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This study aims to explore Accelerators and their practices in sustaining start-ups within their innovative programs for these companies based on the resource-based perspective. Moreover, with an ever-increasing demand for Accelerators amongst start-up companies, this study also demonstrates the importance of Accelerators, as it pertains to new venture creation.

This research uses an exploratory case study approach to examine a comparative view of leading Accelerator companies in the USA and Korea based on resource support.

The results of this study show that there are a number of differences between Accelerators of the two countries in terms of the resources they support for early-stage start-ups. The findings also show some similarities. However, in Korea, the Accelerator landscape is limited, where mentorship, resources and investments are not readily accessible, resulting in low success rates for Korean start-up companies. These limitations have had a negative trickle-down effect when providing entrepreneurs with strong access to resources and investors, which highly affects the success rates of early-stage start-ups.

In terms of the resource-based theory, this study contributes to the growth of early start-ups by emphasizing the role of the accelerator and suggesting the extent and impact that entrepreneurs have access to resources and investors.

With significant growth in start-ups around the world, the necessity for start-up funding and mentorship has increased drastically. Start-up companies need various types of assets, systems, knowledge and information to achieve their goals. In Accelerators, start-ups receive all the aforementioned resources while also improving their entrepreneurial skills. Start-up companies have many options in seeking investors who support both tangible and intangible resources to boost growth. While there is a wealth of information on traditional funding methods, there are few studies that shed light on the role of Accelerators from the resource-based point of view.

Self-determination theory (SDT), offers a theoretical framework for enhancing employee motivation and stimulating positive outcomes such as commitment, well-being and engagement, in organizations. This paper aims to investigate the application of SDT among leaders and delineate practical managerial approaches for supporting basic psychological needs in the workplace.

Participants were 51 leaders who had personally applied SDT with their own followers. Data were collected via free-listing method and analysed to extrapolate examples of SDT-application that are both practically salient and aligned to theoretic tenets of SDT.

The findings reveal how SDT is operationalized by leaders to support basic psychological needs for autonomy, competence and relatedness in the workplace. The SDT-informed management strategies are discussed in relation to the literature and alongside case scenarios to illustrate approaches for integrating elements of SDT into day-to-day management activities.

Despite extensive literature support for SDT, very little empirical attention has been paid to examining how the theory is applied, interpreted and/or used by practitioners in real world settings. This research is the first to draw on the lived-experience of practitioners who have applied SDT, contributes previously unexplored strategies for supporting workers’ basic psychological needs and responds to calls for SDT research to identify a broader range of managerial behaviours that support employee motivation.

This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.

Survey design.

Results indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.

The gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.