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

Students’ creativity and ideation in supply chain management (SCM) 4.0 Pedagogy: Computer simulation versus Lego Serious play 学生在供应链管理（SCM） 4.0中的创造力和创意教学法：计算机模拟与乐高严肃游戏

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-06-04 DOI: 10.1016/j.ijme.2025.101216

Ahmed M. Deif, Chris Escano

{"title":"Students’ creativity and ideation in supply chain management (SCM) 4.0 Pedagogy: Computer simulation versus Lego Serious play","authors":"Ahmed M. Deif, Chris Escano","doi":"10.1016/j.ijme.2025.101216","DOIUrl":"10.1016/j.ijme.2025.101216","url":null,"abstract":"<div><div>This paper investigates the comparative effectiveness of traditional computer-based simulation and LEGO Serious Play (LSP) in enhancing students' ideation and creativity in Supply Chain Management (SCM) 4.0 education. An empirical study was conducted with 53 students across two academic terms, utilizing both methods in projects focused on digital SCM 4.0 design. The Runco Ideational Behavior Scale (RIBS) was adapted to evaluate ideation outcomes, and both quantitative and qualitative analyses were applied. Findings indicate that LSP significantly outperformed computer-based simulation in developing creative problem-solving skills, while both methods showed similar results in fostering collaborative innovation. This is the first study to directly compare the impact of these two pedagogical tools on creativity in SCM 4.0 education, offering novel insights for educators. Despite the limitation of a specific student sample, the results provide valuable implications for integrating LSP into SCM curricula and lay the foundation for further research across broader educational settings.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101216"},"PeriodicalIF":6.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144211914","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 project-based continuous instructional model and its application based on LCA 基于LCA的项目持续教学模型及其应用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-06-03 DOI: 10.1016/j.ijme.2025.101213

Xiaoqiang Gong , Yang Wan , Wenjing Yu , Linlin Li , Haiyan Tong , Xueqin Chang

{"title":"A project-based continuous instructional model and its application based on LCA","authors":"Xiaoqiang Gong , Yang Wan , Wenjing Yu , Linlin Li , Haiyan Tong , Xueqin Chang","doi":"10.1016/j.ijme.2025.101213","DOIUrl":"10.1016/j.ijme.2025.101213","url":null,"abstract":"<div><div>This paper analyses the impact of the Project-based Continuous Instructional Planning (PCIP) method on the key and professional competencies of university students, with consideration of the Life Cycle Assessment (LCA). PCIP is an innovative teaching method that incorporates blended learning strategies into the four-year university curriculum for majors. It integrates Inquiry-Based Learning (IBL), Project-Based Learning (PBL), Competition-Based Learning (CBL) and collaborative teaching and learning. Projects are integrated throughout the four-year curriculum to enhance knowledge acquisition and develop key competencies. PCIP aims to develop sustainable learning competencies such as teamwork, active learning, critical thinking and problem identification and solving. It creates a dynamic closed loop that promotes continuous innovation, from identifying needs to realising value, and lays the foundation for students' future development. Also, PCIP promotes responsible management (RM) and sustainable development, helping students develop managerial competence for ethics, responsibility, and sustainability (ERS). The study was conducted with a sample of 285 E-commerce students and statistical regression analyses confirmed that PCIP effectively enhances critical and professional competencies and that higher-achieving students benefit more.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101213"},"PeriodicalIF":6.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194772","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

Developing innovation capabilities through Programme Communities of Practice: Evidence from Wales 通过实践项目社区发展创新能力：来自威尔士的证据

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-06-02 DOI: 10.1016/j.ijme.2025.101215

Gary Walpole , Zheng Liu , Nick Clifton v , Songdi Li

{"title":"Developing innovation capabilities through Programme Communities of Practice: Evidence from Wales","authors":"Gary Walpole , Zheng Liu , Nick Clifton v , Songdi Li","doi":"10.1016/j.ijme.2025.101215","DOIUrl":"10.1016/j.ijme.2025.101215","url":null,"abstract":"<div><div>This paper presents empirical evidence on how publicly funded programme communities of practice (CoPs) enhance learning and innovation activities at the organisational and inter-organisational level, which in turn develop organisation's innovation capabilities. It draws upon studies on two programme CoPs in Wales and presents eight case studies. Findings reveal, firstly, that CoP can promote the learning of new tools, knowledge, and technologies to encourage product and service innovation. Secondly, CoPs can promote innovative solutions to common challenges, such as implementing circular economy principles. Thirdly, CoP can facilitate collaborative inter-organisation innovation. Our paper answers the recent call for empirical research on the role of publicly funded collaborative projects that support business to innovate. It also expands the understanding of adopting CoP for management education. Practically the framework we developed can guide policy makers and practitioners on how universities can share risk, knowledge, and support organisations to develop their innovation capabilities and achieve sustainable development.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101215"},"PeriodicalIF":6.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190375","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

Re-examining the ability, benevolence, and integrity (ABI) model of trust: Do business professors really need all three? 重新审视信任的能力、仁爱和诚信（ABI）模式：商科教授真的需要这三者吗？

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-30 DOI: 10.1016/j.ijme.2025.101207

Jenna-Lyn R. Roman, Juanne Greene, James A. Swaim, Graham H. Lowman, Michael J. Maloni

{"title":"Re-examining the ability, benevolence, and integrity (ABI) model of trust: Do business professors really need all three?","authors":"Jenna-Lyn R. Roman, Juanne Greene, James A. Swaim, Graham H. Lowman, 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":"2025-05-30","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}

引用次数: 0

Career and employability learning through storytelling for the sustainable development goals 通过讲故事实现可持续发展目标的职业和就业能力学习

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-30 DOI: 10.1016/j.ijme.2025.101211

Karen Cripps , Milena Bobeva

{"title":"Career and employability learning through storytelling for the sustainable development goals","authors":"Karen Cripps , Milena Bobeva","doi":"10.1016/j.ijme.2025.101211","DOIUrl":"10.1016/j.ijme.2025.101211","url":null,"abstract":"<div><div>For responsible management education to have a meaningful impact on business practice through future business leaders, it is imperative to integrate career and employability-related learning. If ‘Education for Sustainable Development’ and employability are delivered in siloed learning design programmes, students may not recognise and leverage opportunities to design career paths that meet personal aspirations alongside supporting broader global goals. Responding to the need for a more integrated and holistic approach to ESD and employability, this paper explores how to facilitate connections between sustainability-related disciplinary learning and subsequent career decision-making and behaviours. A pioneering instructional resource is shared here that enables students to identify, develop, and communicate sustainability-related competencies and attributes to employers. Through the novel application of ‘Career and Employability Learning’ (CEL) constructs to ‘sustainability storytelling’, the underlying design of this resource illustrates how to shape and impact future workplaces in support of the SDGs. Empirical findings of implementing the masterclass across 18 universities provide cross-institutional student, educator and career professional feedback and testimonials. This paper offers multiple insights through an innovative methodological design, an innovative instructional resource, and an integrated pedagogic approach to sustainability and employability learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101211"},"PeriodicalIF":6.0,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166582","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

From principles to practice: A systematic review of PRME adoption in business schools 从原则到实践：对商学院采用PRME的系统回顾

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-27 DOI: 10.1016/j.ijme.2025.101206

Suvodip Sen (Assistant Professor)

{"title":"From principles to practice: A systematic review of PRME adoption in business schools","authors":"Suvodip Sen (Assistant Professor)","doi":"10.1016/j.ijme.2025.101206","DOIUrl":"10.1016/j.ijme.2025.101206","url":null,"abstract":"<div><div>The development of responsible management education (RME) has experienced a significant change towards sustainability-focused principles, indicating a shift from ethics to wider sustainability considerations in aca-demic domains. Although the importance of RME is be-coming more recognized, its execution and effects differ among institutions, highlighting the necessity for addition-al investigation to determine optimal methods and over-come current obstacles. Although previous literature has provided helpful insights, there is a clear need for additional empirical evidence and critical review to successfully address current difficulties and drive significant progress in responsible management education. This systematic review aims to synthesize current research on RME, with a focus on key topics such as the incorporation of sustainability education, the challenges of management education, different teaching methods, and the effects of RME education. Moreover, the review examines emerging themes in PRME literature, emphasizing areas that need additional investigation and improvement and proposes a framework for practical and effective implementation of PRME initiatives.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101206"},"PeriodicalIF":6.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144139146","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

Emerging roles of AI mindset, experiential learning and soft skills in developing career readiness for accountant 5.0 of Gen Z accounting students 人工智能思维、体验式学习和软技能在培养Z世代会计5.0学生的职业准备方面的新兴作用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-25 DOI: 10.1016/j.ijme.2025.101208

Narinthon Imjai , Watcharawat Promma , Sarapee Chanatup , Berto Usman , Somnuk Aujirapongpan

引用次数: 0

"A great adventure in both teaching and learning" – Teacher identity and innovative responsible management education pedagogies in Business Schools “教学与学习的伟大冒险”——商学院教师身份与创新的负责任管理教育教学法

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-17 DOI: 10.1016/j.ijme.2025.101142

Natascha Radclyffe-Thomas , Marina Schmitz , Tim Breitbarth , Toloue Miandar , Maria Pietrzak , Samuel Petros Sebhatu , Ana Simaens

{"title":"\"A great adventure in both teaching and learning\" – Teacher identity and innovative responsible management education pedagogies in Business Schools","authors":"Natascha Radclyffe-Thomas , Marina Schmitz , Tim Breitbarth , Toloue Miandar , Maria Pietrzak , Samuel Petros Sebhatu , Ana Simaens","doi":"10.1016/j.ijme.2025.101142","DOIUrl":"10.1016/j.ijme.2025.101142","url":null,"abstract":"<div><div>This self-reference case study reports on applying teacher identity as a lens to examine the intentions and experiences of a group of business school pedagogy experts convened from the eight European regional chapters of the United Nations initiative Principles for Responsible Management Education (PRME) to support the Impactful Five (i5) project as an Expert Pedagogy Group (ExPeG). This paper introduces PRME, the i5 project in general and the concerted European approach. We discuss how Education for Sustainable Development (ESD) has demanded the need for innovative teaching, setting out some thoughts on the role of management educators as leaders and the concept of teacher identity and how these might link to the establishment of Communities of Practice (CoP) in the context of contemporary management education. Against this backdrop, we offer a snapshot of the teacher identity of educators heavily involved in an innovative ESD project over a period of approximately two years from 2022 to 2024, examining what motivates busy Business School teachers to join voluntary Responsible Management Education (RME) pedagogic initiatives and what, if any, impact does involvement with PRME i5 have on teachers’ professional identity.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101142"},"PeriodicalIF":6.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071587","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

Fostering undergraduate accounting students’ educational attainment through CT-enhanced collaborative project-based learning 透过电脑断层强化的合作专案学习，培养会计学本科学生的教育素养

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-17 DOI: 10.1016/j.ijme.2025.101195

Ting-Ting Wu , Noviati Aning Rizki Mustika Sari , Anindya Prasisca Rena Zhetira Putri , Hong-Ren Chen , Yueh-Min Huang

{"title":"Fostering undergraduate accounting students’ educational attainment through CT-enhanced collaborative project-based learning","authors":"Ting-Ting Wu , Noviati Aning Rizki Mustika Sari , Anindya Prasisca Rena Zhetira Putri , Hong-Ren Chen , Yueh-Min Huang","doi":"10.1016/j.ijme.2025.101195","DOIUrl":"10.1016/j.ijme.2025.101195","url":null,"abstract":"<div><div>Reports suggest that revolutionary instructional approaches are required to effectively cultivate essential competencies in students as automation takes over traditional accounting education. Collaborative project-based learning (CPjBL) serves as an alternative educational approach that helps develop essential accounting competencies. Nonetheless, its shortcomings in execution continue to be debated. Consequently, the computational thinking (CT) concept is proposed to facilitate the implementation of CPjBL. This research seeks to investigate the integration of the CT concept into CPjBL among undergraduate accounting students, focusing on educational attainment, such as engagement and achievement. A mixed-methods approach was utilized, incorporating a quantitative quasi-experimental design and qualitative semi-structured interviews. The control group comprised 23 students, while the experimental group included 24 students. The control group engaged in conventional CPjBL, whereas the experimental group participated in CT-enhanced CPjBL. All individuals are enrolled in the undergraduate accounting program at an Indonesian private university. Data were collected using a questionnaire and student scores. The results indicate that CT-enhanced CPBL demonstrated a more favorable effect on fostering student educational attainment compared to conventional CPjBL. The outcomes of this research may advance theories and practices related to the recent investigation of CT utilization as a paradigm within CPjBL, benefiting educators and educational institutions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101195"},"PeriodicalIF":6.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071585","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 to promote playful study design, study engagement and creativity in higher Education: The role of study and personal resources 如何在高等教育中促进有趣的学习设计、学习参与和创造力：学习和个人资源的作用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2025-05-17 DOI: 10.1016/j.ijme.2025.101196

Maike Liu , Xiayu Tong , Jun Qi , Wenjun Cai

{"title":"How to promote playful study design, study engagement and creativity in higher Education: The role of study and personal resources","authors":"Maike Liu , Xiayu Tong , Jun Qi , Wenjun Cai","doi":"10.1016/j.ijme.2025.101196","DOIUrl":"10.1016/j.ijme.2025.101196","url":null,"abstract":"<div><div>Although the importance of playful study design for fostering students' study engagement and creativity has been recognized, empirical research on its antecedents and consequences remains limited. Drawing upon proactive motivation theory, this study develops an integrative model to examine the factors influencing students' playful study design and its consequences within higher education. Participants were 213 students from a university in China, school of management, who filled out two questionnaires administered with one month in between. As hypothesized, the results showed that autonomy support, as a study resource, provided “reason to” motivation for playful study design, while psychological capital, as a personal resource, offered “can do” motivation. Both factors significantly promoted designing fun and designing competition. Furthermore, “can do” motivation enhances the effect of “reason to” motivation in such a way that students with high autonomy support and high psychological capital acted most often in playful study design. In turn, designing fun directly and indirectly fostered students’ self-perceived creativity by enhancing study engagement. These findings contribute novel insights into how to promote playful study design, study engagement, and self-perceived creativity and offer practical implications for optimizing the study environment in higher education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101196"},"PeriodicalIF":6.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071586","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