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This paper aims to explore the potential explanatory mechanisms linking leader–member exchange (LMX) and a perceived supportive environment for corporate entrepreneurship. Specifically, this paper develops and tests a hypothesized moderated mediation model of the relationship between LMX and a perceived supportive environment for corporate entrepreneurship through psychological empowerment as conditional upon the level of control orientation.

Data were collected from a sample of 682 full-time working adults in the USA and were examined in a moderated mediation model in PROCESS.

The findings suggest that higher LMX augments perceptions of a supportive environment for corporate entrepreneurship with a mediating role for psychological empowerment and a moderating role for control orientation on that conditional relationship.

This research suggests that high quality LMX relationships may enrich the human capital of firms, helping them to innovate and outperform competitors in the context of modern competitive dynamics. The study findings are limited by several factors including a cross-sectional design and a student-recruited sampling approach.

The study offers unique contributions to the leadership and entrepreneurship literature by being among the first to empirically investigate the relationship between LMX and a perceived supportive environment for corporate entrepreneurship as mediated by psychological empowerment and moderated by control orientation, yielding important insights regarding effective leadership practices for facilitating innovative behaviors and corporate entrepreneurship.

Constructive deviance has received increasing attention across the last 20 years. However, because the distinction between constructive and traditional forms of deviance (i.e., destructive) is based on the intent behind the behaviors, it can be difficult to determine which acts are constructive. As an umbrella construct consisting of several forms of deviant acts (e.g., whistle-blowing, employee voice, necessary evils), research into constructive deviance has largely remained focused on the individual behaviors to date. While advancements have been made, this focus has limited the consideration of an overarching understanding of constructive deviance in the workplace. Further, constructs like constructive deviance that straddle the bounds between beneficial and detrimental necessitate the exploration into their antecedents as determined by the employees (i.e., apples), their environments (e.g., barrels), or some combination of the two. The author seeks to advance the research in constructive deviance by proposing a testable model. In which, the author develops an interactionist perspective of the antecedents to reposition constructive deviance as the acts of good employees in restrictive or negative environments. In doing so, the author considers how various aspects of individuals, their organizational environments, and the influence of their leaders interact. The author then develops a multi-stakeholder approach to the outcomes of constructive deviance to consider how the various parties (i.e., organization, coworkers, customers) are expected to respond and how these responses impact the more distal outcomes as well as the likelihood of engaging in future constructive deviance.

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

While extant literature has advanced our understanding of senior and middle managers in corporate entrepreneurship, studies have only recently attended to the role of non-managerial employees (NMEs). These organizational members bring ideas, resources and energy to the pursuit of innovative opportunities, yet the determinants of their entrepreneurial behavior are poorly understood.

The authors performed a systematical literature review on the subject of NMEs in corporate entrepreneurship to identify gaps and recommend an agenda for future research.

The review revealed gaps regarding (1) the distance of NMEs from decisions on corporate strategic intent, (2) agentic choices made by NMEs to use their subject matter expertise for their employers' benefit, and the influences of (3) job characteristics and (4) organizational infrastructural support of entrepreneurial behavior.

The authors present a theoretical framework and directions for future research.

This study examines whether learning climate relates to employability competences through social informal learning (i.e. feedback, help and information seeking).

Multiple regression analyses and structural equation modeling were used to test direct and indirect effects in a sample of 372 employees working in two Dutch governmental institutes.

The analyses confirmed that learning climate has an indirect effect on employability competences through feedback, help and information seeking. More specifically, the findings suggest that learning climate is important for employees' engagement in proactive social informal learning activities. Engaging in these learning activities, in turn, relates to a higher level of employability.

This study employs an integrative approach to understanding employability by including the organization's learning climate and employees' social informal learning behavior. It contributes to the extant literature on professional development by unraveling how proactive social informal learning relates to employability competences. It also provides new insights on learning climate as a determinant for social informal learning and employability.

Transformative learning (TL) and leadership are key leverage points for supporting society’s transition toward sustainability. The purpose of this study is to identify essential components of TL within an international sustainability leadership master’s program in Sweden that has been described by many students as life-changing, empowering and transformational.

Alumni spanning 15 cohorts provided answers to a survey and the responses were used to map components of TL as experienced by the students.

The survey confirms the anecdotal assertions that the program is transformational. The findings suggest that community, place, pedagogy, concepts and content, disorientation and hope and agency are essential components, combined with the synergy of those into an integrated whole that support transformational change according to many respondents.

This study provides program designers and educators with suggested components and emphasizes their integration and synergy, to support TL experiences for sustainability leaders.

This study examines the relationship between partners' locus of control and their spouses' domains of job satisfaction (job satisfaction and its domains, personal income and promotion) among Australian couples.

Data were obtained from the Household, Income and Labor Dynamics of Australia (HILDA) Survey. Various estimation strategies including ordinary least squares (OLS), Mundlak approach and instrumental variable (IV) method are used to reveal the relationship between spouse's locus of control and domains of job satisfaction.

To reduce sex heterogeneity, the analysis used in this study is disaggregated by sex. In particular, the findings of this study show that wives' locus of control positively influences husbands' satisfaction with pay and working hours, while there is no relationship between husbands' locus of control and wives' domains of job satisfaction.

The study's findings emphasize the importance of locus of control in couples. A good work–life balance and a healthy marital relationship potentially facilitate positive effects of characteristics from the partner on employees' job satisfaction. Thus, on the organizational level, employers may consider creating a working environment that promotes a healthy marital relationship for their staff, including flexible working schedules, work from home options, family days or family-extended staff events.

This study is the first to reveal the relationship between spousal locus of control and domains of job satisfaction, enriching the current literature on this topic.

The study applied the Unified Theory of Technology Acceptance and Use Theory 2 (UTAUT2) to predict blended learning acceptance by students in universities in Zimbabwe. Blended learning is a heterogeneous mode of teaching and learning that combines face-to-face (F2F) and online modes. Owing to advances in technology, and recently, the advent of pandemics, such as COVID-19, the need for multimodal teaching approaches, such as blended learning, to enhance access to education in universities has become very important.

A quantitative approach that used a structured questionnaire for data collection from a sample of 432 postgraduate students was used. Data validation was done using confirmatory factor analysis (CFA). The structural equation modelling technique was used for data analysis.

Results showed that out of the seven factors of the UTAUT2, the factors such as performance expectancy, effort expectancy, social influences, facilitating conditions and hedonic motivation significantly and positively influenced the behavioural intentions of students in universities to accept blended learning. On the other hand, habit and price value did not significantly influence university students' behavioural intentions to accept the bended learning mode. It was further shown in the study that behavioural intentions significantly influenced the acceptance of blended learning by university students. In light of the above results, it was concluded that the UTAUT2 could be used to predict the acceptance of blended learning by university students.

The main study limitation was that it was only carried out at universities that had information and communication technology (ICT) infrastructure challenges owing to the fact that the economic situation in Zimbabwe is depressed. Limited ICT infrastructure in the universities might have had some impact on the nature of behavioural intentions of students to accept blended learning as a learning mode. Further research could be carried out in countries with better economies that are able to fund ICT infrastructures of their universities and to establish whether the results of the current study could either be confirmed, disconfirmed or enriched.

The paper suggests that universities need to increase investment in ICT infrastructure as well as in capacitating students with the necessary ICT skills for the effective use of institutional ICT when learning using the blended learning mode. Without adequate and appropriate ICT infrastructure as well as necessary ICT skills, students may develop low motivation levels and negative attitudes towards blended learning, which may eventually may affect their acceptance of the learning mode.

There is no known study that has been conducted using the UTAUT2 to establish antecedents of behavioural intentions of students to accept blended learning in the context of Zimbabwean universities. This study therefore opens new ground on factors influencing the acceptance of blended learning in the context of Zimbabwean universities. Also, the results showed that habit and price value do not significantly contribute to the behavioural intentions of university students to accept blended learning, which is not consistent with findings of past studies. This inconsistency opens new opportunities for further studies on the conditions under which these two factors can be used to significantly contribute to the development of behavioural intentions of students to accept blended learning.