International Journal of Management Education最新文献

{"title":"The influences of virtual-reality- and animation-supported gamified learning processes on students’ learning achievement and behavioral intention in retailing management courses","authors":"Ying-Lien Lin,&nbsp;Wei-Tsong Wang","doi":"10.1016/j.ijme.2024.101047","DOIUrl":"10.1016/j.ijme.2024.101047","url":null,"abstract":"<div><p>The application of virtual reality (VR)/animation-enhanced technologies to various educational settings has received increasing attention from academics and educators. However, empirical investigation of this issue using an integrated theoretical perspective is scarce in management education. Additionally, prior studies that specifically investigate the influences of the technological attributes of VR/animation-enhanced technologies and learners' perceptions and experiences in management education contexts are scarce. This study thus investigates this issue by adopting the viewpoints of technological attributes and individual perceptions and experiences to comprehend students’ situated experiential learning. Therefore, to examine whether such a learning method improves learning achievement by enhancing long-term memory, this study conducted a quasi-experiment to understand how technological attributes influence students' cognitive and affective responses, confidence, and satisfaction, thus affecting behavioral intention and learning achievement. A total of 230 students participated in this study. The stimulus-organism-response model, situated learning theory, and flow theory were integrated in this study to explore the relationships between the factors of psychological state and students' experiential learning processes. All hypotheses were supported, except confidence did not significantly influence students' behavioral intention and learning achievement after four weeks. The implications for theory and practice of this study are subsequently discussed.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101047"},"PeriodicalIF":6.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating the entrepreneurial landscape: The interplay of government support and self-efficacy in entrepreneurial education","authors":"Naveed Saif ,&nbsp;Sadaqat Ali ,&nbsp;Imrab Shaheen","doi":"10.1016/j.ijme.2024.101044","DOIUrl":"10.1016/j.ijme.2024.101044","url":null,"abstract":"<div><p>Building upon the core concept of Ajzen's Theory of Planned Behavior, this study aims to investigate the dynamic relationship between Entrepreneurial Education (EED) and business success, considering the mediating roles of Government support and entrepreneurs' self-efficacy beliefs. The study collected data from a sample of 300 small business owners in the Peshawar district of Pakistan, utilizing adapted constructs and analyzing the data through measurement and structural modeling using Smart PLS. The results reveal a significant positive association between EED and business success among business owners. Similarly, Government support is found to play a role in fostering a culture of EED among these business owners. When examining mediating factors, Government support is shown to mediate the relationship between an individual's EED and their business success, whereas it does not significantly mediate the relationship between an individual's Entrepreneurial Self-Efficacy (ESE) and business success. Conversely, Entrepreneurial self-efficacy is identified as a potential mediator between EED and business success. However, it does not mediate the relationship between Government support and business success. Based on the findings, it is concluded that government support significantly contributes to shaping the relationship between Entrepreneurship Education (EED) and business success within the SME sector in developing countries. Likewise, the self-efficacy of business owners is identified as a pivotal individual element that positively influences business success in various circumstances. The study suggests that the SME sector in developing countries can thrive with the support of government initiatives promoting Entrepreneurial Education.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101044"},"PeriodicalIF":6.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128418","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":"Maximizing student satisfaction in education: Instagram's role in motivation, communication, and participation","authors":"Miguel González-Mohíno ,&nbsp;José E. Ramos-Ruiz ,&nbsp;José Antonio López-Castro ,&nbsp;Lucía García-García","doi":"10.1016/j.ijme.2024.101045","DOIUrl":"10.1016/j.ijme.2024.101045","url":null,"abstract":"<div><p>Educators from various disciplines are using interactive components and brief videos in social media to create engaging and effective learning experiences. This study examines the integration of Instagram in higher education, focusing on short videos to teach economic concepts. Although social media's potential to enhance learning is recognized, there is limited understanding of its impact on communication, participation, and motivation among students. This research fills this gap by exploring the most effective ways to use Instagram to improve these aspects, aiming to increase student satisfaction.</p><p>We present an exploratory theoretical model and test it on 338 Business Administration students. Using structural equation modeling with partial least squares (PLS-SEM), we analyze the relationships between Instagram usage, communication, participation, and motivation as predictors of student satisfaction. This approach is relevant for educators seeking to enhance student engagement through digital methods and offers a framework for further research. The findings reveal a significant correlation between Instagram usage and improved communication, participation, and motivation, leading to higher student satisfaction. This study contributes to the literature by providing empirical evidence of Instagram's positive impact on learning experiences and offers a theoretical model to guide future research and strategy development in educational settings.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101045"},"PeriodicalIF":6.0,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1472811724001162/pdfft?md5=ae6af99bbc8cbfc40bcc73cdaa65f33b&pid=1-s2.0-S1472811724001162-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096564","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":"Learning goal orientation, social capital, and entrepreneurial intentions: A multigroup analysis within entrepreneurship programs","authors":"Maike Liu","doi":"10.1016/j.ijme.2024.101043","DOIUrl":"10.1016/j.ijme.2024.101043","url":null,"abstract":"<div><p>Drawing upon the social cognitive theory, this study investigates the relationships between learning goal orientation, social capital, entrepreneurial self-efficacy, and entrepreneurial intentions. Survey data were collected among 289 Dutch students who enrolled in an entrepreneurship program. Students completed a questionnaire before and after the program. The results demonstrated that learning goal orientation and student-student relationships positively related to students’ entrepreneurial self-efficacy, which, in turn, fostered their entrepreneurial intentions. However, the impact of teacher-student relationships on entrepreneurial self-efficacy was not significant over and above the impact of student-student relationships. Multigroup analysis showed that students with prior entrepreneurial experience indicated higher learning goal orientation and entrepreneurial intentions, as compared with their counterparts without prior experience. The impact of learning goal orientation on entrepreneurial self-efficacy was significant for students with prior experience, while this relationship remains non-significant for those without prior experience. These findings contribute to continually improving teaching effectiveness of entrepreneurship programs.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101043"},"PeriodicalIF":6.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011899","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":"Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China","authors":"Liangliang Xu","doi":"10.1016/j.ijme.2024.101042","DOIUrl":"10.1016/j.ijme.2024.101042","url":null,"abstract":"<div><p>Research on implementing blended learning in higher education has been extensive, but there is limited research on the relationship between students' entry characteristics, learning approaches, and learning effects, particularly in business education. This study was conducted during the COVID-19 pandemic in a blended teaching environment, surveying undergraduate students in Shanghai who were enrolled in business courses in the same semester. The study analyzed the connection between learning approaches and learning effects using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and students’ exam scores. The research findings revealed that students with deep learning approaches achieved higher average scores than those with surface learning approaches. Students' gender, age, academic year, academic background, and whether a course was mandatory or elective were found to have a significant relationship with their learning approaches. Furthermore, students' gender, age and academic year were significantly related to their final exam scores. However, there was no significant difference in the academic performance of students with different learning approaches, and certain exam formats and scopes may not influence quantitative learning effects. Based on these findings, curriculum developers in business education can consider offering general courses to underclassmen to help them gain a comprehensive understanding of their chosen field, encouraging upperclassmen to take cross-disciplinary courses, and urging instructors to utilize blended teaching methods to enhance teaching effectiveness.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101042"},"PeriodicalIF":6.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020919","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 configurational analysis of university ranking, cognitive ability and cultural intelligence in global virtual teams: The role of academic pedigree","authors":"Ernesto Tavoletti ,&nbsp;Faruk Şahin ,&nbsp;Vas Taras ,&nbsp;Wendy Farrell ,&nbsp;Liviu Florea","doi":"10.1016/j.ijme.2024.101040","DOIUrl":"10.1016/j.ijme.2024.101040","url":null,"abstract":"<div><p>Previous research examining the GVTs with business students from different universities and with different characteristics has begun to reveal significant findings on team compositions leading to team performance. However, few studies have addressed academic pedigree at the team level and examined its relationship with team performance. This study explores the configurations of academic pedigree, cognitive ability (IQ), and cultural intelligence (CQ) that lead to high levels of performance in GVTs. We performed a fuzzy-set Qualitative Comparative Analysis on a sample of 3688 students nested within 731 GVTs participating in an international project. The results show that three configurations could achieve the same outcome equally and effectively. In particular, two configurations show that IQ and CQ within teams led to high team performance when either the academic pedigree average or the academic pedigree diversity is not high. The third configuration reveals that IQ combined with academic pedigree average and the presence of a team member from a highly ranked institution results in high levels of team performance when academic pedigree diversity is not high. This study offers insights into configurational relationships between team compositions and performance in GVTs, explaining when and if academic pedigree impacts team performance.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101040"},"PeriodicalIF":6.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141984843","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 academic integrity among students in GenAI Era:A holistic framework","authors":"Tareq Rasul ,&nbsp;Sumesh Nair ,&nbsp;Diane Kalendra ,&nbsp;M.S. Balaji ,&nbsp;Fernando de Oliveira Santini ,&nbsp;Wagner Junior Ladeira ,&nbsp;Raouf Ahmad Rather ,&nbsp;Naveed Yasin ,&nbsp;Raul V. Rodriguez ,&nbsp;Panagiotis Kokkalis ,&nbsp;Md Wahid Murad ,&nbsp;Md Uzir Hossain","doi":"10.1016/j.ijme.2024.101041","DOIUrl":"10.1016/j.ijme.2024.101041","url":null,"abstract":"<div><p>The introduction of Artificial Intelligence (AI), specifically Generative AI (GenAI), has significantly transformed the higher education landscape. Despite the opportunities GenAI offers to students, they pose significant challenges for academic integrity. Thus, it is crucial for higher education institutions (HEI) to balance the use of GenAI for enhancing the learning experience of students with its ethical and responsible use in their educational journey. The present study proposes a comprehensive academic integrity framework focusing on three key stakeholders: students, educators, and institutions. We propose eight strategies ranging from collaborative learning for students to developing a comprehensive GenAI policy for institutions in maintaining academic integrity among students in HEI. Furthermore, we identified four challenges, namely financial, strategic, operational, and cultural, in the implementing a comprehensive academic integrity framework in the GenAI era. This study offers significant insights for HEI to maintain academic integrity among students in the GenAI era.</p></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101041"},"PeriodicalIF":6.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990541","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":"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}