Michiel Crommelinck's research while affiliated with Ghent University and other places

Publications (5)

Article
Full-text available
We explore how the impact of seeking feedback from different sources (i.e., feedback source variety) on employee creativity is shaped by perceptions of the work environment. Specifically, we argue that two contextual factors, namely, performance dynamism (Study 1) and creative time pressure (Study 2), moderate the relationship between feedback sour...
Article
Full-text available
This study examines how and why entrepreneurial passion for founding changes over time. In particular, we propose that in the founding phase of a venture's lifecycle entrepreneurs' founding identity centrality will remain stable over time. We also propose, however, that in our sample and time period studied, entrepreneurs' intense positive feelings...
Article
In this study, we examined the joint impact of feedback source diversity and experienced creative time pressure on creativity. On the basis of a sample of 186 employees and 23 supervisors from a hospital, we found that the nature of the relation between feedback source diversity and creativity depends on employees’ experienced creative time pressur...
Article
Objectives: The goals of this paper are to review the literature on feedback-seeking behaviour using a self-motives framework and to provide practical recommendations for medical educators on how to encourage feedback-seeking behaviour. Methods: To gain a better understanding of feedback-seeking behaviour, we apply a self-motives framework. Thro...

Citations

... 36 Creative time pressure can impede employees' creative performance; when they devote a portion of their limited pool of cognitive resources to managing experienced creative time pressure, they have fewer cognitive resources available for other tasks. 73 Those who experience time pressures are less likely to engage in creative cognitive processing. In contrast, those who experience these pressures to a lesser extent have sufficient time to combine and integrate different perspectives; and their cognitive processes, such as cognitive flexibility, divergent thinking and remote association, are less likely to be limited. ...
... Selon nous, ce dernier devrait mettre davantage les étudiants apprenants au centre de la démarche pédagogique (White et Shank, 1999) et devrait tenir compte de leurs projets de vie tout en les mettant en situation dans et autour de projets potentiels ou réels de création d'entreprises (Tounés, 2004 (Saporta et Verstraete, 1999). Le cas de la pédagogie par projet semble être aujourd'hui une des meilleures pratiques d'enseignement, car elle rompt avec les approches plus traditionnelles dans la mesure où elle permet le passage d'une logique de recherche de la "bonne réponse" à une logique de la "découverte" (Carrier, 2000 ;Léger-Jarniou, 2004. Le rôle de l'enseignant devient à la fois plus complet et plus décisif car ce dernier doit être en même temps pédagogue, conseiller et coach. ...
... Another distinctive profile may be dominant high for passion for inventing, and relatively low for passion for founding and passion for developing. Because some entrepreneurs engage in entrepreneurship because they like discovering new opportunities or products (Strese et al., 2018), but less enjoy about exploiting them (Collewaert et al., 2016). Thus, we proposed following hypothesis: ...
... In one study that analyzed learners' perceptions of feedback regarding the learner-educator relationship, it found that attitudes, perceptions, relationships and teacher attributes affected feedback-seeking behavior [20]. Another study found that feedback-seeking behavior is influenced by the leadership styles of the feedback provider [21]. It found, through a review of the literature, that learners tended to seek feedback from their supervisor if they viewed them as a transformational leader. ...