International Journal of Management Education最新文献

{"title":"Do universities play the role of entrepreneurial gender equalizer? Evidence from China","authors":"Yaping Song ,&nbsp;Genshu Lu","doi":"10.1016/j.ijme.2024.101036","DOIUrl":"10.1016/j.ijme.2024.101036","url":null,"abstract":"<div><p>The gender imbalance in entrepreneurship makes people expect universities to play the role of gender equalizers. Nevertheless, it is unclear whether universities play such a role as expected. Based on the survey data of 5468 college graduates in Shaanxi Province, China, this study utilizes the multigroup analysis (MGA) technique in a partial least squares structural equation model to investigate the gender difference in the direct and indirect effect of university entrepreneurship support (UES) on college students' entrepreneurial intention (EI). The results illustrate no significant gender differences in the direct effect of UES on EI, entrepreneurial self-efficacy (ESE) on EI, and ESE's mediating role in the relationship between UES and EI. More importantly, we find that UES demonstrates a greater reduction in fear of entrepreneurial failure (FEF) for male students compared to female students; UES has a more positive influence on male students' ESE than female students. Moreover, compared with female students, FEF has a stronger attenuating effect on male students' EI; UES is more likely to stimulate EI for male students by lowering FEF. These findings imply that universities seem to maintain and exacerbate gender inequality in startups, and current UES may be required to adapt or redesign.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101036"},"PeriodicalIF":6.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141953744","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":"On the relationship between modes of learning and graduates' success in the field - the case of a logistics program: A necessary condition analysis","authors":"Shalom Charles Malka PhD ,&nbsp;Lathan Craig Austin PhD","doi":"10.1016/j.ijme.2024.101039","DOIUrl":"10.1016/j.ijme.2024.101039","url":null,"abstract":"<div><h3>Purpose</h3><p>Drawing on theory and previous empirical findings, we attempted to shed some light on the relationship between modes of learning – both In-person and Online – and the successful placement of graduates within supply chains. We asked whether the mode of learning – whether remote learning or on-campus learning affects graduates' success in the field. Of interest are four logistics content areas of learning: knowledge of specific supply chain course content, mastery of related industry technology, exposure to logistics driven hard and soft skills and the extent to which such education is sufficient and necessary for meeting individual firms’ needs across supply chains.</p></div><div><h3>Design and methodology</h3><p>Data concerning these variables were collected from 219 recent logistics and supply chain program graduates at a southeastern university, and from 82 of their immediate logistics certified managers. We employed Necessary Condition Analysis for testing necessity conditions amongst our variables.</p></div><div><h3>Findings</h3><p>Findings suggest that a high level of knowledge in logistics-specific education content and mastery of logistic related technology - that were studied in-person rather than online - emerged as statistically significant conditions for graduates' success in the supply chain field. Surprisingly, identifiable hard and soft skills being taught that could help ensure successful graduates’ placement in their firms were found to be statistically insignificant conditions. None of the corresponding program variables that were studied online have emerged as statistically significant. Online learning as a mode of delivery appears to be a weak measure of overall student learning. Remote learning, in NCA terms, emerged as a poor necessary condition, and thus as a less relevant criterion for job placement in the logistics field. Our findings, although mixed, help ascertain and illuminate some facets of the academic-practitioner model suggesting, in part, a few necessary conditions that are still critical for aligning course content with the need in the field. Theoretical, practical, as well as methodological contributions are discussed, along with possible limitations and future research directions.</p></div><div><h3>Originality/value</h3><p>Our findings help ascertain and illuminate facets of the academic-practitioner model, and the critical alignment between its dual parts.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101039"},"PeriodicalIF":6.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937934","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":"Shaping the future Entrepreneurs: Influence of human capital and self-efficacy on entrepreneurial intentions of rural students","authors":"Suhail M. Ghouse ,&nbsp;Dennis Barber III ,&nbsp;Kent Alipour","doi":"10.1016/j.ijme.2024.101035","DOIUrl":"10.1016/j.ijme.2024.101035","url":null,"abstract":"<div><p>This study explores the determinants of entrepreneurial intentions among rural students in Oman's Dhofar region, focusing on self-efficacy, skills, and education as components of human capital. Using Bandura's social cognitive theory, a quantitative approach examines how psychological factors and experiential learning influence entrepreneurial intentions. Data from 467 randomly selected students were collected via self-reported surveys. Results show a significant positive relationship between self-efficacy and entrepreneurial intentions, with higher self-efficacy levels correlating with greater entrepreneurial inclination. Skills also positively impact entrepreneurial intentions, highlighting the importance of diverse skill sets. Additionally, self-efficacy moderates the relationship between skills and intentions, suggesting that high self-efficacy enhances the translation of skills into entrepreneurial ambitions. Unexpectedly, no significant correlation between education and entrepreneurial intentions was found. This study emphasizes the importance of psychological factors and experiential learning in shaping entrepreneurial intentions in unique socio-cultural and economic contexts. Insights can help policymakers and educators promote entrepreneurship and economic development in rural communities, fostering resilience and empowerment. This research enriches our understanding of entrepreneurship in diverse settings by examining the under-researched Dhofar region.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101035"},"PeriodicalIF":6.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937931","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":"Rethinking entrepreneurial competencies: A gender-focused analysis of students’ perceived competencies","authors":"Tatiana Somià ,&nbsp;Luke Pittaway ,&nbsp;Paul Benedict","doi":"10.1016/j.ijme.2024.101038","DOIUrl":"10.1016/j.ijme.2024.101038","url":null,"abstract":"<div><p>This study addresses a research gap in understanding the gender dimensions of perceived entrepreneurial competencies among undergraduate and MBA entrepreneurship students. It aims to unravel the underlying abilities shaping these competencies and explore potential gender variations in perceptions, ultimately contributing to the enhancement of entrepreneurship courses.</p><p>The research uses quantitative and qualitative methods to gather data from students who participated in entrepreneurship courses over four years. A competency survey, rooted in Morris et al.'s framework, captures self-assessments of entrepreneurial competencies. The study complements these quantitative findings with a systematic analysis of students' self-reflections, providing a comprehensive understanding of perceived competencies and potential gender differences.</p><p>The research identifies specific entrepreneurial competencies—<em>opportunity recognition</em> and <em>conveying a compelling vision</em>—and their underlying abilities perceived as crucial by male and female students. It explores the extent to which gender influences these perceptions. The dual-method approach enriches insights, offering a nuanced understanding of how competencies are perceived and varying influences based on gender.</p><p>This research uniquely explores the intricate dynamics of perceived entrepreneurial competencies, taking gender variations into account. It contributes to entrepreneurship course design and assessment, fostering students’ belief in entrepreneurial abilities and significantly contributing to self-concept development.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101038"},"PeriodicalIF":6.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001095/pdfft?md5=a4202287e431ae4e61db16702c0ade6b&pid=1-s2.0-S1472811724001095-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937933","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":"An eclectic problem-based learning model in an entrepreneurship capstone course","authors":"Aruna Chandra ,&nbsp;Csilla M. Stewart ,&nbsp;Carrie Meyer","doi":"10.1016/j.ijme.2024.101034","DOIUrl":"10.1016/j.ijme.2024.101034","url":null,"abstract":"","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101034"},"PeriodicalIF":6.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937935","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":"Revisiting EntreComp through a systematic literature review of entrepreneurial competences. Implications for entrepreneurship education and future research","authors":"Ester Bernadó ,&nbsp;Florian Bratzke","doi":"10.1016/j.ijme.2024.101010","DOIUrl":"10.1016/j.ijme.2024.101010","url":null,"abstract":"<div><p>This study conducts a comprehensive review of entrepreneurial competences, utilising a systematic literature analysis encompassing 140 documents up to 2022. The primary objective is to critically examine the EntreComp framework, validating its structure and content through a meticulous comparison with competences identified in the literature. The findings confirm the robustness of EntreComp, emphasising the process-oriented nature of entrepreneurship, from opportunity identification to value creation. While EntreComp aligns with the majority of competences identified in the literature, certain nuances related to psychological and contextual factors, as well as practical considerations in current entrepreneurship practices, warrant attention. Furthermore, the study sheds light on the antecedents and developmental aspects of each competence, establishing a foundation for competence development informed by literature evidence. The paper also discusses the implications of the study's findings for entrepreneurship education, providing insights for the development of effective educational programs and suggesting avenues for future research in the field. Overall, this study contributes to advancing the understanding of entrepreneurship competences and their consideration in educational settings.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101010"},"PeriodicalIF":6.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937932","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":"Development and validation of the adolescent's entrepreneurial attributes inventory: A mixed-methods approach","authors":"Chun Sing Maxwell Ho ,&nbsp;Ming Ming Chiu ,&nbsp;Stephen Wing-kai Chiu ,&nbsp;Lucas Chiu-kit Liu","doi":"10.1016/j.ijme.2024.101033","DOIUrl":"10.1016/j.ijme.2024.101033","url":null,"abstract":"<div><p>This study introduces the Adolescent Entrepreneurial Attributes (AEA) scale, designed to measure key entrepreneurial attributes among adolescents within an educational context. Employing a mixed-methods approach, the research involved four distinct studies: a Delphi study to refine the measurement items, a survey of youth entrepreneurship course graduates to gather perceptions of entrepreneurial attributes, a psychometric assessment to test the reliability and validity of the AEA scale, and a SEM validation study to correlate the AEA with established measures of entrepreneurial self-efficacy and intention. The findings revealed that the AEA scale is a reliable and valid tool that captures a nested profile of adolescents' entrepreneurial attributes, including innovativeness, opportunity recognition, risk-taking propensity, proactiveness, vision-driven thinking, ethical thinking, and communication and collaboration. The scale's development contributes to the field by providing a nuanced understanding of adolescents' entrepreneurial attributes. The scale supports educational efforts to assess entrepreneurship education (EE) with aims to nurture adolescents' generic entrepreneurial attributes, differentiating from existing measurements of entrepreneurial self-efficacy, and entrepreneurial intentions to evaluate entrepreneurship education programs.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101033"},"PeriodicalIF":6.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001046/pdfft?md5=3442be9796eb04f0a24dcbaaca0c4eab&pid=1-s2.0-S1472811724001046-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937881","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":"The interdisciplinary curriculum alignment to enhance graduates' employability and universities’ sustainability","authors":"Pervaiz Akhtar ,&nbsp;Muhammad Moazzam ,&nbsp;Aniqa Ashraf ,&nbsp;Muhammad Naveed Khan","doi":"10.1016/j.ijme.2024.101037","DOIUrl":"10.1016/j.ijme.2024.101037","url":null,"abstract":"<div><p>The employability of university graduates mainly depends upon the skillset they acquire through curriculum, subject specializations, and pedagogical practice. Contemporary analytical, big data-driven, and IT-based skills are imperative for supply chain graduates and business schools' sustainability. This study aims to provide directions and guidelines on the curriculum framework that offers an equilibrium of qualitative and quantitative skills for supply chain management graduates' employment and relative sustainability for universities. We utilized a three-pronged methodology to identify analytical, big data-driven, and IT-based skills. First, literature review was used to identify 18 criteria organized into 3 themes. Second, we conducted interpretive content analysis of the curricula of 38 Association to Advance Collegiate Schools of Business (AACSB) accredited supply chain management programs across the world. Third, in-depth interviews with 16 leading academics and industry experts were conducted to conclude the study and draw meaningful insights. Specific solutions aimed at combating the contemporary challenges and the implications of redesigning interdisciplinary curricula for students in specialized business programs – such as supply chains, logistics, and operations – are also offered. This research provides new insights to continuously improve interdisciplinary curricula, enhancing students' employability and contributing to universities’ financial sustainability.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101037"},"PeriodicalIF":6.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001083/pdfft?md5=95cbe53085b5a5404c2eef24d5c19a30&pid=1-s2.0-S1472811724001083-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937936","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":"Are top Business Schools in India assessing contemporary managerial competencies required by industry during MBA selection process?","authors":"Amit Agnihotri,&nbsp;Rajnish Kumar Misra","doi":"10.1016/j.ijme.2024.101032","DOIUrl":"10.1016/j.ijme.2024.101032","url":null,"abstract":"<div><p>To understand the reasons for the often-reported competency gaps in MBA graduates, studies have probed the alignment of curriculum and learning goals with the competency required by industry but reached different conclusions. Studies have also reported that interpersonal and entrepreneurial competencies are not assessed effectively during MBA admissions. Even though prior studies have recommended a comprehensive evaluation of the MBA admission process to reduce competency gaps, to our knowledge, no study has probed if the MBA selection process effectively assesses each of the required contemporary managerial competencies. Based on a primary survey of Indian MBA admission decision-makers, this study identifies nine key competencies, and their relative importance, that the MBA admission process in India assesses. A key finding of this study is that industry experts and academics disagree on the importance of six of these nine competencies, thus confirming a lack of alignment. MBA admission decision-makers also do not use specific and quantitative criteria while assessing most of these key competencies. For instance, 90% of respondents said they did not use specific and quantitative criteria for evaluating execution &amp; digital competencies. Business schools should align admissions to assess required contemporary competencies effectively. Faculty may offer pedagogical intervention to boost competencies not assessed effectively during admissions.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101032"},"PeriodicalIF":6.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141868575","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 performance in business simulation games through psychological capital and flow","authors":"Justin W. Carter","doi":"10.1016/j.ijme.2024.101031","DOIUrl":"10.1016/j.ijme.2024.101031","url":null,"abstract":"<div><p>Business simulation games (BSGs) have attracted a lot of attention in higher education, both from an application and research perspective. Yet very little is known about the positive psychological resources that lead to greater BSG performance. To address this gap the current longitudinal study examines the impact of positive Psychological Capital (PsyCap) and flow on student performance during a BSG. Data from 238 undergraduate students was analyzed using partial least squares structural equation modeling (PLS-SEM). Findings indicate significant positive associations between PsyCap, flow, and student performance, with flow moderating the PsyCap-performance relationship. These results underscore the importance of fostering psychological resources and flow experiences to enhance educational outcomes in BSGs, contributing to the literature on positive psychology in business education and offering practical implications for curriculum design.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101031"},"PeriodicalIF":6.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141868576","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}