Emotional intelligence may allow accountants to perform better in leadership, team building, client relations, and decision-making. Unfortunately, very little is known about the antecedents to emotional intelligence; however, there have been attempts to improve the emotional intelligence of university students through classroom exercises. It has also been suggested that work experience is instrumental in improving emotional intelligence. In this study, we examined the emotional intelligence of a total of 430 first- and fourth-year accounting and liberal arts students at three universities with accounting programs that include different liberal arts requirements. We also analyzed the relationship between four components of work experience and emotional intelligence. Our findings raise concerns for accounting program development and provide guidance for those seeking to facilitate relevant work experiences for students.

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In this exploratory study, university faculty (instructor) perceptions of the extent to which eight unique features of Web technology are useful for various instructional tasks are identified. Task-technology fit propositions are developed and tested using data collected from a survey of instructors in business, pharmacy, and arts/humanities. It is proposed that the Web technology features can be classified into three groups. Ubiquity and universal standards are primary features that are useful for supporting all of the teaching tasks. Richness, interactivity, information density, and personalization are contextual features which are each useful for specific tasks. Global reach is of secondary importance for supporting traditional classroom instructional tasks. Support is found for each proposition except universal standards and social technology is not perceived to be as important as anticipated. Implications and conclusions are discussed for learning management system designers, instructors, and educational technology researchers.

In this exploratory study, higher education faculty perceptions regarding acceptability of social media use for out-of-class student engagement are identified. Hypotheses are developed and tested using a survey to address the impact of factors such as awareness, faculty/student relationship status, gender, academic discipline, and rank on faculty attitudes toward out-of-class social media use for student engagement. Findings indicate that faculty members are aware of social media, but use varies. Overall, they do not view social media as an important part of out-of-class engagement, but it is viewed as more acceptable for engagement with former students. In addition, faculty from Marketing and Communications disciplines and Associate/Full Professors perceive social media use to be more acceptable for student engagement when compared with their colleagues from other disciplines and lower ranks. Implications and conclusions are discussed for development of university social media usage policies and directions for future research.