Purpose The purpose of this paper is to analyse the mechanism of how Machiavellian corporate culture (MCC) affects employees’ counterproductive work behaviours. Design/methodology/approach Through a three-phase grounded study on the data of a single case amounting to over 170,000 words, this qualitative study explores why employees exhibit counterproductive work behaviours. Findings The results indicated that the implications of the MCC of family businesses in China include the following three dimensions: low trust, control orientation, and status orientation. In this corporate cultural context, employees exhibit counterproductive work behaviours because they perceive low organisational justice, psychological contract violation, and low trust. Among them, psychological contract violation serves as a triggering mechanism due to the organisational context and trust is crucial to employee counterproductive work behaviour. Research limitations/implications In this study, the results are derived merely from the observation of and generalisation about one case; more therefore, empirical studies are required. Practical implications Numerous family business owners in China exhibit a high level of Machiavellian personality traits, and this personality tends to determine the implications of corporate culture. In order to establish a diverse culture, a heterogeneous top manager team must be developed and a new organisational culture must be established from top down. Originality/value This study extends the research scopes of employee personality and behaviours as well as leaders’ personality traits and employee emotions, and proposes a theoretical framework of leaders’ personality-culture-employee behaviours as a contribution to studies on organisational behaviour, theories of corporate social responsibility, and development of corporate culture.

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Heavy parental involvement is widely believed to inhibit creativity. On the basis of this rationale and the self‐creativity literature, this study collected paired data to examine the effects of overparenting (which includes the parental arrangement of daily life affairs and parental involvement in schooling), team learning, and coaching by immediate supervisors on employee creativity (i.e., the creativity of Chinese only‐child millennial employees). The findings are described as follows. First, parental involvement in schooling had a significant and positive effect on employee creativity, and the parental arrangement of daily life affairs was inversely related to employee creativity, as in a U‐shaped relationship. Second, supervisors' coaching behaviours improved employee creativity and partially moderated the relationship between overparenting and employee creativity. Third, team learning moderated the interrelationships between overparenting, coaching behaviours, and employee creativity. This paper discusses the complex factors that shape creativity and provides recommendations regarding the parenting and recruitment of Chinese millennials.

Purpose The purpose of this paper is to investigate the institutions involved in providing experience to entrepreneurs in China and analyzed the types of experience they provide. Moreover, the abilities of related organizations to shape experience were analyzed. Design/methodology/approach By using a multiple case study method, this qualitative study examined various entrepreneurial experience providers (namely incubator, entrepreneurship training institution, franchise store, entrepreneurship training network, and family business experience transfer) to understand the experience types and their supplying competencies. Findings On the basis of the types of entrepreneurial experience and the criteria for entrepreneurial competency assessment, the study results showed that the primary providers in China are the Start Your Business (SYB) program, incubators, and family businesses. Furthermore, for-profit social training organizations provided less experience than did governmental or private ones. The five providers mainly provided “know-what” entrepreneurial experience. Among the providers, family businesses and SYB offered experience that was conducive to entrepreneurial learning. Research limitations/implications Entrepreneurs are the subjects of entrepreneurship education, while this study mainly focused on analyzing the experience supplying competencies. Thus, future studies should explore the required abilities that are developed during entrepreneurship for various learners. Practical implications This study interpreted how to achieve Chinese mass entrepreneurship and innovation strategy in the context of the low development of entrepreneurship higher education. To improve their competencies in providing experience, providers must focus on developing proper curricula, effective transfer methods and teacher resources, and incorporating entrepreneurship education. Originality/value On the basis of social learning theory and human capital theory, this study developed a set of criteria for the assessment of the ability of entrepreneurial experience providers. This study analyzed how related institutions enhanced entrepreneurial experience, thereby expanding the relevant learning channels and providing options for entrepreneurs to accumulate experience in China.

Purpose This paper aims to explore the social entrepreneurs’ attention allocation and their resource action that lead to hybrid organization using the paradox theory. Paradox theory deepens understandings of the varied nature, dynamics and outcomes of entrepreneurial tensions. This study explores the systematic effects of internal and external attention on both economic and social performance. Design/methodology/approach First, theoretically, hypotheses linking different attention allocations to ambidextrous behavior and entrepreneurial performance were formulated. Subsequently, the empirical studies based on Chinese social entrepreneurship were conducted to test the hypotheses. Findings The study provides support to the hypotheses showing that external attention is linked to resource acquisition and social performance, while internal attention is linked to resource acquisition and strategic human resource management and thus these ambidextrous behaviors promote both social and economic performance. Furthermore, normal pressure moderates the relations between internal attention and strategic human resource management only. Research limitations/implications The research measures entrepreneurs’ attention with questionnaire rather than psych test. Also, static data rather than longitudinal research is designed to test the hypotheses. Practical implications Deeper understanding of the attention of social entrepreneurs and resource action can help entrepreneurial outcomes and can potentially contribute to paradox and tension management by entrepreneurial practitioners in China. Originality/value Social entrepreneurs’ different attention allocation and related entrepreneurial ambidextrous behavior processes are linked to paradoxical thinking for the first time. The findings of this research can potentially enhance social entrepreneurship paradoxical thinking aimed at preventing mission drift.

This study aims to discuss the effects of flipped teaching supported cooperative learning on MBA students' learning achievement, attitudes toward technology, cooperative learning attitudes, and course satisfaction in the mathematics and science education. By applying quasi-experimental research, 120 MBA students of a national university in China are selected as the research objects. Two classes are randomly sampled for a class as the experiment group (N = 75) and the other class as the control group (N = 45). The students in the experiment group apply flipped teaching supported cooperative learning, while those in the control group adopt traditional didactic cooperative learning. Both the experiment group and the control group are paired with heterogeneous cognitive styles for the 4-week (16 sessions) teaching experiment. The research results reveal that the flipped teaching supported cooperative learning could actually enhance students' learning achievement, course satisfaction, and cooperative learning attitudes in the science education. However, there is no significant effect between learning achievement, course satisfaction and cooperative learning attitudes. On the other hand, web-based learning selfefficacy would influence students' learning achievement and course satisfaction in the mathematics and science education.