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The conceptualization of destructive leadership has received increasing attention in recent times. Accordingly, researchers have developed a theoretical model of destructive leadership that highlights two manifestations as follows: (1) leading followers towards goals that contradict the organization's interests and (2) the use of harmful methods in leading followers. The two manifestations of destructive leadership point to the concept being multidimensional. However, researchers rarely investigate the dimensionality of destructive leadership when measuring the concept in general and in instructor-student relationships. Moreover, the most prominent measure of destructive leadership fails to capture its two manifestations adequately. To address the apparent mismatch between the theory and measurement of destructive instructor-leadership, we enhance an existing measure of destructive leadership. Using a sample of 174 students from the U.K., the findings indicated that the two manifestations of destructive instructor-leadership can be measured by 13 items, and was composed of three dimensions including, irresponsibility, victimization and callous communication. These findings along with limitations and suggestions for future research are discussed.

Researchers are becoming increasingly interested in the use of transformational leadership theory in higher education teaching (often referred to as transformational instructor-leadership). Much of this body of research investigates a direct association between transformational instructor-leadership and student outcomes. In the present study, we take a step further by investigating (a) student engagement as a mechanism in the relationship between transformational instructor-leadership and students' academic performance and (b) structural distance as a moderator of the relationship between transformational instructor-leadership and student engagement. Using a sample of 183 students across the UK, the findings supported student engagement as a full mediator, but did not support structural distance as a moderator. This study contributes to theory by (a) showing a key underlying process through which transformational instructor-leadership is related to students' academic performance and (b) empirically examining all three dimensions of student engagement. Limitations, suggestions for future research and practical implications are discussed.

We advance research on social entrepreneurship by offering a constraint-based individual perspective of "who" (gender, education) chooses to create social value "when" in their life course (proxied by age). Integrating predictions from situational strength theory in psychology and the life course perspective in sociology, we theorize that resource constraints determine at what age entrepreneurs are likely to prioritize social relative to economic value creation goals when starting their enterprise. We examine the intersection of entrepreneur age with gender and education to account for distinct patterns of resource constraints over the life course. Multilevel analyses of nationally representative samples of 5,251 new entrepreneurs from 44 countries reveal a robust curvilinear (U-shaped) relationship between age and social value creation and a steeper U-curve for more highly educated women. Our study offers a springboard for future entrepreneurship research considering individuals' constraints on prosocial value expression by applying intersectional analyses. [ABSTRACT FROM AUTHOR]

This special issue of Personnel Psychology is devoted to micro‐based research on entrepreneurship, an emerging field that heretofore has been highly influenced by scholars in economics, strategy, and sociology. A theme of this special issue is that to further advance research on entrepreneurship, we need to develop a greater understanding of the role of individuals and teams in entrepreneurial activity from an OB/HR perspective. Accordingly, the goals of our overview article are twofold. First, we summarize the articles in the special issue, which address a number of important micro topics, including HRM practices in the entrepreneurial firm, leadership, identity, teams, well‐being, diversity/equity/inclusion, and careers and hiring. These articles are based on a variety of research methods and data sources from multiple nations. Second, we identify additional important topics for OB/HR scholars who are interested in conducting research on entrepreneurship. They include a global perspective, the bright versus dark side of entrepreneurship, entrepreneurship and STEM workers, and genetic and biological determinants. We conclude with a consideration of methodological and research design issues. [ABSTRACT FROM AUTHOR]

How can entrepreneurs protect their wellbeing during a crisis? Does engaging agility (namely, opportunity agility and planning agility) in response to adversity help entrepreneurs safeguard their wellbeing? Activated by adversity, agility may function as a specific resilience mechanism enabling positive adaption to crisis. We studied 3162 entrepreneurs from 20 countries during the COVID-19 pandemic and found that more severe national lockdowns enhanced firm-level adversity for entrepreneurs and diminished their wellbeing. Moreover, entrepreneurs who combined opportunity agility with planning agility experienced higher wellbeing but planning agility alone lowered wellbeing. Entrepreneur agility offers a new agentic perspective to research on entrepreneur wellbeing. [ABSTRACT FROM AUTHOR]

The current research aims to shed light on the role of culture in the formation of career intentions. It draws on the Theory of Planned Behavior (TPB; Ajzen), which has been widely employed to predict intentions, including entrepreneurial career intentions, but past research has almost exclusively been conducted in "Western" countries. The current research specifically explores the extent to which both the strength of relationships of TPB predictors with entrepreneurial career intentions and the TPB predictors themselves are invariant across cultures. The study compares six very different countries (Germany, India, Iran, Poland, Spain, and the Netherlands), drawing on an overall sample of 1,074 students and their assessments of entrepreneurial career intentions. Results support culture universal effects of attitudes and perceived behavioral control (self-efficacy) on entrepreneurial career intentions but cultural variation in the effects of subjective norm. (Contains 4 tables.)

Purpose: This study proposes to use the Theory of Planned Behaviour to predict entrepreneurial intentions among students in five developing and nine developed countries. The purpose is to investigate whether entrepreneurial intention and its antecedents differ between developing and developed countries, and to test the theory in the two groups of countries. Design/methodology/approach: A total of 2,225 students in 13 countries participated in this study by responding to a structured questionnaire in classrooms. Structural equation modelling was used to analyse the data. Findings: The findings indicate that respondents from developing countries have stronger entrepreneurial intentions than those from developed countries. Moreover, the respondents from developing countries also score higher on the theory's antecedents of entrepreneurial intentions--attitudes, subjective norms, and perceived behavioural control--than respondents from developed countries. The findings support the Theory of Planned Behaviour in both developing and developed countries. Research limitations/implications: The findings strongly support the Theory of Planned Behaviour. The measure of subjective norms used, a multiple-item index encompassing the views of other people and motivation to comply with these, seems to have advantages over other measures of this concept. Practical implications: Developing countries need to focus on the development of institutions that can support entrepreneurial efforts. At the same time, developed economies may need to accept that entrepreneurial intentions are dependent on the dynamism of an economic environment and possibly on risk-perceiving behaviours. Originality/value: While multiple-country studies on entrepreneurship in developing and developed countries have been called for, no previous study has compared entrepreneurial intentions between developing and developed countries. The inclusion of developing countries provides a unique quasi-experimental setting in which to test the theory. (Contains 7 tables, 1 figure and 1 note.)

Entrepreneurship can be fulfilling and enhance wellbeing, but also highly stressful and diminish wellbeing. This meta-analytical review synthesizes 319 effect sizes from 94 studies and 82 countries to establish whether individuals derive greater wellbeing from working for themselves or for someone else. The answer is partly positive in favor of entrepreneurship but depends on the components of wellbeing under investigation (positive wellbeing or negative wellbeing/mental illbeing) and the institutional context (especially the rule of law). We contribute by developing the component view of wellbeing as an organizing framework and by advancing an institutional perspective to guide research on entrepreneurs' wellbeing. [ABSTRACT FROM AUTHOR]