International Journal of Management Education最新文献

{"title":"The efficacy of the case method in tertiary business education: A scoping review: 2000-2022","authors":"Fengli Mu , James E. Hatch","doi":"10.1016/j.ijme.2024.100983","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100983","url":null,"abstract":"","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140607085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Demographic Profile on Sustainability Learning: A Management Education Students’ Survey","authors":"Aisha Badruddin","doi":"10.1016/j.ijme.2024.100984","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100984","url":null,"abstract":"<div><h3>Purpose</h3><p>The specific objective of the research is to analyze the impact of academic level, year of study, age group and gender on cognitive learning, socio-emotional learning, behavioural learning and overall sustainability learning.</p></div><div><h3>Methodology</h3><p>A sample of 389 management students were considered for the current study. The study incorporates multiple regression technique using SPSS software and structure equation modeling employing AMOS 26 software. For analyzing reliability Cronbach's alpha is used and further the construct validity is established via confirmatory factor analysis and for assessing discriminant validity Heterotrait-Monotrait ratio of correlations (HTMT) is employed.</p></div><div><h3>Findings</h3><p>The overall sustainability learning which has been calculated from the cognitive, socio-emotional and behavioural learning scores is found to be positively impacted by the demographic variables age group and is negatively impacted by the academic level.</p></div><div><h3>Practical implications</h3><p>This study suggests that the educational programmes or initiatives must be specifically designed to induce sustainability learning based on gender and age-groups. Industry specific sustainability initiatives can be included in the curricula of professional educational programmes.</p></div><div><h3>Originality/value</h3><p>There is a dearth of studies in measuring the impact of age group, gender, level and year of study on attainment of sustainability learning objectives in terms of cognitive, socio-emotional, and behavioural learning on professional education students especially in India.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140607086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical innovations in management education in the 21ST century: A review and research agenda","authors":"Sonal Purohit ,&nbsp;Ashutosh Dutt","doi":"10.1016/j.ijme.2024.100976","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100976","url":null,"abstract":"<div><p>The importance of pedagogical innovations in management education for improved learning outcomes has been emphasized by scholars. However, the literature on these innovations has not been systematically synthesized. In this article, we use the 6w framework to provide a review of pedagogy innovations for learning in management education for the 21st century. We orchestrate the prior studies, argue for theoretically informed approaches to evaluate the various dimensions, present the gaps, and provide new measures that would guide advancement and research in this niche area. An integrated pedagogy innovation model framework is proposed from the evaluation of studies that could be used as a baseline for future research. We utilize the theory, context, characteristics, and methodology (TCCM) framework to expand on the research gaps to propose ideas for future research.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140542493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Successful business behaviour: An approach from the unified theory of acceptance and use of technology (UTAUT)","authors":"Lizbeth A. Gonzalez-Tamayo ,&nbsp;Greeni Maheshwari ,&nbsp;Adriana Bonomo-Odizzio ,&nbsp;Catherine Krauss-Delorme","doi":"10.1016/j.ijme.2024.100979","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100979","url":null,"abstract":"<div><p>In today's economies, companies are seen as key drivers of regional development. However, due to the high number of business failures, it is not sufficient to merely encourage new ventures. Instead, it is essential to understand the factors contributing to business success. This study aims to explore the factors that influence entrepreneurs' actions leading to company success. The sample for this study consisted of 9703 students who currently own businesses in European and Latin American countries. The data for this study was analysed using a Structural Equation Model (SEM). Our research proposes a model of successful business behaviour. It shows that the founder's intentions to achieve success and the surrounding conditions significantly impact actions leading to company success. The model also identifies factors affecting entrepreneurs' intentions to succeed, including motivation expectancy, work effort expectancy and social influence. Additionally, we examine how gender, region, and sustainability moderate business behaviour. We extend the application of the UTAUT model from information technology users to the field of entrepreneurship. This expansion allows us to test the model's relevance in contexts where intention plays a crucial role, but successful implementation is even more critical.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role transition of higher education teachers due to disruptive technological change: Identity reconstruction for a better teacher-student relationship","authors":"Ariel Zoltán Mitev,&nbsp;Rita Tóth,&nbsp;Balázs Vaszkun","doi":"10.1016/j.ijme.2024.100978","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100978","url":null,"abstract":"<div><p>This paper highlights the importance of higher education teachers’ professional identity in the field of management, especially when faced with crisis events or disruptive technology. By employing the Bridges transition framework, we comprehended the profound transformation brought about by the pandemic and suggested proactive measures to effectively address future obstacles that significantly affect teaching methods. Based on a PLS-SEM analysis performed to examine the outcomes of an online survey (N = 145), our study provides insights into the connections between changes in the teachers' identity, digital mastery, successful role transition, and the teacher-student relationship. Our results show that the loss of teaching identity has a direct negative impact on the digital mastery, the success of the transition of the teaching role, and the student-teacher relationship as well. We suggest that a transition process is successful if it is well-managed and supported during its psychological phases, places significant emphasis on the phenomenon of loss of identity and provides guidance towards defining the new identity.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innate green propensity: Precursors of ecopreneurial intentions among Indonesian Education Human Resources University","authors":"Muhammad Alfarizi ,&nbsp;Herdis Herdiansyah","doi":"10.1016/j.ijme.2024.100977","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100977","url":null,"abstract":"<div><p>The dynamic growth of the human population has played a significant role in changing purchasing patterns, thereby contributing, along with other influences, to a major impact on the global environment. Entrepreneurship is now shifting to focus on ecological sustainability in response to environmental changes. The Indonesian Education Human Resource University (EHRU) seeks to integrate ecopreneurship into its curriculum to support the green economy and sustainable development goals (SDGs) with a role as prospective teachers and education drivers. The limitations of previous research lie in the lack of specific evaluation of ecopreneurial intentions among Education Human Resources University students. Moreover, previous research has ignored the importance of environmentally friendly education that is aligned with the SDGs. In addition, existing research has not discussed the potential for technological advances in entrepreneurial intentions, creating a significant gap. This study examines the support for ecopreneurship and its impact on the intentions of EHRU students in Indonesia. Using survey-based quantitative methods, data were collected from a sample of 309 student respondents at two prominent EHRU institutions in Indonesia, namely, the Indonesian Education University and Surabaya State University. The research data underwent an analysis process using the variance structural equation model with SmartPLS (partial least squares). Results show that conceptual support positively affects entrepreneurial self-efficacy, particularly in ecopreneurship. EHRU students have great potential to become agents of change in sustainable business practices. Technology plays an essential role in influencing entrepreneurial self-efficacy and student ecopreneurship intentions. Students’ self-efficacy is very important in motivating them to develop strong ecopreneurship intentions. However, reform of educational programs and state policies regarding ecopreneurship education must support the role of EHRU students as a concrete vision of the green economy.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Drivers and inhibitors of entrepreneurship in Europe's Outermost Regions: Implications for entrepreneurship education","authors":"António Almeida ,&nbsp;Brian Garrod","doi":"10.1016/j.ijme.2024.100975","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100975","url":null,"abstract":"<div><p>Governments of peripheral regions often seek to encourage entrepreneurship as a means of bolstering employment, typically charging higher education institutions with the task of delivering this mission through their entrepreneurship education programmes. This study investigates the drivers and inhibitors of entrepreneurial intentions among young people in Madeira, a semi-autonomous outlying region of Portugal. Data were collected from 352 final-year undergraduate students on management, economics and tourism courses. The adaptive Least Absolute Shrinkage and Selection Operator method was then applied to select the best predictors from among a large pool of potential covariates. The results found that students with less access to start-up finance and a greater fear of failure tended to have the least entrepreneurial intentions. Children of entrepreneurs had significantly stronger intentions to become entrepreneurs themselves. Entrepreneurial intention also increased significantly with the student's age. The paper concludes that entrepreneurial education providers in island economies firstly need to change the narrative that young people in peripheral regions receive about becoming entrepreneurs, particularly with regard to the greater vulnerability to business risks (the ‘island penalty factor’), and secondly should provide practical support to students who do not have access to family business networks (a possible ‘island bonus factor’).</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724000466/pdfft?md5=2766b00c8e8fee6e18a4a25ca277d2ef&pid=1-s2.0-S1472811724000466-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140344439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tacit knowledge exchange among senior management educators: A qualitative study","authors":"Faisal Shahzad ,&nbsp;Simona Chilba ,&nbsp;Ahmad Arslan","doi":"10.1016/j.ijme.2024.100973","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100973","url":null,"abstract":"<div><p>This paper is a pioneering study to specifically analyze the determinants of tacit knowledge sharing among senior management educators working in Finnish universities of applied sciences. Based on in-depth interviews with 30 senior management educators, our findings reveal that tacit knowledge sharing in this context is influenced by multilevel factors (organizational, leadership and individual). We found that at individual level, trust and psychological safety linked to work environment are vital for tacit knowledge sharing. At organizational level, diversity, and inclusion, along with supportive culture for creative learning are critical factors. We also found that leadership's authenticity and support is needed to ensure these mechanisms develop and run smoothly. Finally, employee recognition and a reward system specific to tacit knowledge sharing appeared to play a vital role.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724000442/pdfft?md5=7f98dc5f5a5dbbd4ff2f4cc42f79763c&pid=1-s2.0-S1472811724000442-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140341920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving project management skills by integrating a boardgame into educational paths","authors":"Stefano Armenia ,&nbsp;Federico Barnabè ,&nbsp;Fabio Nonino ,&nbsp;Alessandro Pompei","doi":"10.1016/j.ijme.2024.100969","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100969","url":null,"abstract":"<div><p>The increasing demand for practical project management skills makes crucial the adoption of innovative educational approaches. This study presents an experiment carefully designed to assess the effectiveness of an innovative project management educational boardgame named PMBoG. Two samples from a class of university students, enrolled in a bachelor's degree management course, participated in the experiment. One sample joined PMBoG sessions playing with and against other colleagues, the other sample did not participate in the sessions. After game sessions, both groups took a project management test to evaluate their capacity to make decisions or countermeasures based on classical project management issues. The test also included a questionnaire about game evaluations and peer feedback. Preliminary analysis using multiple statistical tests (<em>t</em>-test, ANOVA, Tuckey and Effect Size) indicates that participants in the experimental group demonstrated statistically significant higher performance compared to those who did not participate in the game sessions. The results suggest that the adoption of PMBoG positively impacts on increase of students' project management competencies. The study underscores the importance of incorporating experience-based and student-centered education tools in project management education, enhancing students' readiness for real-world project scenarios.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724000405/pdfft?md5=ae71cf8d176d33b032e729d3291d0c37&pid=1-s2.0-S1472811724000405-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140332942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual reality and the simulated experiences for the promotion of entrepreneurial intention: An exploratory contextual study for entrepreneurship education","authors":"Mohammad Hossein Ronaghi ,&nbsp;Amir Forouharfar","doi":"10.1016/j.ijme.2024.100972","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.100972","url":null,"abstract":"<div><p>Digital technologies will dramatically change entrepreneurship education. Virtual Reality (VR) development and its usage in the domain of entrepreneurship education is a pedagogical prelude to a widely-using virtual entrepreneurship teaching, learning and training in near future. The goal of this research is to study the impact of VR technology on the Entrepreneurial Intention (EI) of Iranian university students. Thus, 150 university students were randomly selected. Since this research is a Quasi-experimental study, the students were allocated to two experimental groups and one control group. Initially, the pretests were performed. Then, the first group got VR-based entrepreneurship training, and the second group received traditional teacher-centered entrepreneurship education. After eight-week courses were separately held for each group, the posttests were performed. Later the ANOVA test results revealed significant differences in the EIs among the three groups in the posttests. Further, by applying the Tukey's test, the results demonstrated that the VR-based entrepreneurship training course has had the most effective impact on the students' EIs. The results encourage further using of VR in future entrepreneurship education and its relevant teaching approaches at Shiraz University.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140339727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}