Group projects are an important component of higher education, and the use of peer assessment of students' individual contributions to group projects has increased. The researchers employed an expectancy theory approach and an experimental design in a field setting to investigate conditions that influence students' motivation to rate their peers' contributions to team projects. Two questionnaires were also developed and tested by the researchers. This research found that rating format and rating frequency significantly interacted to influence student motivation and their perceptions of their team. Research findings reveal peer assessment to be a complex process in need of further study. Two peer assessment instruments and peer assessment training materials are provided along with suggestions for future research.

Innovation, the implementation of creative ideas, is not only vital to growth but also to survival as companies and nations must innovate to compete in a rapidly changing global economy. Researchers are just beginning to understand the relationship between country culture and innovation. In a number of studies, cultural dimensions have correlated significantly with measures of innovation and creativity. However, it is difficult to compare findings across studies as multiple frameworks have been used to operationalize culture. Likewise, measures of innovation vary widely across studies. This paper proposes using a new index, the Global Innovation Index (GII), and Hofstede's cultural dimensions to explore the relationships between country culture and innovation. We begin with definitions and a discussion of innovation and national culture. Then, measures of national culture, innovation, and creativity are critically discussed, and followed by a review of existing research on country culture and innovation. Hypotheses are proposed and tested using Hofstede's dimensions and the Global Innovation Index. Our results indicate support for four out of the six hypotheses and suggest that innovative societies are characterized by the following cultural values: individualism, low masculinity, pragmatism, and indulgence.

Reforms in higher education are appearing in the new guidelines that are being developed for general education curriculums across the country. Constituents leading education reform have suggested that writing be integrated across the curriculum and embedded within several discipline-based courses. Advocates of this approach require that schools and departments that have not traditionally taught writing integrate writing assignments into their disciplines. Other sources have recommended the use of writing as an essential component in developing students' thinking skills and understanding of business concepts (Dehler, 1996;Locke & Brazelton, 1997;Shaw, 1999; The Center for Critical Thinking, 1997). At the same time, there is pressure on universities to be resourceful in designing a "first-year experience" that will provide a stimulating environment for intellectual growth and

This study examined the academic success and retention of first-year business students enrolled in a course designed to develop skills for academic success, provide a sense of community, ease the transition from high school to college, and provide a realistic preview of business school expectations. The course was designed to create the conditions regarded in the retention literature as critical in promoting academic success and persistence among first year students. Participating students were found to have lower academic disqualification rates, earn higher grade point averages, and continued their enrollment to the fall term of their second year at a higher rate.

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