This study empirically identifies which teacher-controlled (contextual) variables have the greatest impact on whether the student will have a great team experience or a miserable one. The results indicate that the clarity of instructions to the team, the longevity of the team experience, and self-selection of teammates all positively affect team experiences. The level of management education, the team size, and the percentage of the course grade associated with team performance did not differ across best and worst team experiences. Contrary to previous empirical findings and conventional wisdom, the use of peer evaluations was negatively associated with good team experiences. Further insights from the data and implications for the use of student teams are discussed.

The retention curve for knowledge acquired in a consumer behavior course is explored in a longitudinal study, tracking individual students from 8 to 101 weeks following course completion. Rasch measurement is used to link tests and to achieve intervally scaled measures of knowledge. The findings indicate that most of the knowledge gained in the course is lost within 2 years. Evidence is provided that knowledge acquired at a deep level of understanding is more likely to be retained than knowledge acquired at a surface level of understanding, and knowledge tested more than once during a course is more likely to be retained than knowledge tested only once. No significant differences in retention were observed related to material covered in a project. Implications are discussed.

In a study of 49 graduate and 172 undergraduate marketing project teams, the average of the individual abilities on the team was found to predict student team performance. Team size had little effect, and gender diversity had no effect on team performance. Among graduate teams, those with a moderate amount of nationality diversity outperformed teams with high or no nationality diversity. The implications of these and other findings for course administration and team assignment are discussed.

Many simulations, games, and other experiential exercises require participants to function in teams. The authors review the advantages and disadvantages of various methods of assigning participants to teams, including random assignment, self-selection, and facilitator assignment and then introduce and discuss computer-aided methods of team assignment. Guidelines are provided for how to choose an appropriate method of team assignment.

AORN conducted its 19th annual compensation survey for perioperative nurses in June and July of 2021. A multiple regression model was used to examine how several variables, including job title, education level, certification, experience, and geographic region, affect perioperative nurse compensation. Comparisons between the 2021 data and data from previous years are presented. The effects of other forms of compensation (eg, on‐call compensation, overtime, bonuses, shift differentials, benefits) on total compensation are also examined. Additional analyses explore the current state of the nursing shortage and the sources of job satisfaction and dissatisfaction.