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1 – 10 of 766Sjanne Marie Elyse van den Groenendaal, Silvia Rossetti, Mattis van den Bergh, T.A.M. (Dorien) Kooij and Rob. F. Poell
As the current “one size fits all” research approach is likely to be ineffective in identifying the conditions that promote the entrepreneurial career of the solo self-employed…
Abstract
Purpose
As the current “one size fits all” research approach is likely to be ineffective in identifying the conditions that promote the entrepreneurial career of the solo self-employed, this paper advances the current understanding of the heterogeneity among the solo self-employed.
Design/methodology/approach
A person-centered approach is used to identify groups among the solo self-employed based on their starting motives and to examine their engagement in proactive career behaviors.
Findings
Using Latent Class Analysis (LCA), six groups displaying distinct motivational profiles are identified: (1) the pushed by necessity, (2) entrepreneurs by heart, (3) control-seekers, (4) occupationally-driven, (5) challenge-seekers and (6) the family business-driven. In line with the argument that starting motives affect behavior because they reflect the future work selves that individuals aim for, results show that solo self-employed with distinct motivational profiles differ in their engagement in proactive career behaviors. For future research, it is recommended to examine the role of demographic characteristics in the engagement in proactive career behaviors.
Originality/value
Although starting motives among self-employed people have been studied frequently, this research applies an innovative methodological approach by using LCA. Hereby, a potentially more advanced configuration of starting motives is explored. Additionally, this study applies a career perspective towards the domain of solo self-employment by exploring how solo self-employed with distinct motivational profiles differ in terms of managing their entrepreneurial careers.
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Gustavo Hermínio Salati Marcondes de Moraes, Edson Sadao Iizuka, Anne Kathleen Lopes da Rocha and Amanda Mecchi Diaféria
The purpose of this paper is to analyze what is the influence of the junior enterprise environment on the entrepreneurial profile and intention of university students and what is…
Abstract
Purpose
The purpose of this paper is to analyze what is the influence of the junior enterprise environment on the entrepreneurial profile and intention of university students and what is the difference in the entrepreneurial behavior between students who participated and students who did not participate in junior enterprises.
Design/methodology/approach
A quantitative approach based on multivariate data analysis using confirmatory factor analysis and structural equation modeling was applied to a sample of 549 respondents.
Findings
Participation in junior enterprises influences the development of the students’ entrepreneurial profile more than their entrepreneurial intention. This study presents which behavioral characteristics are mostly developed with participation in a junior enterprise.
Research limitations/implications
The questionnaire with perception conditions and self-assessment indicators; data collection by a single cross-sectional research design; the scope of the research, which did not use a probabilistic sampling.
Practical implications
Practical implications are to assist higher education institutions in having a more accurate understanding of the role of junior enterprises in stimulating university entrepreneurship. To implement an effective entrepreneurial education, stimulating junior companies can be a fundamental action for the HEIs, and this is valid for courses in all areas. Entrepreneurial education in a practical context, as in the case of a junior company, can increase entrepreneurial intention.
Originality/value
This research fills a research gap on the uncertainty of the effectiveness of entrepreneurial education in developing the entrepreneurial behavior and entrepreneurial intention of students, at least when considering the junior company as part of entrepreneurial education in the university context, presenting a robust quantitative methodology and a large sample in a developing country.
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Anja Wittmers, Kai N. Klasmeier, Birgit Thomson and Günter W. Maier
Drawing on COR theory and based on a person-centered approach, this study aims to explore profiles of both leadership behavior (transformational leadership, abusive supervision…
Abstract
Purpose
Drawing on COR theory and based on a person-centered approach, this study aims to explore profiles of both leadership behavior (transformational leadership, abusive supervision) and well-being indicators (cognitive irritation, emotional exhaustion). Additionally, we consider whether certain resource-draining (work intensification) and resource-creating factors (leader autonomy, psychological contract fulfillment) from the leaders' work context are related to profile membership.
Design/methodology/approach
The profiles are built using LPA on data from 153 leaders and their 1,077 followers. The relationship between profile membership and correlates from the leaders' work context is examined using multinomial logistic regression analyses.
Findings
LPA results in an interpretable four-profile solution with the profiles named (1) Good health – constructive leading, (2) Average health – inconsistent leading, (3) Impaired health – constructive leading and (4) Impaired health – destructive leading. The two groups with the highest sample share – Profiles 1 and 3 – both show highly constructive leadership behavior but differ significantly in their well-being indicators. The regression analyses show that work intensification and psychological contract fulfillment are significantly related to profile membership.
Originality/value
The person-centered approach provides a more nuanced view of the leadership behavior – leader well-being relationship, which can address inconsistencies in previous research. In terms of practical relevance, the person-centered approach allows for the identification of risk groups among leaders for whom organizations can provide additional resources and health-promoting interventions.
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Marcus Pietsch, Chris Brown, Burak Aydin and Colin Cramer
In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory…
Abstract
Purpose
In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation.
Design/methodology/approach
The study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes.
Findings
The study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future.
Originality/value
Although there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.
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Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen and Tiina Soini
Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this…
Abstract
Purpose
Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders.
Design/methodology/approach
The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development.
Findings
Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts.
Practical implications
The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders.
Originality/value
The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.
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Terhi Nissinen, Katja Upadyaya, Kirsti Lonka, Hiroyuki Toyama and Katariina Salmela-Aro
The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding…
Abstract
Purpose
The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness.
Design/methodology/approach
Using latent profile analysis (LPA), two job crafting profiles were identified: (1) active crafters (55%) and (2) average crafters (45%). By auxiliary measurement-error-weighted-method (BCH), we examined whether and how job crafting profiles differed in terms of servant leadership, stress and work meaningfulness.
Findings
Active crafters reported higher than the overall mean level of approach-oriented job crafting (increasing job resources and demands), whereas average crafters reported an overall mean level of approach-oriented job crafting. Avoidance-oriented job crafting by decreasing hindering job demands did not differentiate the two profiles. Active crafters reported significantly higher servant leadership behavior, stress and work meaningfulness than average crafters.
Originality/value
Study findings provide new knowledge and reflect the implications that the unprecedented pandemic had for education. This study contributes to the existing literature within the scholarship of job crafting through empirical research during the prolonged COVID-19 pandemic. For practitioners, these study findings reflect contextual constraints, organizational processes and culture, and leadership in workplaces.
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Solveig Cornér, Lotta Tikkanen, Henrika Anttila and Kirsi Pyhältö
This study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and…
Abstract
Purpose
This study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and several individual and structural attributes potentially having an impact on the profiles.
Design/methodology/approach
The authors explored the interrelationship between personal interest – social support profiles, and nationality, gender, research group and study status and the risk of dropping out. A total of 768 PhD candidates from a research-intensive university in Finland responded to a modified version of the cross-cultural doctoral experience survey. Latent profile analysis was used to explore the individual variations in PhD candidates’ interest and support from the supervisor and research community.
Findings
Three distinctive PhD interest-social support profiles were detected; the high interest–high support profile (74.4%, n = 570), the high interest–moderate support profile (18.2%, n = 140) and the moderate interest–moderate support profile (7.4%, n = 56). The profiles exhibited high to moderate levels of research, development and instrumental interest. Individuals in the high interest–moderate support and in the moderate interest–moderate support profiles were more prone to consider dropping out from their PhD than in the high interest–high support profile.
Originality/value
The results indicate that by cultivating PhD candidates’ interest and providing sufficient supervisory and the research community offers a means for preventing candidates from discontinuing their doctorate. Hence, building a supportive learning environment that cultivates a PhD candidate’s personal interest is likely to reduce high dropout rates among the candidates.
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Suzette Cora Ragadu and Sebastiaan Rothmann
This study aims to investigate the associations among decent work (DW), capabilities and the flourishing of employees in a South African context.
Abstract
Purpose
This study aims to investigate the associations among decent work (DW), capabilities and the flourishing of employees in a South African context.
Design/methodology/approach
A cross-sectional survey was conducted with a convenience sample (N = 436) of early childhood development practitioners from two South African provinces. A demographic questionnaire, the Decent Work Scale, the Capability Set for Work Questionnaire and the Flourishing-at-Work Scale were administered.
Findings
Latent class analysis showed four capability sets: robust, relational, knowledge/skills and weak capability sets. Employees with a robust capability set were more inclined to report DW than those with knowledge/skills and weak capability sets. Employees with a weak capability set were significantly less inclined to report organisational values that complement family and social values than the other three capability sets. Employees with a robust capability set reported significantly higher emotional well-being (EWB), psychological well-being (PWB) and social well-being (SWB) levels than those with relational, knowledge/skills and weak capability sets. DW was significantly related to EWB, PWB and SWB.
Originality/value
This study contributes to the literature regarding DW, capabilities and flourishing of employees in a non-western, educated, industrialized, rich and democratic and non-POSH context. The study highlights the need for well-being policies that focus on DW and the capabilities of people in disadvantaged positions. These together would strengthen their agency for converting capabilities into well-being.
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Nienke A. Boere, Bastian de Jong, Joost Jansen in de Wal and Frank Cornelissen
Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory…
Abstract
Purpose
Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.
Design/methodology/approach
A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.
Findings
The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.
Practical implications
The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.
Originality/value
To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.
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Michela Matarazzo and Adamantios Diamantopoulos
The purpose of the study is to highlight the relevance of reactance theory for modeling consumer responses to COVID restrictions. The study also aims to critically evaluate the…
Abstract
Purpose
The purpose of the study is to highlight the relevance of reactance theory for modeling consumer responses to COVID restrictions. The study also aims to critically evaluate the appropriateness of the most established reactance model (the intertwined model) for studying reactance specifically in relation to freedom threats arising from measures aimed at combatting the spread of the pandemic.
Design/methodology/approach
Following a conceptual analysis of the intertwined model of reactance, structural equation modeling is applied to Rain's (2013) meta-analytic data to compare the model to alternative model specifications.
Findings
The analysis reveals both conceptual and statistical shortcomings of the intertwined model of reactance in its current/traditional form. It also draws attention to other model specifications that provide just as good statistical fit and offer promising alternative ways of modeling reactance in a COVID context.
Originality/value
The study is the first attempt to explicitly discuss conceptual and statistical problems associated with the most widely accepted model of reactance, illustrate these issues with specific reference to consumer reactions to COVID restrictions, identify alternative promising model specifications and suggest a respecification of the intertwined model.
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