International Journal of Management Education最新文献

{"title":"An emotional intelligence workshop to support sustainability skills development in accounting students","authors":"Gretha Steenkamp,&nbsp;Riana Goosen","doi":"10.1016/j.ijme.2025.101241","DOIUrl":"10.1016/j.ijme.2025.101241","url":null,"abstract":"<div><div>The effective inclusion of sustainability matters in the accounting curriculum necessitates novel pedagogies. Prior research has identified emotional intelligence enhancement as a possible enabler for developing students' sustainability skills, and that reflective self-assessment workshops on decision-making and relational acumen could enhance students' emotional intelligence and graduate attributes. This qualitative paper explored the value of such a workshop in an undergraduate sustainability module by collecting student perceptions on its perceived emotional intelligence enhancement and development of sustainability skills. The findings show that students perceived the workshop specifically to increase their self and social awareness, helping them identify their strengths and developmental areas relating to decision-making and relational acumen – which provides evidence of enhanced emotional intelligence resulting from the workshop. Additionally, student reflections showed how the emotional intelligence pedagogy supported sustainability skills development in the rest of the module. Students specifically emphasised enhanced social awareness (awareness of other people's behavioural styles), which resulted in increased interpersonal skills, as evidenced in their group work in the module. Overall, students perceived the workshop as a novel pedagogy which would support the development of sustainability skills and could be employed by other management educators. The paper contributes to responsible management and sustainability education by proposing a specific pedagogical innovation (namely, reflective self-assessment workshops on decision-making and relational acumen) to develop critical skills in accounting students, specifically emotional intelligence and sustainability skills.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101241"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749445","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":"Re-examining the ability, benevolence, and integrity (ABI) model of trust: Do business professors really need all three?","authors":"Jenna-Lyn R. Roman,&nbsp;Juanne Greene,&nbsp;James A. Swaim,&nbsp;Graham H. Lowman,&nbsp;Michael J. Maloni","doi":"10.1016/j.ijme.2025.101207","DOIUrl":"10.1016/j.ijme.2025.101207","url":null,"abstract":"<div><div>Students’ trust in their professors is a critical success factor for student satisfaction and retention, and ultimately professor performance. The seminal ABI model of trust maintains that all three dimensions of ability (A), benevolence (B), and integrity (I) are necessary to establish trust. In contrast to this one-size-fits-all perspective, our qualitative comparative analysis (QCA) on undergraduate and graduate business student survey data finds that professors generally do not always need all three ABI dimensions. For instance, benevolence or a combination of ability and integrity can suffice for most students. Moreover, configurations for higher trust differ from those leading to lower levels of trust. Complementing these results, an ensuing qualitative study reveals that the specific dimensions of ABI that students perceive as important for building trust differ from professor perceptions. Specifically, students prioritize relational indicators as opposed to task indicators, which are favored by professors. Additionally, personal attributes emerged as a fourth dimension, suggesting the ABI model of trust may be incomplete for trust in professors. In combination, these results challenge a key underlying assumption of the ABI model and provide novel and practical insight into how to train new professors and re-train established professors to foster trust with students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101207"},"PeriodicalIF":6.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166583","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":"Students' problem-solving skills in-depth: ready for ‘real life’?","authors":"Angelito Calma","doi":"10.1016/j.ijme.2025.101267","DOIUrl":"10.1016/j.ijme.2025.101267","url":null,"abstract":"<div><div>Students are expected to display effective problem-solving skills to resolve challenges in the workplace successfully. This study analyses students’ problem-solving skills using the OECD PISA problem-solving framework and the extent to which they display four problem-solving processes: (1) exploring and understanding (EU), (2) representing and formulating (RF), (3) planning and executing (PE), and (4) monitoring and reflecting (MR). 188 problem-solving written assignments with 8080 paragraphs were analysed using natural paragraph analysis across the four processes encompassing 21 core tasks. Students generally show strong EU and RF processes and tasks but could improve some RF and MR processes. This means that students are generally successful at information processing, building representations, formulation and modelling, and use of tools to solve problems. They showed difficulty in organising and revising solutions, finding the rationale behind the problem, seeking alternative solutions and critically evaluating given information and assumptions. The paper concludes with practical implications for teaching in higher education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101267"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925472","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":"The use and usefulness of artificial intelligence in international business education. Evidence from a field study","authors":"Dirk Holtbrügge,&nbsp;Luisa Wicht,&nbsp;Theresa Bernhard","doi":"10.1016/j.ijme.2025.101258","DOIUrl":"10.1016/j.ijme.2025.101258","url":null,"abstract":"<div><div>This field study is among the first empirical investigations into the integration of an artificial intelligence (AI) enhanced video course in management and international business (IB) education. Moving beyond conceptual discussions, it evaluates the use and perceived usefulness of an AI-enhanced video course in a real classroom setting. Findings highlight that such AI tools support personalized learning, increase student engagement, and offer particular benefits for culturally diverse learners by reducing communication barriers and accommodating different educational backgrounds. While exploratory in scope, the study offers practical insights for educators seeking to implement AI in an inclusive and effective manner. Limitations include reliance on self-reported perceptions and a focus solely on student experiences. Future research should examine the impact of AI on learning outcomes and explore the reasons for using AI tools further, for example by investigating emotional and affective components.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101258"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932006","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":"Understanding how the entrepreneurship education portfolio affects undergraduates’ entrepreneurial intentions: A cross-cultural study of China and Japan","authors":"Lei Cao ,&nbsp;Tatsuya Kusakabe","doi":"10.1016/j.ijme.2025.101259","DOIUrl":"10.1016/j.ijme.2025.101259","url":null,"abstract":"<div><div>This study examines the entrepreneurial intentions of undergraduate students and investigates the key factors in the entrepreneurship education portfolio that influence their willingness to engage in entrepreneurial activities. The analysis is based on a theoretical model known as the knowledge–attitude–behaviour model. In addition, this study incorporates Hofstede's culture dimensions theory to examine how undergraduates from diverse cultural backgrounds understand entrepreneurship, with culture acting as a moderator. Data were collected via a structured questionnaire administered to 692 undergraduate students from top universities in China and Japan. The data were analysed via partial least squares structural equation modelling with SmartPLS 4.0, including confirmatory factor analysis, bootstrap analysis, and multi-group analysis. The findings show that both teaching and practical experience significantly influence students' entrepreneurial perception, which in turn strongly predicts EIs. Multi-group analysis confirms that cultural background moderates the relationship between entrepreneurial perception and EIs: the effect is stronger among Chinese students than among Japanese students. However, no significant cultural differences in the influence of teaching, practice, or competition on perception were found. These results support the KAB model and highlight the importance of culturally contextualized entrepreneurship education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101259"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902843","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":"Key antecedents and consequences of study engagement among university business students in the UAE","authors":"Khaldoun I. Ababneh ,&nbsp;Khawlah Ahmed ,&nbsp;Raed Ababneh ,&nbsp;Mohammed A. Al-Waqfi","doi":"10.1016/j.ijme.2025.101263","DOIUrl":"10.1016/j.ijme.2025.101263","url":null,"abstract":"<div><div>To address a gap in research in non-Western context, this study examines the antecedents and consequences of academic engagement among undergraduate business students in the United Arab Emirates (UAE). Building on the Job Demands-Resources (JD-R) and Study Demands-Resources (SD-R) models, the study explores how instructor support, peer support, and study characteristics influence study engagement, and how study engagement subsequently affects psychological well-being, perceived employability, and academic dishonesty. Using an online questionnaire with validated scales, data were collected from 256 undergraduate business students in two major UAE universities. Descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used to analyze the data and test the proposed hypotheses. The findings reveal that instructor support and study characteristics significantly enhance study engagement, which in turn positively impacts psychological well-being and perceived employability, while reducing dishonest academic behaviors. Contrary to prediction, peer support did not impact study engagement. Importantly, the results also demonstrate that study engagement mediates the effects of instructor support and study characteristics on the three outcome variables under investigation. These findings highlight the role of supportive academic environments and engaging coursework in enhancing student success. This study contributes to the limited research on business student engagement in non-Western contexts and offers practical implications for enhancing student outcomes in higher education, particularly in business programs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101263"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902845","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":"‘Solving’ as a key course learning outcome (CLO) in postgraduate (PG) management education","authors":"Ishwar Haritas ,&nbsp;Harini K.N.","doi":"10.1016/j.ijme.2025.101225","DOIUrl":"10.1016/j.ijme.2025.101225","url":null,"abstract":"<div><div>Problem-solving abilities are key to developing adaptive, ethical, and future-ready leaders. Embedding problem-recognition and context-specific problem-solving frameworks into management education equips students to navigate complex, real-world challenges with greater effectiveness. This paper presents a specific pedagogical innovation that integrates three creative and experiential frameworks into the management curriculum - a) Design Thinking (DT); b) MIT's Theory of Change (ToC); and c) Adventure Based Learning (ABL); each providing a different style to advancing problem-solving capabilities among postgraduate (PG) management students over a period of one year. Building on the Experiential Learning Theory and drawing on the Cynefin framework, which categorizes different problem types, this study qualitatively investigates how each pedagogical approach engages students with varying degrees of structure and complexity in real-world challenges. Using data collected from MBA – International Business (IB) students through reflection diaries and semi-structured interviews across three courses, the research provides insights into how these frameworks facilitate the development of critical skills such as adaptive thinking, creativity, collaboration, and ethical decision-making. This research employed the GIOIA Methodology for analyzing qualitative data systematically in a rigourous and grounded method of conceptual development based on first-order concepts, second-order themes, and aggregate dimensions. The findings offer practical insights for educators, including a mapping guide to align specific problem types with suitable problem-solving pedagogies, thereby enabling more context-sensitive and impactful learning interventions. The insights derived from this study contribute to responsible management education by demonstrating how experiential and creative problem-solving approaches build sustainability-oriented and socially responsible leadership capabilities. Furthermore, the research underscores the importance of embedding problem-solving as a key course learning outcome (CLO) in postgraduate (PG) management programs, contributing to SDG 4 (Quality Education) through inclusive, learner-centric methodologies; SDG 8 (Decent Work and Economic Growth) by increasing employability through skills in action; and SDG 12 (Responsible Consumption and Production) by promoting responsible decision-making.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101225"},"PeriodicalIF":6.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330430","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":"Entrepreneurial resourcefulness and new venture creation: Mediating role of sensing capability among early and late starter youth entrepreneurs","authors":"Ayodotun Stephen Ibidunni ,&nbsp;Paulinus Iyika ,&nbsp;Tomisin James Aruleba ,&nbsp;Obaloluwa Obed Oyewo ,&nbsp;Chioma Glory Nnaemeka","doi":"10.1016/j.ijme.2025.101227","DOIUrl":"10.1016/j.ijme.2025.101227","url":null,"abstract":"<div><div>This study investigated entrepreneurial resourcefulness (ER) and new venture creation intention (NVCI) among early and late starter youth entrepreneurs. It also examined the mediating role of sensing capability on the ER-NVCI relationship. We utilized data gathered from 320 early starter entrepreneurs (ESE) and late starter entrepreneurs (LSE) in an entrepreneurial higher education setting in Nigeria. The PLS-SEM was used to determine the direct relationship between ER and NVCI, and mediating role of sensing capability on the ER-NVCI relationship. Across the three sample levels including ESE, LSE, and the full-sample, the results show that frugality and self-control resourcefulness behaviour directly impact on sensing capability. Also, there is a direct impact of sensing capability on NVCI. The mediating effect of sensing capability is stronger on the relationship between frugality and NVCI. Our study extends the existing literature by spotlighting ER within the context of ESE and LSE in explaining time differentials among student entrepreneur's new venture creation intention.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101227"},"PeriodicalIF":6.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518733","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":"How self - Efficacy and entrepreneurial spirit mediate the relationship between diverse cyber entrepreneurship courses and college students’ entrepreneurial intentions under TPB model","authors":"Yue Li","doi":"10.1016/j.ijme.2025.101257","DOIUrl":"10.1016/j.ijme.2025.101257","url":null,"abstract":"<div><div>Cyber entrepreneurship transcends traditional limitations of time and space, fostering numerous business opportunities at minimal costs, thereby driving economic development and innovation. This study introduced entrepreneurship spirit and self-efficacy based on Theory of Planned Behavior (TPB), and constructed parallel and serial multiple mediation models to explore the impact of different cyber entrepreneurship courses on entrepreneurial intention. The research adopted empirical testing, drawing a sample of 351 senior students from public universities in Suzhou, and utilized SPSS 26 and SmartPLS 4.0 for data analysis. The main findings indicate that self - efficacy and entrepreneurial spirit exert multiple (both parallel and serial) mediating effects on the relationship between cyber entrepreneurship courses and entrepreneurial intention. This discovery significantly enhances the explanatory power of the TPB model regarding entrepreneurial intention, offering a more comprehensive understanding of the factors influencing students’ decisions to engage in cyber entrepreneurship. It helps to further optimize the content and methods of cyber entrepreneurship courses, expand the scope of the theory of planned behavior applications, which has reference value in both theory and practice perspective.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101257"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841869","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":"The role of entrepreneurship education, entrepreneurial motivation, and entrepreneurial readiness in mapping entrepreneurial intention of youth","authors":"Ruchika Khetarpal ,&nbsp;Dinesh Jain ,&nbsp;Baishali Mitra","doi":"10.1016/j.ijme.2025.101272","DOIUrl":"10.1016/j.ijme.2025.101272","url":null,"abstract":"<div><div>This study uses human capital theory and planned behavior to examine how entrepreneurship education affects young people's entrepreneurial goals. We are studying the direct and indirect impacts of entrepreneurship education on intentions, as well as how entrepreneurial motivation and preparation modulate them. We investigated 205 graduate students in postgraduate entrepreneurial courses. We used the partial least squares structural equation model for the analysis. The PLS-SEM study's results indicate that entrepreneurial motivation and readiness significantly influence the relationship between entrepreneurial ambitions and entrepreneurship education. The research demonstrated that entrepreneurship education and passion improve the readiness of young individuals to pursue entrepreneurship. Furthermore, the findings indicate that a youth's level of readiness significantly influences their intention to establish their own business. Nevertheless, entrepreneurship education has an independent impact on the framework's overall relationship. Our research contributes to the current corpus of literature on entrepreneurship education by integrating individual talents with behavioral components.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101272"},"PeriodicalIF":7.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048684","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}