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The purpose of this paper is to highlight the ways in which traditional views of entrepreneurs and entrepreneurship have inadvertently limited entrepreneurship education. The authors propose a broader view of what it means to be an entrepreneur and describe a disruptive approach to entrepreneurship education, one that centers around building students’ entrepreneurial mindset. By tapping into students’ “inner entrepreneur” and nurturing their abilities to think and act creatively, embrace failure, effect change and be resilient, the authors are preparing them for the challenges of the twenty-first century labor market.

This is a perspective paper about how the traditional views of entrepreneurship education may be limiting its potential to create entrepreneurial college graduates set to take on twenty-first century careers.

Teaching the entrepreneurial mindset and process will allow us, as educators, to best prepare our students for the complexities of the current and future workforce.

By embracing the original meanings of the word “entrepreneur” – an act of reaching out and capturing and undertaking – the authors demystify what it means to be an entrepreneur. When we adopt a broader and more accurate conceptualization of “the entrepreneur,” we can teach our students to be the entrepreneurs of their lives.

Three scenario-based experiments were conducted to explore the influence of the base option’s price format (just-at vs just-below) on tourists’ upgrade intention. The findings of this research indicated that tourists are more inclined to upgrade the option when the base option’s price is presented in a just-at condition due to the mediating role of tourists’ price perceptions of the upgrade option. This study discovered that the just-at (vs just-below) pricing strategy can lower tourists’ price perceptions of the upgrade choice. This research further explored the moderating of tourists’ mindsets. It was found the threshold-crossing effect will disappear for tourists with fixed mindsets. This study also provides practical implications for travel service providers to set up appropriate pricing strategies to attract tourists to make upgrade decisions.

Academic advisors are an invaluable and steadfast component of leadership students’ higher education experience (Hunter & White, 2004; Mann, 2020; Museus, 2021; Spratley, 2020). Yet, given the myriad student paths and preferences, advising calls for flexibility, commitment, and personalization. Applying growth mindset and design thinking to the academic advising process in leadership education may help advisors meet the diverse needs of their students, integrating theory and practice. Notably, growth mindset and design thinking are linked to overall motivation, confidence, and problem-solving (Dweck, 2015; Hochanadel & Finamore, 2015; Mann, 2020), allowing students to take ownership over and actively engage with their academic advising experience. Therefore, two advising manuals (i.e., a student manual and a faculty manual) were generated to incorporate growth mindset and design thinking-based approaches to the advising experience within leadership education. The manuals were implemented into various advising situations for data collection and feedback. Findings revealed an overall favorable opinion of the manual and guidance for further implementation within the advising process. The two manuals presented in the current paper provide leadership education students, academic advisors, and departments with various tools to enhance and guide their undergraduate student experience.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

In this study the authors investigate the relationship of both social (SLMX) and economic (ELMX) leader–member exchange with innovative work behaviour (IWB) and the potential moderating effect of having a paradox mindset. A paradox mindset facilitates the recognition of tensions and the integration of competing demands and goals, which may fuel IWB.

At two points in time the authors gathered survey data from employees working in the mid and back office of a Dutch bank.

SLMX associates with innovative behaviour, whilst ELMX does not. However, when paradox mindset is included as a moderator, the authors find negative interaction effects of paradox mindset with both ELMX and SLMX.

The findings indicate that management should be aware of the impact that having a paradox mindset has on the innovative work behaviour of employees. Managers are well advised to assess the extent to which an employee entertains a paradox mindset and adjust the type of leadership appropriate to the situation, and in particular adjust the intensity of their exchange relationship with these employees.

Paradox mindset acts as a substitute for an employee's social relationship with the leader, as paradox mindset captures most of the variation in IWB, thereby drawing influence away from SLMX. This finding complements studies showing that a person's mindset can greatly influence innovative work behaviour.

The purpose of this paper is to analyze whether and how employees’ proactive personality is related to work engagement. Drawing on job demands-resources theory, the study proposes that this relationship is moderated by a three-way interaction between proactive personality × transformational leadership × growth mindset.

The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands.

In line with prior studies, support is found for positive significant relationships of proactive personality and transformational leadership with engagement. Additionally, transformational leadership is found to moderate the relationship between proactive personality and work engagement, but only when employees have a growth mindset.

The study advances the literature that investigates the proactive personality-engagement relationship. Specifically, this study is the first to examine a possible three-way interaction that may deepen the insights for how proactive personality, transformational leadership and growth mindset interact in their contribution to work engagement.

“We live at a hinge time in history, a threshold time when societies and cultures are being recomposed. We are learning that the way life used to work—or the way we thought it should— doesn’t work any longer” (Parks, 2009, p. xv). This article is about learning, culture change, practice and leadership. Many wise minds have articulated the leadership mindset we need for the future, and what remains stubbornly elusive is how we get there. We believe the difficult challenge of developing a new mindset--a new view of the world--to address the complexity and dynamic nature of the 21^st century is of central importance to leadership education today. As Einstein famously conveyed, we cannot address the problems of today with the same mindset that created those problems. Our inquiry explores the following questions: “How do we develop the skills, capacities and consciousness necessary for bringing creativity, innovation and a new mindset to our most strategic and pressing organizational challenges? How do we practice our way into a new paradigm of leadership?” We invite you to join us in this inquiry into leadership

Recent research has demonstrated that people are more likely to engage with fatty food content online. One way health advocates might facilitate engagement with healthier, calorie-light foods is to alter how people process food media. This research paper aims to investigate the moderating role of viewer mindset on consumer responses to digital food media.

Two experiments were conducted by manipulating the caloric density of food media content and/or one’s mindset before viewing.

Results show that the relationship between nutrition and engagement is moderated by consumer mindset, where activating a more calculative mindset before exposure can elevate social media engagement for calorie-light food media content.

These findings contribute to the domain of obesogenic digital environments and the role of nutrition in consuming food media. By examining how mindsets interact with affective evaluations, this work demonstrates that a default mindset based on instinct can be shifted and thus alter subsequent behavioral intentions.

This work provides insight into what can boost the visibility and engagement of healthy food content on social media. Marketers can help promote healthier food media by cueing consumers to think more deliberately before exposure.

This research builds on recent work by demonstrating how to boost engagement with healthy foods on social media by cueing a more thoughtful mindset.

This paper aims to investigate the influence of a corporate global mindset and international experience on the internationalization process of Brazilian franchisors. The purpose is to study the role played by global mindset in the internationalization process of franchisors from an emerging country by answering the question: What is the impact of a global mindset on the level of internationalization?

A survey of 104 companies was conducted with franchise managers to compare Brazilian (domestic-only and internationalized) franchisors to foreign franchisors with operations in Brazil. The collected data were analyzed through descriptive statistics, ANOVA and regression analysis.

Results showed that the firm’s experience in international markets (measured as the number of years in foreign countries) has a positive relation to corporate global mindset. Developing a corporate global mindset should help Brazilian franchises to grow internationally. The findings indicate that Brazilian franchisors fall behind their foreign counterparts in international experience, which affect the skills, knowledge, disposition and organizational structure needed to be successful outside their home market.

Franchisors who decide to internationalize should carefully consider the need for developing a global mindset, especially in terms of investing in communication technologies, adequate human resources and an organizational structure to support international operations.

This research contributes to the international franchising literature by exploring the role of a global mindset in the context of franchises from an emerging market. Using a multidimensional concept of corporate global mindset, comprised of global orientation, global knowledge and global skills, this study adds an aspect of international franchising beyond institutional and economic explanations.

The paper aims to address the gap in the literature related to students’ mindsets and learning activities through investigation of the differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour based on their mindset. The study provides an in-depth analysis of students with different mindsets and proposes the use of overseas tours and intercultural learning to foster students’ growth mindset.

An overseas study tour hosted by a self-financing tertiary institution in Hong Kong was selected for investigation. 13 sub-degree students participated in the study tour during the summer term in 2018. Two types of primary data – quantitative (i.e., a questionnaire survey) and qualitative (i.e., in-depth interviews) – of fixed mindset and growth mindset students were collected for analysis.

The findings indicate differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour depending on whether they demonstrate a fixed or growth mindset. The growth mindset students had more and higher expectations of the study tour, all of which were related to personal growth and development. The fixed mindset students did not have as much of a desire for personal development and their expectations were easily met. Both growth and fixed mindset students had positive feelings and perceptions of the tour.

Research on the application value of overseas study tours in helping students from self-financing tertiary institutions develop a growth mindset is scarce, and thus warrants further investigation.