International Journal of Management Education最新文献_第9页

The impact of university entrepreneurship support on college students' entrepreneurial intention: A cognitive-affective perspective 大学创业支持对大学生创业意向的影响：认知-情感视角

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101087

Yaping Song , Genshu Lu

{"title":"The impact of university entrepreneurship support on college students' entrepreneurial intention: A cognitive-affective perspective","authors":"Yaping Song , Genshu Lu","doi":"10.1016/j.ijme.2024.101087","DOIUrl":"10.1016/j.ijme.2024.101087","url":null,"abstract":"<div><div>This study constructs a cognitive-affective analysis framework, takes 5468 college graduates in Shaanxi Province, China, as samples, and utilizes two partial least squares structural equation models (PLS-SEM) to systematically examine the impact of university entrepreneurship support (UES) and its sub-dimensions on college students' entrepreneurial intention (EI). The findings show that in the overall PLS-SEM model, UES significantly affects students' EI. Likewise, UES affects the fear of entrepreneurial failure (FEF), entrepreneurial attitude (EA), and entrepreneurial self-efficacy (ESE), which in turn determines EI. Meanwhile, the mediating roles of FEF, EA, and ESE in the relationships of UES and EI are validated. Furthermore, Findings point out that in the sub-dimension PLS-SEM model, some dimensions of UES have significant direct effects on FEF, EA, ESE, and EI, while others have no significant influences. More importantly, we reveal that FEF, EA, and ESE do not mediate the relationship between all of UES's dimensions and EI. The results also illustrate that FEF and ESE significantly impact EA. These findings enrich entrepreneurship research and offer practical implications for university administrators to improve UES and EI.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101087"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660121","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

AI applications in business: Trends and insights using bibliometric analysis 人工智能在商业中的应用：使用文献计量分析的趋势和见解

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-29 DOI: 10.1016/j.ijme.2024.101075

Hiranya Dissanayake , Otilia Manta , Anuradha Iddagoda , Maria Palazzo

{"title":"AI applications in business: Trends and insights using bibliometric analysis","authors":"Hiranya Dissanayake , Otilia Manta , Anuradha Iddagoda , Maria Palazzo","doi":"10.1016/j.ijme.2024.101075","DOIUrl":"10.1016/j.ijme.2024.101075","url":null,"abstract":"<div><div>Artificial intelligence in the business plays key role in the current world. To track the research output, we conducted bibliometric analysis on the Artificial Intelligence (AI) applications in business from 1977 to 2023. The main objective of this study is to examine publication trends, influential authors, impactful sources, global contributions, and prevalent keywords, themes employing rigorous statistical methodologies. SCOPUS database was searched with AI and Business term from the starting period and biblioshiny and Vos Viewer software used for the analysis. Key findings reveal a rising trend in AI applications in business publications. Leading journals emerge, and the USA, United Kingdom, and China lead in global contributions. Frequently used keywords encompass ethics, machine learning, and big data. Thematic mapping categorizes themes, unveiling motor, niche, emerging, and basic themes. This analysis provides a comprehensive overview for researchers, policymakers, management educators and industry practitioners, shedding light on the dynamic landscape of AI and its intersection with business.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101075"},"PeriodicalIF":6.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539995","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

Academic performance in the wake of COVID-19: A comparative study of first-year college business students COVID-19 之后的学习成绩：大学商科一年级学生的比较研究

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-28 DOI: 10.1016/j.ijme.2024.101078

Milton Soto-Ferrari, Ashley Layman, Joyce A. Young

{"title":"Academic performance in the wake of COVID-19: A comparative study of first-year college business students","authors":"Milton Soto-Ferrari, Ashley Layman, Joyce A. Young","doi":"10.1016/j.ijme.2024.101078","DOIUrl":"10.1016/j.ijme.2024.101078","url":null,"abstract":"<div><div>The COVID-19 pandemic profoundly disrupted education, challenging academic normalcy due to staff shortages, absenteeism, mental health issues, and a rapid transition to online learning. These disruptions led to declines in student readiness across subjects, although some adapted effectively to new learning environments. Therefore, this study evaluates the academic factors influencing first-year business students' performance in post-pandemic settings. Using data from a U.S. institution, we assess metrics of 288 first-year business students from different cohorts across three periods: Pre-Pandemic (Fall 2018/Spring 2019, n = 141), Initial Post-Pandemic Impact (Fall 2021/Spring 2022, n = 70), and Continued Pandemic Adaptation (Fall 2022/Spring 2023, n = 77). By comparing these distinct cohorts using inferential statistics, we examine how students' academic characteristics evolved amidst pandemic challenges. The findings showcase that high school GPA consistently correlates with academic success across all periods. However, during the Continued Pandemic Adaptation timeframe, the influence of prior college performance and course engagement metrics, such as enrolled and graded hours, became more pronounced. This shift denotes the increased importance of academic preparedness and active participation in coursework. The research emphasizes the need for adaptive educational strategies, focusing on enhanced advising, flexible course load options, and expanded mental health and academic support to meet diverse student needs effectively.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101078"},"PeriodicalIF":6.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532188","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

A new approach to business ethics education: Virtual reality-based flipped learning 商业道德教育的新方法：基于虚拟现实的翻转学习

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-26 DOI: 10.1016/j.ijme.2024.101076

Mohammad Hossein Ronaghi

{"title":"A new approach to business ethics education: Virtual reality-based flipped learning","authors":"Mohammad Hossein Ronaghi","doi":"10.1016/j.ijme.2024.101076","DOIUrl":"10.1016/j.ijme.2024.101076","url":null,"abstract":"<div><div>Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101076"},"PeriodicalIF":6.0,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532189","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

How the “West as method” fails: A study of entrepreneurship education from the perspective of China 西方作为方法 "是如何失败的？中国视角下的创业教育研究

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-23 DOI: 10.1016/j.ijme.2024.101073

Xuyan Wang , Shuhua Liu , Lingli Zhang

{"title":"How the “West as method” fails: A study of entrepreneurship education from the perspective of China","authors":"Xuyan Wang , Shuhua Liu , Lingli Zhang","doi":"10.1016/j.ijme.2024.101073","DOIUrl":"10.1016/j.ijme.2024.101073","url":null,"abstract":"<div><div>China's entrepreneurship education has developed a unique model that positions entrepreneurship education as a critical means of talent cultivation, resulting in the “learning through competition” model. Entrepreneurship education in China, imported primarily from the United States, exhibits significant differences. Existing research has highlighted these disparities; however, there is a notable lack of in-depth, detailed descriptions and comprehensive analyses of their underlying causes. Employing qualitative research methods, this study examines how these differences are shaped from a Chinese perspective. It reveals how Chinese higher education perpetuates an Americentric canon within the social sciences, but fails to implement “the West as method” in entrepreneurship education. However, while China has adopted the external aspects of American entrepreneurship education—such as curricula, competitions, and mentorship—the internal logic of the Chinese system differs significantly, resulting in two distinct educational landscapes. Key factor contributing to the China-US differences include market maturity, deficiencies in Chinese comparative education, China's principles of equality rooted in its socialist ideology, the politicized nature of its education system, and a pervasive hustle culture. These elements have shaped China's entrepreneurship education goals, teacher cohorts, landscape and business plan competitions in ways that are distinct from those in the United States. By adopting an ‘Eastern as method’ perspective, this research enriches the discourse on entrepreneurship education and encourages deeper reflection on current practices.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101073"},"PeriodicalIF":6.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532187","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

A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection 持续评估的新方法：从紧张的分数总和转向通过自我反思进行有意义的学习

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-21 DOI: 10.1016/j.ijme.2024.101072

Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz

{"title":"A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection","authors":"Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz","doi":"10.1016/j.ijme.2024.101072","DOIUrl":"10.1016/j.ijme.2024.101072","url":null,"abstract":"<div><div>This paper proposes a new approach of continuous assessment of a formative nature, aimed at achieving meaningful learning with lower stress levels. This approach minimizes the punitive nature of traditional summative continuous assessment and replaces typical graded activities with self-reflecting ones. To conduct the formative evaluation, a teaching model has been developed to guide the choice of feedback and feed-forward strategies to be implemented by the instructors, depending on the students’ levels of competence and confidence. To validate the effectiveness of this approach, a quasi-experimental design was employed, with the new continuous assessment method in the experimental group and the summative continuous assessment method in the control group. The experiment was conducted in a Mathematics course with undergraduate Economics and Business students. Data were collected through test scores and a perception questionnaire. The results indicate that the new evaluation method promotes meaningful learning and yields better academic results compared to the traditional continuous evaluation. Students expressed high satisfaction with the new approach, noting that it allows them to understand their formative status and address deficiencies before undertaking evaluable activities. They also believe this strategy helps reduce the stress associated with the summative evaluation itself.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101072"},"PeriodicalIF":6.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532183","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

Financial education and responsible consumption in undergraduate management students 管理专业本科生的金融教育与负责任消费

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-21 DOI: 10.1016/j.ijme.2024.101071

Dolores Gallardo-Vázquez, José Luis Miralles-Quirós, María Mar Miralles-Quirós

引用次数: 0

How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction 如何提高未来领导者的人工智能能力？多方利益相关者互动的启示

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-15 DOI: 10.1016/j.ijme.2024.101070

Shashank Gupta , Rachana Jaiswal

{"title":"How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction","authors":"Shashank Gupta , Rachana Jaiswal","doi":"10.1016/j.ijme.2024.101070","DOIUrl":"10.1016/j.ijme.2024.101070","url":null,"abstract":"<div><div>This study investigates factors influencing artificial intelligence (AI) competencies in higher education for sustainable development using learning theories. Utilizing a mixed-method approach, it analyzes responses from 525 students and interviews with 35 faculty members from five Indian universities. The study employs confirmatory factor analysis (CFA) and structural equation modeling (CB-SEM) to explore relationships between various learning approaches and AI competencies. Findings indicate that collaborative learning, problem-solving, and cognitive competence significantly contribute to AI proficiency. Human-tool collaboration and self-learning also enhance students' understanding of AI concepts, fostering strategic decision-making in business contexts. Additionally, thematic analysis from qualitative interviews identifies critical themes for developing an AI curriculum framework, including curriculum design, pedagogical strategies, ethical considerations, and global perspectives. The research provides an integrated theoretical model and offers practical recommendations for enhancing AI education, emphasizing the importance of interdisciplinary collaboration and ethical AI usage in management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101070"},"PeriodicalIF":6.0,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438048","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

Teaching with business cases in higher education: Expectations and practical implementation by lecturers of management 高等教育中的商业案例教学：管理学讲师的期望和具体实施

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-14 DOI: 10.1016/j.ijme.2024.101068

Matthias Pilz , Janine Tögel , Sascha Albers , Steven van den Oord , Tobias Cramer , Klára Vítečková

{"title":"Teaching with business cases in higher education: Expectations and practical implementation by lecturers of management","authors":"Matthias Pilz , Janine Tögel , Sascha Albers , Steven van den Oord , Tobias Cramer , Klára Vítečková","doi":"10.1016/j.ijme.2024.101068","DOIUrl":"10.1016/j.ijme.2024.101068","url":null,"abstract":"<div><div>Although business cases are frequently used in management education, we have limited empirical evidence on why lecturers use them and how they develop or select them for classroom use. This article addressed this desideratum by surveying 214 lecturers to answer our three research questions: (1) <em>How and why do lecturers use case studies in management teaching?</em> (2) <em>What competencies do lecturers believe they need to develop case studies themselves or to select external ones?</em> and (3) <em>What university pedagogical</em> support <em>and resources do lecturers need when using case studies?</em> Findings: First, case studies are widely used, second, lecturers need less time to prepare and use case studies than the literature suggests and third, while the literature reports that lecturers use case studies to develop students’ social skills, we found that they generally use them to impart content knowledge. Our respondents generally feel that they possessed the necessary competencies to use case studies. Finally, few respondents feel they need pedagogical support for case-study teaching. Our findings provide quantitative evidence showing that the literature on case-study use contrasts with how lecturers actually use case studies, and they have significant implications for case study writers and lecturers who teach using case studies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101068"},"PeriodicalIF":6.0,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434055","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

Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19 驾驭新常态：探索 COVID-19 后创业教育的演变

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-10-14 DOI: 10.1016/j.ijme.2024.101067

Anja Elisabeth Knaut, Hannah Thaler, Thomas Maran, Sascha Kraus, Alessandro Narduzzo

{"title":"Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19","authors":"Anja Elisabeth Knaut, Hannah Thaler, Thomas Maran, Sascha Kraus, Alessandro Narduzzo","doi":"10.1016/j.ijme.2024.101067","DOIUrl":"10.1016/j.ijme.2024.101067","url":null,"abstract":"<div><div>The COVID-19 pandemic has significantly impacted business schools worldwide, prompting the urgent adoption of innovative teaching methods and digital transformation. This study employs an exploratory case study approach, conducting 18 semi-structured interviews to examine the benefits and risks associated with novel teaching modalities in entrepreneurship education. Specifically, the research highlights the effects of COVID-19 on students' social dynamics, their learning experiences and engagement, as well as the digital transformation of teaching within entrepreneurship education. The findings reveal substantial changes in various components of entrepreneurship education during the pandemic, including the emergence of new teaching forms and modalities. Drawing from these insights, the study provides valuable recommendations for future developments in entrepreneurship education. It emphasises the importance of adopting a balanced approach to teaching that leverages the advantages of face-to-face instruction while harnessing digitalisation and innovative teaching methods. By embracing successful elements of digital transformation in entrepreneurship education, higher education institutions can enhance the resilience and adaptability of their entrepreneurship programmes, equipping students for the entrepreneurial journey ahead. This longitudinal study highlights the evolving nature of entrepreneurship education in response to unprecedented challenges.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101067"},"PeriodicalIF":6.0,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434054","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