The image candidates portray in the interview, via appearance, impression management, and verbal and nonverbal behavior, has been hypothesized to influence interviewer ratings. Through the lenses of social influence and interdependence theories, this meta-analysis investigated (a) the magnitude of the relationship between these 3 self-presentation tactics and interviewer ratings, (b) whether these tactics also are correlated with later job performance, and (c) whether important theoretical moderators (e.g., the level of interview structure, the rating source, the use of field or experimental designs) affect these relationships. Results reveal that what you see in the interview may not be what you get on the job and that the unstructured interview is particularly impacted by these self-presentation tactics. Additionally and surprisingly, moderator analyses of these relationships found that the type of research design (experimental vs. field) does not moderate these findings.

An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb’s experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

Purpose: The purpose of this paper is to examine the extent to which racioethnicity influences perceptions of inclusion (i.e. information sharing, collective efficacy, satisfaction and relationship conflict) when working in racially heterogeneous groups.Design/methodology/approach: Individuals were placed in groups in order to participate in ethical-decision making tasks.Findings: Results reveal that individuals representing varied racioethnic groups are in general satisfied working in racially heterogeneous groups. However, reports of relationship conflict and information sharing varied as a function of racioethnicity.Originality/value: The authors discuss possible rationales for differences in how racioethnic groups perceive and experience group processes over time as well as practical implications for social psychology and diversity in teams.

This study examines the association between self-employment, otherwise known as entrepreneurship, and student loan debt. Based on data from the 2021 National Financial Capability Study, which were analyzed using a multinomial probit model, our results suggest that households that used student loans to finance the education of one household member are more likely to report that the other member of the household pursued self-employment, with everything else remaining equal. This association between student loans and household self-employment is both economically and statistically significant. Our results highlight the importance of alternative forms of financing for entrepreneurship and expand upon existing knowledge about the unintended effects of student loans. Policymakers should consider these results when analyzing the various intended and unintended benefits of policies affecting the availability of student loans.