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Most of current studies have explored the impact of entrepreneurial culture on entrepreneurial intentions in specific region rather than cross-cultural regions; in addition, these studies have looked more at entrepreneurial role models as part of the environmental factors that influence individuals’ entrepreneurial intentions (Lafuente et al., 2007), rather than viewing environmental factors as independent variables. Furthermore, less research exists to hypothesize and validate the mechanism of this process, even if some studies have already shown the similar ideas. To fill the aforementioned research gap in this area, based on new institutional theory and social cognitive career theory, this paper aims to explore the influence of entrepreneurial role models on entrepreneurial intentions in different cultural contexts by introducing two independent national-level factors, collectivism and media publicity, and subsequently examines the mediating role of self-efficacy.

Two major international databases, Adult Population Survey Global Entrepreneurship Monitor (APS GEM) 2017 and Global Leadership and Organizational Behavior Effectiveness (GLOBE), were used as data sources for this paper. In total, the authors obtained data from 174,128 respondents in the APS GEM 2017 database. Because there is a national-level variable, collectivism, which was collected by the GLOBE, the authors excluded 50,046 participants because their countries did not score collectivism in this database. After screening, 124,082 valid observations from 35 countries were obtained. In this study, hierarchical linear modeling (HLM) was used as the method and HLM 6.08 was adopted for data analysis. According to the purpose of the study, the following four different models will be tested in turn using the HLM, which include the null model, random coefficients regression model, intercepts as outcomes model and slopes as outcomes model.

Some previous studies have shown that entrepreneurial role models have a positive impact on individuals' entrepreneurial intentions, however, the exploration of this effect and its mechanisms in different cultural contexts is lacking (Abbasianchavari and Moritz, 2021). In response, based on a cross-level and cross-national survey, this paper advances the original literature by introducing two cultural dimensions, collectivism and media publicity. The current results suggest that the positive influence of entrepreneurial role models on individuals’ entrepreneurial intentions is somewhat generalized and that self-efficacy plays a mediating role. Moreover, collectivism and media publicity can negatively and positively moderate the effects of entrepreneurial role models on self-efficacy and entrepreneurial intentions, respectively. The findings provide some theoretical support for the role of cultural context in the formation of entrepreneurial intentions, which can help countries with diverse cultures to develop differentiated entrepreneurial role model advocacy strategies to better facilitate the emergence of potential entrepreneurs and advance their subsequent entrepreneurial activities.

First, because this study assumes that entrepreneurial role models are templates that can inspire potential entrepreneurs and provide them with entrepreneurial approaches (Laviolette et al., 2012), which has a certain positive bias, it may mean that the findings of this paper are not applicable to all scenarios, as role models are usually classified by scholars into positive and negative ones. The effect of different types of role models on entrepreneurial intention in a cross-cultural context will be considered as one of the future research directions. Second, in the measurement of country-level variables, this paper assumes that the degree of media publicity and collectivism are homogeneous within a country and does not take into account the differences in these two variables across regions within the same country. Future research is expected to use more granular designs to explore, for example, the effect of entrepreneurial role models on entrepreneurial intentions based on regional differences in media publicity and collectivism, rather than national differences. Third, due to the cross-sectional research design used in this paper, the dynamic influence of entrepreneurial role models in the entrepreneurial process was not included in the analysis. In addition, the focus of this study is only on entrepreneurial intention, which is separated from the subsequent entrepreneurial behavior of entrepreneurs. Therefore, the longitudinal study design that explores the dynamic influence of role models in entrepreneurial process should receive more attention.

First, enhancing the exposure of entrepreneurial role models is necessary because the authors found that entrepreneurial role models can positively promote entrepreneurial intentions, whereas self-efficacy plays a mediating role. For example, it is advised for the society to publish entrepreneurs' autobiographies, open entrepreneurial forums, create entrepreneurial interview columns, etc. In these books and activities, detailed descriptions of successful entrepreneurs' methods and skills are highly needed, as these can help potential entrepreneurs to better understand the entrepreneurial process, thus improving their self-efficacy and facilitating their entrepreneurial activities (Zhao et al., 2005). It is necessary to note here that matching the characteristics of entrepreneurial role models and potential entrepreneurs cannot be ignored, as similar characteristics could facilitate the desire of potential entrepreneurs to become more like entrepreneurial role models (Hoffner and Buchanan, 2005).These similar characteristics encompass both demographic characteristics, such as gender, race and age (Garcia, 2017; Harwood, 1999; Jose, 1989), and personal characteristics, such as goal embodiment and educational background (Bosma et al., 2012; Morgenroth et al., 2015). Moreover, the authors believe that the media's promotion of entrepreneurial role models and entrepreneurial activities needs to be enhanced, for example, by incorporating entrepreneurship education in television programs, allowing youth to meet face-to-face with successful entrepreneurs, and developing entrepreneurship lectures or interview programs.

At the same time, role models should be presented differently in diverse cultural contexts. For example, in countries with a strong collectivist orientation, the media should include collectivist messages when promoting entrepreneurial role models, such as his cooperation with the government, family and friends, which is in line with collectivist values, so that potential entrepreneurs in a collectivist context may perceive more similarity to role models and thus increase their entrepreneurial intentions (Morris et al., 1994); On the contrary, in countries with low collectivist tendencies, the media can appropriately carry an element of individualism when promoting entrepreneurial role models, for example, by telling how entrepreneurs succeed on their own strength and superior abilities, which is in accordance with the values of individualism. Based on the same logic, potential entrepreneurs in the context of individualism may thus generate more entrepreneurial intentions (Morris et al., 1994).

First, building on previous studies that explored the relationship between entrepreneurial role models and individuals’ entrepreneurial intentions (Stupacher et al., 2017), the authors further validated the moderating role of two national-level situational factors, collectivism and media advocacy, in this process, which echoes Abbasianchavari and Moritz (2021) that exploring the effects of entrepreneurial role models on entrepreneurial intentions in different cultural context is an essential topic for the future research. Second, the authors demonstrated that self-efficacy can mediate the relationship between entrepreneurial role models and entrepreneurial intentions and that this finding is generalizable. This responds to the hypothesis presented by Morgenroth et al. (2015) that role models, who are served as behavioral templates, can facilitate the generation of goals and behavioral intentions by increasing role aspirates’ self-efficacy, as it enhances their perceived accessibility to goals. Another contribution is that the authors found a possible explanation that the interaction of collectivism and media publicity with entrepreneurial role models may influence individuals' entrepreneurial intentions by affecting their self-efficacy, which unifies the new institutional theory and social cognition career theory.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

This study examines how perceived institutional support, parental role models, and entrepreneurial self-efficacy, representing both macro-level and personal-level factors, collectively influence students' intentions to pursue entrepreneurship in Mexico and Uruguay.

This research utilized quantitative methodology, specifically survey techniques, to collect data from students attending private universities. The study achieved a valid sample size of 419 respondents. Various reliability and validity tests were conducted before structural equation modeling was employed to test the hypothesized relationships between variables.

The analysis revealed that perceived institutional support does not directly impact students' entrepreneurial intentions (EI). Instead, its effect is mediated through entrepreneurial self-efficacy and the presence of parental role models, both of which are strong predictors of EI. Additionally, the study identified a direct correlation between students' nationality, their academic programs, and their EI. Age and gender, however, did not significantly influence EI.

This study provides theoretical insights into understanding EI by combining macro-level and personal factors. This integrative method contributes to a more comprehensive approach of predicting EI within the context of Latin America.

The study suggests boosting investment to improve the quality of institutions, fostering an environment that supports entrepreneurship, and offering students opportunities to learn from successful role models.

This study was conducted in the context of two economies in Latin America. The novelty lies in combining perceived institutional factors and individual motivators to understand EI in Latin America. It uniquely emphasizes the significance of familial influences, particularly parental role models, in its analysis.

In this study Bandura’s (1986) self-efficacy concept was extended to the leadership studies domain. The literature was reviewed to support the proposition that high leadership self-efficacy was a necessary, though not sufficient, factor contributing to leadership performance. Also, antecedents of leadership self-efficacy were identified based upon self-efficacy theory. Leadership self-efficacy was found to predict leadership behavior and distinguish leaders from non-leaders. Further, prior leadership experiences predicted leadership self-efficacy judgments. Finally, women reported significantly lower leadership self-efficacy than men. Implications for leadership education practices and future research are discussed.

The purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context.

To investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy.

The findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive.

The proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment.

A vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

This study investigates antecedents determining the inclination to engage in future environmental entrepreneurial activities. Building on passion research and social cognitive theory, the authors explore the role of environmental passion for environmental entrepreneurial intention, drawing attention to the mediating role of environmental self-efficacy.

A regression-based path analysis for mediation to test the developed hypotheses on a sample of 139 young individuals is applied.

The results demonstrate a significant positive effect of environmental passion on environmental entrepreneurial intention. The mediation analysis shows a positive direct and indirect effect of passion on intention, concluding that self-efficacy is a partial mediator. The results further suggest that environmental entrepreneurial intention is related to gender. In contrast, covariates like age, entrepreneurial exposure and entrepreneurship education have no significant effect.

The results have implications for practitioners and policymakers who aim to further entrepreneurship for environmental sustainability. It underlines the need to take emotional antecedents seriously, suggests policy for creative and interdisciplinary education with respect to its challenges and emphasizes the roles of teachers in fostering passion.

The results provide a deeper contextualized understanding of passion, self-efficacy and intention in environmental entrepreneurship. These results offer an original perspective of entrepreneurship as a conduit to channel energy, concerns and passionate interests in the natural environment. The study presents theoretical implications for passion theory by extending sources of passion and clarifying the direction of self-efficacy in entrepreneurship.

This study aims at establishing the moderating role of self-efficacy in the relationship between organisational culture (OC) and organisational commitment in the perspective of institutions of higher learning in a developing country.

A cross-sectional design was used to obtain quantitative data from 572 academic staff in eight universities. The sample was selected following a simple random technique. The study data were analysed using SPSS version 23.

The study findings reveal that OC and self-efficacy influence organisational commitment. Further, self-efficacy moderates the relationship between OC and organisational commitment.

Universities should foster a culture that emphasises collaboration, open communication, inclusion, equity and staff development to increase organisational commitment. In order to build academic staff self-efficacy, universities should provide opportunities for training and development, mentoring, coaching, continuous performance evaluation, and regular feedback to stimulate academic staff's desire to remain committed to the institution. University administrators should look beyond traditional skills and competencies when recruiting future academic staff as their personal beliefs are essential to accelerating organisational commitment.

This study extends the current literature in organisational behaviour and provides a comprehensive understanding of the relationship between OC and organisational commitment using the Competing Values Framework. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

This study examines the relationship between emotional intelligence, self-efficacy and organizational commitment, focusing on the mediating role of self-efficacy in the relationship between emotional intelligence and organizational commitment.

The authors used an online survey to collect data for this purpose. The sample consisted of 145 employees of different organizations in Kosovo. To test the hypothetical model, a mediation analysis was conducted using PROCESS Model Type 4.

The results show that emotional intelligence is positively related to self-efficacy and that self-efficacy is positively related to organizational commitment. Furthermore, the results of the mediation analysis confirm that the relationship between emotional intelligence and organizational commitment is mediated by self-efficacy.

For future research, the authors recommend using the sub-dimensions of the above variables to test this model, and multiple models could be formulated. At the same time, the survey can be applied to managers to examine their emotional intelligence and to determine whether emotional intelligence influences their organizational commitment through self-efficacy. Consistent with the findings of this study, managers and executives in organizations should consider the emotional intelligence of their employees and that the employees with higher emotional intelligence have higher self-efficacy and can perform better.

This study extends the current literature in organizational behavior and provides a comprehensive understanding of the relationship between emotional intelligence, self-efficacy and organizational commitment. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

As empirical insights into when salespeople should integrate information and communication technology (ICT) into their sales tasks are limited, the purpose of this study is to investigate the impact of salespeople’s ICT orientation on role stress by considering the interplay of individual salesperson characteristics and the complexity of the selling environment, differentiating between customer and supplier complexity.

The authors develop an empirical framework based on the Job Demands-Resources model and previous research in the area of technology in sales. They test their hypotheses by means of a survey of 255 business-to-business salespeople which is analyzed using ordinary least squares regressions.

The results of this study show that ICT orientation generally helps salespeople to reduce role ambiguity. However, the benefits salespeople derive from ICT orientation to reduce role conflict depend on an interplay of both their job tenure and the average relationship duration with customers as well as the complexity of the selling environment.

This study contributes to research on the impact of technology use on salespeople by enhancing the understanding of contexts that make ICT valuable for them. In particular, the findings of this study demonstrate that the impact of ICT orientation on salespeople’s role stress depends on an interplay of individual salesperson characteristics, that is, resources, and environmental complexity characteristics, that is, demands.