Power to the People: The Impact of Student Personal Power on Performance in Teams

This article examines teammates’ perceptions of individual expert and referent power (personal power) in student teams working on a semester-long project. In our study, we found a positive relationship between being perceived as high in personal power (expert and referent power) by teammates and faculty advisor-rated performance, measured by quality and quantity of work, efficiency, meeting team goals, meeting deadlines, and overall performance. To examine the mechanism behind this relationship, we also examined and found that expressed humility mediated the effect between teammates’ power perceptions and individual performance. These findings suggest that power plays an important role in teammates’ perceptions of individuals, in the individual’s own performance, and in how humility functions in team settings. We further discuss these results in terms of practical implications as well as implications for management educators.

Pesquisa Arquivística uma análise dos Planos de Atividade Complementar do curso de Arquivologia da Universidade de Brasília (2007-2019)

This article aims to identify and analyze the research developed in the Archival Science Programat University of Brasília, inthe form of the Plano de Atividade Complementar(PAC). Through investigations that contribute to the expansion of archival knowledge and enable the generation of new discoveries, PAC has in its composition a faculty advisor and Archival Science undergraduate students. As a methodology, a quali-quantitative analysis of this production was proposed, adopting, as a theoretical reference, the classification defined by Couture and Lajeunesse (2014) for archival research. The results indicate a low rate of students enrolled in research of this nature and present three themes with greater incidence. Some investigations have won awards at scientific events and others have been published in national and foreign journals.

Musa’s Predicament and the MBA Capstone Project Team

The case is focused on the difficult challenges faced by a second-year MBA Capstone Project Team at the Suleman Dawood School of Business, Lahore University of Management Sciences in Pakistan. The project deadline is closing in; however, the team is facing serious work-related and interpersonal issues with detrimental consequences for the team dynamics and ultimate success of the project. As one of the founding members of the team, Musa is perplexed and confused about how to resolve the conflicts in the team, which has divided into two factions due to the mishandling of the situation by another team member, Elias. The faculty advisor to the team has called an emergency meeting, and Musa wants to find a way out of the current crisis to complete the project successfully. The case also illustrates gender-based biases that may surface in specific cultural contexts.

Faculty Advisor Perspectives of Academic Advising

A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.

Design of a Robot for the 2019 NASA Robotic Mining Competition

The viability of extracting water on both the Moon and Mars is a focus of NASA as they explore the idea of In-Situ Resource Utilization (ISRU). Marquette Aerospace and Robotic Systems (MARS) is participating in the 2019 NASA Robotic Mining Competition (RMC), a competition driven by using the systems engineering process to design, build, and test a robot capable of autonomously mining icy-regolith simulant in an off-world terrain to simulate an ISRU mining mission. The team used systems engineering to guide technical management, design, and operations of the robot. With feedback from the team’s faculty advisor and industry sponsors, the team utilized multiple systems engineering approaches. No single systems engineering process was selected, rather the team drew from multiple reference texts. The proposed design satisfies the requirements outlined in the 2019 NASA RMC Rules and Rubrics and placed 6th out of 50 in the competition.

Advising Experiences Among First-year International Doctoral Students

The purpose of this qualitative study was to understand how international graduate students in their first-year of doctoral study selected their faculty advisor and how this selection process influenced their advising relationship. Our results found that a majority of students in our sample were assigned to an interim advisor and most reported a positive advising experience. However, disquieting patterns emerged from the data: low frequency of advisor-advisee interaction, occurrences of mismatching between advisor-advisee, and an unknowingness of how to engage with one’s faculty advisor. Our study adds to the literature focusing on international students by shedding a light on nuanced advising experiences of first-year international doctoral students and by providing recommendations for faculty advisors and directors of graduate studies on ways to improve and systematize their advising practices so as to encourage retention and success among international doctoral students.