International Journal of Management Education最新文献

{"title":"A novel approach to measuring digital entrepreneurial competencies among university students","authors":"Djina Ivanović ,&nbsp;Sonja D. Radenković ,&nbsp;Hasan Hanić ,&nbsp;Vladimir Simović ,&nbsp;Milena Kojić","doi":"10.1016/j.ijme.2025.101180","DOIUrl":"10.1016/j.ijme.2025.101180","url":null,"abstract":"<div><div>This study aims to develop a model for evaluating digital entrepreneurial competencies (DEC) among Serbian university students and to identify the factors that influence their DEC levels. A quantitative research design was employed, using a structured questionnaire based on the EmDigital framework, with responses collected from 149 students. The data were analyzed using descriptive statistics, non-parametric tests (Mann-Whitney U and Kruskal-Wallis), and Poisson regression to explore relationships between socio-demographic, contextual, and institutional variables and DEC levels. The key findings reveal that employment status, level of study, field of study, and the mother's educational background significantly affect DEC. Students who are more likely to attain higher DEC levels are those who are employed, pursuing undergraduate degrees, studying information technology, and whose mothers have completed high school. These results provide valuable insights for educators and policymakers seeking to enhance DEC in alignment with market demands.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101180"},"PeriodicalIF":6.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820459","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":"Enhancing student acceptance of artificial intelligence-driven hybrid learning in business education: Interaction between self-efficacy, playfulness, emotional engagement, and university support","authors":"Shaofeng Wang ,&nbsp;Zhuo Sun ,&nbsp;Huanhuan Wang ,&nbsp;Dong Yang ,&nbsp;Hao Zhang","doi":"10.1016/j.ijme.2025.101184","DOIUrl":"10.1016/j.ijme.2025.101184","url":null,"abstract":"<div><div>This study examines the factors influencing student acceptance of Artificial Intelligence (AI)-driven hybrid learning within higher education, specifically focusing on business education. By expanding the traditional Technology Acceptance Model (TAM) and incorporating Self-Determination Theory (SDT), this research explores the interplay between perceived playfulness, learning goal orientation, self-efficacy, and university support. The PLS-SEM and semi-structured interviews were applied to data analysis from 279 Chinese university students majoring in international business. The findings reveal that self-efficacy, emotional engagement, and university support significantly enhance students' acceptance of AI-driven hybrid learning. University support, in particular, serves as a critical moderator, amplifying the effects of self-efficacy and acceptance attitudes. The study contributes to the evolving discourse on AI integration in management education, offering insights into optimizing AI-driven hybrid learning experiences and strategies in higher education settings. These findings have implications for curriculum design, institutional support mechanisms, and pedagogical approaches in business and management education, particularly in the context of advancing technological integration and meeting employers' evolving needs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101184"},"PeriodicalIF":6.0,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807503","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":"Action research as a creative teaching method for humanistic management education: A case study of undergraduate business students","authors":"Patrick Adriel H. Aure","doi":"10.1016/j.ijme.2025.101179","DOIUrl":"10.1016/j.ijme.2025.101179","url":null,"abstract":"<div><div>This study examines the integration of action research and humanistic management principles in undergraduate business education, supporting UN Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work). Through a case study of Applied Corporate Management students at De La Salle University, Philippines, the research documents how these teaching methods build management competencies and connect theory with practice. The specific pedagogical innovation combines action research methodology with humanistic management principles, creating an environment where students tackle actual organizational challenges. The study analyzes 36 student group action research projects over two years using qualitative thematic analysis, grounded in humanistic management theory. Results show that doing action research helps students create practical solutions to organizational and community problems, contributing to SDG 17 (Partnerships for Goals). Students reported enhanced well-being, better feedback processes, higher productivity, participant empowerment, and stronger community connections. Students appreciated that this approach develops critical skills needed for responsible management: systems thinking, stakeholder engagement, ethical decision-making, and reflective practice—preparing students to address both business and societal issues. The combined methods advance responsible management and sustainability by encouraging leadership that values human dignity, ethical behavior, and collaborative problem-solving while meeting organizational needs. The research adds to humanistic management education literature by showing how these principles encourage inclusive organizational practices even at the undergraduate level. An unexpected finding was some student groups independently incorporated AI tools in their action research projects, which is an area for future study. The paper discusses implications for educators preparing students for global challenges and suggests future research on creative teaching in business education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101179"},"PeriodicalIF":6.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792441","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":"A model of constructive procedural justice through the example of a student academic competition","authors":"Ariel Mitev ,&nbsp;László Koloszár ,&nbsp;Ágnes Wimmer","doi":"10.1016/j.ijme.2025.101176","DOIUrl":"10.1016/j.ijme.2025.101176","url":null,"abstract":"<div><div>Evaluation is critical in talent development because it can significantly determine perceived effectiveness and experiences. Utilizing the logic of procedural justice and extending the theory, we have created a model of constructive procedural justice consisting of three interdependent stages (constructiveness of written feedback, fairness of decision-making, and psychological gains). This study analyzes the evaluation process of a series of national-level student academic conferences and competitions in Hungary using this constructive procedural justice model. Concerning written evaluations, our results highlight that constructive textual feedback is more decisive than the score achieved. Participants perceive a lower score as fair if the textual assessment is detailed, thorough, supportive, suggests areas for improvement, and contains a forward-looking approach. In addition, providing support for voice and jury neutrality is essential to ensuring that students leave with a truly positive experience and continue working with renewed vigor, regardless of the competition scores achieved. The results obtained apply to other activities evaluated by written feedback, including theses, dissertations, or publications.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101176"},"PeriodicalIF":6.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792442","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":"How is the entrepreneurial mindset of university students formed? The role of entrepreneurial inspiration, education, methods, and environment","authors":"Nematollah Shiri ,&nbsp;Mojgan Khoshmaram ,&nbsp;Hossein Mehdizadeh ,&nbsp;Razieh Sadraei ,&nbsp;Rami Ayoubi","doi":"10.1016/j.ijme.2025.101158","DOIUrl":"10.1016/j.ijme.2025.101158","url":null,"abstract":"<div><div>Although few studies have been conducted on entrepreneurial mindset among students in the higher education sector, most of them have tried to explain the entrepreneurial mindset of students from traits and skills perspective. Considering that the results of these studies are unreliable in predicting the entrepreneurial mindset; using a cognitive approach, we investigated the formation of the entrepreneurial mindset among higher education students in Iran by considering the effect of latent variables of entrepreneurial environmental support, education, and methods and the mediating role of entrepreneurial inspirations. Our sample included 436 university students from management faculties in Iranian higher education institutions. The results of showed that the latent variables of entrepreneurial environmental support, education and inspiration had a positive and significant effect on the entrepreneurial mindset of students in the higher education sector in Iran. However, the effect of entrepreneurial education methods on the entrepreneurial mindset was not confirmed. In addition, the results of the study confirmed the indirect effect of entrepreneurial education (formal and non-formal) through entrepreneurial inspiration on the entrepreneurial mindset of those students. This research, while filling the gap in studies on entrepreneurial mindset among students, especially in a developing country like Iran, has appropriate practical implications for government and educational policymakers. For this purpose, formal and non-formal education courses can be held, entrepreneurial events can be organized, and entrepreneurs can be invited to attend universities and higher education institutions to develop the entrepreneurial mindset of students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101158"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785001","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":"Is the road to high growth paved with intrapreneurial intention? The role of entrepreneurial self-efficacy and digital skills on entrepreneurship intention types","authors":"Colin Donaldson ,&nbsp;Ángel Peiró Signes ,&nbsp;Jorge Villagrasa","doi":"10.1016/j.ijme.2025.101174","DOIUrl":"10.1016/j.ijme.2025.101174","url":null,"abstract":"<div><div>This work investigates the influence of entrepreneurial self-efficacy and digital skills on intrapreneurial and high-growth intentions among 142 undergraduate students enrolled in a Spanish entrepreneurial university. The moderating effect of fear of failure on entrepreneurial self-efficacy is assessed. Partial Least Squares Structural Equation Modelling (SEM-PLS) using SmartPLS is used to test the relationships between variables. Findings show that entrepreneurial self-efficacy significantly enhances intrapreneurial intention but does not directly impact high growth intention. Digital skills have a direct positive effect on intrapreneurial intention and an indirect effect on high growth intention. Fear of failure does not moderate the relationship between entrepreneurial self-efficacy and either type of entrepreneurial intention. The study makes theoretical contribution to the situated psychological differences school of entrepreneurial intention research by enhancing understanding of how entrepreneurial self-efficacy and digital skills influence specific types of entrepreneurial intention. Practical implications are provided for educational practitioners and institutions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101174"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785002","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 interpersonal relationships in leadership programs: Development and validation of a peer-coaching scale","authors":"Laura Cortellazzo,&nbsp;Sara Bonesso,&nbsp;Fabrizio Gerli","doi":"10.1016/j.ijme.2025.101181","DOIUrl":"10.1016/j.ijme.2025.101181","url":null,"abstract":"<div><div>Research recognizes the pivotal role of developmental relationships in effective leadership development and in fostering professional growth. In this regard, peer coaching represents an effective pedagogical tool in leadership development programs, as a form of mutually beneficial relationship between individuals of equal status. Despite the growing interest in leveraging peer coaching, there is a remarkable scarcity of theoretical and empirical research on the adoption of this technique and the measurement of its effects. This study addresses this gap by developing an original 13-item peer coaching measurement scale that encompasses two dimensions: Peer Coaching Meaning Making, and Peer Coaching Supportive Relationship. The paper examines the validity and reliability of this peer coaching scale across different cohorts of master's degree students who attended a leadership course at a public Italian University. Results from the exploratory and confirmatory factor analysis confirm adequate psychometric properties in terms of criterion-related validity and reliability. Additionally, the results offer insights on the learning outcomes attained in three areas: students' peer coaching self-efficacy, their self-awareness, and their engagement in the leadership development program. This paper provides insights for educators and human resource development practitioners to effectively measure the impact of this collaborative relationship within a leadership learning journey.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101181"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784990","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 effects of personal and educational variables on the entrepreneurial culture of university students","authors":"Mercedes Mareque ,&nbsp;Camille Villafañe-Rodríguez ,&nbsp;Margarita Pino-Juste","doi":"10.1016/j.ijme.2025.101172","DOIUrl":"10.1016/j.ijme.2025.101172","url":null,"abstract":"<div><div>This article aims to explore which personal and educational variables are influencing the entrepreneurial culture of university students. We consider that culture plays an important role when young people decide to develop a new business idea. Therefore, we conducted our research in two culturally different nations: Puerto Rico, which belongs to the Anglo-Saxon group, and Spain, which belongs to the Mediterranean group. Data for this study were collected from 791 undergraduate business management students. The results show a greater entrepreneurial culture in Puerto Rico, except for the fear of entrepreneurship factor, where the scores are similar in both countries. Sex and age influence self-perception of entrepreneurial culture. However, this self-perception in Puerto Rican students is only influenced by training courses on entrepreneurship-related skills, while in Spain, it is impacted by students’ having done extracurricular internships and not having participated in international work teams. The influence of the Dunning-Kruger effect and cultural, economic and social characteristics could be important. This study has relevant implications for universities and for institutional policy-making. It is imperative to design and adapt educational programmes to improve the self-perception of entrepreneurship culture and thus align with students' needs and aspirations for higher quality entrepreneurship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101172"},"PeriodicalIF":6.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746733","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":"Navigating different stakeholder challenges to legitimacy in business schools: Implications from a systematic literature review","authors":"Bodo B. Schlegelmilch ,&nbsp;Manuel Waltenberger ,&nbsp;Surat Teerakapibal","doi":"10.1016/j.ijme.2025.101175","DOIUrl":"10.1016/j.ijme.2025.101175","url":null,"abstract":"<div><div>Business schools play a critical role in developing managerial competence. Yet, despite their widespread success, business schools remain under constant scrutiny, primarily revolving around three dimensions. Personal legitimacy concerns teaching and business schools’ ability to deliver to individual students what they need. Academic legitimacy focuses on research and whether business schools strike the right balance between rigor and relevance. Societal legitimacy examines the role and impact of business schools on the society at large as well as the principles they embody. This paper uses the Antecedents, Decisions, Outcomes (ADO) framework to systematically review some 50 years of academic literature on the debate regarding business school legitimacy. Our analysis of 104 papers highlights recurring themes such as relevance, value-for-money, and technological change. We suggest that business schools must address inherent tensions in pursuing legitimacy objectives, often requiring them to prioritize one of the three dimensions while ensuring credibility in the other two.</div><div>Taken together, our findings highlight the need for business schools to address tensions arising from the diverse demands of stakeholders and point to opportunities to refine their strategic positioning, thereby enhancing competitive advantage.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101175"},"PeriodicalIF":6.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746617","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 relationship between attending a lecture in-person, synchronously online or asynchronously online and student grade","authors":"Koen van den Oever ,&nbsp;Stephanie Koornneef","doi":"10.1016/j.ijme.2025.101171","DOIUrl":"10.1016/j.ijme.2025.101171","url":null,"abstract":"<div><div>Recently, a synchronous online education mode has been developed and extensively used: livestreams of lectures. Although the literature shows that fully online courses yield worse learning outcomes than those that have a blended format, we argue that livestreams offer the advantages of online education, while not having its drawbacks. We analyze the effects of attending a lecture synchronously online, asynchronously online, or in-person. This is studied for a large undergraduate course in which over 700 students attended and could self-select in the mode of education per lecture. This within-person variance allowed for identifying the effects of the mode of education on their performance for the section in their exam that reflected that lecture's content. No significant differences between attending a lecture synchronously online, asynchronously online, or in-person are found. This paper contributes to the literature by showing the efficacy of a multimodal setup for a course.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101171"},"PeriodicalIF":6.0,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725170","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}