A closer merging of the literature on emotions with the research on leadership may prove advantageous to both fields. Leadership researchers will benefit by incorporating the research on emotional labor, emotional regulation, and happiness. Emotions researchers will be able to more fully consider how leadership demands influence emotional processes. In particular, researchers can better understand how the workplace context and leadership demands influence affective events. The leadership literature on charisma, transformational leadership, leader-member exchange, and other theories have the potential to shed light on how rhetorical techniques and other leadership techniques influence emotional labor, emotional contagion, moods, and overall morale. Conversely, the literature on emotional labor and emotional contagion stands to provide insights into what makes leaders charismatic, transformational, or capable of developing high quality leader–follower relationships. This review examines emotions and leadership at five levels: within person, between persons, interpersonal, groups and teams, and organizational wide and integrates research on emotions, emotional contagion, and leadership to identify opportunities for future research for both emotions researchers and leadership researchers.

Providing high levels of service quality to customers has become a necessity for companies to remain competitive in the marketplace. This paper reports the findings from a case study of a language school agency. As a “communication channel intermediary”, the case study firm provides a high quality service to customers located upstream (Spanish immersion schools), as well as downstream (students) in its supply chain. The key determinant of service quality that both of these groups use in evaluating customer service is the communication of accurate and timely information. Service quality provided to student customers is primarily facilitated through the use of the Internet, while Spanish immersion school customers rely on telephone communication, e‐mail, and in‐person visits. Implications for this dual‐direction customer focus and the use of the Internet in the service transaction are presented.

The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade-offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade-offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms.

This project has been part of our lives for a long time. It began in 2011 when all the editors were working at the Michigan State University (MSU) Writing Center, Trixie Smith as the director and the rest of us as graduate students. Every day we found ourselves grappling with issues and ideas connected to graduate writers through our work at the writing center: working one-to-one with graduate writers, facilitating graduate writing groups, and offering workshops for graduate students, such as our Navigating the Ph.D. workshop series. The work was also personally relevant to most of us since we were graduate students at the time, frequently finding ourselves experiencing imposter syndrome and letting our identities as graduate students consume our lives. Little did we-excepting Trixie, perhaps-know then that our interest in graduate writing would intensify when we became junior faculty and found that we still faced many of the same writing-related concerns that we did as graduate students.Our motivations for developing this edited collection on graduate writing across the disciplines began when we turned from interacting with graduate writers to researching graduate writers and graduate writing. When the Writing, Rhetoric, and American Cultures department at MSU began an initiative to create research clusters that bring faculty, staff, and students together to engage in conducting academic research and developing publications, we decided that a research cluster focusing on graduate writing would be ideal. We participated in this Graduate Writing Research Cluster for the two years that we were all still at MSU and continued to collaborate when we began moving into faculty positions outside of MSU. Our collaboration culminated in a special issue of Across the Disciplines and this edited collection. What