International Journal of Management Education最新文献

{"title":"Do the young truly embrace sustainability? Evidence of the (un)willingness paradox of sustainability and implications for responsible management education and research","authors":"Weng Marc Lim ,&nbsp;Stephen Thomas Homer","doi":"10.1016/j.ijme.2025.101281","DOIUrl":"10.1016/j.ijme.2025.101281","url":null,"abstract":"<div><div>This study examines whether younger cohorts genuinely embody a transformative sustainability ethos or if their behaviors replicate the inconsistencies constraining earlier generations. Drawing on the Youth Talks international dataset (<em>n</em>: 12,579 responses across 212 countries and territories), analyzed through semantic clustering and multinomial logistic regression, the study reveals that although many young people endorse environmental ideals, their willingness to relinquish life domains remains highly selective. In particular, the regression results indicate that when young people say they would give up things close to themselves (e.g., personal ambitions and resources, family and loved ones), they are less likely to select the environment as their non-negotiable priority, whereas those who say they would give up planet resources are more likely to select material consumption as their non-negotiable priority. In this regard, a key insight from the study, empirically grounded in these contrasts, is the discovery of the (un)willingness paradox of sustainability, which exposes personal trade-offs between ecological responsibility and deeply ingrained priorities. These findings challenge assumptions that generational change inherently produces stronger moral resolve. Instead, meaningful engagement appears contingent on responsible management strategies that reduce the perceived cost of and raise the perceived efficacy for sustainable choices, thereby aligning action with lived constraints. These observations, in turn, clarify a cognitive dissonance mechanism whereby defended near-sphere priorities (e.g., material consumption) coexist with personal adjustments (e.g., willingness to forgo lifestyle activities), elucidate value-belief-norm activation by specifying where perceived costs (e.g., family and loved ones) inhibit norm enactment (e.g., selecting the environment as non-negotiable), locate the tension between self-transcendence and self-enhancement in Schwartz's value structure within observed odds patterns (e.g., lower odds of selecting the environment [self-transcendence] among those willing to give up personal resources [self-enhancement]), and situate choice within a concentric locus of control and triple bottom line perspective that prioritizes controllable, proximate domains (e.g., individual) over less controllable, distal domains (e.g., social, environmental). Such insights, therefore, advance extant understanding of sustainability decision-making by specifying when selective sacrifices occur and which domains are defended, which, in turn, guide management educators and researchers in developing interventions that align sustainability goals with core personal commitments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101281"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526241","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":"Curriculum mapping for the AACSB Assurance of Learning (AOL) process: A case study","authors":"Yang Xu","doi":"10.1016/j.ijme.2025.101315","DOIUrl":"10.1016/j.ijme.2025.101315","url":null,"abstract":"<div><div>This paper presents a descriptive qualitative case study in which learning outcomes within an AACSB-accredited management program were reviewed, mapped and assessed using a step-by-step curriculum mapping guide that mapped goals and outcomes from course-level data. While curriculum mapping is a critical component of the AACSB Assurance of Learning (AOL) process, AACSB doesn't provide a detailed guideline on how to conduct curriculum mapping in the AOL process. This paper explains the specific steps in the process of curriculum mapping and the methods you can employ to integrate course mapping with curriculum mapping.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101315"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579775","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":"Virtue ethics learning through movies – A pedagogical roadmap to MacIntyre's virtue approach using the Boiler Room movie","authors":"Marta Rocchi ,&nbsp;Dirk C. Moosmayer ,&nbsp;Ignacio Ferrero","doi":"10.1016/j.ijme.2025.101303","DOIUrl":"10.1016/j.ijme.2025.101303","url":null,"abstract":"<div><div>Virtue ethics is an agent-centred ethical approach that considers actions in the context of an individual's life as a whole. This addresses shortcomings of deontological approaches including competing norms, of utilitarian approaches including non-desirable outcomes. Nevertheless, virtue ethics is not easy to translate into a learning pedagogy. We address this challenge by outlining Alasdair MacIntyre's approach to virtue ethics and by offering a conceptual argument for the effectiveness of using movies to develop virtue competence. We construct a pedagogical roadmap for using a specific movie, <em>Boiler Room</em>, to nurture virtue competence at the intellectual, behavioural and personal layers. First, our argument contributes to the debate in this journal about movies in management and ethics education: We conceptualise movies as <em>person-centred</em>, <em>context-embedded</em> and <em>life-narrating</em>. As these are characteristics typical of virtue ethics, movies are particularly suitable to build virtue competence. Second, we construct a pedagogical roadmap for educators to develop students' virtue competence through a specific movie and contribute to the virtue ethics education debate and the challenge to make theoretical whole-person virtue conceptions operational in the classroom. Third, virtue ethics competence developed in our roadmap contributes to taking the debate about the need of non-utilitarian ethical approaches one step further.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101303"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474430","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":"Exploring the impact of employability skills on employ selection: evidence from Saudi Arabian banking sector (CB-SEM approach)","authors":"Abdullah Mobarak Bindawas","doi":"10.1016/j.ijme.2025.101320","DOIUrl":"10.1016/j.ijme.2025.101320","url":null,"abstract":"<div><div>This paper is related to the relationship of educational qualifications and the skills required among business graduates in the context of Saudi Arabian banking sector. Further, it explores if the educational requirements are being fulfilled among business qualifications that are needed for the banking sector. This study is divided into two stages. In stage 1, a list of comprehensive skills obtained in consultation with the banking industry employers involved during the recruitment process is prepared. In stage 2, the importance of these skills was analyzed by using a survey from the employers. With the help of judgment and snowball sampling techniques, a sample of 123 questionnaires was obtained from the bank employees who were involved in recruiting of business graduates as employees. The data was analyzed with the SmartPLS4 software. The results of the study show that adaptability skills, technological proficiency, and teamwork are the most important skills that recruiters explore in a business graduate for a banking sector job. Further, it was found that technological proficiency significantly impacts the employability skills, which is the highest impact among the tested variables. The study highlights the relationship of educational qualifications and employability skills in the banking sector as well as the gap in management education related to Saudi Arabia. The findings are important for educational institutions, policymakers, and industry stakeholders for designing their curriculum and the training programs that are related to the employability requirements of the industry.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101320"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526240","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":"Exploring the impact of artificial intelligence on business talent development in higher education:A systematic literature review and research agenda","authors":"Qinglan Wu ,&nbsp;Lanzhen Chen ,&nbsp;Minwei Chen ,&nbsp;Yangjie Huang","doi":"10.1016/j.ijme.2025.101287","DOIUrl":"10.1016/j.ijme.2025.101287","url":null,"abstract":"<div><div>Against the strategic backdrop of the digital and intelligent transformation of global higher education, the emerging cluster of technologies with artificial intelligence (AI) at its core is fundamentally reshaping the operational logic and value ecosystem of business education systems. To comprehensively understand the current research landscape and progress of AI and business talent development, this study conducts a systematic literature review, retrieving 192 research articles published between 2015 and 2024 from the Scopus and Web of Science databases. Based on descriptive statistics and CiteSpace bibliometric analysis, this study summarizes the major progress and key findings of the past decade across four domains of business talent development in higher education. The study further provides practical implications for business school administrators and faculty, highlighting insufficient attention to macro-level issues such as core <span>AI</span> competencies, curriculum restructuring, and institutional resource support. It also notes the lack of in-depth reflection on the mechanisms through which AI is embedded in business talent development. In addition, through further analysis of theoretical frameworks and research methods, this study suggests that future academic research should explore emerging frontier topics such as artificial general intelligence and quantum algorithms, promote interdisciplinary integration of business education with neuroscience, social sciences, and environmental science, place greater emphasis on longitudinal research, and adopt research paradigms driven by both data and mechanisms.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101287"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236120","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":"Exploring the role of GenAI self-efficacy in fostering university students’ creativity: An empirical study in Inner Mongolia and Taiwan","authors":"Tsung-Sheng Chang ,&nbsp;Hung-Yung Hsu ,&nbsp;Zhongxing Lei","doi":"10.1016/j.ijme.2025.101305","DOIUrl":"10.1016/j.ijme.2025.101305","url":null,"abstract":"<div><div>This study investigates how internal and external educational resources shape college students’ generative AI (GenAI) self-efficacy and creativity across general education courses in business and technology, by comparing learners from Inner Mongolia and Taiwan. It assesses its role as a predictor of individual creativity. PLS-SEM was employed to test the proposed hypotheses and models. The findings reveal that students in both Inner Mongolia and Taiwan benefit from relatively comprehensive resource allocations in computing support, training, and equipment accessibility within their institutions. These resources significantly enhanced GenAI self-efficacy. However, computing training using external resources still needs to be developed for Inner Mongolia. Overall, the results confirmed that GenAI self-efficacy positively influenced student creativity. This study offers an empirical foundation for regional education policies. Educators should actively create a learning environment that can stimulate student creativity and use GenAI technology.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101305"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425226","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":"Service learning in business education: Research landscape, intellectual structure, and topical trends between 1996 and 2024","authors":"David Kongpiwatana Narong","doi":"10.1016/j.ijme.2025.101282","DOIUrl":"10.1016/j.ijme.2025.101282","url":null,"abstract":"<div><div>This research explores the landscape, intellectual structure, and thematic evolution of research on service learning in business education. It analyzed 284 Scopus-indexed documents published between 1996 and 2024 through bibliometric analysis. The findings reveal that, despite increasing global interest, the field remains relatively underexplored, with research concentrated in developed regions and limited international collaboration. The study identifies four schools of thought: Service Learning Knowledge, Service and Business Learning, Responsible Global Leadership, and Business Talent Development, with the first three forming the core pillars of the knowledge base and the last emerging as a developing area of interest. The study also maps the evolution of research themes, highlights key frontiers, and pinpoints potential gaps in the literature, offering scholars an overview of the field's current state and a foundation for guiding future research.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101282"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364446","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":"International entrepreneurial intentions: The mediating role of opportunity recognition and the moderating effect of cultural intelligence","authors":"Li Zixin,&nbsp;Muhammad Farrukh,&nbsp;Ouyang Lu,&nbsp;Chen Yufei,&nbsp;He Ziqian,&nbsp;Li Xiaotong","doi":"10.1016/j.ijme.2025.101317","DOIUrl":"10.1016/j.ijme.2025.101317","url":null,"abstract":"<div><div>The purpose of this study is to examine how international trade education (ITE) influences international entrepreneurial intention (IEI) among Chinese university students, with a focus on the mediating role of opportunity recognition (OR) and the moderating role of cultural intelligence (CQ). A quantitative survey was conducted with 396 students enrolled in international trade, economics, and related programs across multiple universities. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings demonstrate that ITE significantly enhances both OR and IEI, with OR acting as a partial mediator that channels educational inputs into entrepreneurial motivation. In addition, CQ strengthens the relationship between OR and IEI, showing that intercultural competence enables students to more effectively translate recognized opportunities into international entrepreneurial intentions. These results make several key contributions. First, they advance understanding by distinguishing export-oriented entrepreneurial intentions from general entrepreneurial motivation. Second, they provide empirical evidence of the cognitive and intercultural mechanisms that link education to entrepreneurial intention. Third, they offer actionable insights for universities and policymakers to design curricula and interventions that integrate trade knowledge, opportunity recognition skills, and cultural intelligence development.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101317"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526192","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":"Entrepreneurial intention revisited: The roles of entrepreneurship education, entrepreneurial culture, and social media usage","authors":"Essam Hussain Al Lawati ,&nbsp;Ibrahim Ali Jumaan ,&nbsp;Umar Haiyat Abdul Kohar ,&nbsp;Ali Tarhini","doi":"10.1016/j.ijme.2025.101288","DOIUrl":"10.1016/j.ijme.2025.101288","url":null,"abstract":"<div><div>This study aims to investigate the effects of entrepreneurship education, entrepreneurial culture, and social media usage on students' entrepreneurial intentions. A conceptual model was proposed based on the theory of planned behaviour. Covariance-based structural equation modelling (CB-SEM) was used to analyse the perspectives of 644 students in Oman. The proposed structural model explained 62 % of the total variance of entrepreneurial intentions. The findings reveal that attitude and perceived behavioural control determine students' entrepreneurial intention, while entrepreneurial culture is an insignificant determinant in influencing students' entrepreneurial intention. Social media usage and entrepreneurship education have a significant influence on attitudes, entrepreneurial culture, and perceived behavioural control. Moreover, attitude and perceived behavioural control significantly mediated the relationships between social media usage and entrepreneurial intention. This study contributes to the literature by explaining how entrepreneurship education, entrepreneurial culture, and social media usage trigger students’ entrepreneurial intentions based on the TPB. Ultimately, this study guides policymakers and higher education institutions on stimulating students' entrepreneurial intentions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101288"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145334231","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":"Entrepreneurial resilience learning in higher education: The role of metaverse-constructed ecosystems","authors":"Ping-Kuo A. Chen","doi":"10.1016/j.ijme.2025.101300","DOIUrl":"10.1016/j.ijme.2025.101300","url":null,"abstract":"<div><div>This study explores how a metaverse-constructed educational ecosystem, designed for higher education entrepreneurship instruction, supports the development of entrepreneurial resilience learning. Data were collected through a two-stage process involving 520 students from 68 instructional teams at Chinese universities. These teams had each piloted a metaverse entrepreneurship teaching platform and formed an ecosystem. The study employs Partial Least Squares Structural Equation Modeling and Necessary Condition Analysis to examine our conceptual model. The results reveal that metaverse-based entrepreneurial ecosystems cultivate entrepreneurial resilience through an instructional mechanism. Interactive engagement, contextualized knowledge integration, and mutual trust function as interdependent conditions that collectively shape an entrepreneurial knowledge field. This field enables students to apply knowledge in uncertain environments, reflect on challenges, and adapt constructively to failure and ambiguity. In addition, trust emerges as a central dynamic that fosters collaborative learning and psychological safety. The findings provide theoretical support for how metaverse-constructed ecosystems foster entrepreneurial resilience through structured engagement, knowledge contextualization, and trust-based collaboration. The study offers a transferable framework for designing mechanism-oriented entrepreneurship education tailored to the needs of higher education and lifelong learners.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101300"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364447","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}