International Journal of Management Education最新文献

{"title":"Kahoot! as a tool to enhance learning for engineering students in economics & management courses","authors":"Y. Navarro-Castillo ,&nbsp;I. Pablo-Lerchundi ,&nbsp;G. Morales-Alonso","doi":"10.1016/j.ijme.2025.101173","DOIUrl":"10.1016/j.ijme.2025.101173","url":null,"abstract":"<div><div>This study investigates the effectiveness of gamification tools, specifically Kahoot!, in improving the academic performance of materials engineering students enrolled in the Business Organization course. This quantitative research with a pre-experimental design analyzed the impact of Kahoot! quizzes on engineering students enrolled in management courses. These quizzes were utilized to assess student knowledge of course content. Upon course completion, a satisfaction survey was conducted to gauge student perceptions of the learning experience. To analyze the data, the Mann-Whitney <em>U</em> test and Kruskal-Wallis H-test were used to compare grades between groups that utilized Kahoot and those that did not. Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the responses from the satisfaction survey. These findings highlight the potential of gamification to enhance student engagement, motivation, and ultimately, academic outcomes. This research contributes to the growing body of literature on gamification in education by providing empirical evidence of its effectiveness in engineering contexts. The findings offer educators actionable pedagogical strategies to enhance real-time student learning and engagement, thereby maximizing student potential in the classroom. Specifically, this study demonstrates how the implementation of Kahoot! in management courses for engineering students can improve assimilation of complex concepts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101173"},"PeriodicalIF":6.0,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725167","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":"An integrated framework for Gen AI-assisted management learning: Insights from Kolb's learning cycle theory and knowledge types perspectives","authors":"Lee Kuo-Wei","doi":"10.1016/j.ijme.2025.101164","DOIUrl":"10.1016/j.ijme.2025.101164","url":null,"abstract":"<div><div>Generative Artificial Intelligence (Gen AI), particularly through advanced models such as ChatGPT developed on the foundation of sophisticated Large Language Models (LLMs), has shown the potential to revolutionize management education. Nevertheless, a comprehensive framework for employing Gen AI in this context remains to be developed. This study proposes a theoretical framework utilizing Gen AI, with a specific focus on ChatGPT, based on Kolb's learning cycle theory and the knowledge type perspective to facilitate systematic integration into management learning.</div><div>Analyzing data from 348 business students through structural equation modeling, the study demonstrates that the Gen AI -assisted learning process enhances the acquisition of diverse knowledge types. The findings also highlight that teacher support partially strengthens the effectiveness of the Gen AI -assisted learning process in knowledge acquisition.</div><div>The study contributes to the academic discourse by developing an integrated framework and practical guidelines for integrating Gen AI into management learning, thereby addressing an existing gap in current research.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101164"},"PeriodicalIF":6.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714349","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":"Teaching finance for responsible management","authors":"Dirk Schoenmaker ,&nbsp;Willem Schramade","doi":"10.1016/j.ijme.2025.101170","DOIUrl":"10.1016/j.ijme.2025.101170","url":null,"abstract":"<div><div>The dominant shareholder value paradigm in academic finance is a major obstacle to responsible management. The methodology for responsible management education identifies three aspects to address: building sustainability knowledge, incorporating sustainability in an integrated way, and developing practical applications. Applying this methodology to academic finance education, and based on our own teaching experience, we propose three shifts to the current approach. First, courses should start with sustainable development as the goal, i.e. finance as a means instead of finance for the sake of shareholder value maximisation. Second, courses should offer an alternative perspective to shareholder value, not just slight modifications. We suggest using the integrated value paradigm, which estimates not only financial value, but also social and environmental value, which tends to be an eye-opener to students. Third, practical learning tools could enhance the interdisciplinary learning experience of students. To achieve these shifts, business schools need to show leadership with the right tone and incentives from the top.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101170"},"PeriodicalIF":6.0,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697107","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":"Does a student's attendance and a classroom task significantly enhance learning outcomes? Implications of policy in gamely and management education","authors":"Vivek Soni ,&nbsp;Devinder Kumar Banwet","doi":"10.1016/j.ijme.2025.101163","DOIUrl":"10.1016/j.ijme.2025.101163","url":null,"abstract":"<div><div>Technological elements have always influenced learning outcomes in classroom settings. The influence of gamification as a technological tool has been widely researched at primary and secondary levels of education. However, no previous model focused on constructing it to measure the learning outcomes at the postgraduate level of management education, specifically by considering elements of the National Education Policy 2023. The current study outlines this gap and signifies its unique contribution by answering three research questions formulated using the FINER approach to get policy insights. First, the study explores relevance and significance among various constructs (latent variables), such as student attendance, task influence, academic performance, and knowledge retention, affecting expected learning performance directly or indirectly via gamification, directly affecting expected learning outcomes. Secondly, select constructs are assessed based on the serial mediation effect and positive association via gamification with expected learning outcomes. Thirdly, the study validated student attendance (at the beginning and end stages), the moderating effect of task completion by students (orientation, motivation, teacher feedback, and time management), and their learning intent and expected outcomes via gamification construct. Using structural equation modeling, the model hypotheses were validated on primary data-based instruments and based on a sample collected from student respondents (executives) in a typical management classroom of a postgraduate-level management course. The reliability and validity of the research model were assessed. In addition, assessing the effect size and predictive relevance, the performance of select constructs, such as academic learning and knowledge retention, was highly significant. In contrast, student attendance and tasks showed less importance. The study concludes and shows theoretical and policy implications for management education research and artificial intelligence, with a few particular data biases and heterogeneity in data sets the future research directions for management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101163"},"PeriodicalIF":6.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697106","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":"Beyond reality: Harnessing the metaverse for transformative education through UTAUT-2 and task-technology synergy","authors":"Hassan Aideed ,&nbsp;Islam Elbayoumi Salem ,&nbsp;Ahmed Magdy ,&nbsp;Taima Khalid AlAmri ,&nbsp;Afnan Salim Alzubaidi ,&nbsp;Ahmed Mohamed Elbaz","doi":"10.1016/j.ijme.2025.101169","DOIUrl":"10.1016/j.ijme.2025.101169","url":null,"abstract":"<div><div>The study investigates the impact of adopting metaverse technology for learning activities on university students’ behavioral intentions (BI). The results of a combined model of UTAUT-2 and TTF were tested for the moderating role of TTF in such relationships. A positive, significant relationship exists between Metaverse adoption factors and BI as tested using the PLS-SEM analysis of data collected from 326 university business students in Oman. This affects students' belief that adopting metaverse technology would augment their abilities and chances of achieving learning objectives. It was also evident that TTF moderated the association between the constructs of Metaverse adoption and BI. The study, therefore, sought to advance understanding through integration and by developing a broader framework combining different perspectives on technology adoption, learning outcomes, and behavioral intentions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101169"},"PeriodicalIF":6.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682270","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":"Extending the theory of planned behavior in predicting entrepreneurial intention among university students: The role of perceived relational support","authors":"Boucif Sid Ahmed ,&nbsp;Wan Rasyidah Wan Nawang ,&nbsp;Omar Saadallah ,&nbsp;Amalina Mursidi","doi":"10.1016/j.ijme.2025.101168","DOIUrl":"10.1016/j.ijme.2025.101168","url":null,"abstract":"<div><div>Theory of Planned Behavior (TPB) is one of the most important theories used to predict entrepreneurial intention. However, the subjective norm variable remains the least understood, as most previous studies have shown weak results in this regard. This study enhances the comprehension of the subjective norm variable in TPB by incorporating perceived relational support from family, friends, and peers, thereby enhancing the model's comprehensiveness. Data were collected through questionnaires distributed to 422 master's students from Algeria. Using Partial Least Square Structural Equation Modelling (PLS-SEM), the study confirms the relationship between attitude, perceived behavioral control, and entrepreneurial intention. It also shows that subjective norms influence students' attitudes, perceived relational support affects perceived behavioral control, and attitude predicts perceived behavioral control. These findings highlight the importance of family and peer support in shaping entrepreneurial intentions among students. The study emphasizes the potential of incorporating relational support into entrepreneurial education programs, particularly in developing economies where social networks play a crucial role in fostering entrepreneurial activities. Finally, the study discussed limitations and suggested future research directions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101168"},"PeriodicalIF":6.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682268","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":"Insights into enhancing student engagement: A practical application of blended learning","authors":"Thuy Thanh Tran ,&nbsp;Padmi Nagirikandalage","doi":"10.1016/j.ijme.2025.101167","DOIUrl":"10.1016/j.ijme.2025.101167","url":null,"abstract":"<div><div>This study explores how student engagement is enhanced through student-created videos and discussion forums in blended learning. Data were collected from individual learning journals designed for asynchronous learning in a graduate-level sustainability accounting module at a German university using a qualitative case study approach. The data were triangulated with collective reflections from synchronous sessions. The results showed that creating student-based videos and facilitating team discussions enhanced six dimensions of student engagement: cognitive, behavioural, emotional, social, collaborative, and technological. Technological engagement was evident in discovering new technologies, empowering high-quality videos, and unleashing technology-based potential. This study contributes to the literature on online student engagement by providing practical evidence of six engagement dimensions and related indicators as reflected in students’ views. It offers a comprehensive framework for engagement and provides valuable insights for educators to build flexible learning communities and increase peer learning interactions among students in online environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101167"},"PeriodicalIF":6.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682269","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":"Your success should be internally attributed: The role of performance accomplishment in entrepreneurial practice on entrepreneurial intention","authors":"Qingxiong Weng ,&nbsp;Hui Jiang ,&nbsp;Haiyuan Zhao ,&nbsp;Anastasiia Popelnukha ,&nbsp;Tingting Niu ,&nbsp;Lixin Chen","doi":"10.1016/j.ijme.2025.101161","DOIUrl":"10.1016/j.ijme.2025.101161","url":null,"abstract":"<div><div>Prior literature has shown the inconsistent relation between entrepreneurial practice and entrepreneurial intention. One recent study has noted the significance of direct personal experience in entrepreneurial practice and indicated that problems experienced during practice inhibited the development of consequent entrepreneurial intentions. However, the understanding of whether and how performance accomplishment (direct experience about personal mastery) during entrepreneurial practice impacts entrepreneurial career intention has yet to be discovered. Moreover, we are unaware of who could be more inspired by performance accomplishment. Drawing on social cognitive career theory, we propose a moderated mediation model demonstrating that performance accomplishment in entrepreneurial practice impacts entrepreneurial intention via outcome expectation. This indirect effect is stronger for those with internal locus of control. Two studies (a field experiment and a correlational survey) supported our assumptions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101161"},"PeriodicalIF":6.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682355","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":"Rhetorical use of displayed emotions in resource mobilization: A proposal of a pedagogy","authors":"Carmen Valor,&nbsp;Jorge Martín-Magdalena,&nbsp;Laura Lazcano,&nbsp;Carmen Bada","doi":"10.1016/j.ijme.2025.101165","DOIUrl":"10.1016/j.ijme.2025.101165","url":null,"abstract":"<div><div>Despite the importance of displayed emotions in mobilizing resources for nascent ventures, entrepreneurship education has overlooked nurturing interpersonal emotional skills. To address this gap, this study first reviews the literature to explain how and why entrepreneurs' emotional displays persuade investors. A systematic review of 61 articles –which together reported 85 empirical studies-examining emotional displays that are more persuasive for investors is integrated into a comprehensive model based on social-functionalist theories of emotions. The model reveals that emotional displays impact entrepreneurial funding in the following complex ways: (1) different emotional displays can lead investors to similar inferences shaped by perceived authenticity, credibility, and appropriateness; (2) emotions can be conveyed through various means, with nonverbal emotional displays proving more persuasive than verbal displays; and (3) the same emotional display differently influences professional and nonprofessional investors. Building on these findings, we then present a pedagogy for developing interpersonal emotional skills among entrepreneurs. The proposed pedagogy outlines what to teach, grounded in the aforementioned model; how to teach, which draws on dramatic arts and emotional regulation theory; and how to identify instructors and target audiences. This approach benefits entrepreneurship training centers and students while also serving as a self-training resource for current entrepreneurs. This article presents the first comprehensive synthesis of emotional displays’ persuasiveness in funding interactions, addressing the need for further exploration of interpersonal emotional dynamics in entrepreneurship. It also contributes to entrepreneurship education scholarship by proposing a pedagogy model that instructors and entrepreneurs can use to develop skills in using expressed emotions as persuasive tools.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101165"},"PeriodicalIF":6.0,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to validate a didactic and methodological structure for online and blended executive courses","authors":"Ledian Valle Mestre,&nbsp;Caridad García Escribano","doi":"10.1016/j.ijme.2025.101166","DOIUrl":"10.1016/j.ijme.2025.101166","url":null,"abstract":"<div><h3>Objectives</h3><div>This paper aims to validate the feasibility and relevance of the didactic and methodological structure developed to deliver Online and Blended courses in a rapidly evolving educational landscape.</div></div><div><h3>Theoretical framework</h3><div>The study has developed and validated a didactic and methodological structure for online and executive courses based on the Behaviourist Learning Theory, which emphasises the role of stimuli and responses in learning, and the Constructivist Theory, which focuses on the learner's active role in constructing knowledge.</div></div><div><h3>Methodology</h3><div>The study employed a comprehensive approach, using three methods (Delphi, Focus Group and Triangulation) to validate the feasibility and relevance of the didactic and methodological proposals. This validation is not an isolated event; instead, it is a direct consequence of the design and implementation of the didactic and methodological structure process. Thus, this multi-method approach ensures the robustness of our findings.</div></div><div><h3>Results/implications</h3><div>The results confirm the feasibility and relevance of the didactic and methodological structure. These results will contribute to the literature by presenting a didactic and methodological structure for delivering online and blended courses. Additionally, the study offers a practical, step-by-step process to create this type of structure for online and blended courses and a dynamic, participatory and robust methodology to enhance the effectiveness of academic management.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101166"},"PeriodicalIF":6.0,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643870","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}