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This study examines the relationship between work-family conflict, employment expectations, and length of stay in public accounting. Length of stay is modeled as a function of demographic factors and job characteristics associated with work-family balance, measured in terms of the extent to which the employees' expectations matched their actual employment experiences. Results indicated that gender, the presence of children in the household, flexible schedules, and the presence of mentors were related to length of stay in public accounting.

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The recent emergence of total quality management (TQM) in the U.S. has spawned a great deal of interest in management circles as well as in the mass media. However, despite the growing number of firms that have adopted this management technique, few formal tests exist concerning the pattern of adoption as well as the changes that accompany the adoption of TQM. This paper contrasts models of production for TQM and non‐TQM firms in order to explore reasons why some firms but not others have adopted the TQM approach to quality improvement. Predictions arising from such a comparison are tested using a unique data set that combines data on firms from three different sources. Our findings tend to support the proposed theory of systematic differences between firms that find it advantageous to adopt TQM and firms that do not. We also find evidence that firms adopting TQM experience greater growth in sales, employment, and capital stock.

In this study, we examine two student characteristics (goal orientation and feedback orientation) that might predispose students to use and benefit from two different types of feedback. Students receiving future-oriented feedback exhibited significantly greater improvement in their quiz scores compared to students receiving past-oriented feedback, although the degree was a function of both student goal and feedback orientation. Specifically, high learning-goal-orientation students had greater performance improvement when they received future-oriented feedback while high performance-prove-orientation students had greater improvement when they received past-oriented feedback. Students with a high active-feedback-seeking orientation improved more than other students, and students with a high passive-feedback-seeking orientation improved less when they received future-oriented feedback.