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Academic and athletic identities are related to performance and wellbeing indicators in both the educational and sport domains, respectively. This paper presents a systematic literature review examining empirical research into the academic and athletic identities of student-athletes in dual (education and sport) careers. The 42 records identified in this review suggest that research on the academic and athletic identities of student-athletes has focused on the themes of: identity development, role conflict, career development and motivation, and student-athlete stereotypes. Future research directions are considered, including the need for mixed-methods and longitudinal assessments of academic and athletic identities to assess to dynamic nature of identity development, and to ascertain how these relate to future performance and wellbeing outcomes.

The ability to identify emerging leaders and to facilitate their leader development, is paramount for maintaining sound leadership within organizations, across time. However, research into the proximal antecedents of leader development remains in its infancy. The current longitudinal study sought to broaden current perspectives on the role of self‐attention in promoting leader development, namely growth in leader self‐efficacy and self‐reported emergence into leader roles. The leader development of a sample of 81 managers at an Indian IT company was tracked over three time periods, across approximately 12 months of employment. Random coefficient modeling was employed to model participants’ leader development as a function of their methods of self‐attention. As predicted, reflective self‐attention and ruminative self‐attention were shown to differentially relate to the leader development process. Obtained results have implications for identifying the most effective methods to assist individuals in leveraging their leadership potential.

Interest pertains to an individual’s psychological arousal toward a topic, which is thought to motivate effort allocation and attention. Interest in leadership has been identified as a potential antecedent of leader development; however, supporting empirical evidence has been hindered by the lack of a relevant scale to measure the construct. Study 1 outlines the development of the Interest in Leadership Scale (ILS) using Rasch scale development principles. Study 2 establishes the predictive validity of the ILS with self-rated leadership emergence and transformational leadership behaviors. This measure is likely to prove useful in the future measurement of and research into the topic of interest in leadership.

Background. Despite the growing popularity of transnational education, there is a dearth of quantitative research regarding how transnational students experience higher education.Aims. This comparative study sought to explore differences in educational experiences between transnational and onshore domestic students enrolled either at the Australian (domestic) or Singapore (transnational) campus of an Australian university. Sample andMethods. An online survey gathered responses from 199 domestic students and 313 transnational students.Results. Results indicated transnational students to be significantly lower than domestic students on social and academic integration, institutional commitment, and satisfaction. No group differences were found in persistence intentions. A series of regression analyses showed integration and commitment significantly predicted student persistence intentions, across both cohorts, beyond demographic and course characteristics.Conclusions. This study offers several recommendations for how universities can better foster integration and commitment in their transnational students, including better funding the development of student societies and providing realistic course previews and career advice to students upon entry into their courses. Further, universities are encouraged to reconsider their transnational staffing models to provide more opportunities for academic support and student consultation beyond the classroom.