College student employment has been increasing steadily for at least four decades. At present, approximately 80% of all college students are employed while completing their undergraduate education. Even among students under the age of 24 at 4-year colleges, more than 50% are employed during the school year. Although some general trends are suggested by empirical research completed to date, studies that evaluate student employment and higher education are at times inconsistent and even contradictory. Despite the high prevalence of student employment, no theoretical models have been developed to explain the relationship between employment and student outcomes. This article briefly reviews the student employment-higher education empirical literature. Possible reasons for inconsistencies are suggested, including challenges posed by methodological issues and the absence of theoretical conceptualization. Some concluding suggestions are offered for addressing these empirical challenges.

The authors examined factors associated with membership of university graduates in the dues-based alumni association of their alma mater. Logistic regression was used to analyze variables that came from survey responses and from an existing database. All participants had attended a public doctoral-granting research university in the South. Graduates were more likely to be alumni association members if they: (a) were donors, (b) had a telephone number on record, (c) were relatively older, (d) had positive experiences as alumni, (e) had positive perceptions of the alumni association, (f) were more frequently involved with the alma mater, and (g) were aware of other members of the alumni association. Alumni were less likely to be alumni association members if they were: (a) employed at the alma mater, (b) had a higher level of degree attainment, (c) had positive feelings about student experiences, and (d) had positive university perceptions. Empirical testing confirmed the utility of several variables of the prediction model in identifying the best prospects for alumni association membership.

In this study, the authors tried various methods to measure and conceptualize curiosity. A sample of 369 education students (103 men, 266 women) who were attending universities on the East Coast of the United States completed 5 paper-and-pencil curiosity measures in 1 of their classes. Using confirmatory factor analysis, the authors found that the data best fit a 3-factor curiosity model consisting of cognitive curiosity, physical thrill seeking, and social thrill seeking. These findings supported the development of new instruments that specifically measured those 3 curiosity types, new empirical research predicting meaningful curiosity-related outcomes, and subsequent theory building concerning how and why curiosity is a fundamental part of optimal human functioning.

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Purpose -The purpose of this paper is to explore the relation between emotional intelligence (EI), team learning and team psychological safety, using a context sensitive approach. Design/methodology/approach -Using an internet survey-research design, employees embedded inside work teams were asked to respond to an anonymous survey battery. Careful attention was paid to the collection of data from members of ad hoc teams currently engaged in projects within their respective organizations. Findings -Post analysis, evidence suggested EI was significantly and positively related with team psychological safety and team learning. Likewise, team psychological safety was significantly associated with team learning. Q-Sorting technique was used to establish discriminant validity between the three scales. Bootstrapping revealed that team psychological safety mediated the relation between EI and team learning.Research limitations/implications -The paper's results extend current theoretical bounds of organization learning theory and focus on actionable leverage points for management development. Moreover, by connecting previously disparate literature in both management and human resource development, new frameworks are encouraged as consideration points. Practical implications -The paper's findings could serve as the basis for new focal points in management development and perhaps shed new light on the role of emotions in work, as well as the role psychological climate plays as a specific leverage point for managers. Originality/value -This is the first paper to explore the relationship between EI and team learning amongst individual members of real world ad hoc organizational teams. Findings indicate a positive association and further delineate the process in which EI affects team learning.