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The aim of this study is to examine how transformational and transactional leaders, boost the employees’ innovative work behaviour, directly or through work engagement, organizational climate for innovation and absorptive capacity in Latin American firms. A non-random sample of 1429 employees was used who had been working at least one year in the current company. The sample, composed of workers from different industries, was collected in postgraduate programs of business schools from seven Latin American countries. A multi-group structural equation model was built with the involved variables, which adopted two different conditions: i.e., unconstrained and constrained questionnaire measurement weights. According to the results, leadership by itself is insufficient to promote employees innovative work behaviour. Transformational and transactional leadership exert effect on this behaviour only through absorptive capacity and work engagement respectively. Likewise, absorptive capacity and employee work engagement show direct effects on innovative work behaviour. Additionally, organizational climate for innovation shows a significant moderating effect on the all relationships included in the model. Despite the cultural differences, the two-condition model yielded the same effect in each country, which indicates the validity of a general model of innovative work behaviour for the whole region supporting the common identity of this region. As a conclusion, leadership practices are needed to encourage innovative work behaviour within the Latin American organizational context, however some individual (engagement) and organizational (absorptive capacity) conditions are also needed to ensure this effect. Implications for human resources management are discussed.

Due to the low consolidation of entrepreneurship teaching methodologies supported by consistent theoretical foundations, the objective of this research is to understand how professors teach entrepreneurship using effectuation theory. The research uses the multiple case study methodology – five teaching experiences in four different countries – in order to understand the context and the structure of the courses, the methodologies applied and the perception of professors regarding the teaching-learning experiences. As main results, it emphasizes the practice of the dynamic model of effectuation as the integrating element in all cases, the identification of emerging teaching methodologies and the categorization of teaching methodologies according to the dimensions and behavior associated with the theory. In addition, the study establishes initial relationships between effectuation and entrepreneurial intention and the need for the field to consider the individual´s personal history, such as culture and formal education, to be tested in future research.