ways. An all-women learning environment was experienced as a safe and supportive social context for development.

Only a specifically women's MBA was studied. The topic should also be studied in a mixed MBA group.

MBAs should pay systematic attention to the informal and social learning context. A combination of “masculinity” and “femininity” might be worth taking into consideration when all-women management development programmes are planned and conducted. This study suggests that an all-women group in an MBA has the potential to challenge and even transform participants' ideas and assumptions about the dominance of masculinity in management and to increase their understanding of the importance of femininity in management.

A gender angle on research into management development and particularly MBAs is very rare. This study shed light on the topic by showing that competency development in MBAs is not, as is often assumed, gender neutral but gendered.

Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development.

As a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development.

This paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research.

Linguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper.

The paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students.

Second language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.

The purpose of this study is to extend the research of Michael, Schwartz, and Balraj pertaining to presidential effectiveness. Faculty senate chairpersons, academic deans, senior‐level institutional officers, and student leaders were surveyed in order to ascertain whether there was a relationship between stakeholders' perceptions and whether the findings support the original study conducted by Michael et al.

A descriptive, survey research methodology was utilized to survey 36 institutions of higher learning in the state of Ohio. Each participant was requested to complete a two‐page survey that included questions related to indicators of presidential effectiveness, factors associated with the president's role at their respective institution, and ways of improving presidential effectiveness. Analysis of the data included a descriptive analysis of means and standard deviations; Spearman rho coefficient to obtain correlations of ranked data; and an Analysis of Variance to identify differences among each independent variable.

Analysis of the data showed that participants agreed that all of the indicators of effectiveness were important. Additionally, stakeholders and trustees agree more than they disagree on the indicators of effectiveness and the role of a president.

The implications of this research suggest that an assessment of the president should include institutional stakeholders in the process coupled with a detailed assessment of the institution. Strong oversight by the governing board is important to ensure integrity of the process, respect for individuals and the office of the president, and support for the professional development of a president.

This study extended the research of Michael et al. pertaining to presidential effectiveness.

Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually re-consider where within their cone-of-learning, they choose to position their learning approaches. Two forms of blended learning are also distinguished. The paper aims to discuss these issues.

Undergraduate law, business, IT, and creative arts student perceptions are structural equation modelled (SEM) into traditional, blended-enabled, blended-enhanced, and flexible learning systems.

Within the SEM derived learning cone-of-learning continuum, a migration from traditional learning systems towards blended and flexible learning systems typically offers higher-net levels of undergraduate student learning experiences and outcomes.

The authors do not capture learning system feedback loops, but the cone-of-learning approaches can position against chosen competitors. The authors recognise benchmark, positioning, and transferability differences may exist between different tertiary institutions; different learning areas; and different countries of operation. Cone-of-learning studies can expand to capture student perceptions of their value acquisitions, overall satisfaction, plus trust, and loyalty considerations.

The cone-of-learning shows shifts towards flexibility as generating higher student learning experiences, higher student learning outcomes, and as flexible technologies mature this demands higher student inputs. These interactive experiential systems approaches can readily incorporate new technologies, gamifications, and engagements which are testable for additional student deep-learning contributions. Experiential deep-learning systems also have wide industrial applications.

Understanding the continuum of transitioning between and across deeper-learning systems offers general social benefit.

Learning system studies remain complex, variable systems, dependent on instructors, students, and their shared experiential engagements environments. This cone-of-learning continuum approach is useful for educators, business, and societal life-long learners who seek to gauge learning and outcomes.