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The purpose of this paper is to understand the influence of self-leadership on the intention to mentor among university teachers considering the mediating role of self-efficacy and the moderating role of individualism-collectivism dimensions.

A standardized questionnaire was used to collect data from Indian (n=88) and Spanish (n=105) university teachers. The hypothesized relationships were analyzed using structural equation modeling and hierarchical multiple regression analysis.

Self-leadership strategies influence the intention to mentor through university teachers’ self-efficacy. The positive relationship between self-efficacy and intention to mentor becomes stronger when the respondents are inclined toward vertical collectivistic or horizontal individualistic values.

The study extends mentoring literature since it incorporates both individual and cultural variables, allowing observing their interplay and giving a holistic understanding of the issue. The main limitation of the study is its cross-sectional survey design, which is the use of data collected from a single-sitting, self-reporting measure. Different procedures were used to control method biases.

Intention to mentor can help university teachers (especially the younger staffs) and students to establish the process that can reinforce their commitment toward realistic goals. In the long term, entering into a mentoring relationship might boost self-efficacy and self-leadership qualities of the mentors themselves.

The comprehensiveness and relevance of the variables in the context chosen is the primary strength of this research. In the scenario of increasing professionalization and globalization, the cross-cultural nature of this study brings in a global perspective of the research problem.

Based on the interpersonal interaction perspective of team cohesion, this study aims to examine the effects of team boundedness, formal coordination and organization tenure diversity on both task and social cohesion. The authors test for the interaction effect of organization tenure diversity on the relationships between the independent variables and the dimensions of team cohesion.

Data was collected from 111 software development teams and aggregated to the team level. Common latent factor test for common method bias showed no significant bias. Structural equation modelling (SEM) was used to test all the hypotheses.

SEM results show that team boundedness and formal coordination have positive and significant association with both dimensions of team cohesion. Formal coordination was found to be a stronger positive predictor for task cohesion than for social cohesion. Organization tenure diversity was found to be a stronger negative predictor for social cohesion than for task cohesion. Organization tenure diversity in the team moderates the relationship between formal coordination and task cohesion.

The data was collected using a cross-sectional design. However, the authors have mitigated the effect of common method variance by adopting both procedural and statistical methods.

This paper expands extant literature by examining the antecedents of two important components of team cohesion, task and social cohesion. The authors proposed and found that the independent variables have different impacts on task and social cohesion. This study furthers both theory and practice by considering team boundedness as a variable of interest and its impact on internal team dynamics.

The purpose of this paper is an examination of the literature on team boundary activity to trace how team boundary activity has evolved as a construct and examine the dimensions of team boundary activity and their relationships. It highlights the need for a deeper examination of the dimensions of buffering and reinforcement, and why buffering and reinforcement are required. It presents the case of why it is important to study this topic and maps out areas for future research.

The paper reviews conceptual and empirical papers published on team boundary activity in reputed journals between the years 1984 and 2016.

The focus of research in team boundary activity has been on external interactions of the team (boundary spanning), and very few papers have studied the activities through which the team defines and defends its borders (boundary strengthening). These boundary-strengthening activities can be equally important for innovation and learning in externally dependent teams. Further, there is a need to clearly distinguish these constructs from other variables like team identification. Another area that has here-to not been researched is the relationships between the dimensions of team boundary activity. Last, there is a need to consider a wider range of antecedents, outcomes and moderators of team boundary activity.

This paper is based on past empirical and conceptual papers, identified using search terms such as team boundary activity, team boundary spanning and external communication. Other related areas can also be explored for identifying variables of interest.

As opposed to previous reviews which focused mainly on team boundary spanning, this paper considers all dimensions of team boundary activity, with special focus on buffering and reinforcement. It proposes a 2 × 2 framework to explain the effect of boundary-spanning and boundary-strengthening activities on the achievement of team objectives. It examines the cyclical nature of relationship between team boundary activity and team performance. It highlights measurement issues in the area of team boundary activity.

Tech start-ups (TSs) functioning in different domains have a responsibility of ensuring that domestic knowledge and capabilities are leveraged to minimize dependence on foreign organizations. Despite the growth of the ecosystem, while numerous TSs emerge, very few of them are able to survive, and of those that survive, very few scale up. The aim of this study is to identify the factors influencing the competitiveness of technological start-ups and to study the interrelationship and interdependence of these factors.

Modified total interpretative structural modeling (m-TISM) was employed for the current research. The analysis of what factors have an effect on competitiveness, how they affect it and why they affect it should be explored. The study begins by developing the list of factors through literature search, and further it is validated by expert opinion. A hierarchical model has been developed using m-TISM and MICMAC analysis to analyze the driving and dependency power of factors at each level.

Results show that the competitiveness of TSs is affected by organizational agility and internationalization. Factors present at the bottom level, namely entrepreneurial intensity, act as a strong driver for TSs. Team member commitment, transformational leadership, strategic alliances, knowledge sharing and organizational ambidexterity are middle-level factors.

This study is among the few articles that have explored competitiveness of TSs in the Indian context.

Two challenges faced by automotive component design projects within contracted design agencies are (1) specification changes requested by the manufacturers and (2) product information or core technology knowledge leakage to external actors. We examine the effects of targeted boundary activities that address these challenges under the contingencies of environmental uncertainty and project complexity.

Based on Boundary management theory, a bidirectional model of boundary buffering was conceptualized in the context of design agency teams developing automotive components. A survey is derived from the proposed model. Regression analysis is performed using empirical data from 234 auto component design projects in Chinese design agencies.

Boundary buffering activities that strengthen outside-in boundaries and inside-out boundaries directly improve the final design quality. Further, the magnitude of effect for outside-in buffering on design quality is enhanced under environmental uncertainty, while the impact of inside-out buffering on design quality is enhanced under project complexity.

Boundary activities should consider differences in boundary targets, directional flow of information, and context of scope.

Automotive component design agents should attend to both outside-in and inside-out boundary buffering, especially under conditions of environmental uncertainty or project complexity.

The proposed bidirectional view on boundary buffering adds perspective to team boundary management theory. Specific contingencies include common risk elements of project complexity and environmental uncertainty not typically associated with the need for buffering activities.

Social virtual reality (SVR) has emerged as a solution for the facilitation of remote and distributed teamwork, promising to overcome challenges faced in virtual 2D communication channels. The purpose of this study is to systematically review empirical articles dealing with the application of SVR with head-mounted displays (HMDs) in teams.

This study reviewed 40 empirical papers on teamwork that address the application of SVR using HMD in teams. The authors present results from the extracted data and identify themes that indicate the current state of research in this field.

Based on data obtained from the journal articles, the authors identified three themes underlying current research. They are features and applications of SVR technology, collaboration dynamics and team performance in SVR and educational and professional training and learning. The results show that SVR enhances team collaboration and collaborative learning.

SVR can aid in improving teamwork and team outcomes. In its current stage, SVR is complementary to 2D technology and not likely to replace traditional tools. Findings suggest that the technology is promising for collaboration and learning in organisations, especially in collaborative design tasks and simulations.

To the best of the authors’ knowledge, this paper is one of the first studies to look at research emerging from the nascent area of SVR and summarise the current state of research. This study provides managerial implications and identifies future research areas for SVR in teamwork and learning.

Technological start-ups are significant contributor to the innovation and employment provider in an economy. Numerous technological start-ups are established every year; however, only a miniscule percentage of these technological start-ups sustain and scale up in the long run. The aim of this study is to investigate the factors that affect Indian technological start-ups’ competitiveness.

Case study analysis of two technological start-ups (namely, WayCool and Moglix) is undertaken to study the factors affecting the competitiveness of technological start-ups in India. Being a relatively underexplored theme of study in entrepreneurship and strategy, case analysis facilitates exploration and validation of factors influencing competitiveness. Information for case study analysis is drawn from secondary sources of information. The collected data undergoes deductive thematic analysis to systematically identify and examine recurring themes and patterns relevant to the competitiveness of Indian technological start-ups.

Case analysis reveals that innovation intensity, organisational agility and internationalisation influence competitiveness of technological start-ups. The importance of the role of each of these factors for entrepreneurial ventures has been highlighted in literature; however, their effect on competitiveness has not been examined in extant literature.

Being among the few studies on the competitiveness of technological start-ups in specific and start-ups in general, this study highlights the gap in the literature and suggests the need for examining the competitiveness of technological start-ups.

For the practitioners, this study reinforces the need for entrepreneurs to emphasise fundamental factors that build competitiveness. Subsequently, the sources of competitiveness shall enable the start-up to gain a competitive advantage.

This is among the few studies to have explored the competitiveness of technological start-ups in the Indian context.

The purpose of this paper is to understand the influence of individual and organisational factors on pro-environmental behaviours of the employees at the workplace.

A model explaining pro-environmental behaviours at workplace has been proposed based on contemporary literature related to value-belief-norm (VBN) theory, corporate environmentalism framework and norm. A cross-sectional survey was carried out in 20 manufacturing organisations in India and 383 useful individual responses were collected. The proposed model has been tested with the help of structural regression analysis.

The results of the study show that both individual characteristics as well as organisational efforts influence employees’ pro-environmental behaviours. However, the effect varies as per the type of behaviour. Personal norm mediates the relationship between subjective social norm and two types of pro-environmental behaviours.

An individual faces subjective or objective constraints while exhibiting pro-environmental behaviours. The effect of subjective or the objective constraint needs to be explored in future studies.

To explain pro-environmental behaviours at workplace the authors tested VBN theory, as it was overlooked till date in management literature. It also contributes to the VBN literature by extending it to include organisational variables like corporate environmentalism and social psychological variable like social norm.

Mentoring has been shown to positively affect student engagement, confidence, leadership, and skills. It is through the development of relationships, knowledge sharing, increased engagement, and a sense of belonging that mentors gain confidence and build leadership skills. However, little is known about the types of leadership, practices, and behaviors that mentors develop when undertaking the mentorship role. The purpose of this study is to examine the development of exemplary leadership practices that the mentoring role nurtures in undergraduate female student mentors. In particular, this study adopted the Kouzes and Posner (2002) transformational and servant leadership practices model to collect data from undergraduate female mentors (n = 94) and mentees (n =142). Results demonstrated significant correlations among all Student Leadership Practices Inventory Scale (S-LPI) subscales – Inspite a shared vision, Model the way, Challenge the process, Enable others to act, and Encourage the heart – and provided evidence for the association of the mentoring role with the development of transformational and servant practices. However, among the five transformational leadership practices, Inspire a shared vision was not correlated with the mentoring role. Based on the findings of this study, it is recommended that curriculum developers of undergraduate programs create curricula containing an array of peer teaching/mentoring experiences based on clear roles and job descriptions for mentors. Further research is recommended to explore the impact of mentoring programs with a wider sample of students from diverse backgrounds.

In today’s complex and challenging work environment, employees’ learning from errors has become critical to organizations’ survival and success. While the literature has highlighted the importance of inclusive leadership for learning behavior in organizations, research on how inclusive leadership promotes employees’ learning from errors has been limited. Therefore, the purpose of this paper is to fill this gap by developing and testing a moderated mediation model that emphasizes the key roles of positive mood and gender in the relationship between inclusive leadership and employees’ learning from errors.

A multi-time survey method was used in this study to collect data from 202 full-time employees working in China.

The hypothesized moderated mediation model in this study was supported. Inclusive leadership facilitated employees’ learning from errors through employees’ positive mood, and employees’ gender moderated both the direct relationship between inclusive leadership and employees’ positive mood and the indirect relationship between inclusive leadership and employees’ learning from errors through employees’ positive mood: the relationships were stronger for female employees than for male employees.

By incorporating the social role theory into the affective events theory framework, this study may help to open the “black box” of the relationship between inclusive leadership and employees’ learning from errors by explicating the importance of positive mood and gender, thereby shedding light on the timely issues of inclusive leadership, mood, and learning from errors in the workplace.