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The purpose of this study was to compare U.S.-born and foreign-born faculty members’ job satisfaction in research universities and investigate if mentoring and self-esteem affect job satisfaction o...

Purpose The purpose of this study is to examine the applicability of Watkins and Marsick’s model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school’s capacity as a learning organization to leverage improvement in school performance. Originality/value The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.

With the need to increase Science, Technology, Engineering, and Mathematics (STEM) graduates, higher education institutions need to identify and improve ways to increase underrepresented STEM student retention rates. Cypress College in Southern California implemented a program called STEM2 (Strengthen Transfer Education and Matriculation in Science, Technology, Engineering, and Mathematics) to give students the support and the resources to continue with their intended majors. In this study, we examined the impact of the STEM2 participation for 1,113 students on multiple core outcomes of retention, four-year transfer, and associates of arts (AA) degree completion of STEM students. Logistics regression was used to determine the significance of input variables and the odds that the desired outcome was achieved. Results indicated there is a difference in student outcomes based on the students’ ethnicity, enrollment in the STEM2 program, and use of student support programs. Implications for practice and future research were also included.

This chapter presents the major characteristics of South Korean firms’ corporate universities, which manage organizations’ tailored HRD systems and implement a variety of training and development interventions. It describes the important role that corporate universities play as training and development platforms for addressing talent issues in a challenging business landscape. It also discusses how corporate universities’ role has evolved over the years, concluding with a discussion of the changing demands and needs of corporate universities as well as important practice and research directions.

The researchers explored the benefits, challenges and preferred methods of communication of those who took part in the iGuiamos! online and face-to-face mentoring program. Participants included 21 novice pre-service teachers who served as mentees and 32 experienced educators of English language learners who served as mentors. To explore the answers to the research questions, participants completed a survey which contained Likert-scale items and open-ended questions. The researchers found that iGuiamos! mentors and mentees rated a large number of benefits highly ranging from the improvement of relationships to increases in knowledge and skills; and in their commitment to teaching. Furthermore, with the exception of not having enough time, participants perceived challenges within the mentoring program as occurring relatively infrequently. In regards to mentor-mentee communication preferences, participants favored email and least favored video-conferencing.

This predictive correlational research study examined the effect of cognitive, demographic, and socioeconomic variables as predictors of regular and special admission students’ first-year GPA and retention among a sample of 7,045 students. Findings indicated high school GPA and ACT scores were the two most effective predictors of regular and special admission students’ first-year GPA. High school GPA was effective for predicting retention only among regular admission students. Implications for research and practice are discussed.