Common Methodological Issues in Quantitative Management Education Research and Recommendations for Authors

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2023-07-25 DOI:10.1177/10525629231186158

M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy

引用次数: 0

Abstract

In this essay, we focus on methodological issues that reviewers and editors commonly encounter when evaluating empirical articles in scholarship of teaching and learning in management education. We organize our discussion around three stages—design, analysis, and reporting. The essay identifies which types of issues are likely to receive rejection, and which issues can be addressed in the subsequent reviews of the manuscript. We provide authors with some suggestions on how to address these issues in their research.

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定量管理教育研究中常见的方法论问题及对作者的建议

在这篇文章中，我们关注的是评论家和编辑在评估管理教育教学学术中的实证文章时经常遇到的方法论问题。我们围绕三个阶段组织讨论——设计、分析和报告。这篇文章确定了哪些类型的问题可能会被拒绝，以及哪些问题可以在随后的手稿审查中解决。我们为作者提供了一些关于如何在研究中解决这些问题的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.