Purpose Although the role of creativity in the entrepreneurial process has long been analysed, only recently scholars have begun addressing its influence on entrepreneurial intentions, showing that complex dynamics characterise this relationship. The purpose of this paper is to understand the surrounding mechanisms (moderation and mediation) that connect creativity to entrepreneurial intentions, with a focus on social context and entrepreneurial self-efficacy. Design/methodology/approach A structured questionnaire was administered to a sample of 507 students from 17 to 21 years old. The effect of creativity on entrepreneurial intentions and the moderating role of social context were tested with a three-step hierarchical regression, while the mediating effect of self-efficacy was tested by a multiple regression analysis based on the bootstrapping method. Findings The results reveal that: peers who encourage entrepreneurship moderate the relationship between creativity and entrepreneurial intentions by strengthening this relationship, and entrepreneurial self-efficacy mediates the relationship between creativity and entrepreneurial intentions. Research limitations/implications In light of these results, institutions should draw attention to how creative potential in students differs in order to provide new educational programmes to strengthen self-efficacy in entrepreneurial students and support encouraging social context of peers in which entrepreneurial intentions can be fostered. Originality/value The study, by responding to the suggestions of conducting research on the interface between creativity and entrepreneurship (Shane and Nicolaou, 2015), brings new empirical details regarding the mechanisms that link creativity to entrepreneurial intentions. Furthermore, it casts light on the interaction between dispositional and social variables, showing the crucial role of peers in enhancing the interaction between creativity and intentions.
Confirming previous literature's suggestions, supportive mentoring and effective socialization seem to represent job and personal resources that are protective against burnout. This study provides empirical support for this relation in the prison context.
Formal mentoring is an individualized and contextualized socialization tactic to enhance newcomers' learning-acknowledged as essential in the early career stage-that can be of particular value when entering a fairly unpredictable and stressful workplace. This research aims to understand the moderating role of formal mentoring in the relationship between organizational socialization and 2 adjustment indicators, a positive 1 (commitment) and a negative 1 (turnover intention). A questionnaire was administered to 117 correctional police officer newcomers, as prisons are especially critical work contexts for newcomers. The results show a direct effect from both socialization and mentoring on commitment and turnover, and an interaction between socialization and mentoring on turnover, although not on commitment. When the socialization process progresses steadily, both socialization and mentoring contribute to good adjustment, but when traditional tactics go wrong, a different learning source (formal mentoring) exerts a protective function, limiting newcomers' intention to quit. These findings give support to the usefulness of mentoring in a law enforcement context and provide some insight into defining formal mentoring programs.
This article analyses the economic, political, and institutional antecedents and performance effects of the adoption of shared Senior Management Teams (SMTs)-a management innovation (MI) that occurs when a team of senior managers oversees two or more public organizations. Findings from statistical analysis of 201 English local governments and interviews with organizational leaders reveal that shared SMTs are adopted to develop organizational capacity in resource-challenged, politically risk-averse governments, and in response to coercive and mimetic institutional pressures. Importantly, sharing SMTs may reduce rather than enhance efficiency and effectiveness due to redundancy costs and the political transaction costs associated with diverting resources away from a highperforming partner to support their lower-performing counterpart. Evidence for Practice• To capture economies of scale and cut costs, English local governments are introducing a management innovation, shared Senior Management Teams (SMTs). • Governments that adopt shared SMTs do so when the political circumstances are favorable and coercive and mimetic institutional pressures are present. • The sharing of a SMT leads to reduced public service efficiency and effectiveness, but can help local governments build much-needed organizational capacity.P ublic organizations are increasingly called upon to design and implement innovative management practices to become more effective and efficient (Brown, Osborne, and Walker 2016;Kim and Warner 2016). However, despite the growing emphasis on management innovation (MI) in the public sector, evidence on the economic, political, and institutional factors that lie behind its adoption is only slowly emerging (Damanpour and Aravind 2011; Singla, Stritch, and Feeney 2018). More significantly, very little is known about whether MIs generate the anticipated organizational improvements (De Vries, Bekkers, and Tummers 2015; Walker, Chen, and Aravind 2015). In this article, we investigate the antecedents and performance effects of MI in public service organizations. Specifically, we examine shared Senior Management Teams (SMTs) in English local governments-a MI that occurs when two or more local governments formally agree that their service delivery will be overseen by a single group of senior managers.Broadly defined, MI involves the introduction of a new structure, process, system, program, or practice in an organization or its units which changes how managers manage (Birkinshaw, Hamel, and Mol 2008). MIs are therefore distinct from other innovation types (e.g. service, partnership) that entail material changes to what an organization provides to its external stakeholders (Damanpour and Aravind 2011). Because the adoption of MIs may result in the redesign and redevelopment of management systems and processes, it is often radical rather than incremental in orientation (Walker, Damanpour, and Devece 2011). MI may therefore be particularly challenging for public organizations, where changes to established rules and routine...
Shared senior management teams are a recent and radical response to financial austerity. They aim to improve the efficiency of public services without the disruption, controversy and transaction costs associated with full-blown organizational mergers. This paper assesses the adoption of this management innovation by English district councils, identifies enablers and barriers to its effective implementation, offers a preliminary assessment of its impacts, and draws out practical lessons for policy makers.
This chapter examines an e-participation practice that promotes external stakeholder and citizen involvement in the decision-making process and policy design in the United Kingdom (UK). The initiative called We asked, you said, we did has been adopted by the Scottish Government and integrated in its website (https:// consult .gov .scot/ ). The government decides on the topic of the e-consultation (We asked) and, through the medium of e-consultations, collects stakeholder/citizen opinions and suggestions on the issue (You said). Finally, it keeps the public informed on the actions policy makers have taken as a result of the e-consultation (We did).An analysis of this e-participation practice is important for a variety of reasons. The Scottish Government has a long record of being committed to engaging stakeholders, citizens and communities in the policy-making process. This is evidenced by the work of the Christie Commission (Scottish Government, 2011) and, generally, the so-called Scottish Approach to policy making (Cairney et al., 2016). We asked, you said, we did is an innovative practice that goes beyond the collection of external citizen and stakeholder views (We asked, you said) by providing a transparent overview of the medium-and long-term results of the process, the decisions taken and the policies decided (We did).The analysis of this national-level practice focuses on two main aspects. The first is related to the 'supply side' of e-participation research (Krishnan et al., 2013), with an examination of the impact of the national and organizational context on the adoption of the initiative. The prevailing role of the national context (Aichholzer and Allhutter, 2009;Santaniello and Amoretti, 2013;Moss and Coleman, 2014) and the peculiarity of the Scottish Approach will be revealed.The second aspect is related to the effects of e-participation practices on external collaborations and more generally on the policy design process in which public concerns and aspirations are considered. The role of the Scottish national context will be analysed to determine whether We asked, you said, we did can be considered a successful practice in terms of the inclusion of citizen and stakeholder views.We begin this chapter by reviewing the literature on e-participation practices and outlining the methodology. The national context and Scottish approach to policy making is explained before considering the organizational characteristics behind the initiative and its impact.
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