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Building on social career cognitive theory, the purpose of this paper is to investigate outcome expectations as a mediator and subjective norms as a moderator in the relationship between entrepreneurial self-efficacy and intentions.

Using a sample of 1,026 students from US public and private universities retrieved from the Entrepreneurship Education Project, this study tests a first-stage moderated mediation model in a two-step process.

Results show that entrepreneurial self-efficacy is positively related to entrepreneurial intentions through the partial mediating effect of entrepreneurial outcome expectations, and that this relationship is consistently significant and positive for individuals with lower, average and higher subjective norms towards entrepreneurship.

These findings contribute to the literature on entrepreneurial intentions by providing a comprehensive overlook on the mechanisms and boundary conditions relevant for intentions.

These results reinforce the need for educators and policy makers to ensure programs manage outcome expectations and recognize the role of peer, parent and mentor role models on the construction of these expectations and, consequently, on entrepreneurial intentions.

Exploring the combined effect of entrepreneurial outcome expectations as a mechanism and subjective norms as boundary conditions on the relationship between entrepreneurial self-efficacy and entrepreneurial intentions is an unexplored issue to date, and helps to understand how and why entrepreneurial intentions emerge.

By revisiting the agency theory literature, this paper aims to both incrementally advance historical viewpoints and reveal four prominent influences on agency theory: Weber and Simon, The Great Depression, Cooperation and the Chicago School. This is critical given that understanding the history behind the authors’ major theoretical lenses is fundamental to using these theories to explain various phenomena.

Drawing on a plethora of archival sources and following the influence-mapping approach used by other management history scholars, this manuscript synthesizes historical accounts and archival information to provide a clearer picture of the major historical influences in the formation of agency theory.

We shed light on four areas related to management history that helped propel agency theory. Whereas past scholarship has not recognised them as influencers, we find and show how the industrial revolution, unionization, the stock exchange and other management approaches all played a role in the development of agency theory’s core tenants.

We extend upon the influential people and events that shaped agency theory, thus providing a fuller understanding of the theory’s usefulness. Moreover, we fill in gaps enabling scholars to better understand the context in which the core tenants of agency theory were developed.

Elton Mayo was a professor at a prestigious university, but not a researcher; a scholar, but more concerned with executives; a capitalist, but someone who downplayed monetary incentives; an insider, but someone whose own background was more of an outsider. These contradictions have resulted in scholars questioning Mayo’s impact on the field of management. Thus, this paper aims to critically review Mayo and his contributions to management through a lens calibrated to the context of his time, providing a more contextually accurate view of Mayo and his work and offering a clearer view of his meaningful impact on the field.

Using a combination of primary and secondary sources, the authors connect otherwise disparate information to critically review Mayo’s work within the context of its era.

The authors’ critical review of Mayo identified nine topical areas where Mayo and/or his work have been misunderstood or misinterpreted. For each area, the authors offer a more contextualized and appropriate interpretation of Mayo and his viewpoints, and thus more accurately informing the management literature.

This paper is the first to thoroughly revisit Mayo and his work through a contextualized lens, offering a more informed view of why Mayo’s seemingly controversial behaviors were actually quite standard behaviors given his context.

This paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.

Primary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.

While the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.

This is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

Building on construal level theory (CLT), this study explores mental representations of entrepreneurial intentions (EIs) with different foci (i.e. social and commercial) among university students from Generations Y and Z.

Using a sample of university students from the United States contacted through the Entrepreneurship Education Project, this study employs a configurational perspective—fuzzy-set qualitative comparative analysis (fsQCA)—to identify the pathways leading to EIs and social entrepreneurial intentions (SEIs).

Results show that the configurations of conditions leading to the outcomes (EI and SEI) are not disparate but share far more similarities even when considering socially oriented antecedents, supporting the claim that students perceive both EIs with different foci as high-level construals. The results also demonstrate no differences within gender, but there are asymmetries between gender in the configurations leading to EI and SEI.

This study contributes to EI literature by providing new insights into understanding how individuals perceive EIs at an early stage of entrepreneurship and by bringing CLT to the EI literature.

These results have implications for entrepreneurship education and practice, as it recognizes that students' EIs are psychologically distant, lacking a level of detail and specificity. This would explain why students do not immediately create ventures, but that entrepreneurship has a certain incubation time to create an entrepreneurial mindset.

Exploring the configurational approaches can help to uncover the complexity and idiosyncrasies underlying EIs.

In this systematic review of the literature on women’s entrepreneurship education, this paper aims to examine the current state of the field. The authors analyze publication trends, identify major themes and propose an agenda for future research.

The authors review 363 articles published between 1993 and 2023, to develop a synthesized overview of women’s entrepreneurship education, complete with insights into the journals that have provided the most coverage of this topic, as well as how it has emerged over time.

The authors tracked the evolution of research themes and collaboration networks over a 30-year period. Results show there has been significant growth in research on women’s entrepreneurship education, as evidenced by a surge of publications on the topic and the total number of citations.

The authors categorized and analyzed six thematic clusters within the literature: entrepreneurial intention, ethical perspectives, gender-specific barriers, gender stereotypes, rural entrepreneurship and entrepreneurial self-efficacy. Building on these thematic clusters, this study discusses future research directions to advance the field.

The purpose of this paper is to investigate whether job meaning and job autonomy moderate the relationship between emotional stability and organizational citizenship behavior.

In total, 190 supervisor-subordinate dyads completed three surveys. Linear and curvilinear analyses were used to assess the data.

Results indicate emotionally stable individuals are more likely to perform OCBOs in low autonomy and/or low job meaning situations than are employees low in emotional stability. Conversely, individuals who have high autonomy and/or high meaning jobs are likely to engage in OCBOs regardless of personality.

As a survey-based research study, causal conclusions cannot be drawn from this study. Results suggest future research on the personality-performance relationship needs to more closely consider context and the potential for curvilinear relationships.

Managers should note that personality may significantly affect job performance and consider placing individuals in jobs that best align with their personality strengths.

This study sheds light on factors which may have led to erroneous conclusions in the extant literature that the relationship between personality and performance is weak.