International Journal of Management Education最新文献

{"title":"Reimagining management education: Navigating the shift to education 4.0 in the digital era","authors":"Arjita Jain ,&nbsp;Kasturi R. Naik ,&nbsp;Kiran Kakade ,&nbsp;Sandeep Bhanot ,&nbsp;Swarupa C. Kulkarni","doi":"10.1016/j.ijme.2025.101182","DOIUrl":"10.1016/j.ijme.2025.101182","url":null,"abstract":"<div><div>The research examines the effects of Education 4.0 principles on management education, emphasizing the transformation of teaching methodologies, student experiences, and digital competencies through emerging technologies and creative pedagogies. The analysis was based on surveys conducted with 150 students and 50 educators from three business schools, along with in-depth interviews. Research indicates a mutual acknowledgment among students and instructors about technology's crucial influence on improving instructional efficacy and information retention, alongside a pronounced desire for hybrid learning modalities. However, maintaining online interpersonal connections remains challenging, and continuous skill development is vital given rapidly shifting demands. Significantly, insufficient infrastructure, limited faculty training, and inadequate managerial support hamper flexible, student-centered curricula and slow blended learning adoption. By illuminating pragmatic strategies to mitigate faculty resistance, address resource gaps, and recalibrate institutional policies, this paper extends beyond generic Education 4.0 discussions. Technology positively influences academic performance and work-life balance but raises critical issues of equitable access and digital readiness. Conclusively, the study offers fresh perspectives on implementing Education 4.0 in business schools, providing recommendations for curriculum design, faculty development, and institutional policy. The framework seeks to provide future graduates with Industry 4.0 competencies, facilitating innovative management education that responds to the intricacies of the contemporary corporate environment.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101182"},"PeriodicalIF":6.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834017","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":"I have a dream: Exploring green entrepreneurial intentions from a moderated mediation perspective","authors":"Jia-Xin Liu","doi":"10.1016/j.ijme.2025.101185","DOIUrl":"10.1016/j.ijme.2025.101185","url":null,"abstract":"<div><div>This study aimed to predict the green entrepreneurial intentions (GEI) of business management students in China. Using narrative transportation and regulatory focus theories, this study investigates the relationship between narrative transportation (NT) and GEI. It also examines the mediating role of identification with character (IDC) and the moderating role of regulatory focus. Using the PROCESS macro in SPSS, data were collected from 354 Chinese university students via a structured questionnaire. The results indicated that NT had significant direct and indirect effects on GEI through IDC. Promotion focus (but not prevention focus) enhanced the impact of NT on both IDC and GEI. The findings provide insights for academics and practitioners, supporting educational and sustainability goals by offering empirical evidence of the role of NT in shaping GEI. The research also underscores the importance of considering individual differences among university students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101185"},"PeriodicalIF":6.0,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825942","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":"Deepening gender differences in self-efficacy and sustainable entrepreneurial intentions among Business and Engineering students of Generation Z","authors":"Gustavo Barrera-Verdugo ,&nbsp;Jaime Cadena-Echeverría ,&nbsp;Daniel Durán-Sandoval ,&nbsp;Antonio Villarroel-Villarroel","doi":"10.1016/j.ijme.2025.101186","DOIUrl":"10.1016/j.ijme.2025.101186","url":null,"abstract":"<div><div>While the role of self-efficacy in influencing entrepreneurial intention has been extensively examined, further investigation is needed to gain a deeper understanding of the gender disparities that exist with respect to the various dimensions of entrepreneurial self-efficacy, as well as the impact these dimensions have on sustainable entrepreneurial intention. This research examines the gender differences in the dimensions of entrepreneurial self-efficacy identified by McGee (2009) among Business and Engineering students belonging to Generation Z in South America. A total of 315 university students from Chile and Ecuador responded to an online survey that assessed the dimensions outlined in the Multidimensional Entrepreneurial Self-Efficacy Scale, which measures search, planning, marshalling, implementing-people and implementing-finance self-efficacy. The responses were subjected to analysis using Composite Confirmatory Analysis (CCA), non-parametric tests for comparison of frequency distributions, and a multigroup PLS-SEM analysis. The findings supported the existence of gender disparities in dimensions of entrepreneurial self-efficacy among the study population. Male students exhibited higher values for both searching and marshalling self-efficacy, while female students demonstrated higher values for planning and financial self-efficacy. No statistically significant gender differences were identified with respect to the effect of self-efficacy dimensions on sustainable entrepreneurial intention. The results contribute to our understanding about gender differences on entrepreneurial self-efficacy and sustainable entrepreneurial intention among young business and engineering students. The findings may inform the training of young business and engineering students in South America, with the objective of reducing gender disparities in specific entrepreneurial capabilities that may affect the development of sustainable entrepreneurship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101186"},"PeriodicalIF":6.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the neoliberal straitjacket: the Degrowth Pedagogy Framework (DPF) for business schools","authors":"Carla Liuzzo","doi":"10.1016/j.ijme.2025.101178","DOIUrl":"10.1016/j.ijme.2025.101178","url":null,"abstract":"<div><div>This conceptual paper introduces the Degrowth Pedagogy Framework (DPF) as a pedagogical innovation that develops critical skills in educators and students to challenge growth-dependent sustainability models, ultimately advancing responsible management and sustainability in higher education. Drawing on critical pedagogy as a form of resistance in the Freirean sense, the DPF offers a novel approach that guides educators beyond the constraints of neoliberal orthodoxy. The DPF advances business school education for preparing students to lead during ecological and societal crises. Providing educators with five pillars to critically examine the limitations of neoliberal free-market capitalism, the DPF introduces degrowth as a valid and essential counter-narrative in business school pedagogy. By fostering a constructivist approach and encouraging multi-paradigmatic worldviews, the DPF promotes a ‘childlike mindset’ that cultivates openness to new paradigms. Ultimately, this paper responds to the urgent need for pedagogical innovation in sustainability education and contributes to business schools fulfilling their commitments to the Principles for Responsible Management Education (PRME) and the United Nations Sustainable Development Goals (UNSDGs).</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101178"},"PeriodicalIF":6.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820460","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":"Empowering future accountants: The role of self-regulated learning in lifelong success","authors":"Marelize Malan,&nbsp;Gideon Els,&nbsp;Ilse Karsten","doi":"10.1016/j.ijme.2025.101183","DOIUrl":"10.1016/j.ijme.2025.101183","url":null,"abstract":"<div><div>This study explores the role of self-regulated learning (SRL) in fostering lifelong learning skills among second-year Bachelor of Accounting students, aspiring to become chartered accountants. Lifelong learning, a crucial competency for chartered accountants, is closely tied to SRL, which involves actively managing one's cognitive processes, motivation, and learning environment. The study examines SRL through various theoretical lenses, including cognitive, sociocultural, constructivist, and motivational theories. By examining these theories, an integrated programme could be developed that raises students' awareness about self-regulated learners' characteristics. The objective of this study, situated within an action research methodology, is to examine the effectiveness of this programme in increasing students' knowledge and awareness of SRL skills and how it can be implemented in their learning process. The findings suggest that students found the programme fun, educational and insightful. They identified the programme as a tool to empower them with the key elements of SRL. The contribution of this study provides management educators with a framework for integrating SRL skills into existing curricula, enabling effective teaching strategies without disrupting course structures. By embedding SRL development, educators can enhance students' professional competencies, improving job readiness and performance in dynamic managerial roles.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101183"},"PeriodicalIF":6.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815003","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":"A novel approach to measuring digital entrepreneurial competencies among university students","authors":"Djina Ivanović ,&nbsp;Sonja D. Radenković ,&nbsp;Hasan Hanić ,&nbsp;Vladimir Simović ,&nbsp;Milena Kojić","doi":"10.1016/j.ijme.2025.101180","DOIUrl":"10.1016/j.ijme.2025.101180","url":null,"abstract":"<div><div>This study aims to develop a model for evaluating digital entrepreneurial competencies (DEC) among Serbian university students and to identify the factors that influence their DEC levels. A quantitative research design was employed, using a structured questionnaire based on the EmDigital framework, with responses collected from 149 students. The data were analyzed using descriptive statistics, non-parametric tests (Mann-Whitney U and Kruskal-Wallis), and Poisson regression to explore relationships between socio-demographic, contextual, and institutional variables and DEC levels. The key findings reveal that employment status, level of study, field of study, and the mother's educational background significantly affect DEC. Students who are more likely to attain higher DEC levels are those who are employed, pursuing undergraduate degrees, studying information technology, and whose mothers have completed high school. These results provide valuable insights for educators and policymakers seeking to enhance DEC in alignment with market demands.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101180"},"PeriodicalIF":6.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820459","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":"Enhancing student acceptance of artificial intelligence-driven hybrid learning in business education: Interaction between self-efficacy, playfulness, emotional engagement, and university support","authors":"Shaofeng Wang ,&nbsp;Zhuo Sun ,&nbsp;Huanhuan Wang ,&nbsp;Dong Yang ,&nbsp;Hao Zhang","doi":"10.1016/j.ijme.2025.101184","DOIUrl":"10.1016/j.ijme.2025.101184","url":null,"abstract":"<div><div>This study examines the factors influencing student acceptance of Artificial Intelligence (AI)-driven hybrid learning within higher education, specifically focusing on business education. By expanding the traditional Technology Acceptance Model (TAM) and incorporating Self-Determination Theory (SDT), this research explores the interplay between perceived playfulness, learning goal orientation, self-efficacy, and university support. The PLS-SEM and semi-structured interviews were applied to data analysis from 279 Chinese university students majoring in international business. The findings reveal that self-efficacy, emotional engagement, and university support significantly enhance students' acceptance of AI-driven hybrid learning. University support, in particular, serves as a critical moderator, amplifying the effects of self-efficacy and acceptance attitudes. The study contributes to the evolving discourse on AI integration in management education, offering insights into optimizing AI-driven hybrid learning experiences and strategies in higher education settings. These findings have implications for curriculum design, institutional support mechanisms, and pedagogical approaches in business and management education, particularly in the context of advancing technological integration and meeting employers' evolving needs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101184"},"PeriodicalIF":6.0,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807503","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":"Action research as a creative teaching method for humanistic management education: A case study of undergraduate business students","authors":"Patrick Adriel H. Aure","doi":"10.1016/j.ijme.2025.101179","DOIUrl":"10.1016/j.ijme.2025.101179","url":null,"abstract":"<div><div>This study examines the integration of action research and humanistic management principles in undergraduate business education, supporting UN Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work). Through a case study of Applied Corporate Management students at De La Salle University, Philippines, the research documents how these teaching methods build management competencies and connect theory with practice. The specific pedagogical innovation combines action research methodology with humanistic management principles, creating an environment where students tackle actual organizational challenges. The study analyzes 36 student group action research projects over two years using qualitative thematic analysis, grounded in humanistic management theory. Results show that doing action research helps students create practical solutions to organizational and community problems, contributing to SDG 17 (Partnerships for Goals). Students reported enhanced well-being, better feedback processes, higher productivity, participant empowerment, and stronger community connections. Students appreciated that this approach develops critical skills needed for responsible management: systems thinking, stakeholder engagement, ethical decision-making, and reflective practice—preparing students to address both business and societal issues. The combined methods advance responsible management and sustainability by encouraging leadership that values human dignity, ethical behavior, and collaborative problem-solving while meeting organizational needs. The research adds to humanistic management education literature by showing how these principles encourage inclusive organizational practices even at the undergraduate level. An unexpected finding was some student groups independently incorporated AI tools in their action research projects, which is an area for future study. The paper discusses implications for educators preparing students for global challenges and suggests future research on creative teaching in business education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101179"},"PeriodicalIF":6.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792441","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":"A model of constructive procedural justice through the example of a student academic competition","authors":"Ariel Mitev ,&nbsp;László Koloszár ,&nbsp;Ágnes Wimmer","doi":"10.1016/j.ijme.2025.101176","DOIUrl":"10.1016/j.ijme.2025.101176","url":null,"abstract":"<div><div>Evaluation is critical in talent development because it can significantly determine perceived effectiveness and experiences. Utilizing the logic of procedural justice and extending the theory, we have created a model of constructive procedural justice consisting of three interdependent stages (constructiveness of written feedback, fairness of decision-making, and psychological gains). This study analyzes the evaluation process of a series of national-level student academic conferences and competitions in Hungary using this constructive procedural justice model. Concerning written evaluations, our results highlight that constructive textual feedback is more decisive than the score achieved. Participants perceive a lower score as fair if the textual assessment is detailed, thorough, supportive, suggests areas for improvement, and contains a forward-looking approach. In addition, providing support for voice and jury neutrality is essential to ensuring that students leave with a truly positive experience and continue working with renewed vigor, regardless of the competition scores achieved. The results obtained apply to other activities evaluated by written feedback, including theses, dissertations, or publications.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101176"},"PeriodicalIF":6.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792442","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":"How is the entrepreneurial mindset of university students formed? The role of entrepreneurial inspiration, education, methods, and environment","authors":"Nematollah Shiri ,&nbsp;Mojgan Khoshmaram ,&nbsp;Hossein Mehdizadeh ,&nbsp;Razieh Sadraei ,&nbsp;Rami Ayoubi","doi":"10.1016/j.ijme.2025.101158","DOIUrl":"10.1016/j.ijme.2025.101158","url":null,"abstract":"<div><div>Although few studies have been conducted on entrepreneurial mindset among students in the higher education sector, most of them have tried to explain the entrepreneurial mindset of students from traits and skills perspective. Considering that the results of these studies are unreliable in predicting the entrepreneurial mindset; using a cognitive approach, we investigated the formation of the entrepreneurial mindset among higher education students in Iran by considering the effect of latent variables of entrepreneurial environmental support, education, and methods and the mediating role of entrepreneurial inspirations. Our sample included 436 university students from management faculties in Iranian higher education institutions. The results of showed that the latent variables of entrepreneurial environmental support, education and inspiration had a positive and significant effect on the entrepreneurial mindset of students in the higher education sector in Iran. However, the effect of entrepreneurial education methods on the entrepreneurial mindset was not confirmed. In addition, the results of the study confirmed the indirect effect of entrepreneurial education (formal and non-formal) through entrepreneurial inspiration on the entrepreneurial mindset of those students. This research, while filling the gap in studies on entrepreneurial mindset among students, especially in a developing country like Iran, has appropriate practical implications for government and educational policymakers. For this purpose, formal and non-formal education courses can be held, entrepreneurial events can be organized, and entrepreneurs can be invited to attend universities and higher education institutions to develop the entrepreneurial mindset of students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101158"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785001","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}