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Subject: search.filters.subject.Innovative work behavior

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    Mediating Effect of Entrepreneurial Passion in the Relationship Between Entrepreneurial Orientation and Innovative Work Behavior
    (Emerald Publishing, 2023-08-09)
    This paper aims to analyze the mediating effect of entrepreneurial passion on the relationship between entrepreneurial orientation and innovative work behavior in employees of small- and medium-sized enterprises (SMEs) in Peru. Design/methodology/approach: A nonexperimental cross-sectional design was used. Data were obtained from a random sample of 300 employees of SMEs in the manufacturing, agricultural and livestock sectors in Peru. Findings: The results showed that entrepreneurial orientation has a direct and positive effect on entrepreneurial passion and innovative work behavior. Also, entrepreneurial passion was found to have a mediating effect on the relationship between entrepreneurial orientation and innovative work behavior. Originality/value: The research provides evidence-based knowledge of the causal relationships between three important constructs related to entrepreneurship, analyzing their direct and indirect effects on innovative work behavior.
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    How transformational leadership drives academic innovation through creative process engagement: conditional effects of psychological factors
    (Taylor & Francis, 2026-01-01)
    Transformational leadership has been extensively studied in corporate contexts, yet its mechanisms in knowledge-intensive professional environments remain underexplored. This study examines the mediating role of creative process engagement in the relationship between transformational leadership and innovative work behavior among university faculty in Ecuador (N = 543). Structural equation modeling revealed complete mediation through creative process engagement (standardized indirect effect β = 0.11, 95% CI [0.07, 0.15]), with no significant residual direct effect (β = 0.04, p = 0.457). Intrinsic motivation positively moderated the transformational leadership → creative process engagement relationship (β = 0.08, p = 0.032), while psychological empowerment exhibited unexpected negative moderation (β = −0.09, p = 0.019), revealing an 'academic autonomy paradox' wherein highly empowered faculty demonstrate reduced responsiveness to external facilitation. These findings challenge universal applicability of transformational leadership theory developed in hierarchical organizational contexts, necessitating theory reconceptualization for autonomous professional populations. Academic leaders should calibrate empowerment strategies carefully, recognizing threshold effects where additional autonomy provision may diminish leadership effectiveness, while emphasizing process facilitation competencies that enable creative thinking without imposing predetermined solutions.