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As countless regional, national, and international accrediting bodies continue to employ student engagement measures as mechanisms for quality assurance, universities become more intent on achieving this important gauge of student success. Specifically, the growth in enrollment in distance learning programs adds a unique level of complexity leading researchers to search for ways to increase engagement in the online course environment. Organizations continue to value teamwork and many instructors have incorporated group work into their online courses to teach students this important skill. The present study examines the impact of student engagement on group satisfaction. Furthermore, this research places student engagement at the center of a structural equation model to determine both predictors and outcomes of this important element of student learning. Specifically, this analysis examines whether students’ perceptions of computer self‑efficacy impact student engagement and group satisfaction in online business courses. Our findings indicate that computer self‑efficacy leads to student engagement and, further, that student engagement influences group satisfaction. Importantly, the relationship between student engagement and group satisfaction is mediated by group expectations. Discussions of findings can be utilized to understand the factors that lead to student engagement and its outcomes in online courses.

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Purpose – The purpose of this research is to assess the impact of espoused individual cultural traits on proactive behaviors within an organizational environment. While there have been many reports about the positive outcomes of proactivity, there is much less known about the antecedents, particularly those related to culture. Design/methodology/approach – Sales employees (n=147) in a multi-national organization from Australia, Canada, New Zealand, the UK, and the USA were surveyed to assess the impact of cultural trait influences on proactive behavior at the individual level. Using linear regression and partial least squares structural equation modeling, three independent variables were found to be significant antecedents to proactive behavior. Findings – Long-term orientation positively influenced proactive behaviors as did uncertainty avoidance. Uncertainty avoidance was hypothesized to have a negative impact on proactive behaviors, but the results of this study implied that individuals found it safer to adjust to a fluid environment rather than to remain inflexible. No relationship was found between power distance and proactivity. Masculinity was found to be positively related to proactive behaviors but collectivism was not. Research limitations/implications – The results of this study should be limited to its own population and not generalized to larger, more culturally diverse populations which were not represented in the sample. Practical implications – This study provides better understanding of managerial proactive behavior related to cultural traits, particularly in the domain of field sales. Originality/value – This study is unique in that it explores individual proactivity in an organizational selling environment related to cultural traits at the individual level.

The present study analyzed the factor structure of an abbreviated version of Rotter's (1966) locus of control scale. The 11-item scale was administered in both the original forced-choice format and a 4-point rating format. The data were derived from administration of the scale as part of the National Longitudinal Survey (N=7,407). Maximum likelthood factor analysis with oblique rotation gave a threefactor solution for both the forced-choice and rating formats, but the resulting factors were not easily interpretable, and the subscales had high intercorrelations and unacceptably low r e l i a b h t~ coefficients. Subsequent analyses suggested that a single-factor solution was more appropriate. The 4-point rating format appeared to be more interpretable and had the highest reliability coefficient.

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The study described the situation of female professors within the business disciplines of accounting, economics, management, and marketing in order to collect information concerning gender-specific employment experiences. Results indicate that gender inequity within academia still exists. For example, the percentage of female faculty has increased to only 24.3% of the total. Furthermore, those surveyed were asked to respond to questions concerning their discriminatory experiences with regards to gender. The majority of women had encountered gender-related discrimination. However, the percentage of respondents (N = 707) in the senior ranks (50%) was much greater than the AACSB national averages, which show females making up only 36.5% of senior business faculty. Implications of these findings are discussed at the end of this article.T he industrial revolution changed the way the U.S. economy operates, and, with this change, more women have chosen to work and supplement family income. While many women continue to work in traditionally "female" occupations such as teaching and nursing, the most significant change has been the increased percentage of women in traditionally male-dominated professions such as law, medicine, university teaching, and managerial specialties. 1 By 2003, close to 60% of all women aged 16 and older were in the labor force. The U.S. Department of Labor has projected that this figure will reach nearly 63% by the year 2015. One of the most significant changes that took place in the 20th century was the rise of women managers. In 1900, only 4.4% of managers were women. By 1999, more than 45% of all managers were women, a tenfold increase. In fact, over the last 20 years, women have increased their representation in nearly all professional occupations. 2 One of the professional occupations that has experienced a shift in female participation is postsecondary education. In 1983, approximately one-third of those faculty members employed in colleges and universities were women. By 2002, that number had increased to 42.7%. Similarly, in the business disciplines, over the same time period, female participation has increased from approximately 36% to 42%. 3