Journal of International Education in Business最新文献

{"title":"Enhancing business education: neurodiversity informed faculty development practices","authors":"Jeffrey W. Alstete, John P. Meyer, Nicholas J. Beutell","doi":"10.1108/jieb-02-2024-0022","DOIUrl":"https://doi.org/10.1108/jieb-02-2024-0022","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"17 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching and learning in business schools post-pandemic: a digital future","authors":"Laura Zizka, Gaby Probst","doi":"10.1108/jieb-12-2023-0103","DOIUrl":"https://doi.org/10.1108/jieb-12-2023-0103","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Teaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Based on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Short-term study abroad (STSA): a review of key risks and challenges","authors":"Andrew Bradly, Marina Iskhakova, Dana L. Ott","doi":"10.1108/jieb-04-2024-0036","DOIUrl":"https://doi.org/10.1108/jieb-04-2024-0036","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to provide a comprehensive overview of the key risks and challenges of Short-Term Study Abroad (STSA), so higher education practitioners and global mobility providers can design effective and safe STSA programmes. The Institute of International Education defines STSA as programmes of up to eight weeks in length, with this standard now widely accepted by both practitioners and scholars (Iskhakova and Bradly, 2022).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study draws from a comprehensive review of STSA risks literature, cases of published “incidents”, “safety practices”, “risk lists” and examples by global mobility professionals. The paper also draws upon the extensive practical experiences that the authors have acquired through their management of risks while delivering numerous STSA international business programmes for undergraduate students across seven different global destinations (India, USA, UAE, Russia, Croatia, Slovenia and Vietnam).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Through the analysis, the authors identify 42 types of risks and challenges that may be encountered in the delivery of STSA programmes that we group into 12 categories.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The results serve as an effective guide for planning, designing and delivering effective and safe STSA programmes for global mobility practitioners worldwide. The authors also provide an agenda and specific directions for future research on the topic to global mobility scholars.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>For those designing STSA programmes, an in-depth understanding of the nature and range of risks during study tours is needed, including how to ensure in-country experiences are safe for all participants while achieving the intended learning outcomes.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"47 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty-Led Program: Food and Beverage Supply Chain – from the first mile to the last mile","authors":"Lyndsey McGrath, Mario Chong, Michelle Rodríguez-Serra","doi":"10.1108/jieb-07-2023-0049","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0049","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study aims to present a Faculty-Led Program applied in two contrasting countries, the USA and Peru, focused on the supply chain management of food and beverages to demonstrate its benefits in human capital development. This Faculty-Led Program provides valuable opportunities to acquire skills and knowledge in foreign environments.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;Students from Universidad del Pacífico and Rochester Institute of Technology were exposed to the food and beverages industry in Lima and New York. The theory will be presented to justify the program’s positive impact on the human development of the participating countries and empirical evidence of training capabilities that it allowed, according to the theoretical framework proposed by (Braskamp &lt;em&gt;et al.&lt;/em&gt;, 2009), to identify dimensions of learning. The study was based on primary data collected from 20 students from Universidad del Pacífico through a participant observation approach, retrieving a final essay project and the students’ testimonies at the end of the program implemented in other similar studies in Peru (Simone, 2021). The data were categorized into three domains and then summarized to provide key insights. In this case, the methodology is qualitative, but the data were also subjected to statistical analysis.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The results suggest that knowledge of the value chain of food and beverages obtained in this program was successfully consolidated. The learning outcomes from this method were obtained through students’ projects aimed to share the learned global practices with the industry and were materialized in three domains: the cognitive domain, with students recognizing and valuing cultural aspects; the interpersonal domain, students learned from social interactions with stakeholders; and the intrapersonal domain, students showed high acceptance of US culture within the course context, though their affect toward it was more potent than toward their own culture. These domains allowed students to assess how such international experience impacted their learning in more than just the academic outcome.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The study relies on self-reported subjective methods in the short term since it summarizes students’ perspectives, expressed in a final written essay, regarding three main dimensions of learning. Besides, the process assesses the improvement of those dimensions through a participant observation approach and collecting testimonies. More objective, comparable outcomes could be achieved in the medium term by evaluating the participants’ performance in the business world.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This paper presents a conclusive application of the Faculty-Led Program, which exposed students to the diverse food and beverage industry in Lima and New York, providing valuable","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"59 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Project management education in the Kingdom of Saudi Arabia: a multi-method approach","authors":"Jamshid Ali, Majed Qabil Alsolamy, Mohammed Saeed Alotaibi, Benameur Dahinine","doi":"10.1108/jieb-09-2023-0069","DOIUrl":"https://doi.org/10.1108/jieb-09-2023-0069","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of the study was to assess the current state and demand of the project management education. Project management has gained increasing importance as a critical discipline for achieving successful project outcomes in various industries and sectors. In the Kingdom of Saudi Arabia (KSA), the demand for skilled project management professionals has increased due to different developmental projects and ambitious initiatives like NEOM.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study adopted a qualitative multi-method approach to comprehend the objective in depth. In the first round, a systematic literature review (SRL) was applied to explore the state of project management education (PME) in KSA. In the second, structured interviews with professionals were arranged to explore the phenomenon of interest in more detail. Moreover, three case studies were also included to support, comprehend and generalize the findings.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study highlights the strengths and gaps in PME. The study also provides an insight to enhance the quality and effectiveness of the PME in KSA. Besides these, the research recommends exploring different avenues for the promotion of PME in the country.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study offers a pioneering exploration of PME in KSA. It uses a multi-method approach to unveil unique insights into the country's educational landscape and its alignment with global industry standards.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"65 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors affecting quality of education during pandemic: lessons learnt and way forward","authors":"Arti Chandani, Smita Wagholikar, Mohit Pathak, Prashant Ubarhande, Ankita Bhatia","doi":"10.1108/jieb-07-2023-0041","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0041","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The pandemic brought by COVID-19 in March 2020 shook the entire world, compelling everyone to remain indoors. Most B-Schools were unprepared for such a situation and did not have the resources to carry out the teaching and learning activities. B-schools then adopted online and hybrid modes of learning to impart education to their students. The purpose of this study is to identify factors affecting the quality of education along with lessons learnt and lessons to be left behind, using qualitative method.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The factors affecting the quality of education were drawn from the literature, and 18 faculty members were interviewed. The study uses a descriptive method, where interviews were conducted, and each interview was recorded, with an explicit permission of respective faculty member and coded and categorized to identify themes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The significant contribution of this study is that it highlights? Through the learnings and experiences of the pandemic? What will work in the future for business schools. The use of online teaching-learning sessions and softwares, namely, Turnitin and Grammarly will not fade away. Faculty will use various engagement tools such as quizzes and simulations to improve the learning and quality of education in the post-pandemic era. Various interactive and online tools emerged during the pandemic which allowed faculty to use diagrams and infographics in their teaching, and this helped the faculty to cater to students with different learning styles.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study will provide B-Schools, faculties and leaders an input for improving the quality of online education. The present study provides an empirical contribution to the factors affecting online education and its quality, by highlighting the perspective of faculty members with the help of qualitative study. These factors make a clear and strong indication that education in the future will be partly online, wherein a lot of e-learning resources will be used by faculty to impart quality education.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"94 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playing to learn: developing self-directed learning skills through serious games","authors":"Ernesto Pacheco-Velazquez, Virginia Rodés Paragarino, Leonardo David Glasserman, Martina Carlos Arroyo","doi":"10.1108/jieb-08-2023-0054","DOIUrl":"https://doi.org/10.1108/jieb-08-2023-0054","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can le","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"8 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Face-to-face, online or HyFlex instruction? The effects of self-directed learning on stress reduction and student satisfaction among emerging adults","authors":"Soochan Choi, Zhen Li, Kittipong Boonme, He Ren","doi":"10.1108/jieb-09-2023-0064","DOIUrl":"https://doi.org/10.1108/jieb-09-2023-0064","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students’ satisfaction and stress reduction.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"15 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction","authors":"Zelalem Zekarias Oliso, Demoze Degefa Alemu, Jonathan David Jansen","doi":"10.1108/jieb-07-2023-0042","DOIUrl":"https://doi.org/10.1108/jieb-07-2023-0042","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (&lt;em&gt;r&lt;/em&gt; = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and &lt;em&gt;p&lt;/em&gt;-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher e","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"2 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does the entrepreneur intention vary among university students?","authors":"Ahmet Maslakci, Lütfi Sürücü, Harun Şeşen","doi":"10.1108/jieb-08-2023-0061","DOIUrl":"https://doi.org/10.1108/jieb-08-2023-0061","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students’ entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The empirical findings can help policymakers develop effective policies to encourage entrepreneurship.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.</p><!--/ Abstract__block -->","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"33 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140580159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}