Professional development engagement (PDE) is the level of undergraduate engagement in professional development. Professional development (PD) is defined as “activities designed to help students prepare for a successful college-to-work transition.” This study tested a new 12-item measure of PDE for a complete-data sample of 437 undergraduate business students. The “did not use” response to an activity for each of the 10 CPDC items resulted in a surprisingly high aggregated loss of respondents. Results indicated that students who either never joined a student professional organization or never lived on or near Main Campus had a higher “did not use” response percentage.

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Deborah Campbell, formerly with Hewlett-Packard Company as a senior consultant, is currently pursuing a Master of Philosophy degree in system dynamics at the University of Bergen in Norway. Working with senior management teams, she has applied system dynamics to strategic business problems in the areas of human performance, organizational performance, and market positioning. AbstractSuccessful client engagements require both good model-building process and good facilitation. Using an executive team-building wilderness journey as an analogy, this article describes the process and facilitation of one particularly successful client engagement. At completion, in addition to using the model results to guide their strategic decision process that year, the client took on full ownership of the model, its use as an ongoing decision-making resource, and its maintenance. Yet, between the smooth and relatively easy sales process and the important final results were a myriad of ups and downs. Each obstacle in our road brought learning and insight, and confirmed standard processes or suggested new ones. In the end, we developed a model to guide a specific but not restrictive strategic decision area, facilitated an understanding within the organization of the dynamic complexity of their business without the detail complexity, organized their data in a way that made it useful for them as it had not been before, and built a very strong client-consultant team relationship.

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Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.