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This article aims to introduce the special issue entitled “the role of career shocks in contemporary career development,” synthesize key contributions and formulate a future research agenda.

The authors provide an introduction of the current state-of-the-art in career shocks research, offer an overview of the key lessons learned from the special issue and present several important avenues for future research.

The authors discuss how the special issue articles contribute to a better understanding of career shocks' role in contemporary career development, focusing on (1) conceptual clarity of the notion of career shocks, (2) career outcomes of career shocks, (3) mechanisms that can explain the impact of career shocks and (4) interdisciplinary connectivity.

This article offers a synthesis of the critical contributions made within this special issue, thereby formulating key ways to bring the field of career shocks research forward. It also provides new avenues for research.

This study aims to investigate the effects of transformational and transactional leaders’ behaviors on employees’ affective commitment and organizational citizenship behavior in the context of nonprofit organizations (NPOs). Additionally, this study attempts to examine the role of work engagement, as an intervening mechanism as work engagement in NPOs has been empirically neglected (Park et al., 2018).

Data were conducted from 400 employees working in Italian NPOs in the North of Italy. For verifying the hypotheses of this study, structural equation modeling techniques were implemented.

It was found that both transformational and transactional leaderships influenced positively affective commitment and organizational citizenship behavior, and work engagement was revealed to have significant positive mediating effects on the relationship between the variables examined in this study.

The results of this study may be beneficial to leaders and supervisors of NPOs, specifically regarding the influence of the leaders’ behaviors on the employees’ outcomes.

Due to the limited number of studies conducted on leadership in nonprofit organizations, this study theoretically and empirically contributes to the leadership literature as it is the first study to investigate the two styles of leadership on work-related outcomes via work engagement in the nonprofit sector.

This empirical study examined links between entrepreneurial personality traits and perception of new venture opportunity in a sample of 207 respondents. Four entrepreneurial personality traits were included to predict respondents℉ perception of new venture opportunity. They are (1) achievement motivation, (2) locus of control, (3) risk propensity, and (4) proactivity.The results of multiple regression analysis show that three of the four entrepreneurial personality traits‐locus of control, risk propensity, and proactivity‐related significantly to perception of new venture opportunity in expected directions. Among the three personality traits, proactivity was found to have the strongest influence over entrepreneurial perception. No significant relationship was found between achievement motivation and perception of new venture opportunity. Among six control variables, only work experience was found to influence perception of new venture opportunity. This study explored links between entrepreneurial personalities and cognition and its results suggest that a combination of trait and cognition approaches contributes to a better understanding of entrepreneurial decision-making process. Both theoretical and practical implications were discussed.

Relatively few comparative studies have examined how perceptions across cultures might converge or diverge regarding careers in general and new venture careers in particular. Our research addresses this gap by providing a comparative study of career perceptions among undergraduate business students in three countries with different levels of experience with capitalism: Ukraine, South Korea, and the United States. Results suggest both surprising differences and interesting similarities between undergraduate students in the three countries with regard to how they perceive characteristics associated with entrepreneurial careers. Findings are discussed in the context of distinct differences and commonalities across cultures and implications for future research provided.

Entrepreneurial identity aspiration refers to the desire to occupy an entrepreneurial role in the future and is an essential impetus for initially engaging in entrepreneurial activities. Building on identity theory, the article investigates the effects of personal attitudes, experiences and inclination towards specific practices on the strength of entrepreneurial identity aspiration.

This article applies multiple linear regression analysis to test the developed hypotheses on an original sample of 127 vocational college students in Austria.

Results show that risk-taking propensity, proactiveness, entrepreneurial self-efficacy and competitiveness drive entrepreneurial identity aspiration. The effects of innovativeness and need for achievement motivation are nonsignificant. Data further suggest that entrepreneurial identity aspiration is related to gender, while entrepreneurial exposure and previous entrepreneurship education show no or adverse effects.

Based on our findings, the authors argue that education should focus on teaching and discussing the identified attitudes and inclinations to foster the formation of entrepreneurial identities. Doing so increases students' aspirations and provides them with the necessary cognitive underpinnings for subsequent entrepreneurial action. The article suggests action-based teaching to achieve this goal.

This article is the first to investigate antecedents of entrepreneurial identity aspiration by connecting it to essential concepts of entrepreneurship research. The authors extend previous work on entrepreneurial identity and add to the theoretical approaches for research in entrepreneurship education. Furthermore, the article points out central aspects that should receive additional attention in educational settings.

Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that prepares doctoral students for professional careers after graduation. However, there are questions regarding the effectiveness and prevalence of formal leadership development structures in graduate school. With this gap in formal professional preparation, faculty mentors are expected to provide the necessary socialization, support, and guidance for doctoral students to develop as leaders in their disciplines. This mixed-methods study of graduate students was conducted using online questionnaires and personal interviews to determine the impact of faculty mentoring behaviors on the development of doctoral student leadership self-efficacy. Findings suggest that students in doctoral programs experience significant negative emotional arousal in the form of uncertainty, anxiety, and self-doubt. Faculty mentors that are accessible, trustworthy, and provide constructive feedback can mitigate these negative feelings and encourage the development of leadership self-efficacy through verbal support and mastery experiences. In addition, the data suggests that active student cohorts and effective departmental leadership are also important to the development of doctoral student leadership self-efficacy.