International Journal of Management Education最新文献

{"title":"Going beyond ‘I’ vs ‘you’- effectiveness and mechanism of yoga based practices in management education to mitigate interpersonal conflict","authors":"Chirag Dagar ,&nbsp;Aditya Agrawal ,&nbsp;Ashish Pandey","doi":"10.1016/j.ijme.2024.101089","DOIUrl":"10.1016/j.ijme.2024.101089","url":null,"abstract":"<div><div>While collaborative functioning can yield rich dividends, aimless conflicts are detrimental to organizations. Herein, management education would be instrumental in imparting ways to effectively manage interpersonal conflicts (IPC) among management students, the future business leaders. The spiritual discipline of yoga offers a promising line of inquiry. We propose that yoga-based practice (YBP) can curtail IPC by enhancing pro-social behaviors (PSB) and positive emotions (PE) and reducing wandering mind (WM). To test the hypotheses, two studies were conducted. In Study 1 (<em>n</em> = 113), a survey design, we performed confirmatory factor analysis that supported the measurement model. Study 2 employed a randomized controlled experimental design to investigate the impact of YBP and mediation process. The results from analysis of variance (ANOVA) demonstrated that, compared to the control group (<em>n</em> = 56), YBP reduced IPC and WM while enhancing PE and PSB in the experiment group (<em>n</em> = 57). Path analysis indicated that only WM mediated the impact of YBP on PSB and the impact of YBP on IPC was mediated by PSB. This research expands the literature on conflict management and contemplative practices in management education, noting yoga's practical value in developing conflict management skills and positive social behaviors.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101089"},"PeriodicalIF":6.0,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179517","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":"Developing future engineering leaders: Evaluating a novel entrepreneurship education course","authors":"Yuko Suto,&nbsp;Hirokazu Moriya,&nbsp;Yoshiaki Ikenoue,&nbsp;Yasumasa Sasaki","doi":"10.1016/j.ijme.2024.101084","DOIUrl":"10.1016/j.ijme.2024.101084","url":null,"abstract":"<div><div>Entrepreneurship education is offered to engineering undergraduates at a research-intensive university as an extracurricular course designed to train the next generation of leaders. The key ability that should be cultivated from the first year of an engineering undergraduate's education is to adopt a bird's eye view of the world, analyse its changes based on various numerical data, identify the essence of these changes, and formulate global strategies. This study aims to theoretically position the course, develop a method for evaluating entrepreneurship education, and conduct structural evaluation of the course using this method. Partial least squares/projection of latent structures (PLS) regression was used to determine the relationships between content and methods, student attributes, and essential abilities, as well as between these variables and the developed entrepreneurial/entrepreneurship competencies. Three pairs of latent factors were identified: conducting market research on the external environment – coping with uncertainty and developing a vision and strategy; receiving feedback on new draft business proposals – choosing social business; and experience in using financial statements and indicators – financial thinking. The course developed entrepreneurial/entrepreneurship competencies such as learning skills and attitudes, interpersonal skills, financial and economic literacy, marketing skills, opportunity skills, and strategic skills in engineering undergraduates. This study proposed a method to evaluate entrepreneurship education applying PLS regression to learners' deliverables, along with a diagrammatic framework for entrepreneurship education, especially for practitioners.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101084"},"PeriodicalIF":6.0,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179512","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":"Entrepreneurship education stimulates entrepreneurial intention of college students in China: A dual-pathway model","authors":"Zonghua Liu ,&nbsp;Ming Zhang ,&nbsp;Yulang Guo ,&nbsp;Tianping Mao ,&nbsp;Shangkun Deng ,&nbsp;Yi Li","doi":"10.1016/j.ijme.2024.101107","DOIUrl":"10.1016/j.ijme.2024.101107","url":null,"abstract":"<div><div>The \"Mass Entrepreneurship and Innovation\" strategy in China has brought increased attention to entrepreneurship education (EE) from public policymakers and universities. This study aims to examine the direct influence of EE on the entrepreneurial intention (EI), as well as the mediating effects of entrepreneurial passion (EP) and entrepreneurial self-efficacy (ESE) on this relationship between EE and EI. Additionally, this study explores the moderating role of <em>hukou</em> in this process. Data from 519 college students across 5 universities was used for correlation, mediation, and moderation analysis. The results indicate that EE has a positive impact on EI, and that EP and ESE partially mediate this relationship between EE and EI. Furthermore, <em>hukou</em> not only moderates the relationship between EE and EI, but also moderates the relationship between EP, ESE, and EI.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101107"},"PeriodicalIF":6.0,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179513","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":"Role of perceived threats and knowledge management in shaping generative AI use in education and its impact on social sustainability","authors":"Mostafa Al-Emran ,&nbsp;Noor Al-Qaysi ,&nbsp;Mohammed A. Al-Sharafi ,&nbsp;Mana Khoshkam ,&nbsp;Behzad Foroughi ,&nbsp;Morteza Ghobakhloo","doi":"10.1016/j.ijme.2024.101105","DOIUrl":"10.1016/j.ijme.2024.101105","url":null,"abstract":"<div><div>Despite the rapid advancement and integration of Generative AI in various sectors, understanding its role in promoting social sustainability, particularly within the educational domain, remains unexplored. This research is propelled by the urgent need to explore this underexamined area, especially given the critical importance of social sustainability in ensuring equitable and inclusive educational outcomes. To address this gap, this study develops an integrated model that combines the insights of the Technology Threat Avoidance Theory (TTAT), the Technology-Environmental, Economic, and Social Sustainability Theory (T-EESST), and key knowledge management (KM) factors (knowledge acquisition and knowledge application). Using PLS-SEM, the proposed model was evaluated based on data collected through an online survey from 378 university students. The results showed that while perceived threats have a significant negative impact on Generative AI use, knowledge acquisition and knowledge application emerge as critical drivers for its effective use. Interestingly, using Generative AI was found to promote social sustainability significantly and positively. In addition to its theoretical contributions, this study underscores the need for a nuanced understanding of the barriers and enablers of Generative AI adoption, offering valuable insights for various stakeholders aiming to leverage AI tools for sustainable educational outcomes.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101105"},"PeriodicalIF":6.0,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756933","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":"Influence of green practices on environmental consciousness of management students for perceived financial well-being","authors":"Pushpa Negi ,&nbsp;Anand Jaiswal ,&nbsp;Navita Nathani","doi":"10.1016/j.ijme.2024.101091","DOIUrl":"10.1016/j.ijme.2024.101091","url":null,"abstract":"<div><div>This study explores the relationship between green practices, environmental consciousness, and perceived financial well-being among management students, focusing on pursuing postgraduate students from the Delhi region in India. Twenty-five semi-structured interviews were conducted between January 2024 to March 2024 and the data were coded and analyzed using NVivo 14 to identify key themes and sentiments. Aligned with the Theory of Planned Behavior, Social Identity Theory, and PERMA theory, the study presents a novel framework for understanding green practices, environmental consciousness, and financial well-being to integrate with management education. The study identified 17 themes indicating that green practices contribute to raising environmental consciousness among students, thereby shaping their perceived financial well-being. The study highlights the importance of integrating sustainability education into the management education curriculum to prepare future business leaders for sustainable practices. The findings of the study offer insights for educators, academicians, businesses, policymakers, and researchers aiming to align strategies with management student preferences, promoting sustainable business practices and leadership.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101091"},"PeriodicalIF":6.0,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745213","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 concentric locus of control and triple bottom line model for responsible management: Theory development inspired by students from the Global South","authors":"Stephen Thomas Homer ,&nbsp;Weng Marc Lim ,&nbsp;Wai Chuen Poon","doi":"10.1016/j.ijme.2024.101083","DOIUrl":"10.1016/j.ijme.2024.101083","url":null,"abstract":"<div><div>Responsible management education is often viewed from an educator's rather than a student's perspective, as well as from a Global North rather than a Global South viewpoint. Addressing these gaps, this study aims to explore responsible management education through student perspectives from a Southeast Asian country. Utilizing online platforms and university channels, we recruited 542 students, with 492 valid responses analyzed. Analyzing the students' responses using keyword co-occurrence mapping, we identified a set of thematic clusters that reflect key aspects of responsible management: <em>society</em>, <em>environment</em>, <em>company</em>, <em>business and responsibility</em>, <em>business decision</em>, <em>thing</em>, and <em>goal</em>. These clusters were thematically grouped into a modified triple bottom line for responsible management, comprising <em>organizational</em> (which includes economic and ethical considerations), <em>social</em>, and <em>environmental</em> components. This grouping underscores the importance of economic considerations, ethical decision-making, environmental stewardship, and societal wellbeing in management practice. Building on these findings, we incorporate <em>management</em>—the final component emerging from the clusters—to propose a novel model that merges the triple bottom line with locus of control, forming concentric circles that offer a more robust lens for managerial decision-making. This model highlights the varying levels of control and influence managers have over organizational, social, and environmental aspects, providing a new approach for integrating responsible management into organizational leadership taught through responsible management education. Our study thus makes a significant contribution to advancing responsible management education theory and practice by incorporating student perspectives from the Global South and introducing an innovative model—the <em>concentric locus of control and triple bottom line model</em>—that can be used in responsible management education to shape the managerial outlook of future business leaders.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101083"},"PeriodicalIF":6.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722267","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":"Addressing the paradox in entrepreneurial education's impacts","authors":"Richard J. Arend,&nbsp;Ali Fehmi Unal,&nbsp;Richard Bilodeau","doi":"10.1016/j.ijme.2024.101092","DOIUrl":"10.1016/j.ijme.2024.101092","url":null,"abstract":"<div><div><em>Does entrepreneurship education matter?</em> We answer this overarching question based on a recent empirical study of how such training impacts personal, firm-level, and societal outcomes over a wide range of organizations where it has been applied. The analysis provides a better understanding of the current contrast between entrepreneurial education's significant positive micro-level effects and its lack of significant effects at the macro-level (e.g., in national start-up rates). We base the results on a survey of students who graduated from formal entrepreneurship programs in the last decade; we ask them about their education, their individual entrepreneurial performance at whatever organizations they then contributed to, that organization's performance, and several other outcomes of interest to society (e.g., innovations). We find not only the usual contrast in micro- and macro-level effects, but also new results in between – i.e., at the organizational level where it appears educational benefits begin to dissipate. We then use these results to not only generate a set of relevant possible explanations, including a novel narrative for that current contrast based on a solid analogy, but also to propose several new recommendations to improve the outcomes studied.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101092"},"PeriodicalIF":6.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722266","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":"Developing the critical thinking skills of first year accounting students with an active learning intervention","authors":"Mareli Rossouw,&nbsp;Gretha Steenkamp","doi":"10.1016/j.ijme.2024.101086","DOIUrl":"10.1016/j.ijme.2024.101086","url":null,"abstract":"<div><div>Business graduates need advanced critical thinking abilities. Critical thinking is best taught as part of the core technical business curriculum and preferably early in the academic programme. Using action research, the researchers designed and tested the effectiveness of an intervention which sought to develop first-year accounting students' critical thinking abilities as part of their core curriculum. The intervention included explicit teaching on critical thinking in accounting and various active learning exercises (both in the classroom and after class), using a flipped classroom approach, simulations, reflection, real-life or practical examples and student feedback. All 459 registered students were exposed to the critical thinking intervention, and evidence of enhanced student engagement was noted. The effectiveness of the intervention was tested using a one-group pre-test-post-test pre-experimental design, using an accounting-related custom-designed critical thinking measurement tool. A total of 95 pre-test and 72 post-test student responses were statistically analysed (voluntary participation in the study reduced the number of participants below the 459 registered students). Participants' critical thinking scores showed a significant increase (<em>p</em> &lt; 0.01) after the critical thinking intervention, indicating that the intervention was effective and that it is possible to develop first-year students’ critical thinking skills by engaging them in specialised active learning exercises. The unique value of our findings lie in detailing the intervention (which other business educators could employ when including similar interventions in their core modules), developing and piloting the accounting-related critical thinking measurement tool and using the tool (and other methods) to show that the intervention was effective.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101086"},"PeriodicalIF":6.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705261","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 can digital innovation capabilities of Chinese college students be cultivated?","authors":"Yangjie Huang ,&nbsp;Jiali Zhang ,&nbsp;Ying Xu ,&nbsp;Yajing Bu","doi":"10.1016/j.ijme.2024.101085","DOIUrl":"10.1016/j.ijme.2024.101085","url":null,"abstract":"<div><div>This study employs the competency theory model and utilizes Necessary Condition Analysis (NCA) and Fuzzy-set Qualitative Comparative Analysis (fsQCA) to analyze data from 71 excellent universities in mainland China, which host national-level innovation and entrepreneurship colleges and education practice bases. The research investigates how various elements combine to impact the digital innovation capabilities of college students. The study identifies three configurations that lead to high digital innovation capabilities among students and categorizes them into three modes: the capability-motivation combination mode, the internal-external linkage mode, and the capability-willingness combination mode. The findings provide valuable insights for universities in cultivating digital innovation talent.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101085"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660122","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":"Can generative AI motivate management students? The role of perceived value and information literacy","authors":"Emily Maria K Jose ,&nbsp;Akshara Prasanna ,&nbsp;Bijay Prasad Kushwaha ,&nbsp;Madhumita Das","doi":"10.1016/j.ijme.2024.101082","DOIUrl":"10.1016/j.ijme.2024.101082","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) is a disruptive technology that has started to be used among students in management education. However, the question is whether the utilisation of GenAI in educational settings stimulates students to engage in learning activities and broaden their knowledge base. Hence, this study investigates student motivation and perception of using GenAI (ChatGPT) technology in management education. A random sampling technique was employed to survey 478 students from various educational institutions in the southern region of India. The outcomes revealed that GenAI presents both prospects and hurdles in the domain of management education. The disruptive nature of this technology brings forth numerous opportunities for acquiring knowledge and augmenting one's cognitive capacity. Nonetheless, a cautious and accountable approach is imperative for the successful integration of GenAI into the of management education. Consequently, this study provides pragmatic implications for students, educators, and educational institutions. The effectiveness of GenAI in practical settings can be heightened by arranging interactive training sessions led by AI experts, devising easily accessible online educational modules, embedding AI proficiencies into educators through collaborative endeavors or specialized training programs, and establishing systematic assessment protocols to ensure continual improvement.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101082"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660119","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}