PurposeThis paper analyses the relationship between subjective well-being (SWB) and perceived organisational culture (POC) with the individual propensity to innovation (IPI).Design/methodology/approachTo empirically test the hypotheses, the sample and data were collected through a cross-sectional survey with 614 professionals who work in Technological Knowledge-Intensive Business Service (T-Kibs) in Brazil. For data analysis, the authors applied the partial least squares path modelling (PLS-PM) algorithm.FindingsThe results identify that employees' perception of the organisational culture has a direct and indirect impact on the IPI. The perception of employees about the dimensions of clan and adhocracy of organisational culture influences the SWB of employees, which has a significant relationship with the individual propensity to innovation. Also, the perception of a market culture has a direct impact on the individual propensity to innovate. The results showed that the adhocracy culture has a more significant influence on the SWB of the female gender.Originality/valueThis work contributes to the expansion of scientific studies in the area of innovation, in addition to managerial contributions due to the identification of the factors that influence the IPI.

Na literatura, é possível detectar um distanciamento da academia com as competências exigidas no mercado de trabalho. Esse distanciamento, pode ser considerado um fator que influencia diretamente no desempenho dos alunos em sala de aula. O conhecimento prático deve partir do professor para que então as competências possam ser desenvolvidas nos alunos. Neste sentido, o objetivo deste estudo é investigar a percepção dos discentes sobre as competências dos docentes, durante o processo de ensino e aprendizagem. A amostra correspondeu a 162 discentes de duas instituições de ensino superior. Para análise, foi utilizada a análise fatorial, a fim de identificar fatores comuns entre as variáveis. Os resultados identificados nesta pesquisa indicam que as competências dos professores estão divididas em seis domínios: Relacionamento, Conhecimento, Conduta, Interesse, Organização e Integridade. Estas dimensões são consideradas na literatura como características de um bom professor. Como contribuição este estudo desmembra a análise da competência do docente no processo de ensino aprendizagem, e propõem fatores específicos do C.H.A que podem ser utilizados em instrumentos de mensuração futuros.

Purpose: The study proposes a conceptual framework on how institutions influence risk and uncertainty. Beyond the nuances in defining the concepts in the existing literature, the role of institutions in shaping risks and uncertainties remains understudied. This paper adopts the new institutional economics (NIE) perspective to revisit the concepts of risk and uncertainty and provide a deeper reflection about its interactions with formal and informal institutions. Method: Our conceptual model is based on four propositions that support a theoretical explanation about the relationships between institutions and uncertainties, institutions and risks, and uncertainties and risks. Findings: While formal institutions have a primary role in reducing uncertainties, informal institutions can be seen as a source of risk. These findings imply firms’ strategic decisions. In this regard, we also provide a research agenda for future empirical studies in the area. Originality/value: The study highlights the importance of institutions for companies to deal with risk and uncertainties. The institutions have a primary role in defining the “known part” of the uncertainty, allowing the companies to evaluate the different scenarios for decision-making. Theoretical/Methodological Contributions: This study differentiates risk and uncertainty interaction according to institutional theory. Additionally, we offer an academic discussion of how formal and informal institutions can shape risks and uncertainties.

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