International Journal of Management Education最新文献_第2页

The impact of cultural values on students’ communication apprehension in online classrooms: The moderating role of gender 文化价值观对网络课堂中学生交流恐惧的影响：性别的调节作用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101077

Asal Aghaz , Soroush Dehghan Salmasi

{"title":"The impact of cultural values on students’ communication apprehension in online classrooms: The moderating role of gender","authors":"Asal Aghaz , Soroush Dehghan Salmasi","doi":"10.1016/j.ijme.2024.101077","DOIUrl":"10.1016/j.ijme.2024.101077","url":null,"abstract":"<div><div>In the post-COVID-19 era, online learning has become an integral part of higher education institutions (HEIs). However, limited evidence suggests that communication apprehension (CA) is a core issue in the lack of engagement in online classrooms. This study seeks to investigate how students’ CA dimensions (i.e., communication participation avoidance and low level of communication confidence) can be predicted by their cultural values using horizontal and vertical individualism/collectivism (HVIC) classification. Moreover, this study examines gender differences as a moderator in the relationship between CA and cultural values. This quantitative survey used an online questionnaire for data collection. A total of 498 samples of data were collected From MBA students studying at the seven most prestigious Iranian business schools. The results of data analysis using SmartPLS4 indicated that the CA levels of MBA students are affected by their cultural values in the HVIC classification (excluding vertical collectivism). Additionally, this study revealed that gender plays a moderating role in the relationships between cultural values and CA dimensions. In general, the results indicated that HEIs should foster a culture that supports individualistic values—such as privacy, independency, self-fulfillment, and individual decision-making—in order to lower CA levels among MBA students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101077"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578538","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}

引用次数: 0

An effective method in project management education: A stepwise project modelled on a real-life project 项目管理教育的有效方法：以真实项目为模型的分步项目

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101079

Muhammad Odeh, Peerasit Patanakul

{"title":"An effective method in project management education: A stepwise project modelled on a real-life project","authors":"Muhammad Odeh, Peerasit Patanakul","doi":"10.1016/j.ijme.2024.101079","DOIUrl":"10.1016/j.ijme.2024.101079","url":null,"abstract":"<div><div>This study examines the use of three different methods in teaching project management: lectures, short case study assignments, and a semester-long stepwise project modelled on a real-life project. The results provide a better understanding of how teaching methods contribute to learning outcomes, measured by students' comprehension and knowledge gained. In Fall 2021 and Spring 2022, 110 and 84 questionnaires were distributed to students in project management courses, with 46 and 34 completed responses, respectively. The overall results indicate that the stepwise project contributes to the outcome of learning more than class lectures, however, no significant difference was found when comparing it with short case study assignments. The results indicate that the stepwise project contributes more to outcomes than other methods when implemented a second time. Overall, the stepwise project appears to be a promising method for further developed teaching plans and classroom policies. Limitations of this study include small sample size, social distancing, and the interdependent effects of teaching methods, which future studies should address. Future research could also explore the impact of teaching methods on leadership, collaboration, and communication skills. The impact of the instructor's experiences and familiarity with teaching methods could also be further explored.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101079"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572343","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}

引用次数: 0

Corrigendum to “Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China” [Int. J. Manage. Educ. 22(3) (November 2024) 101042] 商科课程混合式学习中本科生的学习方法和学习效果：来自中国的证据》[Int. J. Manage Educational 22(3) (November 2024 101042)]更正来自中国的证据" [Int. J. Manage.

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101065

Liangliang Xu

引用次数: 0

Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts 开发并验证一种工具，用于测量基于商业模拟的学习环境中模型与现实的契合度

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101074

Guan-Yu Lin , Yu-Min Wang , Yi-Shun Wang

{"title":"Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts","authors":"Guan-Yu Lin , Yu-Min Wang , Yi-Shun Wang","doi":"10.1016/j.ijme.2024.101074","DOIUrl":"10.1016/j.ijme.2024.101074","url":null,"abstract":"<div><div>The increasing use of business simulation systems in university classrooms has significantly impacted student learning in entrepreneurship and management. However, the issue of model-reality fit within business simulation-based learning has been largely overlooked in the literature. To address this gap, a reliable and accurate scale for assessing model-reality fit is essential for further research. This study developed and validated a multidimensional instrument based on task-technology fit theory and the Business Model Canvas, using a sample of 133 Taiwanese undergraduate and graduate students. Through established scale-development procedures, a 13-item scale was created, reflecting three key factors: \"partnership and distribution management,\" \"financial management and cost control,\" and \"customer relationship management.\" The scale demonstrated satisfactory internal consistency, as well as convergent, discriminant, criterion-related, and nomological validity. This newly developed multidimensional scale offers a valuable tool for evaluating model-reality fit and advancing future research and theory development in the context of business simulation-based learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101074"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572344","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}

引用次数: 0

The impact of university entrepreneurship support on college students' entrepreneurial intention: A cognitive-affective perspective 大学创业支持对大学生创业意向的影响：认知-情感视角

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101087

Yaping Song , Genshu Lu

{"title":"The impact of university entrepreneurship support on college students' entrepreneurial intention: A cognitive-affective perspective","authors":"Yaping Song , Genshu Lu","doi":"10.1016/j.ijme.2024.101087","DOIUrl":"10.1016/j.ijme.2024.101087","url":null,"abstract":"<div><div>This study constructs a cognitive-affective analysis framework, takes 5468 college graduates in Shaanxi Province, China, as samples, and utilizes two partial least squares structural equation models (PLS-SEM) to systematically examine the impact of university entrepreneurship support (UES) and its sub-dimensions on college students' entrepreneurial intention (EI). The findings show that in the overall PLS-SEM model, UES significantly affects students' EI. Likewise, UES affects the fear of entrepreneurial failure (FEF), entrepreneurial attitude (EA), and entrepreneurial self-efficacy (ESE), which in turn determines EI. Meanwhile, the mediating roles of FEF, EA, and ESE in the relationships of UES and EI are validated. Furthermore, Findings point out that in the sub-dimension PLS-SEM model, some dimensions of UES have significant direct effects on FEF, EA, ESE, and EI, while others have no significant influences. More importantly, we reveal that FEF, EA, and ESE do not mediate the relationship between all of UES's dimensions and EI. The results also illustrate that FEF and ESE significantly impact EA. These findings enrich entrepreneurship research and offer practical implications for university administrators to improve UES and EI.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101087"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660121","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}

引用次数: 0

AI applications in business: Trends and insights using bibliometric analysis 人工智能在商业中的应用：使用文献计量分析的趋势和见解

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-29 DOI: 10.1016/j.ijme.2024.101075

Hiranya Dissanayake , Otilia Manta , Anuradha Iddagoda , Maria Palazzo

{"title":"AI applications in business: Trends and insights using bibliometric analysis","authors":"Hiranya Dissanayake , Otilia Manta , Anuradha Iddagoda , Maria Palazzo","doi":"10.1016/j.ijme.2024.101075","DOIUrl":"10.1016/j.ijme.2024.101075","url":null,"abstract":"<div><div>Artificial intelligence in the business plays key role in the current world. To track the research output, we conducted bibliometric analysis on the Artificial Intelligence (AI) applications in business from 1977 to 2023. The main objective of this study is to examine publication trends, influential authors, impactful sources, global contributions, and prevalent keywords, themes employing rigorous statistical methodologies. SCOPUS database was searched with AI and Business term from the starting period and biblioshiny and Vos Viewer software used for the analysis. Key findings reveal a rising trend in AI applications in business publications. Leading journals emerge, and the USA, United Kingdom, and China lead in global contributions. Frequently used keywords encompass ethics, machine learning, and big data. Thematic mapping categorizes themes, unveiling motor, niche, emerging, and basic themes. This analysis provides a comprehensive overview for researchers, policymakers, management educators and industry practitioners, shedding light on the dynamic landscape of AI and its intersection with business.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101075"},"PeriodicalIF":6.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539995","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}

引用次数: 0

Academic performance in the wake of COVID-19: A comparative study of first-year college business students COVID-19 之后的学习成绩：大学商科一年级学生的比较研究

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-28 DOI: 10.1016/j.ijme.2024.101078

Milton Soto-Ferrari, Ashley Layman, Joyce A. Young

{"title":"Academic performance in the wake of COVID-19: A comparative study of first-year college business students","authors":"Milton Soto-Ferrari, Ashley Layman, Joyce A. Young","doi":"10.1016/j.ijme.2024.101078","DOIUrl":"10.1016/j.ijme.2024.101078","url":null,"abstract":"<div><div>The COVID-19 pandemic profoundly disrupted education, challenging academic normalcy due to staff shortages, absenteeism, mental health issues, and a rapid transition to online learning. These disruptions led to declines in student readiness across subjects, although some adapted effectively to new learning environments. Therefore, this study evaluates the academic factors influencing first-year business students' performance in post-pandemic settings. Using data from a U.S. institution, we assess metrics of 288 first-year business students from different cohorts across three periods: Pre-Pandemic (Fall 2018/Spring 2019, n = 141), Initial Post-Pandemic Impact (Fall 2021/Spring 2022, n = 70), and Continued Pandemic Adaptation (Fall 2022/Spring 2023, n = 77). By comparing these distinct cohorts using inferential statistics, we examine how students' academic characteristics evolved amidst pandemic challenges. The findings showcase that high school GPA consistently correlates with academic success across all periods. However, during the Continued Pandemic Adaptation timeframe, the influence of prior college performance and course engagement metrics, such as enrolled and graded hours, became more pronounced. This shift denotes the increased importance of academic preparedness and active participation in coursework. The research emphasizes the need for adaptive educational strategies, focusing on enhanced advising, flexible course load options, and expanded mental health and academic support to meet diverse student needs effectively.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101078"},"PeriodicalIF":6.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532188","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}

引用次数: 0

A new approach to business ethics education: Virtual reality-based flipped learning 商业道德教育的新方法：基于虚拟现实的翻转学习

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-26 DOI: 10.1016/j.ijme.2024.101076

Mohammad Hossein Ronaghi

{"title":"A new approach to business ethics education: Virtual reality-based flipped learning","authors":"Mohammad Hossein Ronaghi","doi":"10.1016/j.ijme.2024.101076","DOIUrl":"10.1016/j.ijme.2024.101076","url":null,"abstract":"<div><div>Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101076"},"PeriodicalIF":6.0,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532189","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}

引用次数: 0

How the “West as method” fails: A study of entrepreneurship education from the perspective of China 西方作为方法 "是如何失败的？中国视角下的创业教育研究

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-23 DOI: 10.1016/j.ijme.2024.101073

Xuyan Wang , Shuhua Liu , Lingli Zhang

{"title":"How the “West as method” fails: A study of entrepreneurship education from the perspective of China","authors":"Xuyan Wang , Shuhua Liu , Lingli Zhang","doi":"10.1016/j.ijme.2024.101073","DOIUrl":"10.1016/j.ijme.2024.101073","url":null,"abstract":"<div><div>China's entrepreneurship education has developed a unique model that positions entrepreneurship education as a critical means of talent cultivation, resulting in the “learning through competition” model. Entrepreneurship education in China, imported primarily from the United States, exhibits significant differences. Existing research has highlighted these disparities; however, there is a notable lack of in-depth, detailed descriptions and comprehensive analyses of their underlying causes. Employing qualitative research methods, this study examines how these differences are shaped from a Chinese perspective. It reveals how Chinese higher education perpetuates an Americentric canon within the social sciences, but fails to implement “the West as method” in entrepreneurship education. However, while China has adopted the external aspects of American entrepreneurship education—such as curricula, competitions, and mentorship—the internal logic of the Chinese system differs significantly, resulting in two distinct educational landscapes. Key factor contributing to the China-US differences include market maturity, deficiencies in Chinese comparative education, China's principles of equality rooted in its socialist ideology, the politicized nature of its education system, and a pervasive hustle culture. These elements have shaped China's entrepreneurship education goals, teacher cohorts, landscape and business plan competitions in ways that are distinct from those in the United States. By adopting an ‘Eastern as method’ perspective, this research enriches the discourse on entrepreneurship education and encourages deeper reflection on current practices.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101073"},"PeriodicalIF":6.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532187","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}

引用次数: 0

A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection 持续评估的新方法：从紧张的分数总和转向通过自我反思进行有意义的学习

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-21 DOI: 10.1016/j.ijme.2024.101072

Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz

{"title":"A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection","authors":"Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz","doi":"10.1016/j.ijme.2024.101072","DOIUrl":"10.1016/j.ijme.2024.101072","url":null,"abstract":"<div><div>This paper proposes a new approach of continuous assessment of a formative nature, aimed at achieving meaningful learning with lower stress levels. This approach minimizes the punitive nature of traditional summative continuous assessment and replaces typical graded activities with self-reflecting ones. To conduct the formative evaluation, a teaching model has been developed to guide the choice of feedback and feed-forward strategies to be implemented by the instructors, depending on the students’ levels of competence and confidence. To validate the effectiveness of this approach, a quasi-experimental design was employed, with the new continuous assessment method in the experimental group and the summative continuous assessment method in the control group. The experiment was conducted in a Mathematics course with undergraduate Economics and Business students. Data were collected through test scores and a perception questionnaire. The results indicate that the new evaluation method promotes meaningful learning and yields better academic results compared to the traditional continuous evaluation. Students expressed high satisfaction with the new approach, noting that it allows them to understand their formative status and address deficiencies before undertaking evaluable activities. They also believe this strategy helps reduce the stress associated with the summative evaluation itself.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101072"},"PeriodicalIF":6.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532183","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}

引用次数: 0