International Journal of Management Education最新文献_第6页

Lessons from business education's online transition: A Saudi Arabian case study 商业教育在线转型的经验教训：沙特阿拉伯案例研究

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-19 DOI: 10.1016/j.ijme.2024.101026

Haider Madani , Ajay Adhikari , Christopher Hodgdon

{"title":"Lessons from business education's online transition: A Saudi Arabian case study","authors":"Haider Madani , Ajay Adhikari , Christopher Hodgdon","doi":"10.1016/j.ijme.2024.101026","DOIUrl":"10.1016/j.ijme.2024.101026","url":null,"abstract":"<div><p>We survey business school faculty and students from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. This study leverages the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to explore the factors influencing faculty and student willingness and acceptance of online learning as we move to a post-COVID-19 new normal. We use partial least square structural equation modeling to examine the factors that impact faculty and student satisfaction and their behavioral intention to the continued use of online learning in the future. The results of the study indicate that when faculty perceive that e-learning improves their teaching performance and effectiveness (<em>performance expectancy</em>) and find that online teaching tools are relatively easy to use <em>(effort expectancy)</em> then they are more open to consider online teaching and using digital tools even after the pandemic. Further analysis, however, indicates that as faculty perceive a greater loss of control in the classroom, they are less likely to consider teaching/learning online courses and using digital tools in the future. Like faculty, students value online learning when they perceive it helps improve their learning and performance (<em>performance expectancy</em>) and find that e-learning tools are easy to use (<em>effort expectancy)</em> but in contrast to faculty, image, and peer pressure (<em>Social influence</em>) also plays an important role in their acceptance of online learning. Additionally, the changing classroom dynamics, specifically the professor-student power equation under online teaching, is less of a concern for students as compared to faculty.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141729469","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

Knowledge is power: The impact of entrepreneurship education on the international entrepreneurship performance 知识就是力量：创业教育对国际创业绩效的影响

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-19 DOI: 10.1016/j.ijme.2024.101028

Xue Zhou, Chenyu Ma, Xiaoyun Su, Ling Zhang, Wei Liu

引用次数: 0

A systematic mapping of social entrepreneurship education: A call for increased collaboration, ethics, and research frameworks 系统规划社会创业教育：呼吁加强合作、伦理和研究框架

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-18 DOI: 10.1016/j.ijme.2024.101025

Hussein-Elhakim Al Issa , Mai Thi Thanh Thai , Hang Nguyen

{"title":"A systematic mapping of social entrepreneurship education: A call for increased collaboration, ethics, and research frameworks","authors":"Hussein-Elhakim Al Issa , Mai Thi Thanh Thai , Hang Nguyen","doi":"10.1016/j.ijme.2024.101025","DOIUrl":"10.1016/j.ijme.2024.101025","url":null,"abstract":"<div><h3>Purpose</h3><p>This study aims to provide a comprehensive overview of Social Entrepreneurship Education (SEE) by examining the evolution, current state, and future research directions. It seeks to identify key themes, best practices, and the integration of social entrepreneurship principles within educational frameworks.</p></div><div><h3>Methodology</h3><p>The research uses a systematic mapping approach incorporating bibliometric citation and content analysis to analyze 161 articles from 2002 to 2021, identifying trends, themes, and gaps in SEE literature.</p></div><div><h3>Findings</h3><p>The results reveal three main clusters of research areas: integrating social entrepreneurship principles into educational models, social entrepreneurship intentions and antecedents, and challenges and competencies development in SEE. A taxonomy scheme for categorizing SEE research is proposed, enhancing understanding through six prepositions and 18 possible future research inquiries.</p></div><div><h3>Implications</h3><p>This classification system provides a comprehensive overview of SEE, promoting global collaboration and innovative teaching methodologies. It encourages a holistic approach to educational programs, using visualizations and maps for policy enactment.</p></div><div><h3>Originality</h3><p>This paper enhances SEE understanding through a taxonomy scheme, addresses review fragmentation, and provides a consolidated framework highlighting educational, theoretical, and methodological gaps, setting a comprehensive research agenda.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S147281172400096X/pdfft?md5=871ca8edef1b9ffce386d5e0a99b8896&pid=1-s2.0-S147281172400096X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141729467","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

Influence of the problem-based learning methodology on the intrapreneurial intentions of university students 基于问题的学习方法对大学生创业意向的影响

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-18 DOI: 10.1016/j.ijme.2024.101024

Pedro Baena-Luna , Isadora Sánchez-Torné , Esther García-Río , Macarena Pérez-Suárez

{"title":"Influence of the problem-based learning methodology on the intrapreneurial intentions of university students","authors":"Pedro Baena-Luna , Isadora Sánchez-Torné , Esther García-Río , Macarena Pérez-Suárez","doi":"10.1016/j.ijme.2024.101024","DOIUrl":"10.1016/j.ijme.2024.101024","url":null,"abstract":"<div><p>This paper analyzes the impact of the Problem-Based Learning (PBL) methodology, a teaching method that involves working with real-world problems and developing skills for their resolution, on university students' Intrapreneurial Intentions (IIN). A sample of 267 students participated in the study, and their responses were collected at two different times. The data were analyzed using statistical regression analysis and the fs-QCA technique. The results revealed that the PBL methodology significantly improved the behavior of variables associated with potentially intrapreneurial behaviors. Specifically, three components, namely Subjective Norms, Perceived Behavioral Control, and Risk-Taking Capacity, positively influenced undergraduate students' IIN. These findings suggest that the PBL methodology can be a valuable tool for universities in developing initiatives to improve graduate employability.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724000958/pdfft?md5=6f85ed80c6a2c4b018bd2485e1aa5b82&pid=1-s2.0-S1472811724000958-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141729468","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

FinTech knowledge as drivers of higher education students’ FinTech entrepreneurial intentions: Insights from stimulus-organism-response theory 金融科技知识是高校学生金融科技创业意向的驱动因素：刺激-机体-反应理论的启示

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-17 DOI: 10.1016/j.ijme.2024.101027

Van Trang Tran , Thi Thanh Hong Pham , Thi Loan Le , Thi Huong Dinh , Thi Thanh Ha Pham

{"title":"FinTech knowledge as drivers of higher education students’ FinTech entrepreneurial intentions: Insights from stimulus-organism-response theory","authors":"Van Trang Tran , Thi Thanh Hong Pham , Thi Loan Le , Thi Huong Dinh , Thi Thanh Ha Pham","doi":"10.1016/j.ijme.2024.101027","DOIUrl":"10.1016/j.ijme.2024.101027","url":null,"abstract":"<div><p>Despite the increasing interest in FinTech, there is limited research on understanding the dynamics of FinTech entrepreneurship. Therefore, this study aims to investigate the motivational factors that drive students' aspirations within the FinTech sector. Using the stimulus-organism-response (SOR) theory, this study explores how external stimuli, such as FinTech knowledge (crowdfunding, mobile payment, and blockchain), shape students' internal states (attitude toward FinTech entrepreneurship) and their responses (FinTech entrepreneurial intentions). Additionally, this study explores the moderation effect of technostress on the association between attitudes towards FinTech entrepreneurship and students' FinTech entrepreneurial intention. A sample of 2691 higher education students in Vietnam and the structural equal modeling method were employed to investigate the research model. The study's findings indicate that all three aspects of FinTech knowledge positively affect attitudes toward FinTech entrepreneurship. Additionally, the attitude toward FinTech entrepreneurship mediates the effect of knowledge about crowdfunding, mobile payment, and blockchain on FinTech entrepreneurial intention. Notably, the effect of attitude toward FinTech entrepreneurship on FinTech entrepreneurial intention was negatively moderated by technostress. This study is one of the first to utilize SOR theory to investigate the influence of FinTech knowledge and technostress on higher education students' FinTech entrepreneurial intentions, contributing novel insights into the intricate mechanisms driving FinTech entrepreneurship aspirations.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638819","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

The effect of online class attendance on academic performance in finance education 在线听课对金融教育学习成绩的影响

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-12 DOI: 10.1016/j.ijme.2024.101023

María Isabel Martínez-Serna, J. Samuel Baixauli-Soler, María Belda-Ruiz, José Yagüe

引用次数: 0

ESPRIT adventure: Assessing hybrid fuzzy-crisp rule-based AI method effectiveness in teaching key performance indicators ESPRIT 探险：评估基于模糊危机规则的混合人工智能方法在关键绩效指标教学中的有效性

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-11 DOI: 10.1016/j.ijme.2024.101022

Tanja Milić , Bojan Tomić , Sanja Marinković , Veljko Jeremić

{"title":"ESPRIT adventure: Assessing hybrid fuzzy-crisp rule-based AI method effectiveness in teaching key performance indicators","authors":"Tanja Milić , Bojan Tomić , Sanja Marinković , Veljko Jeremić","doi":"10.1016/j.ijme.2024.101022","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.101022","url":null,"abstract":"<div><p>Key performance indicators (KPIs) are a fundamental tool for understanding the outcomes of business policies. Teaching these indicators is conventionally accomplished through verbal lecturing using mathematical equations, accompanied by presentation graphics and tabular information representing the company's operational, financial, and strategic achievements. The conventional teaching method enables the student to understand what a KPI means and how it is calculated, however, it does not enable the student to understand easily how to interpret it. Here, a hybrid fuzzy-crisp rule-based AI system is presented and its effectiveness when applied with a group of management and organization students at the University of Belgrade, Faculty of Organizational Sciences, during the 2022/2023 academic year is evaluated. The potential of this tool is reflected in its ability to simulate adaptive and realistic business economic situations, its high interactivity and user-friendly interface, and intuitive graphical and tabular results that are easy to interpret enhanced with natural-language-inference-explanations. Univariate analysis along with some complementary statistical tests was used to examine students' satisfaction with the system and to distinguish between students who used the system, and students who attended conventional classes, both in terms of acquiring knowledge and retaining knowledge. In general, the results showed high students' satisfaction with the system. The scores obtained by the former group on the objective knowledge assessment test were on average significantly higher compared to those of the latter, proving the positive effect of the hybrid fuzzy-crisp rule-based AI teaching approach.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724000934/pdfft?md5=28d8fd01214a0c6767f9cae1c889a316&pid=1-s2.0-S1472811724000934-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596096","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

Sport management education redesign after COVID-19: A case of Thailand COVID-19 后体育管理教育的重新设计：泰国案例

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-11 DOI: 10.1016/j.ijme.2024.101015

Thanavutd Chutiphongdech , Jutamas Phengkona , Phornphan Roopklom , Yothin Sawangdee

引用次数: 0

Leveraging TikTok for active learning in management education: An extended technology acceptance model approach 利用 TikTok 在管理教育中开展主动学习：扩展的技术接受模型方法

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-08 DOI: 10.1016/j.ijme.2024.101009

Shaofeng Wang , Zhuo Sun , Mengti Li , Hao Zhang , Ahmed Hosny Saleh Metwally

{"title":"Leveraging TikTok for active learning in management education: An extended technology acceptance model approach","authors":"Shaofeng Wang , Zhuo Sun , Mengti Li , Hao Zhang , Ahmed Hosny Saleh Metwally","doi":"10.1016/j.ijme.2024.101009","DOIUrl":"https://doi.org/10.1016/j.ijme.2024.101009","url":null,"abstract":"<div><p>This study investigates the role of TikTok, a prominent short-form video platform, in facilitating active learning intention within management education. Employing an extended Technology Acceptance Model (TAM), the research examines how perceived ease of use, usefulness, playfulness, interactivity, immersion, and virtual reward enhance students' active learning intention. Data collected from 414 students majoring in international business across two universities in China reveal that perceived ease of use and usefulness significantly influence interactivity, while virtual rewards impact immersion and playfulness, further influencing students' active learning intention. The study developed a new scale to measure active learning intention in TikTok usage, rigorously validating its reliability and validity through pre-testing and statistical analyses. Furthermore, the research uncovers the moderating role of novelty experience in the relationship between these factors and active learning intention. The findings offer significant implications for integrating emerging technologies like TikTok into management education, highlighting the need for pedagogical strategies that leverage the unique features of social media platforms for creating and sharing short videos to enhance student engagement and learning outcomes. By providing empirical evidence and a discussion of the practical implications, this research contributes to advancing the understanding of digital pedagogies in management education and encourages exploring innovative teaching methods to promote management learning in the digital era.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141594644","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

Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection 在 "COVID-19 "之后的挑战中促进教育的包容性：用于教学方法选择的区间值模糊模型

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-07-06 DOI: 10.1016/j.ijme.2024.101018

Mohammed A.M. Al-Gerafi , Shankha Shubhra Goswami , Sushil Kumar Sahoo , Raman Kumar , Vladimir Simic , Nebojsa Bacanin , Quadri Noorulhasan Naveed , Ayodele Lasisi

{"title":"Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection","authors":"Mohammed A.M. Al-Gerafi , Shankha Shubhra Goswami , Sushil Kumar Sahoo , Raman Kumar , Vladimir Simic , Nebojsa Bacanin , Quadri Noorulhasan Naveed , Ayodele Lasisi","doi":"10.1016/j.ijme.2024.101018","DOIUrl":"10.1016/j.ijme.2024.101018","url":null,"abstract":"<div><p>The advent of the COVID-19 pandemic has brought about unprecedented disruptions in the field of education, necessitating a reevaluation of pedagogical approaches in the post-COVID era. This research paper introduces a novel interval-valued fuzzy simple additive weighting (SAW), weighted product model (WPM), and weighted aggregates sum product assessment (WASPAS) multi-criteria decision-making (MCDM) framework to address the challenge of promoting inclusivity in education amidst the post-COVID era. Leveraging the uncertainty inherent in the post-pandemic educational landscape, the proposed method offers a comprehensive pedagogy selection approach incorporating interval-valued fuzzy sets to account for imprecise and ambiguous data. By integrating the principles of inclusivity and diversity, the method evaluates various pedagogical approaches and their effectiveness in fostering an inclusive learning environment for diverse student populations. The study showcases the application of pedagogy selection in real-world educational scenarios, demonstrating its potential to inform policy decisions and enable educational institutions to adapt and cater to the evolving needs of learners in the aftermath of the COVID-19 pandemic.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141566464","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