Consequences of Cultural Leadership Styles for Social Entrepreneurship: A Theoretical Framework

Abstract

The purpose of this conceptual article is to understand how the interplay of national-level institutions of culturally endorsed leadership styles, government effectiveness, and societal trust affects individual likelihood to become social entrepreneurs. We present an institutional framework comprising cultural leadership styles (normative institutions), government effectiveness (regulatory institutions), and societal trust (cognitive institutions) to predict individual likelihood of social entrepreneurship. Using the insight of culture–entrepreneurship fit and drawing on institutional configuration perspective we posit that culturally endorsed implicit leadership theories (CLTs) of charismatic and participatory leadership positively impact the likelihood of individuals becoming social entrepreneurs. Further, we posit that this impact is particularly pronounced when a country’s regulatory quality manifested by government effectiveness is supportive of social entrepreneurship and when there exist high levels of societal trust. Research on CLTs and their impact on entrepreneurial behavior is limited. We contribute to comparative entrepreneurship research by introducing a cultural antecedent of social entrepreneurship in CLTs and through a deeper understanding of their interplay with national-level institutions to draw the boundary conditions of our framework.

Does China’s Outward Direct Investment Improve the Institutional Quality of the Belt and Road Countries?

“…Extant research has suggested that informal institutions may also influence sustainable development of societies. Informal institutions such as sustainability values [79] and culturally endorsed leadership theories [80] have been found to influence sustainable development activities in societies. In terms of future research, longitudinal studies can therefore examine the impact of the B&R initiative on the informal institutions of the host country.…”

Implications of Culturally Implicit Perspective of Emotional Intelligence

“…Given that cultures shape EI, and EI shapes entrepreneurial behaviors, therefore by extension, the understanding of culture-specific EI has an important place in the culture-entrepreneurship fit perspective. EI is also known to shape pro-social behaviors (Côté, 2011), such that our proposed perspective can also inform theory on cross-cultural comparative social entrepreneurship (Muralidharan & Pathak, 2018, 2019). Further, a recent study has found that the effects of culture on behavioral dispositions are distal—mediated by cultural leadership styles (e.g., Stephan & Pathak, 2016)—rendering cultural leadership styles as more proximal influencers of entrepreneurial behaviors.…”

Factors Affecting Smart School Leadership Competencies of High School Principals in Vietnam

“…Educational leadership (Sellami et al, 2019) is represented in school leadership (Bush & Glover, 2002;Bush & Heystek, 2006) through various forms. These include transformational leadership (Allix, 2000;Leithwood & Jantzi, 2006;Leithwood & Sleegers, 2006), instructional leadership (Feye, 2019;Hallinger, 2003;Southworth, 2002), constructive leadership (Kuhnert & Lewis, 1997), cultural leadership (Hallinger, 2004;Muralidharan & Pathak, 2019), teacher leadership (Berry, 2014;Harrison & Birky, 2011;Howe & Stubbs, 2001;Smylie & Denny, 1990), and change leadership (Wagner, 2018). It also includes learning leadership (Reeves, 2006), learningcentered leadership (Goldring at al., 2007), shared leadership (Lambert, 2002;Pearce & Conger, 2003;Pearce & Sims, 2000;Pearce et al, 2007), distributed leadership (Bolden, 2011;Harris, 2004;Spillane et al, 2004;Timperley, 2005), democratic leadership (Woods, 2004), situational leadership (Thompson & Glasø, 2015), system leadership (Ramosaj & Berisha, 2014), and collaborative leadership (Hallinger & Heck, 2010).…”

“…Principals' smart school leadership competencies are made up of several component competencies relating to different fundamental operational aspects of the school. These are teaching and learning instructional, cultural, strategic, educational managerial, and organizational managerial leadership competencies (Alvy & Robbins, 2005;Berlin et al, 1988;E-Lead, 2008;Fink & Resnick, 2001;Muralidharan & Pathak, 2019;Piaw et al, 2014;Robbins & Alvy, 2004).…”

“…The principal's leadership competencies are the decisive factor affecting the operating efficiency and learning quality of the school (Feye, 2019;Gaetane et al, 2009;Muralidharan & Pathak, 2019;Sebastiana et al, 2019;UNESCO, 2016). These competencies are subject to the principal's personal traits and institution-level factors.…”