International Journal of Management Education最新文献

{"title":"Embedding engineering literacy into undergraduate business education: A multi-method study of program models and effectiveness","authors":"Min Jae Park","doi":"10.1016/j.ijme.2026.101375","DOIUrl":"10.1016/j.ijme.2026.101375","url":null,"abstract":"<div><div>This study investigates how engineering literacy can be systematically incorporated into undergraduate business education to prepare students for technology-driven industries. Drawing on international exemplar programs and three Korean universities, we conceptualize engineering literacy as a multidimensional capability encompassing technical understanding, application in managerial decision-making, and cross-disciplinary communication. Using a sequential mixed-method design—case studies, Analytic Hierarchy Process (AHP), and fuzzy-set Qualitative Comparative Analysis (fsQCA)—we identify six recurring success factors: Industry Collaboration, Experiential Learning, Faculty Expertise, Curriculum Design, Global Exposure, and Student Engagement. AHP results highlight Industry Collaboration (0.220) and Experiential Learning (0.209) as the most decisive factors. FsQCA reveals three equifinal configurations leading to high program effectiveness, showing that multiple pathways—industry-driven, faculty-driven, or curriculum-driven—can achieve comparable outcomes. Based on these findings, we propose a modular Micro-Degree in Business &amp; Engineering Literacy (BEL) that integrates foundational engineering concepts with applied, industry-centered learning. The study contributes conceptual clarity, methodological innovation, and actionable guidance for business schools seeking to align curricula with the demands of technology-intensive sectors.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101375"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090174","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 potential of bioinspired approaches as a lens for teaching responsible management in Brazilian business schools","authors":"Simone Guimarães Cornelsen ,&nbsp;Fernanda Cassab Carreira","doi":"10.1016/j.ijme.2025.101346","DOIUrl":"10.1016/j.ijme.2025.101346","url":null,"abstract":"<div><div>Business schools play a critical role in developing future leaders capable of addressing climate change and other complex global issues. Yet, management education continues to be dominated by weak sustainability paradigms rooted in conventional, anthropocentric business models. This study explores the potential of bioinspired approaches as a lens for teaching responsible management aligned with strong sustainability paradigm. Based on an exploratory qualitative study, Brazilian specialists and participants engaged in bioinspired practices such as biomimetics, biomimicry, biothinking and bioleadership were interviewed to understand such potentiality. Findings indicate that bioinspired approaches foster key leadership competencies, such as systemic thinking, empathy, and adaptability, while promoting deep personal transformation and alignment with regenerative values. Despite the current absence of such content in MBA curricula, especially in Brazil, this study identifies barriers and enablers for integrating bioinspired approaches into business education. The paper's innovation is primarily thematic, applying and reinterpreting a well-established concept from other fields into the domain of management education, aiming to develop leadership aligned with strong sustainability — rarely explored in this context. By highlighting opportunities to reimagine pedagogy, curriculum, and leadership development through a biocentric lens, this research contributes to global discussions on responsible management education and offers insights with international applicability.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101346"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798468","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":"From reflection to action: A student-led framework for responsible management education through community-engaged business projects in Southeast Asia","authors":"Hanbing Yu ,&nbsp;Ning Zhao ,&nbsp;Zhe Wang","doi":"10.1016/j.ijme.2026.101371","DOIUrl":"10.1016/j.ijme.2026.101371","url":null,"abstract":"&lt;div&gt;&lt;div&gt;Responsible Management Education (RME) has traditionally emphasized curriculum design and educator-driven initiatives, often overlooking the transformative potential of student-led, community-engaged projects—particularly in Global South contexts. This study proposes a conceptual framework that centers students as co-creators of RME through experiential, community-based business interventions in Southeast Asia. Using a qualitative research design, we collected reflective narrative data from 386 undergraduate and postgraduate business students at a Malaysian university who participated in structured community business projects addressing real-world challenges in sustainability, ethical entrepreneurship, and local economic empowerment. Students submitted open-ended reflections (4–78 words; M = 13.2) responding to the prompt: “Based on your experience, how would you define responsible management?” Textual co-occurrence analysis using VOSviewer identified six thematic clusters encompassing: (1) social consciousness and equity, (2) environmental awareness and sustainability, (3) enterprise and innovation, (4) ethical decision-making, (5) core responsible management values, and (6) collaborative learning and reflective practice. These emergent themes reveal a multi-level learning transformation process grounded in lived engagement with community stakeholders. Students demonstrated shifts from abstract ethical awareness to applied systems thinking and localized innovation in economic settings. Representative reflections illustrate how students reframe responsibility through action: &lt;em&gt;“It's not just about profit—it's about making sure our decisions don't harm the community or environment”&lt;/em&gt; (Student ID: UG-247); &lt;em&gt;“Responsible management means listening to people who are affected by what we do”&lt;/em&gt; (Student ID: PG-089). Grounded in these findings, we propose the &lt;strong&gt;Reflect-Engage-Transform (RET) Model&lt;/strong&gt; for Responsible Management Education, which positions community engagement as the pedagogical core of RME. The RET model integrates experiential learning theory with critical management pedagogy, emphasizing reciprocal knowledge exchange between students and communities, and fostering responsible leadership development through lived social and environmental impact. Unlike existing models that frame responsibility within organizational or abstract ethical parameters, the RET model operationalizes RME as an iterative, student-driven praxis anchored in real-world complexity and culturally situated learning contexts. This research contributes to the discourse on reorienting management education toward the Sustainable Development Goals by highlighting the power of contextually rooted, student-led action in reshaping responsible business leadership from Southeast Asia and the broader Global South. By demonstrating how structured community projects enable students to internalize Principles for Responsible Management Education (PRME)","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101371"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090697","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":"Systematic review and mapping of service-learning functions and SDG integration in business education","authors":"Adrian A. Mabalay","doi":"10.1016/j.ijme.2025.101345","DOIUrl":"10.1016/j.ijme.2025.101345","url":null,"abstract":"<div><div>This systematic review examines how service-learning is applied in business education and focuses on sustainability and how it aligns with the Sustainable Development Goals. Following PRISMA guidelines, 145 articles were examined using descriptive and content analysis. Seven core service-learning functions were identified: civic engagement, professional skill and leadership development, critical and reflective thinking, ethical and sustainability mindset, cultural competence, social innovation, and community partnerships. The evidence shows a strong alignment with SDG 4 (Quality Education), SDG 8 (Decent Work), and SDG 17 (Partnerships), but there is limited engagement with environmental SDGs. The review identifies the opportunities for expanding engagement with environmental sustainability and developing standardized outcome measures. Service-learning could serve as a transformative teaching approach for cultivating business leaders who prioritize sustainability, but achieving this needs a commitment from institutions and a fundamental rethinking of the purposes of business education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101345"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749325","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":"Perception of the University's entrepreneurial climate in Morocco: A longitudinal analysis of university- and individual-related factors","authors":"José María Biedma-Ferrer,&nbsp;Miguel Ángel Montañés-Del Río,&nbsp;Carmen Virues,&nbsp;Jose Manuel Sanchez","doi":"10.1016/j.ijme.2025.101352","DOIUrl":"10.1016/j.ijme.2025.101352","url":null,"abstract":"<div><div>The University Entrepreneurial Climate (UEC) is a crucial determinant of students' entrepreneurial spirit yet remains underexplored. This study investigates how university-microsystem factors (entrepreneurial university reputation, entrepreneurship training programmes, and educational degree level) and individual characteristics (entrepreneurial family background, previous entrepreneurial experience, gender, age, and marital status) influence students' UEC perceptions. Using non-parametric analysis on data from Moroccan students surveyed in two distinct waves (n = 1984 in 2016; n = 1254 in 2021), we analyse the evolution of these perceptions. Our findings reveal that entrepreneurial university reputation and entrepreneurship training programmes significantly influenced UEC, with their effect becoming more pronounced in 2021. Similarly, master's studies and entrepreneurial family background were found to be significant predictors of UEC perception, but only in the 2021 sample. Notably, female students reported a higher UEC perception than their male counterparts in 2021. Likewise, the youngest students were the most sensitive to perceiving UEC in 2021. Conversely, prior entrepreneurial experience and marital status did not show a significant influence in either period. Our findings have academic and practical implications, highlighting the importance of university leaders cultivating an UEC through understanding the drivers behind such perceptions. The scarcity of literature in this area highlights several promising avenues for future investigation.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101352"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841507","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":"Exploration of green entrepreneurial intention among university students: Integrated model perspective of a theory of planned behaviour and social cognitive theory","authors":"J.P. Senthil Kumar ,&nbsp;H. Gangadhara ,&nbsp;J. Usha Rani ,&nbsp;T. Kusuma ,&nbsp;A. Ravi","doi":"10.1016/j.ijme.2025.101353","DOIUrl":"10.1016/j.ijme.2025.101353","url":null,"abstract":"<div><h3>Purpose</h3><div>The present research study aims to investigate the link between the core constructs of the theory of planned behaviour (TPB) and social cognitive theory that frames university students’ green entrepreneurial intention towards embarking on green sustainable business.</div></div><div><h3>Design/methodology/approach</h3><div>By applying the quantitative and convenience sampling research method, this study obtained 443 survey samples from university students in the Bengaluru Rural district through online distributed questionnaires. Partial least squares–structural equation modelling was employed for the reliability and validity of constructs and structural hypothesis path testing.</div></div><div><h3>Findings</h3><div>This present research study found that green entrepreneurial education, green motivation, green mindfulness, and green entrepreneurial alertness substantially impact green entrepreneurial self-efficacy; hence, green entrepreneurial self-identity, social network support, and institutional support have an insignificant impact on green entrepreneurial self-efficacy. Furthermore, green entrepreneurial self-efficacy substantially impacts green entrepreneurial intention and attitudes towards green entrepreneurship. Age and gender control variables are insignificant in predicting the green entrepreneurial intention.</div></div><div><h3>Originality/value</h3><div>This was the first to investigate the Indian developing country university students' green entrepreneurial intention towards embarking on a green entrepreneurial venture by employing the integrated model perspective of TPB and social cognitive theory with control variables and proposed green environmental awareness construct. This research study's findings contribute towards universities, social communities, governments, environmental protection bodies, and higher education boards' making environmental policies to promote a green environment and produce green products and services in the Indian green market.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101353"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841506","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 AI-related digital competencies in higher education students’ Fintech entrepreneurial intentions: A comparative study of Vietnam and Poland","authors":"Krzysztof Wach ,&nbsp;Anh Trong Vu ,&nbsp;Thi Viet Nga Ngo ,&nbsp;Thu Van Bui ,&nbsp;Cong Doanh Duong ,&nbsp;Trong Duc Tran ,&nbsp;Trong Nghia Vu","doi":"10.1016/j.ijme.2026.101369","DOIUrl":"10.1016/j.ijme.2026.101369","url":null,"abstract":"<div><div>This study examines how AI-related digital competencies shape Fintech entrepreneurial intentions, extending the Theory of Planned Behavior (TPB) by integrating self-efficacy and entrepreneurial identity as domain-specific constructs. Data were collected from 1117 university students, including 585 in Vietnam and 532 in Poland, representing contrasting contexts of an emerging and a developed Fintech ecosystem. Using partial least squares structural equation modeling (PLS-SEM) and multi-group analysis, the results show that AI-related digital competencies significantly enhance Fintech entrepreneurial self-efficacy and identity, which in turn foster more positive entrepreneurial attitudes. Consistent with TPB, attitudes, subjective norms, and perceived behavioral control are important predictors of entrepreneurial intentions, though their relative influence varies across contexts. In Vietnam, competencies and social norms have a stronger impact, whereas in Poland, perceived control and identity play a more prominent role. Mediation analysis further reveals that self-efficacy and attitudes serve as key mechanisms through which competencies are translated into intentions. These findings contribute to digital entrepreneurship research by demonstrating how technological competencies and psychological resources jointly shape entrepreneurial motivation, and they highlight important contextual differences between emerging and developed economies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101369"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037638","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 critical and creative thinking in sustainability education through reflective practice and project-based learning","authors":"Jacqueline O'Toole,&nbsp;Kelly Benati,&nbsp;Alison Beamish,&nbsp;Merideth Guy,&nbsp;Frank Interrigi","doi":"10.1016/j.ijme.2026.101364","DOIUrl":"10.1016/j.ijme.2026.101364","url":null,"abstract":"<div><div>Business and management education increasingly positions critical and creative thinking as essential graduate capabilities. However, these skills are often framed as generic graduate attributes, with limited empirical attention to how they are developed and articulated within specific pedagogical and disciplinary contexts. This gap is particularly evident in undergraduate business courses focusing on sustainability, where complex and ill-defined challenges are assumed to foster higher-order thinking, yet students’ experiences of developing these skills remain underexplored.</div><div>This study addresses this gap by examining how undergraduate business students perceive and conceptualise the development of critical and creative thinking within a sustainability-focused capstone course. Guided by the research question How do undergraduate business students experience and articulate the development of critical and creative thinking through reflective and project-based learning in a sustainability context?, the study analyses reflective assessments completed by 178 final-year business students engaged in a team-based sustainability project aligned with the United Nations Sustainable Development Goals. A deductive thematic analysis was conducted using established frameworks of critical and creative thinking.</div><div>The findings indicate that students readily identified and applied observable aspects of critical and creative thinking, particularly analysis, problem-solving, and innovation. In contrast, deeper metacognitive elements such as judgement, originality, and reflective evaluation were less consistently articulated.</div><div>The study contributes discipline-specific evidence to management education research and highlights the importance of explicitly framing higher-order thinking skills and embedding structured reflective tasks within sustainability-focused assessments to support students’ ability to recognise and articulate critical and creative thinking.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101364"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037639","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":"Self-directed learners’ actual use and continuance intention in the MOOCverse: an S-O-R approach","authors":"Rahul R. Lexman ,&nbsp;Arathi Krishna ,&nbsp;Rupashree Baral ,&nbsp;Ashish Malik","doi":"10.1016/j.ijme.2026.101368","DOIUrl":"10.1016/j.ijme.2026.101368","url":null,"abstract":"<div><div>In the post-pandemic digital era, management education is evolving beyond traditional pedagogies toward self-directed and reflective learning approaches. This shift has created opportunities for practicing heutagogy, emphasizing learner autonomy, critical reflection, and metacognitive growth. This study investigates how self-directed learners' cognitive evaluations of platform quality influence their re-enrolment decisions in asynchronous e-learning environments, particularly Massive Open Online Courses (MOOCs). It examines the mediating effects of confirmation and satisfaction on the relationship between platform quality, comprising information quality (IQ), system quality (SysQ), and service quality (SerQ), and learners' re-enrolment, measured through continuance intention (CI) and actual use (AU). Grounded in the Stimulus–Organism–Response (SOR) framework, the study integrates Expectation Confirmation Model (ECM) with the Information Systems Success Model (ISSM) to propose a serial mediation model. Data were collected from 323 Indian postgraduate management students who voluntarily re-engaged with the same MOOC platform. Results indicate that IQ was the strongest predictor of confirmation, followed by SerQ and SysQ. Significant serial mediation effects highlight how cognitive evaluations and psychological mechanisms-confirmation and satisfaction, translate platform quality into CI and AU. The findings highlight the importance of learner-centric, adaptive, and interactive e-learning platforms that nurture self-directed and lifelong learning competencies. The study further emphasizes the need for management educators to design experiential, autonomy-driven learning environments grounded in heutagogical principles. Extending the principles of connectivism and the S–O–R framework, this study links platform quality to learners’ cognitive evaluations-CI and AU, thereby offering a contemporary framework for designing sustainable, heutagogical digital learning ecosystems.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101368"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090173","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":"Playing business, achieving excellence: An NCA–MGA exploration of average and excellent business undergraduates in simulation-based learning","authors":"Mai Hong Nguyen,&nbsp;Thi Thanh Huyen Le","doi":"10.1016/j.ijme.2025.101347","DOIUrl":"10.1016/j.ijme.2025.101347","url":null,"abstract":"<div><div>Business simulations promise to turn strategy theory into lived experience, yet lecturers often watch enthusiasm fade after the first rounds of play. This study asks how tangible game features and lecturer prompts can transform that early spark into sustained affective, behavioural and cognitive engagement. Data were gathered from 294 business undergraduates who completed supply chain simulation at a Vietnamese university. Drawing on situational-interest and expectancy-value theories, we modelled two triggers, classroom environment and lecturer behaviour, feeding into two mediators: active learning behaviour and perceived utility value. Relationships were tested with Partial Least Squares Structural Equation Modelling, minimum thresholds were probed with Necessary Condition Analysis, and pathway differences between average (n = 244) and excellent (n = 50) achievers were explored via Multi-Group Analysis. Classroom cues and lecturer enthusiasm each ignited situational interest, but only when hands-on experimentation was paired with a clear sense of professional relevance did that interest mature into deep engagement. Utility value proved the non-negotiable hinge for average students, while lecturer prompts mattered most for high performers. Necessary-condition results revealed that neither strong utility signals nor visible lecturer passion can be missing if high levels of engagement are to emerge. The findings offer threshold-based design guidance and show why one-size-fits-all active-learning recipes overlook important achievement-level asymmetries.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101347"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749326","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}