International Journal of Management Education最新文献_第3页

Interdisciplinarity and sustainable development in management education: A bibliometric mapping study 管理教育的跨学科与可持续发展：文献计量测绘研究

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-07 DOI: 10.1016/j.ijme.2026.101359

Luciana Cezarino , Flavio Martins , Lara Liboni , Trevor Hunter , André C.S. Batalhão , Marco Antonio Catussi Paschoalotto

{"title":"Interdisciplinarity and sustainable development in management education: A bibliometric mapping study","authors":"Luciana Cezarino , Flavio Martins , Lara Liboni , Trevor Hunter , André C.S. Batalhão , Marco Antonio Catussi Paschoalotto","doi":"10.1016/j.ijme.2026.101359","DOIUrl":"10.1016/j.ijme.2026.101359","url":null,"abstract":"<div><div>This study examines the convergence between interdisciplinarity and Education for Sustainable Development (ESD) within management education through a bibliometric mapping review. By analysing 2000 highly cited papers on interdisciplinarity (2011–2023) and 1844 papers on ESD (2015–2023) retrieved from Scopus, the research employs VOSviewer keyword co-occurrence analysis to identify thematic clusters and conceptual intersections. The method enables the detection of intellectual structures and research gaps where interdisciplinary approaches and sustainability education remain weakly connected. Four clusters emerged for each domain, revealing that management education occupies a peripheral but strategic position between sustainability, education, and organisational studies. By cross-referencing these clusters with the Sustainable Development Goals (SDGs), the study develops a framework that links interdisciplinarity to SDG-oriented curriculum design and pedagogical strategies. Based on this mapping, twelve research questions are proposed to guide future integration of SDG principles into management education. The study contributes by clarifying how interdisciplinarity can operationalize sustainability goals within business schools, offering both empirical evidence and practical guidance for curriculum developers and educators seeking to embed the SDGs in management programmes.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101359"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145939200","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

Crafting individual entrepreneurial orientation through education and institutions: Evidence from efficiency and innovation-driven economies 通过教育和制度塑造个人创业导向：来自效率和创新驱动型经济的证据

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2025-12-16 DOI: 10.1016/j.ijme.2025.101328

Juan P. Perez , Izaias Martins , Sebastian Aparicio , Tatiana Lopez , David Urbano

{"title":"Crafting individual entrepreneurial orientation through education and institutions: Evidence from efficiency and innovation-driven economies","authors":"Juan P. Perez , Izaias Martins , Sebastian Aparicio , Tatiana Lopez , David Urbano","doi":"10.1016/j.ijme.2025.101328","DOIUrl":"10.1016/j.ijme.2025.101328","url":null,"abstract":"<div><div>Why do some individuals translate entrepreneurship education into entrepreneurial outcomes, while others do not, especially across different stages of economic development? This study examines how perceptions of learning from entrepreneurship education (EE) influence individual entrepreneurial orientation (Ind.EO) and how this relationship is shaped by support from reference groups and legal institutional quality in efficiency- and innovation-driven economies. To achieve this, we conduct a quantile regression analysis on a sample of 27,503 nascent entrepreneurs sourced from the Global University Entrepreneurship Spirit Student's Survey (GUESSS) project in 2020–21. Our results reveal that, in efficiency-driven economies, the positive effect of perceived learning from EE on Ind.EO is amplified in environments with less support from reference groups and weaker legal institutional quality, especially for entrepreneurs exhibiting lower levels of Ind.EO. Conversely, in innovation-driven economies, the influence of EE is triggered by stronger support from reference groups and higher legal institutional quality for nascent entrepreneurs with medium to high Ind.EO. These findings provide universities and policymakers with evidence-based insights for designing differentiated entrepreneurship programs and policies that align with their specific economic and institutional contexts to effectively foster entrepreneurial orientation of their nascent entrepreneurs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101328"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798474","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

Unpacking the determinants of students' green entrepreneurial intentions: the interplay of personal, institutional, and mediating factors in a six-country study 解析学生绿色创业意向的决定因素：一项六国研究中个人、制度和中介因素的相互作用

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-20 DOI: 10.1016/j.ijme.2025.101344

Emil Knezović , Azra Bičo , Blaž Zupan , Janez Gorenc , Daniel Pavlov , Svilena Ruskova , Dariusz Tłoczyński , Joanna Czerepko , Valentin Toader , Monica Maria Coroş , Alexandros Kakouris , Sotiris Apostolopoulos

{"title":"Unpacking the determinants of students' green entrepreneurial intentions: the interplay of personal, institutional, and mediating factors in a six-country study","authors":"Emil Knezović , Azra Bičo , Blaž Zupan , Janez Gorenc , Daniel Pavlov , Svilena Ruskova , Dariusz Tłoczyński , Joanna Czerepko , Valentin Toader , Monica Maria Coroş , Alexandros Kakouris , Sotiris Apostolopoulos","doi":"10.1016/j.ijme.2025.101344","DOIUrl":"10.1016/j.ijme.2025.101344","url":null,"abstract":"<div><h3>Purpose</h3><div>This study examines green entrepreneurial intentions among higher education institution students in Bosnia and Herzegovina, Bulgaria, Greece, Poland, Romania, and Slovenia. It assesses the interplay of several personal (e.g., entrepreneurial creativity, future self-continuity, and green cognition) and institutional factors (e.g., entrepreneurial education, entrepreneurial culture, and financial support), considering the mediating role of the desire to discover.</div></div><div><h3>Design/methodology/approach</h3><div>Based on a cross-sectional survey of 1547 students from six European countries, the study tests its hypotheses using structural equation modeling. Although countries were selected through convenience sampling via academic networks, they reflect a shared regional background and predominantly post-socialist characteristics, while also differing in their institutional and educational support for green entrepreneurship.</div></div><div><h3>Findings</h3><div>Results indicate that, with some exceptions, institutional and personal factors are positively related to green entrepreneurial intentions, while the desire to discover partially mediates these relationships.</div></div><div><h3>Originality/value</h3><div>This study presents an integrative theoretical framework grounded in social cognitive theory, constructivist learning theory, and self-regulated learning theory, highlighting the joint relationship between personal and institutional factors and green entrepreneurial intentions. It contributes novel insights by offering a multi-country dataset and identifying the desire to discover as a key psychological mechanism.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101344"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037635","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

An empirical study of service-learning outcomes in business education through humanistic perspectives 人本主义视角下商科教育服务学习成果的实证研究

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-13 DOI: 10.1016/j.ijme.2026.101363

Adrian A. Mabalay , Karol Jim Luis N. Castillo

{"title":"An empirical study of service-learning outcomes in business education through humanistic perspectives","authors":"Adrian A. Mabalay , Karol Jim Luis N. Castillo","doi":"10.1016/j.ijme.2026.101363","DOIUrl":"10.1016/j.ijme.2026.101363","url":null,"abstract":"<div><div>This empirical study examines how service-learning develops humanistic management competencies among undergraduate business students. Using thematic analysis of 575 student reflections and articles from a business course in the Philippines, we identify interconnected pathways between service-learning applications and humanistic outcomes. Analysis highlights six key applications: experiential learning, community partnerships, capacity building, civic engagement, and reflective practice, that lead to six outcomes: personal empowerment, ethical leadership, social impact, professional competencies, economic sustainability, and collaborative relationships. The strongest connections were found between experiential learning and personal empowerment, as well as between community partnerships and ethical leadership. However, reflective practice displayed unexpectedly weak connections to outcomes, which challenges existing theoretical beliefs. Limitations include the lack of community partner perspectives, a cross-sectional design that prevents long-term evaluation, and the specific institutional context that may limit generalization. Despite these limitations, the findings suggest that service-learning can reorient business education from a profit-driven to a human-centered approach when applied with genuine reciprocity and critical frameworks. Future research should focus on community voices and long-term impact assessment.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101363"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977819","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

Assessing students’ readiness for startups from higher education: Scale development and validation 评估学生对高等教育创业的准备：规模发展和验证

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2025-12-31 DOI: 10.1016/j.ijme.2025.101354

Niyaz Panakaje , Babitha Shali Lasrado , S.M. Riha Parvin , Prateeksha Maurya , Niha Sheikh , Shakira Irfana , K. Madhura , U.M. Bazigha

{"title":"Assessing students’ readiness for startups from higher education: Scale development and validation","authors":"Niyaz Panakaje , Babitha Shali Lasrado , S.M. Riha Parvin , Prateeksha Maurya , Niha Sheikh , Shakira Irfana , K. Madhura , U.M. Bazigha","doi":"10.1016/j.ijme.2025.101354","DOIUrl":"10.1016/j.ijme.2025.101354","url":null,"abstract":"<div><div>Despite being critical, the understanding of students' readiness for startups in higher education is limited. This research focuses on developing and validating a comprehensive, multidimensional scale to measure Students' Readiness for Startups (SRS). The study involved an extensive review of the literature, consultations with industry professionals, and subject matter experts, and a panel discussion to refine the scale. A pre-survey was conducted, followed by exploratory and confirmatory factor analyses to ensure the model's validity. The finalized 73-item SRS scale demonstrates strong internal consistency, construct validity, and content validity. Key dimensions include awareness, entrepreneurial ability, motivation, opportunity recognition, resource accessibility, business acumen, institutional support, personality traits, and socio-cultural factors. The findings offer actionable insights for educational institutions to design targeted skill development programs addressing gaps in problem-solving, financial literacy, and technical expertise while enriching the limited repertoire of entrepreneurship-related scales that intend to foster job creators rather than job seekers.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101354"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885147","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

Nurturing entrepreneurial intention of PhD students across academic disciplines: A multigroup analysis 跨学科博士生创业意向的培养：多群体分析

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2025-12-09 DOI: 10.1016/j.ijme.2025.101325

Eugénie Delzenne , Hendrik Slabbinck , Johanna Vanderstraeten , Erika Branca , Riyaad Ismail

{"title":"Nurturing entrepreneurial intention of PhD students across academic disciplines: A multigroup analysis","authors":"Eugénie Delzenne , Hendrik Slabbinck , Johanna Vanderstraeten , Erika Branca , Riyaad Ismail","doi":"10.1016/j.ijme.2025.101325","DOIUrl":"10.1016/j.ijme.2025.101325","url":null,"abstract":"<div><div>With their specialised knowledge and skillset, PhD students are uniquely positioned to contribute to the knowledge economy, including through the creation of innovative ventures. Consequently, their engagement in entrepreneurial activities has garnered growing attention from scholars and policy-makers, with increasing interest in the role universities can play in guiding PhD students from various disciplines towards entrepreneurship. Against this background, this study examines whether the effectiveness of curricular and extracurricular entrepreneurship education activities (EEAs) in fostering entrepreneurial intention (EI) among PhD students is moderated by disciplinary affiliation. Drawing upon institutional logics theory, we posit that this moderating effect is contingent upon the extent to which a discipline is embedded in an entrepreneurial logic. Using data from the Global University Entrepreneurial Spirit Students’ Survey 2023, a multigroup structural equation model is tested on 586 PhD students, including 381 Science, Technology, Engineering & Mathematics (STEM) and 205 medical sciences PhD students. Results indicate that curricular EEAs are most effective for medical sciences PhD students, whose doctoral training is less embedded in an entrepreneurial logic, whereas STEM PhD students—whose training is more closely aligned with such a logic—benefit more from extracurricular EEAs. Concurrently, extracurricular EEAs consistently enhance opportunity recognition competence (ORC) across both groups, underscoring their added value not only for fostering PhD entrepreneurship but also for strengthening the wider research and innovation system. These findings highlight how disciplinary context shapes the impact of different EEA formats and provide guidance for universities seeking to design more targeted strategies to foster PhD entrepreneurship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101325"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698131","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

Boundary conditions for the flipped classroom: Evidence from statistical programming 翻转课堂的边界条件：来自统计程序的证据

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-01 DOI: 10.1016/j.ijme.2025.101356

Fan Liu, Tony So, Syed Kanwar Abbas

{"title":"Boundary conditions for the flipped classroom: Evidence from statistical programming","authors":"Fan Liu, Tony So, Syed Kanwar Abbas","doi":"10.1016/j.ijme.2025.101356","DOIUrl":"10.1016/j.ijme.2025.101356","url":null,"abstract":"<div><div>We propose a novel explanation that accounts for a variety of findings reported in the flipped classroom literature. The flipped classroom reverses the sequence of learning where students first independently learn out-of-class, then subsequent class time can better develop higher-order learning objectives in Bloom's Taxonomy. However this assumes students have remembered and understood content during pre-class study. We investigate this boundary condition in a statistical programming course, which is difficult to learn due to its abstract nature, and hence more sensitive to teaching quality. Using a pre-post-test design, we compare learning gains from the flipped classroom compared to alternative teaching methods: traditional and experiential classes. We find that students in the flipped classroom have smaller learning gains compared to students in the other treatments, and this is because learning gains <em>decrease</em> as flipped students do <em>extra</em> self-study: a finding not found in other treatments. These findings are consistent with our account: students pick up misunderstandings along the way which becomes more entrenched with self-study, and is more difficult for the teacher to rectify in subsequent class. This paper highlights the need – whatever the teaching method – to develop students' understanding and to correct misunderstandings before it is too late.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101356"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885146","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

Reconceptualizing of GenAI adoption in higher education: A task-based perspective 高等教育中基因人工智能应用的重新定义：基于任务的视角

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-17 DOI: 10.1016/j.ijme.2026.101365

Marwa Chaieb , Roberta Cuel , Rym Bouzaabia

{"title":"Reconceptualizing of GenAI adoption in higher education: A task-based perspective","authors":"Marwa Chaieb , Roberta Cuel , Rym Bouzaabia","doi":"10.1016/j.ijme.2026.101365","DOIUrl":"10.1016/j.ijme.2026.101365","url":null,"abstract":"<div><div>The quick incorporation of generative AI (GenAI) in academia triggers essential discussions regarding its role in educational methodologies. Despite extensive research on student acceptance via models like Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT), the educator's viewpoint is insufficiently examined, despite its significance in pedagogical development. This qualitative study aims to address this gap by examining GenAI adoption in relation to task characteristics, pedagogical identity, institutional support, and ethical concerns. By conducting semi-structured interviews with 20 educators from Europe and North Africa, the research leverages a conceptual framework integrating with the Job Characteristics Model (JCM), Task–Technology Fit (TTF), and Institutional Theory to comprehend the multifaceted nature of adoption. The data reveal that GenAI is mainly leveraged for standard tasks, but experiences challenges in critical or identity-associated functions. The research presents the notion of pedagogical role integrity and reconceptualizes TTF as a context-dependent process influenced by both values and functionality. These insights hold practical relevance for higher education institutions seeking to develop responsible AI policies, create supportive training initiatives, and AI literacy modules for future managers, thereby aligning management education with the requirements of the changing workforce.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101365"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037636","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

Generative artificial intelligence in venture creation learning: A new pedagogy of partnership 风险创造学习中的生成式人工智能：一种新的伙伴关系教学法

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-07-01 Epub Date: 2026-01-06 DOI: 10.1016/j.ijme.2025.101355

Maria Ripollés, Andreu Blesa

{"title":"Generative artificial intelligence in venture creation learning: A new pedagogy of partnership","authors":"Maria Ripollés, Andreu Blesa","doi":"10.1016/j.ijme.2025.101355","DOIUrl":"10.1016/j.ijme.2025.101355","url":null,"abstract":"<div><div>This study investigates the impact of generative artificial intelligence (GenAI) on entrepreneurial learning within structured university venture creation programmes. Employing the prospecting and establishing nexus framework, and drawing on the stimulus-organism-response model and construal level theory, the research analyses how GenAI affects students’ psychological distance from entrepreneurship and their learning approaches. Using a mixed-methods design that combines pre- and post-intervention surveys with qualitative data from learning diaries and open responses, the study examines 33 undergraduate students from two venture creation programmes.</div><div>The findings indicate that the deliberate and well-structured integration of GenAI substantially reduces students’ psychological distance from entrepreneurship, making entrepreneurial tasks seem more immediate, relevant, and achievable. GenAI serves as both a cognitive scaffold and a task-focused support tool, encouraging deep and strategic learning orientations, and it dynamically adapts to the changing needs of learners throughout their entrepreneurial journey. The positive effect on psychological distance is particularly notable among students who adopt deep and strategic learning dispositions. Nonetheless, students also expressed concerns regarding the reliability, transparency, dependence, and ethical issues associated with GenAI. The study concludes that, embedded within a robust pedagogy, GenAI can transform venture creation programmes, fostering both entrepreneurial mindsets and critical digital literacy.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101355"},"PeriodicalIF":7.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145939198","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

Embracing a Möbius strip metaphor and a critical reflection framework to explore personal barriers to service-learning 采用Möbius条形比喻和批判性反思框架来探索服务学习的个人障碍

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2026-03-01 Epub Date: 2025-10-31 DOI: 10.1016/j.ijme.2025.101312

Amy L. Kenworthy , Brent Snider , Sue Cronshaw , Peggy L. Hedges , Long Le , Fahd Jamil

{"title":"Embracing a Möbius strip metaphor and a critical reflection framework to explore personal barriers to service-learning","authors":"Amy L. Kenworthy , Brent Snider , Sue Cronshaw , Peggy L. Hedges , Long Le , Fahd Jamil","doi":"10.1016/j.ijme.2025.101312","DOIUrl":"10.1016/j.ijme.2025.101312","url":null,"abstract":"<div><div>Over the past thirty years, community engagement has increasingly become an important pedagogical tool for higher education practitioners. One of the most frequently utilized ways of embedding this into course design is through a practice called service-learning which provides students with opportunities to explore, engage, and contribute to the communities of which they are a part. Although service-learning projects and programs have the potential to respond to society's most pressing needs, for some educators, this promise may be hindered by perceived personal and institutional barriers. To explore these barriers, our research group engaged in collaborative ethnography over a two-year period to nurture a space of collaboration, insight, and vulnerability. We explored two macro level categories of barriers – personal and institutional – before identifying four sub-themes within the personal category: life balance, reputational risk, cancel culture, and student reality. Our findings contribute to theory by demonstrating how the use of a Möbius strip metaphor, when viewed through four critically reflective lenses, helps educators to explore and understand the “wholeness” of the intertwining relationships between our perceived internal and external barriers to service-learning engagement.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101312"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425231","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