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Stewardship theory is an emergent approach for explaining leadership behavior, challenging the assumptions of agency theory and its dominance in corporate governance literature. This study revisits the agency and stewardship theories by seeking to answer whether chief executive officers (CEOs) in China are committed stewards or opportunistic agents.

Based on 5,165 observations of 1,036 listed companies in China over the period 2005–2010, the results suggest that the corporate governance mechanisms developed from the agency theory in the West are not necessarily applicable in the Chinese context.

This study supports the stewardship theory in its findings that empowering CEOs through the practice of CEO duality and longer CEO tenure have a positive effect on firm value in China. Additionally, the positive relationships between CEO duality, CEO tenure and firm value are strengthened by the number of executive directors on the board, and weakened by the number of independent directors on the board.

One size does not fit all. Leadership behaviors in China do not follow the agency assumptions inherent in Western practices, rather they favor the conditions of positive leadership expressed by the stewardship theory. Assuming that the motivations of managers in emerging markets such as China are similar to those in the West may lead to a poor fit between governance policies and the institutional context.

As one of the few studies to connect the theoretical debate between the agency and stewardship theories, this study presents new evidence to support the stewardship theory, thereby strengthening its theoretical importance and relevance in corporate governance literature.

The objective of this chapter is to provide a first assessment on the evolution of spatial distribution of foreign firms in China.

We examine the overall changes in the location of foreign firms in China over the period 1999–2009. Then, we distinguish two time periods, 1998–2001 and 2002–2009 so as to analyze whether foreign firms’ agglomeration across regions has changed significantly after the China’s entry into the WTO (2001) and the first launch of the Chinese government policies to develop western internal areas.

Our analysis suggests that foreign-invested enterprises (FIEs) with higher foreign capital shares are more geographically clustered in coastal regions than other enterprises with lower foreign capital shares. This group with the highest intensity of foreign involvement in firm capital also experienced the most relevant changes over the decade of our analysis becoming more localized between the core-periphery divide (coastal provinces and the rest of mainland China).

The main limitation refers to poor data availability, data matching problems, and measurement errors in the database used, as highlighted by Nie, Jiang, and Yang (2012).

A general analysis of location patterns and the role of public policies may inform foreign companies in their entry strategy in the Chinese market.

Very few studies have explored location patterns with detailed geographical data and, at the same time, with data disaggregated by foreign ownership shares.

This study proposes a multilevel framework to test the mechanisms and boundary conditions of the relationships between positive group affective tone (PGAT) and individual/team creativity.

Data are collected from 122 research and development (R&D) teams (including 305 members and 122 team leaders). Hierarchical linear modeling analyses and hierarchical regression analyses are performed to test hypotheses.

The results show that PGAT facilitates individual creativity via enhanced work engagement, and increases team creativity via team information exchange. Supporting the substituting perspective, we found that the positive indirect effects of PGAT on individual/team creativity were attenuated when supervisory support is high.

Although all variables were collected at the same time and the individual-level variables were collected from the same source, our findings highlight the mechanisms explaining the beneficial effects of PGAT on individual/team creativity, and how supervisory support can substitute for such effects.

In order to make the individuals and teams more creative, the organizations need to promote PGAT via the selection of appropriated leader and members or team social events. Moreover, supervisors support is particularly salient in enhancing team creativity when PGAT is low.

This study is the one of the first study to test the motivational/social mechanisms linking the relationship between PGAT and individual/team creativity, and the competing theoretical perspectives regarding how supervisory support can moderate the PGAT–creativity linkage.

University and college students are fully immersed in a participatory, interactive, digital culture that permeates every aspect of their lives. Today’s educators must find ways to integrate educational technology into their curriculum to fully engage their students in the learning process. The difficulty for educators is vetting educational technologies for pedagogical effectiveness and devoting time to work with them prior to classroom integration. Those responsible for creating faculty professional development training opportunities will find self-directed online learning modules coupled with a virtual learning community an effective training tool. Structured inquiry-based learning, which relies on self-direction, curiosity, and knowledge creation, serves as the framework for such professional development efforts. Faculty and staff from 10, public institutions in New York State created an inquiry-based, self-directed, learning community called Tools of Engagement Project (TOEP). The goal was to help faculty and staff identify and master Web 2.0 tools relevant to their teaching needs for integration into their skill set. Approximately 300 faculty and staff from across these 10 institutions met in a virtual environment during a four-month period to actively engage in a collegial, online community where they were encouraged by mentors and fellow participants to learn about Web 2.0 tools. Results of pre- and post-surveys and participants’ comments have shown this self-directed format to be an effective professional development training tool. The pace of TOEP and the differential teaching and learning aspect of the modules have helped faculty and staff who struggle to find the time to integrate these pervasive technologies into their teaching practice.

This chapter explores leadership failure by way of performance appraisal. A series of experiences in two different organizations with two different managers is examined through the lens of four critical performance appraisal mistakes – lack of objectivism (assessment based upon own experiences, beliefs and expectations), freshness (relying on recent events with little consideration for past behavior), causal attribution (flawed interpretation of employee behavior) and first impression (assessment based upon something learned from early introduction to employee, often the first encounter) These mistakes represent a continuum of infractions for which ethical leadership is offered as an antidote. Ethical leadership strategies are provided to support employees, managers, teams, and organizations in counteracting, avoiding, surviving and eliminating these mistakes, respectively.

The kindergarten curriculum in mainland China has evolved through four periods and the current reform began in the end of 1980s. The reform aimed to transform kindergarten practice by shaping ideologies including respect for individual child, active learning, and play-based integrated curriculum. This review of research literatures shows that compared with the practice before the reform, many kindergarten teachers organize classrooms in learning centers, provide more play materials, pay time, and freedom for free play, and pay more attention to individuals. But indoor space organized in rice-seedling-bed model, teacher-led group instruction and teacher-controlled interactions are still often observed after three decades of reform efforts; there still exist great variations among kindergartens of different sponsoring bodies and in different regions. The problems resulted from the innate deficiencies of the top-down and value-priority reform, the conflicts between the advocated value and the traditional Chinese culture with emphasis on Ming-Fen, testing, and the value of children for the whole family and nation, and the unequal distribution of public resources decided by the educational institutions. Therefore, the curriculum reform is not a separate endeavor from other social changes, but a comprehensive and systematic change. To guarantee the success of the curriculum reform, the Chinese society needs cultural transformation and institutional reconstruction.