International Journal of Management Education最新文献

{"title":"Text mining on green policies for integrating sustainability in higher education","authors":"Irene Spada ,&nbsp;Vito Giordano ,&nbsp;Filippo Chiarello ,&nbsp;Antonella Martini ,&nbsp;Gualtiero Fantoni","doi":"10.1016/j.ijme.2024.101126","DOIUrl":"10.1016/j.ijme.2024.101126","url":null,"abstract":"<div><div>Green transition calls for a supply chain rethinking, considering the vulnerability of the environment and the effects of human activities on it. Education can push towards development of new growth models oriented towards sustainability. However, the identification of the key skills and competences for updating higher education offer is not a trivial task. Policies and regulations in employment focused on skills and mindset for sustainability can feed this process. Moreover, the pace and the complexity of the transition require trusted and integrated data sources to properly update educational offer for the emerging needs. A Natural Language Processing approach is thus presented to measure the alignment between policy-documents and to integrate and operationalize their content. Two European policies recently released are compared, namely the EU Taxonomy for Sustainable Activities (EU-TSA) and the Green Concepts of the European Classification of Skills/Competences, Qualifications and Occupations (ESCO). The results show the topics to include in the development of educational activities oriented to sustainability, that are the key enabling competencies, and the key disciplines in which priority action should be taken. The insights can therefore guide higher educational providers in curriculum development both for pedagogical aspects and learning tasks.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101126"},"PeriodicalIF":6.0,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179136","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":"Social entrepreneurship education landscape mapping: A bibliometric analysis and analysis of empirical research","authors":"Nan Chen ,&nbsp;Muhammad Salman Shabbir","doi":"10.1016/j.ijme.2024.101122","DOIUrl":"10.1016/j.ijme.2024.101122","url":null,"abstract":"<div><h3>Purpose</h3><div>This study examines the evolution of social entrepreneurship education (SEE) research from 1950 to 2022, highlighting its role in fostering social responsibility and sustainable impact. By mapping key research trends and major academic interests, it categorizes contributions across publications, identifying themes and shifts in SEE's teaching methods and intended outcomes.</div></div><div><h3>Methodology/approach</h3><div>This study uses bibliometric analysis approach, to examine SEE publications from 1950 to 2022 using Scopus data, with a focus on recent trends in SEE goals over the past decade. From 1126 identified papers, 486 met strict relevance and quality criteria for in-depth review.</div></div><div><h3>Findings</h3><div>Using VOSviewer for analysis, this bibliometric analysis reveals a significant shift in SEE research over recent years. Studies now increasingly focus on outcome-oriented elements, such as fostering social entrepreneurial aspirations, motivations, and actions, moving beyond traditional educational models.</div></div><div><h3>Originality/value</h3><div>One of the few bibliometric analyses in this field, this study offers an in-depth look at SEE research using VOSviewer analysis to trace both historical and current trends. The findings provide a well-rounded picture of the research landscape, identifying key gaps and suggesting new directions for advancing SEE in meaningful ways.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101122"},"PeriodicalIF":6.0,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179126","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":"Uses and Gratifications approach to evaluate the continuance intention of ATIC: A serious video game to learn entrepreneurship","authors":"Esteban Crespo-Martínez ,&nbsp;Salvador Bueno ,&nbsp;M. Dolores Gallego","doi":"10.1016/j.ijme.2024.101125","DOIUrl":"10.1016/j.ijme.2024.101125","url":null,"abstract":"<div><div>This study explores the use of serious games in education, specifically evaluating ATIC, a game designed to enhance entrepreneurship education. Using the Uses and Gratifications Theory, the research examines students' motivations and satisfaction across nine constructs: Enjoyment, Fantasy, Escapism, Security, Achievements, Self-recognition, Social Presence, Social Interaction, and Continuance Intention. A total of 666 students participated, with data collected through surveys, observations, and interviews. Results show that ATIC successfully engages students, offering both entertainment and valuable learning experiences, enhancing entrepreneurial knowledge, problem-solving, and critical thinking. The study offers insights for educators and developers on improving entrepreneurship education through games.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101125"},"PeriodicalIF":6.0,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179135","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":"Developing ethical skills with films: A successful experience in auditing","authors":"Marisol Calabor,&nbsp;Paloma Merello,&nbsp;Ana Zorio-Grima","doi":"10.1016/j.ijme.2024.101127","DOIUrl":"10.1016/j.ijme.2024.101127","url":null,"abstract":"<div><div>This research focuses on the implementation of Content and Language Integrated Learning (CLIL) pedagogy and its impact on students' acquisition of knowledge, particularly the effectiveness of utilizing movies as a tool to enhance the ethical sensitivity of Auditing students. The results of the study provide support for the proposition that education and training can facilitate the development of ethical sensitivity among students. Additionally, the contribution of this paper highlights those real-life situations depicted in movies, which resonate with the students' own context, serve as an effective pedagogical tool in this endeavor. Thus, the study concludes that incorporating CLIL pedagogy with movies can offer valuable opportunities for students to enhance their comprehension of ethical responsibilities of the auditors in particular and the accountants in general. This research sheds light on the potential benefits of incorporating multimedia resources and language learning in higher education. Therefore, the main contribution of the paper is to emphasize the importance of practical, context-based approaches in promoting ethical awareness and sensitivity among future professionals.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101127"},"PeriodicalIF":6.0,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179139","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":"Code suggestions and explanations in programming learning: Use of ChatGPT and performance","authors":"Arum Park ,&nbsp;Taekyung Kim","doi":"10.1016/j.ijme.2024.101119","DOIUrl":"10.1016/j.ijme.2024.101119","url":null,"abstract":"<div><div>This study investigates the role of generative artificial intelligence (AI) chatbots, particularly ChatGPT, in enhancing programming education for university students, specifically in big data analytics. The research addresses the growing need for innovative educational practices, especially in developed East Asian countries like South Korea, where declining university enrollment presents new challenges. Using a sample size of N = 343 students, this mixed-methods research employed controlled experiments and surveys to compare student performance in programming tasks across three groups: those using ChatGPT, those using Stack Overflow, and a control group without external assistance. Results showed that students using ChatGPT significantly outperformed those relying on Stack Overflow or no assistance, particularly in hands-on coding tasks. This research contributes to the ongoing discourse on AI in education by providing empirical evidence of generative AI's effectiveness in improving learning outcomes and engagement, while also highlighting the challenges associated with integrating AI into educational settings. The findings emphasize the potential of ChatGPT to personalize learning experiences, improve performance, and offer real-time support, underscoring the need for a balanced curriculum design that incorporates AI while maintaining academic integrity and human oversight.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101119"},"PeriodicalIF":6.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179138","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":"Business and management education for sustainability: A state-of-the-art review of literature post-UN Decade of Education for Sustainable Development (2015–2023)","authors":"David Kongpiwatana Narong","doi":"10.1016/j.ijme.2024.101115","DOIUrl":"10.1016/j.ijme.2024.101115","url":null,"abstract":"<div><div>Interest in business and management education for sustainability has steadily increased, yet no comprehensive research reviews have been conducted since the United Nations Decade of Education for Sustainable Development. This study fills that gap by analyzing 365 Scopus-indexed documents using descriptive statistics, citation analysis, co-citation analysis, thematic analysis, and science mapping. The results reveal that although there is a growing number of studies, the body of knowledge remains underexplored and concentrated in economically developed regions. The field's intellectual structure is built around three distinct schools of thought: Responsible Management Education, Holistic Management Education, and Higher Education for Sustainable Development, all of which offer diverse yet cohesive perspectives on curriculum development, research, partnerships, and a strong commitment to social responsibility and sustainability. Major topics of interest include the Sustainable Development Goals, higher education, corporate social responsibility, and principles for sustainable management education. The study emphasizes the need for research from less developed regions, increased international collaboration, and a greater focus on emerging areas, such as supply chain management, climate change, and the impacts of COVID-19, to expand the field's relevance and address pressing global sustainability challenges.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101115"},"PeriodicalIF":6.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179510","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 mathematical concepts in management with generative artificial intelligence: The power of human oversight in AI-driven learning","authors":"Maria A.M. Trindade ,&nbsp;Gihan S. Edirisinghe ,&nbsp;Lan Luo","doi":"10.1016/j.ijme.2024.101104","DOIUrl":"10.1016/j.ijme.2024.101104","url":null,"abstract":"<div><div>This study demonstrates a successful use of Generative Artificial Intelligence (AI) in teaching mathematical material to management students. We herein introduce the <em>EOQ World Tour</em> game, which substantially improves understanding of inventory-related concepts and long-term knowledge retention compared with traditional methods.</div><div>Generative AI is revolutionizing management education, by offering innovative methods for teaching and learning. The integration of AI into quantitative business disciplines through novel learning mechanisms provides significant benefits, including enhanced data analysis, improved decision-making models, and sophisticated simulations for hands-on experience. This study introduces the <em>EOQ World Tour</em> game, specifically designed to teach the Economic Order Quantity concept in Operations Management. The game addresses challenges in integrating Generative AI into mathematics in management education by combining human oversight and instructor control through three innovative features: (1) a Generative AI-based simulation, (2) a macropowered Excel worksheet for validating the calculations of an AI chatbot, and (3) a Google Sheets dashboard for centralizing team-generated AI data for postgame analysis.</div><div>Our study included 41 students divided into experimental and control groups. Pretest results indicated no significant differences in baseline knowledge. However, the post-test results showed that the experimental group achieved a better understanding of inventory-related concepts and practical applications, along with higher engagement, excitement, confidence, and long-term knowledge retention.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101104"},"PeriodicalIF":6.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179511","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":"Cross-cohort analysis of how COVID has changed the online learning experience of business students","authors":"Ágnes Halász ,&nbsp;Zsófia Kenesei","doi":"10.1016/j.ijme.2024.101121","DOIUrl":"10.1016/j.ijme.2024.101121","url":null,"abstract":"<div><div>The COVID-19 pandemic reshaped the educational landscape and brought online learning into the mainstream. As management education adapts to this new reality, understanding how the experience of online learning influences students is vital—especially when comparing students exposed to online university education during the pandemic with those who went to university afterward. This study examines how the personal characteristics of business students, particularly self-management and the need for interaction, shape their perceptions of online learning. By surveying two cohorts—students from the height of the pandemic in 2020 and a post-pandemic cohort in 2022—we uncover how these characteristics shape the adoption of online learning. Our findings reveal that the need for interaction remains a priority for students, unaffected by the novelty of online education. Meanwhile, the influence of self-management has weakened, suggesting it is a skill that can—and should—be cultivated in online courses. In addition, students increasingly value the enjoyment of online learning (hedonic motivation) over its perceived effectiveness (performance expectancy), emphasizing the need for engaging, well-designed course experiences. This cross-cohort analysis highlights critical shifts in how students engage with online learning, offering valuable insights for the future of management education in a post-pandemic world.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101121"},"PeriodicalIF":6.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179509","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":"Stem accounting: Effects of traditional and big data education, learning and intelligence on the accounting student's achievement","authors":"Mohammad Namazi ,&nbsp;Zohreh Raiessi","doi":"10.1016/j.ijme.2024.101069","DOIUrl":"10.1016/j.ijme.2024.101069","url":null,"abstract":"<div><div>STEM accounting has emerged as a significant accounting profession's evolution. Big data, as a part of pivotal technology part of STEM, has become ubiquitous and can revolutionize traditional accounting education. This study, in alliance with the STEM paradigms, aims to empirically compare the effect of “traditional accounting education” and “Big Data-based accounting education” on accounting students' achievement (ASA) in various accounting courses, when students' “learning” and “intelligence”, as mediating and moderating variables, are incorporated in this relation. By developing an accounting education's moderated - mediation model, adopting the pretest-posttest design and utilizing the experimental approach, we formed two experimental groups with traditional and Big Data-based methods participating in various accounting courses. For each course, one group was also considered as a “control” group. The study population encompasses all accounting students studying at the undergraduate level of a big university in Iran. The study sample includes 330 students. Applying structural equation modeling, our findings indicate that both Big Data-based and traditional education methods maintain a significant positive effect on ASA; but, the Big Data-base's effect is greater. However, when “learning” is used as the mediating variable, the Big Data's effect is not significant for any of the courses, and there is a very minor mediation; while the traditional method's effect is significant and leads to a medium mediation. Emotional intelligence, as a moderating variable, has no significant effect on the relationship between traditional and Big Data-based methods and the ASA. However, cognitive intelligence has an effect on some accounting courses. When intelligence and teaching methods' interaction is examined, the situation does not change and the emotional intelligence's variable is still unaffected. Although Big Data is useful for STEM accounting education, it is not always statistically significant and preferred in the education's process and its significance is contingent on the type of accounting courses and student's cognitive characteristics (such as learning). The findings' implications for educators and the future of accounting education are to synthesize Big Data and other contemporary IT information techniques in accounting courses and teaching. The role of the student's cognitive intelligence is also potent in this context. This study not only contributes to the extant research on Big Data accounting education but also sheds light on the STEM's accounting literature.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101069"},"PeriodicalIF":6.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179508","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":"Integrating sustainable development goals in management education: Impact on student knowledge, attitudes, and behaviors","authors":"A.B.A. Avelar ,&nbsp;S.F. Mitchell ,&nbsp;L.V. Sandes-Guimarães","doi":"10.1016/j.ijme.2024.101116","DOIUrl":"10.1016/j.ijme.2024.101116","url":null,"abstract":"<div><div>This study aimed to assess the influence of incorporating Sustainable Development Goals (SDGs) into Management Education, specifically via an SDG Project, on the sustainability before and after their participation in the SDG project, and Behaviors (KAB) of undergraduate management students. The research utilized a quasi-experimental pre-test/post-test approach, employing the Self-Reported Sustainable Behavior Scale (SRSB) to assess cognitive, emotional, and conative dimensions of sustainability-related behavior. Data were gathered from 283 students across five semesters at an International Business School in the United States. The findings indicated improvements in KAB across the dimensions of the triple bottom line: social, economic, and environmental. The Principles for Responsible Management Education (PRME) and the SDG Project significantly influenced these shifts in KAB, emphasizing ethical decision-making and responsible management practices. The results establish a correlation between the SDG initiative and the self-reported sustainable behavior (SRSB) of the sample, demonstrating that the effort effectively influenced students' comprehension, beliefs, and actions about sustainability. This research underscores the effectiveness of incorporating SDGs into management education, thereby enriching the literature on Sustainability in Management Education (SiME). It featured the capacity of business schools to cultivate future leaders dedicated to sustainable practices via curriculum innovations such as the SDG Project. The study emphasizes the importance of incorporating SiME inside higher education institutions and among educators to promote sustainable development and deliver high-quality education, hence fostering a sustainability mindset among future decision-makers. The evaluation gauges students' views on sustainability and their self-reported involvement in sustainable practices, providing valuable insights into current instructional methodologies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101116"},"PeriodicalIF":6.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179514","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}