Browsing by Author "Onderi, Peter"

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    Impact of personal cultural orientations and cultural intelligence on subjective success in self-employment in multi-ethnic societies
    (Journal of Global Entrepreneurship Research, 2019) Baluku, Martin M.; Kikooma, Julius F.; Bantu, Edward; Onderi, Peter; Otto, Kathleen
    The purpose of this paper is to assess the impact of personal cultural orientation and behavioral aspect of cultural intelligence on subjective success in self-employment in a multi-ethnic context. Based on Sharma (J Acad Mark Sci 38: 787–806, 2010) taxonomy of personal cultural orientations, the paper examines the impact of interdependence and social inequality orientations on subjective success in selfemployment (measured in terms of job satisfaction). Self-employed individuals working in multiethnic communities in East Africa (Uganda and Kenya) were compared with their counterparts in Germany operating in a less culturally or ethnically diverse context. Moderated mediation analysis using PROCESS macro model 8 is applied to measure the direct and indirect effects. Interdependence and social inequality cultural orientations were positively related to subjective success in self-employment for the East African sample, but not for the Germany sample. The results revealed that the impact of these cultural orientations on subjective success is mediated by behavioral cultural intelligence. However, these indirect effects vary between Germany and East Africa. Similar to cross-cultural settings, multiethnic business settings involve doing business with people from various ethnic and linguistic backgrounds. This requires the entrepreneur to behave in a manner that demonstrates appreciation and respect of other people’s cultures.
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    Predicting self-employment intentions and entry in Germany and East Africa: an investigation of the impact of mentoring, entrepreneurial attitudes, and psychological capital
    (Journal of Small Business & Entrepreneurship, 2019) Mabunda Baluku, Martin; Onderi, Peter; Otto, Kathleen
    Self-employment is a feasible and in some contexts the most available form of employment especially for new entrants into the labor market. Understanding student’s willingness to go into self-employment and the factors important to the process of becoming self-employed is therefore important. This paper explores the role of entrepreneurial mentoring, attitudes, and psychological capital in development of self- employment intentions among students. A two-year longitudinal survey of final year university students (288 German and 498 East African) was conducted. The follow-up survey (T2) of 103 participants was conducted within 6 months and 2 years after graduation. Results suggest that entrepreneurial mentoring, attitudes, and psychological capital are directly related to self-employment intentions. Attitudes mediated the relationship between mentoring and intentions. Furthermore, psychological capital moderated the effects of mentoring and attitudes on self- employment intentions. East African participants reported higher intentions (T1) and higher rate of entry into self-employment (at T2) compared to the German participants. Contrary to our assumption, however, psychological capital did not have substantial effects on selfemployed entry. The implications of these findings are discussed.
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    Psychological Capital and Career Outcomes among Final Year University Students: the Mediating Role of Career Engagement and Perceived Employability
    (International Journal of Applied Positive Psychology, 2021) Mabunda Baluku, Martin; Nsaale Mugabi, Eriphase; Nansamba, Joyce; Matagi, Leonsio; Onderi, Peter; Otto, Kathleen
    Increasingly, graduates are taking much more time in the transition from school to work. Recent research suggests that the ability to adjust quickly plays a key role in the transition process. This is even more important today given the tough labor market realities such as exacerbated unemployment levels and global competitions for the few available job openings. Yet new graduates often lack experience and certain skills that employers look for. Those unable to maneuver through the School-To-Work Transition (STWT) quickly may experience further challenges in their career development process. Using a sample of 516 students in their final semester of their university studies in Ugandan and Kenya, the present study examines the role of psychological resources, namely psychological capital and the mechanisms (i.e. Career Engagement - CE, Perceived Employability - PE) through which it works to affect students’ readiness for STWT as well as positively evaluating their career success. The major findings of the study reveal substantial positive direct effects of psychological capital on perceived employability, readiness for STWT, and career satisfaction. The double mediation results show that psychological capital indirectly affects the readiness for STWT via career engagement and internal PE, while psychological capital indirectly affects career satisfaction via career engagement and external PE. The implications of these results are discussed.