No abstract

Research has established a number of personality features and behaviours associated with business creation and success. The similarities between these traits and narcissism, a concept with roots in clinical psychology and psychiatry, led the authors to conduct this study, which proposes to measure whether entrepreneurs score higher on a narcissism scale than other vocational groups. The second goal of this study is to measure the role of narcissism on intention to start a business. Student entrepreneurs have been compared with non-entrepreneur students, city workers, and employees and managers from a branch of a large financial institution. Then, students filled out measures of general selfefficacy, locus of control and risk propensity as well as a narcissism scale. Results indicate that student entrepreneurs score significantly higher than all other vocational groups on a measure of narcissism. Results also indicate that narcissism is positively correlated with general self-efficacy, locus of control and risk propensity. Moreover, narcissism plays a significant role in explaining entrepreneurial intentions, even after controlling for selfefficacy, locus of control and risk propensity. Overall, these findings shed new light on the underlying personality traits of entrepreneurs and entrepreneurial intentions and suggest new directions in the study of entrepreneurs' personality profile.

Mentoring is reputed to support the career choices and development of individuals in various contexts. This study is one of the few that investigates the effect of mentoring on career satisfaction and retention of novice entrepreneurs. We surveyed 360 novice entrepreneurs who had been supported by a mentor. Our analyses demonstrate the direct effect of mentoring on entrepreneurial self-efficacy, which mediates the relationship between satisfaction of being an entrepreneur and the intention of staying in the profession. Moreover, mentoring not only has an indirect effect on satisfaction; it seems to have a negative direct effect on intention. This result could possibly be due to the awareness of novices regarding the limitations of their initial business project. Given that entrepreneurs are closely tied to their business project, mentoring should come earlier in the entrepreneurial process in order to influence career satisfaction and retention of novice entrepreneur.

The goal of this paper is to identify the factors that precede and may cause sudden changes in the pace of growth of high-growth SMEs or gazelles. A retrospective longitudinal case study of seven high growth SMEs that had undergone a total of 14 sudden shifts in growth reveals that a number of events caused the changes of pace. Some were triggered by the entrepreneur's decisions while others resulted from events beyond his/her control. Management's motivation for growth was an important element and this motivation changed over time, being influenced by both success and problems associated with actual growth. The success of growth strategies also appears to depend on the firm's proximity to its client base and its ability to obtain the information required for sound decision-making. Lastly, the availability of tangible and intangible resources was found essential in allowing the company to seize growth opportunities and proximity to the business milieu may help accessing these resources.

Mentoring can be seen as relevant if not essential in the continuing professional development of entrepreneurs. In the present study, we seek to understand how to maximize the learning that occurs through the mentoring process. To achieve this, we consider various elements that the literature suggested are associated with successful mentoring and test a comprehensive model with the main parts of the mentoring process. Using a structural equation model on a sample of 360 Canadian‐mentored entrepreneurs, the study demonstrates that mentor's career‐related functions are the most effective factor in the development of learning, followed by psychological functions and the role model function. In order to foster these functions, trust and perceived similarity are needed to build a strong and high‐quality relationship as is mentee self‐disclosure. These results are of interest because they highlight the different elements that influence learning through mentoring and show the mediating role of trust, perceived similarity and mentor's functions between the mentee's self‐disclosure and learning.