a composite variable that captures an employee's links to people and the organization, perceived job fit, and the sacrifices inherent in job change, has become an increasingly popular variable in turnover research. Analyses of survey data from a national sample of 143 retail pharmacists indicated a significant negative relationship between participants' job embeddedness and their intentions to leave. Job embeddedness was also found to be positively related to perceived organizational support and job satisfaction; regression analyses found that it accounted for significant variance in intentions to leave beyond that explained by these 2 established turnover antecedents. Results also suggest that organizations' proactive efforts to increase job embeddedness mitigated pharmacists' intentions to leave. Implications for health care managers and pharmacist employers are discussed.

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Academic burnout is a prevalent issue that has debilitating effects on students and refers to the phenomena of long-term fatigue and loss of interest in schoolwork, and is characterized by a student’s lack of engagement, dulled emotions, and feelings of helplessness. This survey-based study examined the predictive ability of two popular constructs in organizational psychology research, core self-evaluations, and perceived organizational support, to explain students’ academic burnout. Extending the Job Demands-Resources model and Conservation of Resources theory to the university context, the study investigated whether core self-evaluations and perceived organizational support would similarly predict burnout for 199 undergraduate students in a university setting as they do employees in work settings. Confirmatory factor analysis was employed to assess the factor structure of the variables, and moderated multiple regression was employed to test the hypotheses. Results indicated that that core self-evaluations and perceived organizational support were individually strong predictors of burnout, and that perceived organizational support had a small moderating effect on the core self-evaluations-burnout relationship. Implications and potential applications of these results are discussed as a means to mitigate the negative effects of academic burnout experienced by so many college students.

I am delighted to usher in my second year as Editor-in-Chief having witnessed a substantial increase in both the quality and quantity of articles submitted for review. While the European Management Journal (EMJ) is well established as the leading voice of management scholarship in Europe, and growing globally according to current metrics, we continue to strive for excellence and our goal of joining the handful of top multidisciplinary management journals.In this pursuit, I am lucky to have on my side a team of Associate Editors who are all recognized and rising scholars in their respective fields. And it is for them that, in this Editorial, I make way so that they can express their views and engage directly in a dialogue with prospective authors and readers. In the following sections, EMJ's Associate Editors reflect on their respective areas and outline their visions for the journal's development; consider problems, pitfalls and opportunities; seek to inspire; provide guidance; highlight trending and innovative topics; and offer good advice on the quality standards required from authors wishing to publish with EMJ.Needless to say, as I am close to my colleagues, I know and share their ideas and concerns. As for my own specific views, I point to my Editorial (Kastanakis, 2018).Readers will, without doubt, enjoy reading Sarah Robinson's big but important questions aimed at creating better future workplaces; Yannis Tsalavoutas's practical guidelines on pushing the boundaries in accounting and finance research; Mario Fernando's call for understanding what it means to be human; Claudia Jonczyk's encouragement to build bridges among disciplines and find ways of imagining the world; Uriel Stettner's invitation to explore risky, less travelled territories; Ioannis Thanos's reflections on strategy, emerging global themes, research design issues and reasons for rejections; Barak Aharonson's insightful exploration of unknown territories in entrepreneurship research; Kristina Potočnik's views on emerging areas in HRM, methods and the types of papers to submit; Haina Zhang's outlook on an interdisciplinary theoretical lens for current international management themes; Antonia Erz and Sylvia von Wallpach's analysis of the trends currently reshaping the landscape of marketing; Andreas Diedrich's overview of management and organization studies and commentary on safely analysing qualitative data to generate accurate and useful theories; Chris Leupold's views on profound issues facing organizations around the world today and encouragement for better studies that generate practically significant insights; and, finally, Liz Breen's ideas on thought provoking and impactful supply chain and operations's research.Reading through these fascinating contributions, I can't but think that we, scholars, often stand at the start of diverging roads leading to the unknown -in terms of choosing topics, going through ideas, evaluating new concepts, utilizing methods and interpretation approaches. Following the comments of my AEs, I encourage our p...

Undergraduate institutions today are increasingly looking to adopt high impact practices (HIP) as a means to provide optimal learning experiences for their students. Study abroad courses are a particularly popular HIP offerings for students, as they provide opportunities to not only experience new cultures around the world but also to gain insights into their own cultural identities. However, because of the many demands placed on Division I collegiate student-athletes, they unfortunately are often not able to engage in such a global experience. This case study describes a credit-bearing, short-term study abroad course that not only taught Division I volleyball student-athletes about theories of culture and how to analyze culture at the individual, team, and national levels; but infused a variety of experiential activities and other elements characteristic of effective HIPs. As a means to make the course more personally relevant and meaningful to these students, special attention was given to present topics in a context specific to a collegiate athletic team. These student-athletes were introduced to a host of relevant validated models and theories of culture, and engaged in a number of individual assessments to gain insights into their cultural identities and their influences, as well as in formal assessments of as their team’s dynamics and overall effectiveness. In addition, the course included team-based activities and workshops that addressed the team’s weakest areas related to performance. identified areas in need of improvement. All of these activities were  aligned with a 10-day travel experience to Italy. Overall, this case study is an example of how an innovative course can be created to not only provide a study abroad opportunity for student-athletes, but also be tailored to address individual players’ and team needs and create a positive and lasing experience for all involved.