Drawing from a self-regulation perspective, we examine how intrinsic work motivation changes the relation between workplace ostracism and employee job performance via self-leadership. We test a moderated mediated model with data collected from 101 employees at two points in time. Results provide support for the hypothesis that ostracized employees who are more intrinsically motivated use self-leadership strategies to a greater degree to improve their job performance than their counterparts who are not intrinsically motivated. The findings contribute to research regarding boundary conditions of ostracism theory and have important practical implications.

Employers and policy makers have criticized higher education institutions for the perceived knowledge and skills deficiencies of their graduates. This article seeks to identify the gaps between employer needs, curricular priorities, and accrediting standards, specifically in the management domain. To this end, the authors content analyzed 200 job announcements for entry-level management positions in the 10 largest metropolitan statistical areas in the United States and the learning goals of 51 business programs, comparing both to the Association to Advance Collegiate Schools of Business’s Standard 9. While the findings demonstrate considerable overlap between employers’ stated needs, business programs’ curricular focus, and accrediting standards, notable gaps emerged, especially in the area of self-management. The authors discuss the implications of these findings for both business programs and accrediting bodies.

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A primary goal of introductory statistics courses is to develop a student's ability to think statistically. To motivate students to this end, the literature suggests that statistics courses use exercises that are relevant and familiar to students. Work in educational psychology highlights the importance of connecting new concepts to pre-existing knowledge, mental models, or schema. One method to meet these criteria is to develop exercises and problems that use real-life data. While real-life data provide a context for the application of statistical methods, the data does not necessarily provide a context or process for developing the ability to think statistically. This teaching brief describes a set of logical, sequential, and ready-to-use exercises that motivate statistical inquiry and thought in line with the GAISE College Report recommendations. The exercises use real-life data freely sourced from Major League Baseball and the nonfiction story of Moneyball: The Art of Winning an Unfair Game. Student reactions indicate that these exercises, which are anchored in real-life data with a real-life story, are successful in motivating student interest in statistics.