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

Addressing the gaps between higher education research and management education 缩小高等教育研究与管理教育之间的差距

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-24 DOI: 10.1016/j.ijme.2024.101056

George Rosier

{"title":"Addressing the gaps between higher education research and management education","authors":"George Rosier","doi":"10.1016/j.ijme.2024.101056","DOIUrl":"10.1016/j.ijme.2024.101056","url":null,"abstract":"<div><div>The purpose of this paper is to address the gaps between the higher education research, and management education. These two fields seem to have developed with surprisingly little interaction, an impression that is reinforced by citation count. As a guide to redressing this situation, this paper explores an important subset of the higher education literature, sometimes called the “student learning” research, and its implications for management education. This research underpins government-sponsored surveys of program quality in Britain and Australia. I argue that it offers new insights into course structure, pedagogy and assessment. If we want students to understand, evaluate and critically analyze management situations, it is counterproductive to use pedagogies or assessments that higher education research has shown to actually undermine these objectives. The student learning literature offers guidelines for course design and simple approaches to course evaluation. Interventions based on this research have shown remarkable improvements in learning outcomes. Implications for practice and opportunities for research are noted throughout the paper.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312858","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

University-business linkages influence on international business competence: An in-service training perspective 大学与企业的联系对国际商务能力的影响：在职培训视角

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-23 DOI: 10.1016/j.ijme.2024.101050

Christopher Boafo, Utz Dornberger

{"title":"University-business linkages influence on international business competence: An in-service training perspective","authors":"Christopher Boafo, Utz Dornberger","doi":"10.1016/j.ijme.2024.101050","DOIUrl":"10.1016/j.ijme.2024.101050","url":null,"abstract":"<div><div>Firms often rely on the skills and mindsets of individual employees and managers rather than on organizational structures and capabilities to execute entrepreneurial activities. These individual-level factors, which may originate from educational and business experiences, also support the development of international business competencies when firms engage in international operations. Accordingly, this study investigates educational collaborations in university-business linkages that influence international business competence at the individual level. Survey data were collected from 489 in-service-trained business executives pursuing (Executive) Master of Business Administration degrees while concurrently holding supervisory and managerial responsibilities in firms in Ghana. Factor analysis revealed four dimensions of educational collaborations in university-business linkages. Results from hypothesis testing, conducted using covariance-based structural equation modeling (CB-SEM), indicate that the diversity and internationality of study content and research dimensions positively and significantly influence these executives' global mindset, entrepreneurial orientation, and international marketing skills in performing foreign business operations. Similarly, interactions with international resource persons positively and significantly influence the executives' global mindset and international marketing skills. However, while participation in international affairs shows positive effects, these are not statistically significant. We discuss these findings and highlight their implications for developing international human capital through a university-business educational collaboration framework useful for executives, business schools, academics, and global higher education development partners.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001216/pdfft?md5=edca6fc8cb47e421b99b6d7fef3b407b&pid=1-s2.0-S1472811724001216-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312857","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}

引用次数: 0

Roots of the entrepreneurial mindset in university students 大学生创业心态的根源

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-19 DOI: 10.1016/j.ijme.2024.101049

Bernardo De la Gala-Velásquez, Américo Hurtado-Palomino, Anabel Angela Monrroy-Villena, Olinda Isabel Gomez-Villegas

引用次数: 0

Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work 学生在会计研究模块中的同伴学习体验：讨论论坛、同行评议和小组合作

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-17 DOI: 10.1016/j.ijme.2024.101057

Gretha Steenkamp , Sophia Magaretha Brink

{"title":"Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work","authors":"Gretha Steenkamp , Sophia Magaretha Brink","doi":"10.1016/j.ijme.2024.101057","DOIUrl":"10.1016/j.ijme.2024.101057","url":null,"abstract":"<div><p>Collaborative or peer-learning strategies could enhance student engagement in management education, improve learning and help students develop workplace skills. The aim of this action research study was to evaluate the effectiveness of the peer learning (discussion forums, peer review and group work) employed in a postgraduate accounting research module. Findings from semi-structured interviews reveal that participants believed peer learning to facilitate social, cognitive, behavioural, collaborative and social engagement. Posting and reviewing comments on discussion forums developed students’ communication skills and fostered a sense of community. Participants recommended that discussion forums should include a balance of applied and theoretical questions. Peer reviews allowed students to obtain feedback on their writing prior to their work being graded, and to develop the workplace skill of giving and receiving criticism. Participants believed that group work improved their teamwork skills and collaborating online prepared them for working in a post-COVID world. While some groups valued the social and emotional engagement facilitated by in-person group work, other groups found it more efficient to interact online. The findings emphasise the usefulness of peer learning strategies in management education, and especially in research modules, to foster engagement, increase student learning and to prepare students for the workplace.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001289/pdfft?md5=543143d389ecd61555cbaa638721e51e&pid=1-s2.0-S1472811724001289-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239974","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}

引用次数: 0

Developing cross-cultural competence in entrepreneurship education: What is the role of the university 培养创业教育中的跨文化能力：大学的作用是什么

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-14 DOI: 10.1016/j.ijme.2024.101055

Rosangela Feola , Chiara Crudele , Ricky Celenta

{"title":"Developing cross-cultural competence in entrepreneurship education: What is the role of the university","authors":"Rosangela Feola , Chiara Crudele , Ricky Celenta","doi":"10.1016/j.ijme.2024.101055","DOIUrl":"10.1016/j.ijme.2024.101055","url":null,"abstract":"<div><p>In the last few years, entrepreneurship has gained increasing attention among researchers and policy-makers because of its role in economic and social development. Since a growing number of entrepreneurs are starting new ventures in several countries or cultures simultaneously, they deal with several cross-cultural issues. For this reason, cross-cultural competence becomes a critical driver of new venture performance. In this context, entrepreneurship education is considered an effective way to stimulate entrepreneurship-related skills and cross-cultural competence and to develop students’ entrepreneurial intentions. The European Commission has also underlined the role of entrepreneurial culture and competence as key factors for the creation of a new generation of public and private workers who are more creative, proactive, and innovative. The aim of this study is to theoretically discuss why and how cross-cultural competence could and should be integrated in entrepreneurship education programs, suggesting the Italian model of C-Labs as a viable set of contamination between university students at different levels and from different disciplines that promotes a new learning model based on interdisciplinarity. The study contributes to the advancement of the literature on cross-cultural competence and entrepreneurship education offering some practical insights for the development of entrepreneurship programs characterized by a cross-cultural approach.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232177","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

Enhancing the community of inquiry in online courses: Making the case for blogs 加强在线课程中的探究社区：使用博客的理由

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-13 DOI: 10.1016/j.ijme.2024.101052

Jason Fertig , Pamela Wells , Linda M. Dunn-Jensen , Christopher C. Bradshaw

引用次数: 0

Fostering sustainable mindsets: A critical exploration of educational psychology in business education 培养可持续心态：商业教育中的教育心理学批判性探索

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-13 DOI: 10.1016/j.ijme.2024.101054

Minh Tung Tran

{"title":"Fostering sustainable mindsets: A critical exploration of educational psychology in business education","authors":"Minh Tung Tran","doi":"10.1016/j.ijme.2024.101054","DOIUrl":"10.1016/j.ijme.2024.101054","url":null,"abstract":"<div><p>This research investigates the potential of learning psychology to cultivate a sustainability mindset within individuals and organizations. It aims to explore how learning principles can equip individuals with the necessary skills to navigate the complexities of sustainable development, foster pro-environmental behaviors, develop sustainable leadership qualities, and promote social awareness and inclusivity. The study utilizes a systematic review of existing research and case studies from Vietnamese higher educational institutions. It focuses on integrating learning psychology principles into curriculum design, teaching methods, and assessment practices. Qualitative analysis techniques are employed to identify strategies for equipping individuals to address sustainability challenges. The research identifies successful applications of learning psychology in both business and societal contexts, demonstrating how these principles can motivate individuals and organizations towards sustainable practices. It highlights specific strategies for fostering pro-environmental behaviors, developing sustainable leadership qualities, and promoting social awareness and inclusivity. The study concludes that learning psychology can effectively design interventions for behavioral change and build collaborative cultures to address social inequities. It emphasizes the importance of integrating learning psychology principles into educational practices to cultivate sustainability mindsets and equip individuals with the skills needed to navigate sustainability challenges.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173116","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

Transitioning from entrepreneurial education to entrepreneurial behavior: The role of opportunity recognition, entrepreneurial social networks, and risk-taking propensity 从创业教育过渡到创业行为：机会识别、创业社交网络和冒险倾向的作用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-11 DOI: 10.1016/j.ijme.2024.101053

Majid Murad , Mansi Wang , Syed Haider Ali Shah , Misbah Ul Islam

{"title":"Transitioning from entrepreneurial education to entrepreneurial behavior: The role of opportunity recognition, entrepreneurial social networks, and risk-taking propensity","authors":"Majid Murad , Mansi Wang , Syed Haider Ali Shah , Misbah Ul Islam","doi":"10.1016/j.ijme.2024.101053","DOIUrl":"10.1016/j.ijme.2024.101053","url":null,"abstract":"<div><p>This study aimed to explore the impact of entrepreneurial education on entrepreneurial intention, with a focus on the mediating roles of opportunity recognition and entrepreneurial social networks among university students in China. Additionally, the study examines the relationship between entrepreneurial intention and behavior, considering the moderating effect of risk-taking propensity. A quantitative research method was employed, and data were collected through a structured questionnaire administered in two rounds. A sample of 469 undergraduate and postgraduate students from Guangzhou University was selected using a non-probability convenience sampling method. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) with Smart-PLS software version 4. The results indicate that entrepreneurial education is a positive and significant determinant of entrepreneurial intention. Furthermore, the findings reveal that entrepreneurial education mediates the relationship between opportunity recognition, entrepreneurial social networks, and entrepreneurial intention. The study also shows that risk-taking propensity positively moderates the relationship between entrepreneurial intention and behavior. Finally, the study concludes with theoretical and practical implications for universities, researchers, and policymakers in China.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168931","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

Revealing three anomalies: Extending Kolb educator roles profile in experiential entrepreneurship education 揭示三个反常现象在体验式创业教育中扩展科尔布教育者角色剖析

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-10 DOI: 10.1016/j.ijme.2024.101048

Even Sønnik Haug Larsen , Dag Håkon Haneberg , Sofie Lakså

{"title":"Revealing three anomalies: Extending Kolb educator roles profile in experiential entrepreneurship education","authors":"Even Sønnik Haug Larsen , Dag Håkon Haneberg , Sofie Lakså","doi":"10.1016/j.ijme.2024.101048","DOIUrl":"10.1016/j.ijme.2024.101048","url":null,"abstract":"<div><p>Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001198/pdfft?md5=8b2be4d42aa70b1090c65271c4f187ee&pid=1-s2.0-S1472811724001198-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142161597","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}

引用次数: 0

Educators’ experiences in engaging and supporting business undergraduate students in an emergency remote teaching environment: Insights for enhanced teaching practises 教育工作者在紧急远程教学环境中吸引和支持商科本科生的经验：加强教学实践的启示

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-09-09 DOI: 10.1016/j.ijme.2024.101051

Jim Fang, Ekaterina Pechenkina, Gerry M. Rayner, Anne-Marie Chase

{"title":"Educators’ experiences in engaging and supporting business undergraduate students in an emergency remote teaching environment: Insights for enhanced teaching practises","authors":"Jim Fang, Ekaterina Pechenkina, Gerry M. Rayner, Anne-Marie Chase","doi":"10.1016/j.ijme.2024.101051","DOIUrl":"10.1016/j.ijme.2024.101051","url":null,"abstract":"<div><p>Global disruptions triggered by crises such as COVID-19 have a significant impact on the higher education sector, forcing a transition to remote learning which creates serious repercussions on student learning. Despite the considerable scholarship on learning and teaching generated by the COVID-19 pandemic, there remains a gap in understanding educator experiences in engaging and supporting students online. A qualitative case study research methodology was used to explore the experiences of educators from an Australian university business school during the pivot to remote teaching. Thematic analysis of semi-structured interviews with eight academic staff and two academic skills advisors highlighted challenges and opportunities related to the experiences of the educators, with a particular focus on the use of teaching resources, instructional strategies and assessment design during the COVID-19 pandemic. Educators found virtual consultations with students to be more effective and engaging compared to face-to-face, as students were less distracted during those consultations. The findings also highlighted the extent and variety of personalised support provided by educators to students but often at the cost of their own wellbeing. The study makes a valuable contribution to improving teaching and learning practises for a post-pandemic era and future educational practises in business education.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001228/pdfft?md5=bad34d90a18f49d78eca3a748fae6246&pid=1-s2.0-S1472811724001228-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158215","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}

引用次数: 0