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This study unpacks how leader humility and charisma are related to leader effectiveness and satisfaction with the leader and examines how the need for leadership may moderate these relationships. We used data from 252 respondents from Russian companies in a 2 (high vs. low leader charisma) × 2 (high vs. low leader humility) vignette design in which levels of charisma and humility were manipulated. While leader humility was found to have a positive effect on satisfaction with a leader, no significant link between leader humility and leader effectiveness was observed in this study. Leader charisma was positively related to leader effectiveness and satisfaction with the leader. The interaction between leader charisma and leader humility in relation to leadership outcomes was found to be positive and significant. The need for leadership did not affect the relations between leader charisma and leader humility on the one hand and outcome variables on the other hand. However, the need for leadership did show strong positive relations with both leader effectiveness and satisfaction with the leader. The study's findings suggest that leader humility increases prosocial orientation and cooperation between the leaders and followers leading to higher satisfaction with the leaders. Leader charisma may motivate the subordinate more, resulting in greater (perceived) effectiveness of the leader and increasing satisfaction with the leader. Leader charisma and humility can interact, reinforcing higher leadership outcomes. Though results are based on a single cultural context, investigating the interaction between leader charisma and leader humility with leadership outcomes offers implications for theory and practice.

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students’ perceptions of the learning experience. Peer marketing mentors, along with the faculty team, achieved success in providing a demanding and engaging learning environment that meets the needs of learners and equips them with content knowledge required of career-ready professionals. A step-by-step guide is provided to enable others to develop a similar experience for students in their institutions.

To support pedagogical innovation, educators must reexamine physical space. This paper describes a project to redesign an existing classroom into a flexible learning space. The desired outcome was a classroom that would support a variety of pedagogical approaches and learning experiences. The findings, based on data gathered from students and faculty, indicate that the renovated classroom increases student engagement, collaboration, flexibility, and learning. A flexible learning space better enables innovative approaches to teaching and learning when compared to the traditional classroom.

The article discusses the abstract of the article "The effect of strategic complexity on marketing strategy and organizational performance," by Stern Neill and Gregory M. Rose, published in the January 2006 issue of the "Journal of Business Research."