International Journal of Management Education最新文献

{"title":"Is the road to high growth paved with intrapreneurial intention? The role of entrepreneurial self-efficacy and digital skills on entrepreneurship intention types","authors":"Colin Donaldson ,&nbsp;Ángel Peiró Signes ,&nbsp;Jorge Villagrasa","doi":"10.1016/j.ijme.2025.101174","DOIUrl":"10.1016/j.ijme.2025.101174","url":null,"abstract":"<div><div>This work investigates the influence of entrepreneurial self-efficacy and digital skills on intrapreneurial and high-growth intentions among 142 undergraduate students enrolled in a Spanish entrepreneurial university. The moderating effect of fear of failure on entrepreneurial self-efficacy is assessed. Partial Least Squares Structural Equation Modelling (SEM-PLS) using SmartPLS is used to test the relationships between variables. Findings show that entrepreneurial self-efficacy significantly enhances intrapreneurial intention but does not directly impact high growth intention. Digital skills have a direct positive effect on intrapreneurial intention and an indirect effect on high growth intention. Fear of failure does not moderate the relationship between entrepreneurial self-efficacy and either type of entrepreneurial intention. The study makes theoretical contribution to the situated psychological differences school of entrepreneurial intention research by enhancing understanding of how entrepreneurial self-efficacy and digital skills influence specific types of entrepreneurial intention. Practical implications are provided for educational practitioners and institutions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101174"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785002","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":"The role of interpersonal relationships in leadership programs: Development and validation of a peer-coaching scale","authors":"Laura Cortellazzo,&nbsp;Sara Bonesso,&nbsp;Fabrizio Gerli","doi":"10.1016/j.ijme.2025.101181","DOIUrl":"10.1016/j.ijme.2025.101181","url":null,"abstract":"<div><div>Research recognizes the pivotal role of developmental relationships in effective leadership development and in fostering professional growth. In this regard, peer coaching represents an effective pedagogical tool in leadership development programs, as a form of mutually beneficial relationship between individuals of equal status. Despite the growing interest in leveraging peer coaching, there is a remarkable scarcity of theoretical and empirical research on the adoption of this technique and the measurement of its effects. This study addresses this gap by developing an original 13-item peer coaching measurement scale that encompasses two dimensions: Peer Coaching Meaning Making, and Peer Coaching Supportive Relationship. The paper examines the validity and reliability of this peer coaching scale across different cohorts of master's degree students who attended a leadership course at a public Italian University. Results from the exploratory and confirmatory factor analysis confirm adequate psychometric properties in terms of criterion-related validity and reliability. Additionally, the results offer insights on the learning outcomes attained in three areas: students' peer coaching self-efficacy, their self-awareness, and their engagement in the leadership development program. This paper provides insights for educators and human resource development practitioners to effectively measure the impact of this collaborative relationship within a leadership learning journey.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101181"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784990","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":"The effects of personal and educational variables on the entrepreneurial culture of university students","authors":"Mercedes Mareque ,&nbsp;Camille Villafañe-Rodríguez ,&nbsp;Margarita Pino-Juste","doi":"10.1016/j.ijme.2025.101172","DOIUrl":"10.1016/j.ijme.2025.101172","url":null,"abstract":"<div><div>This article aims to explore which personal and educational variables are influencing the entrepreneurial culture of university students. We consider that culture plays an important role when young people decide to develop a new business idea. Therefore, we conducted our research in two culturally different nations: Puerto Rico, which belongs to the Anglo-Saxon group, and Spain, which belongs to the Mediterranean group. Data for this study were collected from 791 undergraduate business management students. The results show a greater entrepreneurial culture in Puerto Rico, except for the fear of entrepreneurship factor, where the scores are similar in both countries. Sex and age influence self-perception of entrepreneurial culture. However, this self-perception in Puerto Rican students is only influenced by training courses on entrepreneurship-related skills, while in Spain, it is impacted by students’ having done extracurricular internships and not having participated in international work teams. The influence of the Dunning-Kruger effect and cultural, economic and social characteristics could be important. This study has relevant implications for universities and for institutional policy-making. It is imperative to design and adapt educational programmes to improve the self-perception of entrepreneurship culture and thus align with students' needs and aspirations for higher quality entrepreneurship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101172"},"PeriodicalIF":6.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746733","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":"Navigating different stakeholder challenges to legitimacy in business schools: Implications from a systematic literature review","authors":"Bodo B. Schlegelmilch ,&nbsp;Manuel Waltenberger ,&nbsp;Surat Teerakapibal","doi":"10.1016/j.ijme.2025.101175","DOIUrl":"10.1016/j.ijme.2025.101175","url":null,"abstract":"<div><div>Business schools play a critical role in developing managerial competence. Yet, despite their widespread success, business schools remain under constant scrutiny, primarily revolving around three dimensions. Personal legitimacy concerns teaching and business schools’ ability to deliver to individual students what they need. Academic legitimacy focuses on research and whether business schools strike the right balance between rigor and relevance. Societal legitimacy examines the role and impact of business schools on the society at large as well as the principles they embody. This paper uses the Antecedents, Decisions, Outcomes (ADO) framework to systematically review some 50 years of academic literature on the debate regarding business school legitimacy. Our analysis of 104 papers highlights recurring themes such as relevance, value-for-money, and technological change. We suggest that business schools must address inherent tensions in pursuing legitimacy objectives, often requiring them to prioritize one of the three dimensions while ensuring credibility in the other two.</div><div>Taken together, our findings highlight the need for business schools to address tensions arising from the diverse demands of stakeholders and point to opportunities to refine their strategic positioning, thereby enhancing competitive advantage.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101175"},"PeriodicalIF":6.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746617","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":"The relationship between attending a lecture in-person, synchronously online or asynchronously online and student grade","authors":"Koen van den Oever ,&nbsp;Stephanie Koornneef","doi":"10.1016/j.ijme.2025.101171","DOIUrl":"10.1016/j.ijme.2025.101171","url":null,"abstract":"<div><div>Recently, a synchronous online education mode has been developed and extensively used: livestreams of lectures. Although the literature shows that fully online courses yield worse learning outcomes than those that have a blended format, we argue that livestreams offer the advantages of online education, while not having its drawbacks. We analyze the effects of attending a lecture synchronously online, asynchronously online, or in-person. This is studied for a large undergraduate course in which over 700 students attended and could self-select in the mode of education per lecture. This within-person variance allowed for identifying the effects of the mode of education on their performance for the section in their exam that reflected that lecture's content. No significant differences between attending a lecture synchronously online, asynchronously online, or in-person are found. This paper contributes to the literature by showing the efficacy of a multimodal setup for a course.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101171"},"PeriodicalIF":6.0,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725170","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":"Kahoot! as a tool to enhance learning for engineering students in economics & management courses","authors":"Y. Navarro-Castillo ,&nbsp;I. Pablo-Lerchundi ,&nbsp;G. Morales-Alonso","doi":"10.1016/j.ijme.2025.101173","DOIUrl":"10.1016/j.ijme.2025.101173","url":null,"abstract":"<div><div>This study investigates the effectiveness of gamification tools, specifically Kahoot!, in improving the academic performance of materials engineering students enrolled in the Business Organization course. This quantitative research with a pre-experimental design analyzed the impact of Kahoot! quizzes on engineering students enrolled in management courses. These quizzes were utilized to assess student knowledge of course content. Upon course completion, a satisfaction survey was conducted to gauge student perceptions of the learning experience. To analyze the data, the Mann-Whitney <em>U</em> test and Kruskal-Wallis H-test were used to compare grades between groups that utilized Kahoot and those that did not. Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the responses from the satisfaction survey. These findings highlight the potential of gamification to enhance student engagement, motivation, and ultimately, academic outcomes. This research contributes to the growing body of literature on gamification in education by providing empirical evidence of its effectiveness in engineering contexts. The findings offer educators actionable pedagogical strategies to enhance real-time student learning and engagement, thereby maximizing student potential in the classroom. Specifically, this study demonstrates how the implementation of Kahoot! in management courses for engineering students can improve assimilation of complex concepts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101173"},"PeriodicalIF":6.0,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725167","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":"An integrated framework for Gen AI-assisted management learning: Insights from Kolb's learning cycle theory and knowledge types perspectives","authors":"Lee Kuo-Wei","doi":"10.1016/j.ijme.2025.101164","DOIUrl":"10.1016/j.ijme.2025.101164","url":null,"abstract":"<div><div>Generative Artificial Intelligence (Gen AI), particularly through advanced models such as ChatGPT developed on the foundation of sophisticated Large Language Models (LLMs), has shown the potential to revolutionize management education. Nevertheless, a comprehensive framework for employing Gen AI in this context remains to be developed. This study proposes a theoretical framework utilizing Gen AI, with a specific focus on ChatGPT, based on Kolb's learning cycle theory and the knowledge type perspective to facilitate systematic integration into management learning.</div><div>Analyzing data from 348 business students through structural equation modeling, the study demonstrates that the Gen AI -assisted learning process enhances the acquisition of diverse knowledge types. The findings also highlight that teacher support partially strengthens the effectiveness of the Gen AI -assisted learning process in knowledge acquisition.</div><div>The study contributes to the academic discourse by developing an integrated framework and practical guidelines for integrating Gen AI into management learning, thereby addressing an existing gap in current research.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101164"},"PeriodicalIF":6.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching finance for responsible management","authors":"Dirk Schoenmaker ,&nbsp;Willem Schramade","doi":"10.1016/j.ijme.2025.101170","DOIUrl":"10.1016/j.ijme.2025.101170","url":null,"abstract":"<div><div>The dominant shareholder value paradigm in academic finance is a major obstacle to responsible management. The methodology for responsible management education identifies three aspects to address: building sustainability knowledge, incorporating sustainability in an integrated way, and developing practical applications. Applying this methodology to academic finance education, and based on our own teaching experience, we propose three shifts to the current approach. First, courses should start with sustainable development as the goal, i.e. finance as a means instead of finance for the sake of shareholder value maximisation. Second, courses should offer an alternative perspective to shareholder value, not just slight modifications. We suggest using the integrated value paradigm, which estimates not only financial value, but also social and environmental value, which tends to be an eye-opener to students. Third, practical learning tools could enhance the interdisciplinary learning experience of students. To achieve these shifts, business schools need to show leadership with the right tone and incentives from the top.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101170"},"PeriodicalIF":6.0,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697107","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":"Does a student's attendance and a classroom task significantly enhance learning outcomes? Implications of policy in gamely and management education","authors":"Vivek Soni ,&nbsp;Devinder Kumar Banwet","doi":"10.1016/j.ijme.2025.101163","DOIUrl":"10.1016/j.ijme.2025.101163","url":null,"abstract":"<div><div>Technological elements have always influenced learning outcomes in classroom settings. The influence of gamification as a technological tool has been widely researched at primary and secondary levels of education. However, no previous model focused on constructing it to measure the learning outcomes at the postgraduate level of management education, specifically by considering elements of the National Education Policy 2023. The current study outlines this gap and signifies its unique contribution by answering three research questions formulated using the FINER approach to get policy insights. First, the study explores relevance and significance among various constructs (latent variables), such as student attendance, task influence, academic performance, and knowledge retention, affecting expected learning performance directly or indirectly via gamification, directly affecting expected learning outcomes. Secondly, select constructs are assessed based on the serial mediation effect and positive association via gamification with expected learning outcomes. Thirdly, the study validated student attendance (at the beginning and end stages), the moderating effect of task completion by students (orientation, motivation, teacher feedback, and time management), and their learning intent and expected outcomes via gamification construct. Using structural equation modeling, the model hypotheses were validated on primary data-based instruments and based on a sample collected from student respondents (executives) in a typical management classroom of a postgraduate-level management course. The reliability and validity of the research model were assessed. In addition, assessing the effect size and predictive relevance, the performance of select constructs, such as academic learning and knowledge retention, was highly significant. In contrast, student attendance and tasks showed less importance. The study concludes and shows theoretical and policy implications for management education research and artificial intelligence, with a few particular data biases and heterogeneity in data sets the future research directions for management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101163"},"PeriodicalIF":6.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697106","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 reality: Harnessing the metaverse for transformative education through UTAUT-2 and task-technology synergy","authors":"Hassan Aideed ,&nbsp;Islam Elbayoumi Salem ,&nbsp;Ahmed Magdy ,&nbsp;Taima Khalid AlAmri ,&nbsp;Afnan Salim Alzubaidi ,&nbsp;Ahmed Mohamed Elbaz","doi":"10.1016/j.ijme.2025.101169","DOIUrl":"10.1016/j.ijme.2025.101169","url":null,"abstract":"<div><div>The study investigates the impact of adopting metaverse technology for learning activities on university students’ behavioral intentions (BI). The results of a combined model of UTAUT-2 and TTF were tested for the moderating role of TTF in such relationships. A positive, significant relationship exists between Metaverse adoption factors and BI as tested using the PLS-SEM analysis of data collected from 326 university business students in Oman. This affects students' belief that adopting metaverse technology would augment their abilities and chances of achieving learning objectives. It was also evident that TTF moderated the association between the constructs of Metaverse adoption and BI. The study, therefore, sought to advance understanding through integration and by developing a broader framework combining different perspectives on technology adoption, learning outcomes, and behavioral intentions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101169"},"PeriodicalIF":6.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682270","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}