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Author(s): Wenjun Cai [sup.1] , Jibao Gu [sup.1] , Jianlin Wu [sup.1] Author Affiliations: (1) grid.59053.3a, 0000000121679639, School of Management, University of Science and Technology of China, , 96 Jinzhai [...], Existing literature increasingly identifies the effect of CEO passion on firm innovation. However, the understanding on how and when CEO passion promotes firm innovation remains limited. We examine the role of the top management team (TMT) creativity as the intervening mechanism in the link between CEO passion and firm innovation, and explore the different roles of flexibility-oriented and control-oriented cultures as contingencies. By using survey data of 245 firms in China, we find that flexibility-oriented culture positively moderates the relationship between CEO passion and TMT creativity, but negatively moderates the relationship between TMT creativity and firm innovation. By contrast, control-oriented culture negatively moderates the relationship between CEO passion and TMT creativity, and insignificantly moderates the relationship between TMT creativity and firm innovation. We also discuss our theoretical contributions and provide some practical implications.

Author(s): Zhongjun Ye [sup.1] [sup.2] , Hefu Liu [sup.1] , Jibao Gu [sup.1] , Jin Yang [sup.2] Author Affiliations: (1) grid.59053.3a, 0000000121679639, School of Management, University of Science and Technology [...], Most previous researches have only examined the linear and direct relationship between relationship conflict and team creativity. Drawing on the threat regulation theory, this paper aims to investigate the curvilinear relationship between relationship conflict and team creativity, as well as the mediating role of team learning and the moderating role of transformational leadership. A questionnaire survey was conducted to gather data in China. We received completed questionnaires from 83 teams comprised of 83 team managers and 466 team members. Relationship conflict had an inverted U-shaped relationship with team creativity, and team learning mediated this relationship. High level transformational leadership was found to alleviate the positive influence of low relationship conflict on team learning and mitigate the negative impact of high relationship conflict on team learning. The main limitation is the study's cross-sectional nature, meaning that causality in relationships cannot be established. Despite these limitations, the present research still provides insights into conflict management, creativity, and leadership literature. This study's findings offer some guidance on how to stimulate team creativity through relationship conflict. Furthermore, managers should maintain a moderate level of relationship conflict and adopt a high level of transformational leadership to facilitate team learning when teams are in a high level of relationship conflict. This study develops an exhaustive understanding of the impact of transformational leadership on the conflict-creativity relationship by illustrating the curvilinear relationship between relationship conflict and team creativity through team learning.

Author(s): Di Zhao [sup.1] , Jianlin Wu [sup.2] , Jibao Gu [sup.2] Author Affiliations: (1) grid.440718.e, 0000 0001 2301 6433, School of Business, Guangdong University of Foreign Studies, , 510420, [...], Existing research has established leadership antecedents of team voice behavior. However, the content of team voice has not been distinguished, and limited findings have been generated about the effect of relational leadership, leader-member exchange (LMX), on team voice. Drawing on conservation of resource theory, this research explores the unique and interactive effects of LMX mean and LMX differentiation on promotive and prohibitive team voice. Two multisource studies (Study 1: 293 members and 51 leaders; Study 2: 524 members and 90 leaders) have been conducted to examine the hypotheses. Both studies have revealed that LMX mean is positively related to promotive team voice, and LMX differentiation is negatively related to prohibitive team voice. In addition, LMX differentiation weakens the effect of LMX mean on prohibitive team voice. Study 2 has further verified that LMX differentiation strengthens the effect of LMX mean on promotive team voice. Findings have demonstrated the significant and complex influence of team LMX on team voice. We suggest that team leaders can improve LMX mean and reduce LMX differentiation to encourage team voice behavior.

Research on entrepreneurship education (EE) has encountered confusing ontological and methodological issues, such as definitional controversy, gaps between research and practice, and lack of theoretical foundations. These are factors holding back the further development of the research and practice in this field. This paper presents a whole picture of EE by exploring key factors involved in EE programs such as objective, audience, content and method, and assessment with a macro integrative perspective. In this way, it points out the disintegrated micro perspectives employed in prior studies is the source of inadequate understanding of EE, which causes issues and confusions in present EE research. The macro integrative perspective offered by this paper provides an innovative way to tackle these issues and hence is expected to contribute to the further improvement of EE research and practice.

The current state attaches great importance to college entrepreneurship education, but entrepreneurship education should combine with college students' professional learning. Different professional learning backgrounds have commonalities in entrepreneurship education; there may be differences, too. Various professional knowledge background and professional characteristics make different students possess diverse knowledge structure and skill resource, so the key factors needed in the entrepreneurship process may be different. This article proposes "STI+" model, the so-called STI refers to professional learning and can be divided into social science, technical science and natural science. The "STI+" model is based on various profession to carry out entrepreneurship education. Based on this, we separate "STI+" model into three types and select representative universities to do analysis and research, then sum up how schools of diverse professional background develop entrepreneurship education.

Author(s): Di Zhao [sup.1] , Jianlin Wu [sup.1] , Jibao Gu [sup.1] Author Affiliations: (1) grid.59053.3a, 0000000121679639, School of Management, University of Science and Technology of China, , 96 Jinzhai [...], The factors that influence graduate student creativity have drawn attention in higher education research. It is controversial whether leader-member exchange (LMX), here representing supervisor-student exchange relationship, can promote creativity. Previous studies on the LMX-creativity relationship have ignored the roles of negative psychological processes and personality differences. From the resource allocation perspective, we consider challenge stress and hindrance stress as the mediators and identify personal initiative (PI) as a moderator to examine the relationship between LMX and graduate student creativity. The results obtained from 576 Chinese samples confirm that LMX promotes graduate student creativity by reducing their hindrance stress; the interaction term between high PI and high LMX increases challenge stress. These findings support the importance of developing high quality supervisor-student exchange relationship for graduate students, adding their challenge stress, reducing their hindrance stress, and cultivating their PI so as to improve their creativity.

An inter-organizational team, which consists of diverse members from different organizations to conduct an initiative, has been widely treated as a critical method to improve organizational innovation. This study proposes a multilevel model to test the relationship between shared leadership and creativity at both team- and individual level in the context of inter-organizational teams. Multisource data were collected from 53 inter-organizational teams. We obtain the following findings: first, shared leadership is positively related to both team creativity and individual creativity via knowledge sharing. Second, task interdependence positively moderates the relationship between shared leadership and knowledge sharing. Third, task interdependence positively moderates the relationship between knowledge sharing and team creativity, but does not moderate the relationship between knowledge sharing and individual creativity. We discuss the theoretical and practical implications of the findings.

Universities exert generous efforts to take advantage of curriculum to help students succeed in the competitive employment market. However, it remains unclear whether perceived employability (PE), as the crucial indicator of the career success of students, can be improved by the curriculum. In accordance with Job Demands-Resources theory, this study examined the influencing mechanism of curriculum, including course workload and course challenge, on the PE of students. Results from a sample of 880 Chinese graduate students confirm that course workload and course challenge positively affect PE via motivational belief; high-level supervisor-student relationships increase the effect of course challenge, and high-level student-student relationships improve the effect of course workload. The results present valuable guidance to universities on how to improve the PE of students through curriculum to help them succeed in their careers.

This paper proves that social media use can contribute in important ways to employability outcomes. Specifically, results from a survey of 196 recent graduate students in China indicate that social media use is positively related to employability skills. Internship effectiveness serve as a mediating mechanism through which social media use affects employability skills. Zhongyong has a moderating effect on the social media use-internship effectiveness relationship. In addition to the direct moderating effect, Zhongyong is found to moderate the indirect relationship between social media use and employability skills. We discuss implications of these results for research and practice.

Author(s): Jin Yang [sup.1], Jibao Gu [sup.2], Hefu Liu [sup.2] Author Affiliations: (1) grid.440649.b, 0000 0004 1808 3334, School of Economics and Management, Southwest University of Science and Technology, , [...], This study builds on self-determination theory to examine the factors that impact the effects that servant leadership has on employee creativity. An observation of 460 employees from 11 banks in China revealed that (1) servant leadership is positively related to employee creativity, (2) follower psychological empowerment partially mediates the relationship between servant leadership and employee creativity, and (3) work-to-family conflict moderates the relationship between servant leadership and follower psychological empowerment, the relationship was more positive when work-to-family conflict was high, rather than low. Family-to-work conflict did not significantly affect this relationship. The findings provide a significant contribution to the psychological empowerment literature through its identification of psychological empowerment as an important psychological mediating mechanism that helps to enrich the psychological mechanism of servant leadership's effect on employees. Additionally, the results provide a deeper understanding of boundary conditions (e.g. work-to-family conflict) for the impacts of servant leadership on employees' individual outcomes. Furthermore, the findings enrich the work-family conflict literature by providing support for distinguishing work-to-family conflict from family-to-work conflict.

Based on social cognitive theory and leadership theory, the current study tests a theoretical model linking supervisory styles (i.e. supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative self-efficacy and intrinsic motivation). Results from a sample of 216 graduate students of 1 university in China indicate that both creative self-efficacy and intrinsic motivation completely mediate the influences of supportive supervisory style and directive supervisory style on graduate student creativity. Interestingly, the results indicate a positive influence of directive supervisory style on graduate student creativity, which is inconsistent with the literature and our own original hypothesis. Our findings verify that creative self-efficacy has an indirect effect on graduate student creativity by influencing intrinsic motivation. We discuss the implications of these findings for both theory and practice.

Recent years have witnessed an increasing interest in the flipped classroom model, and many flipped programs have been funded and implemented to explore the effectiveness of this new model. However, previous studies centering on comparative assessment have indicated that it is not always entirely successful in terms of promoting students' performance and/or satisfaction, which warrants further research on the contributing factors and driving mechanism accounting for students' perceptions of flipped settings. In order to fill this gap, in this study, a students' satisfaction model for the flipped classroom was constructed based on the experiential learning theory. A total of 178 undergraduate students in Mainland China participated in 32-week College English flipped classes, from whom 146 valid questionnaires were obtained. The proposed research model was evaluated through longitudinal surveys followed by the structural equation modeling technique. The results indicated that, compared with the designs of Personalized Learning Climate, learners' Prior Learning Experience is a far more significant antecedent for predicting their satisfaction. Furthermore, Perceived Quality (with five first-order dimensions) and Perceived Value are two vital mediators to student satisfaction. The implications of this study are also discussed.