International Journal of Management Education最新文献

{"title":"Developing ethical skills with films: A successful experience in auditing","authors":"Marisol Calabor,&nbsp;Paloma Merello,&nbsp;Ana Zorio-Grima","doi":"10.1016/j.ijme.2024.101127","DOIUrl":"10.1016/j.ijme.2024.101127","url":null,"abstract":"<div><div>This research focuses on the implementation of Content and Language Integrated Learning (CLIL) pedagogy and its impact on students' acquisition of knowledge, particularly the effectiveness of utilizing movies as a tool to enhance the ethical sensitivity of Auditing students. The results of the study provide support for the proposition that education and training can facilitate the development of ethical sensitivity among students. Additionally, the contribution of this paper highlights those real-life situations depicted in movies, which resonate with the students' own context, serve as an effective pedagogical tool in this endeavor. Thus, the study concludes that incorporating CLIL pedagogy with movies can offer valuable opportunities for students to enhance their comprehension of ethical responsibilities of the auditors in particular and the accountants in general. This research sheds light on the potential benefits of incorporating multimedia resources and language learning in higher education. Therefore, the main contribution of the paper is to emphasize the importance of practical, context-based approaches in promoting ethical awareness and sensitivity among future professionals.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101127"},"PeriodicalIF":6.0,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179139","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":"Code suggestions and explanations in programming learning: Use of ChatGPT and performance","authors":"Arum Park ,&nbsp;Taekyung Kim","doi":"10.1016/j.ijme.2024.101119","DOIUrl":"10.1016/j.ijme.2024.101119","url":null,"abstract":"<div><div>This study investigates the role of generative artificial intelligence (AI) chatbots, particularly ChatGPT, in enhancing programming education for university students, specifically in big data analytics. The research addresses the growing need for innovative educational practices, especially in developed East Asian countries like South Korea, where declining university enrollment presents new challenges. Using a sample size of N = 343 students, this mixed-methods research employed controlled experiments and surveys to compare student performance in programming tasks across three groups: those using ChatGPT, those using Stack Overflow, and a control group without external assistance. Results showed that students using ChatGPT significantly outperformed those relying on Stack Overflow or no assistance, particularly in hands-on coding tasks. This research contributes to the ongoing discourse on AI in education by providing empirical evidence of generative AI's effectiveness in improving learning outcomes and engagement, while also highlighting the challenges associated with integrating AI into educational settings. The findings emphasize the potential of ChatGPT to personalize learning experiences, improve performance, and offer real-time support, underscoring the need for a balanced curriculum design that incorporates AI while maintaining academic integrity and human oversight.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101119"},"PeriodicalIF":6.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179138","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":"Business and management education for sustainability: A state-of-the-art review of literature post-UN Decade of Education for Sustainable Development (2015–2023)","authors":"David Kongpiwatana Narong","doi":"10.1016/j.ijme.2024.101115","DOIUrl":"10.1016/j.ijme.2024.101115","url":null,"abstract":"<div><div>Interest in business and management education for sustainability has steadily increased, yet no comprehensive research reviews have been conducted since the United Nations Decade of Education for Sustainable Development. This study fills that gap by analyzing 365 Scopus-indexed documents using descriptive statistics, citation analysis, co-citation analysis, thematic analysis, and science mapping. The results reveal that although there is a growing number of studies, the body of knowledge remains underexplored and concentrated in economically developed regions. The field's intellectual structure is built around three distinct schools of thought: Responsible Management Education, Holistic Management Education, and Higher Education for Sustainable Development, all of which offer diverse yet cohesive perspectives on curriculum development, research, partnerships, and a strong commitment to social responsibility and sustainability. Major topics of interest include the Sustainable Development Goals, higher education, corporate social responsibility, and principles for sustainable management education. The study emphasizes the need for research from less developed regions, increased international collaboration, and a greater focus on emerging areas, such as supply chain management, climate change, and the impacts of COVID-19, to expand the field's relevance and address pressing global sustainability challenges.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101115"},"PeriodicalIF":6.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179510","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":"Teaching mathematical concepts in management with generative artificial intelligence: The power of human oversight in AI-driven learning","authors":"Maria A.M. Trindade ,&nbsp;Gihan S. Edirisinghe ,&nbsp;Lan Luo","doi":"10.1016/j.ijme.2024.101104","DOIUrl":"10.1016/j.ijme.2024.101104","url":null,"abstract":"<div><div>This study demonstrates a successful use of Generative Artificial Intelligence (AI) in teaching mathematical material to management students. We herein introduce the <em>EOQ World Tour</em> game, which substantially improves understanding of inventory-related concepts and long-term knowledge retention compared with traditional methods.</div><div>Generative AI is revolutionizing management education, by offering innovative methods for teaching and learning. The integration of AI into quantitative business disciplines through novel learning mechanisms provides significant benefits, including enhanced data analysis, improved decision-making models, and sophisticated simulations for hands-on experience. This study introduces the <em>EOQ World Tour</em> game, specifically designed to teach the Economic Order Quantity concept in Operations Management. The game addresses challenges in integrating Generative AI into mathematics in management education by combining human oversight and instructor control through three innovative features: (1) a Generative AI-based simulation, (2) a macropowered Excel worksheet for validating the calculations of an AI chatbot, and (3) a Google Sheets dashboard for centralizing team-generated AI data for postgame analysis.</div><div>Our study included 41 students divided into experimental and control groups. Pretest results indicated no significant differences in baseline knowledge. However, the post-test results showed that the experimental group achieved a better understanding of inventory-related concepts and practical applications, along with higher engagement, excitement, confidence, and long-term knowledge retention.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101104"},"PeriodicalIF":6.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179511","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":"Cross-cohort analysis of how COVID has changed the online learning experience of business students","authors":"Ágnes Halász ,&nbsp;Zsófia Kenesei","doi":"10.1016/j.ijme.2024.101121","DOIUrl":"10.1016/j.ijme.2024.101121","url":null,"abstract":"<div><div>The COVID-19 pandemic reshaped the educational landscape and brought online learning into the mainstream. As management education adapts to this new reality, understanding how the experience of online learning influences students is vital—especially when comparing students exposed to online university education during the pandemic with those who went to university afterward. This study examines how the personal characteristics of business students, particularly self-management and the need for interaction, shape their perceptions of online learning. By surveying two cohorts—students from the height of the pandemic in 2020 and a post-pandemic cohort in 2022—we uncover how these characteristics shape the adoption of online learning. Our findings reveal that the need for interaction remains a priority for students, unaffected by the novelty of online education. Meanwhile, the influence of self-management has weakened, suggesting it is a skill that can—and should—be cultivated in online courses. In addition, students increasingly value the enjoyment of online learning (hedonic motivation) over its perceived effectiveness (performance expectancy), emphasizing the need for engaging, well-designed course experiences. This cross-cohort analysis highlights critical shifts in how students engage with online learning, offering valuable insights for the future of management education in a post-pandemic world.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101121"},"PeriodicalIF":6.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179509","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":"Stem accounting: Effects of traditional and big data education, learning and intelligence on the accounting student's achievement","authors":"Mohammad Namazi ,&nbsp;Zohreh Raiessi","doi":"10.1016/j.ijme.2024.101069","DOIUrl":"10.1016/j.ijme.2024.101069","url":null,"abstract":"<div><div>STEM accounting has emerged as a significant accounting profession's evolution. Big data, as a part of pivotal technology part of STEM, has become ubiquitous and can revolutionize traditional accounting education. This study, in alliance with the STEM paradigms, aims to empirically compare the effect of “traditional accounting education” and “Big Data-based accounting education” on accounting students' achievement (ASA) in various accounting courses, when students' “learning” and “intelligence”, as mediating and moderating variables, are incorporated in this relation. By developing an accounting education's moderated - mediation model, adopting the pretest-posttest design and utilizing the experimental approach, we formed two experimental groups with traditional and Big Data-based methods participating in various accounting courses. For each course, one group was also considered as a “control” group. The study population encompasses all accounting students studying at the undergraduate level of a big university in Iran. The study sample includes 330 students. Applying structural equation modeling, our findings indicate that both Big Data-based and traditional education methods maintain a significant positive effect on ASA; but, the Big Data-base's effect is greater. However, when “learning” is used as the mediating variable, the Big Data's effect is not significant for any of the courses, and there is a very minor mediation; while the traditional method's effect is significant and leads to a medium mediation. Emotional intelligence, as a moderating variable, has no significant effect on the relationship between traditional and Big Data-based methods and the ASA. However, cognitive intelligence has an effect on some accounting courses. When intelligence and teaching methods' interaction is examined, the situation does not change and the emotional intelligence's variable is still unaffected. Although Big Data is useful for STEM accounting education, it is not always statistically significant and preferred in the education's process and its significance is contingent on the type of accounting courses and student's cognitive characteristics (such as learning). The findings' implications for educators and the future of accounting education are to synthesize Big Data and other contemporary IT information techniques in accounting courses and teaching. The role of the student's cognitive intelligence is also potent in this context. This study not only contributes to the extant research on Big Data accounting education but also sheds light on the STEM's accounting literature.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101069"},"PeriodicalIF":6.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179508","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":"Integrating sustainable development goals in management education: Impact on student knowledge, attitudes, and behaviors","authors":"A.B.A. Avelar ,&nbsp;S.F. Mitchell ,&nbsp;L.V. Sandes-Guimarães","doi":"10.1016/j.ijme.2024.101116","DOIUrl":"10.1016/j.ijme.2024.101116","url":null,"abstract":"<div><div>This study aimed to assess the influence of incorporating Sustainable Development Goals (SDGs) into Management Education, specifically via an SDG Project, on the sustainability before and after their participation in the SDG project, and Behaviors (KAB) of undergraduate management students. The research utilized a quasi-experimental pre-test/post-test approach, employing the Self-Reported Sustainable Behavior Scale (SRSB) to assess cognitive, emotional, and conative dimensions of sustainability-related behavior. Data were gathered from 283 students across five semesters at an International Business School in the United States. The findings indicated improvements in KAB across the dimensions of the triple bottom line: social, economic, and environmental. The Principles for Responsible Management Education (PRME) and the SDG Project significantly influenced these shifts in KAB, emphasizing ethical decision-making and responsible management practices. The results establish a correlation between the SDG initiative and the self-reported sustainable behavior (SRSB) of the sample, demonstrating that the effort effectively influenced students' comprehension, beliefs, and actions about sustainability. This research underscores the effectiveness of incorporating SDGs into management education, thereby enriching the literature on Sustainability in Management Education (SiME). It featured the capacity of business schools to cultivate future leaders dedicated to sustainable practices via curriculum innovations such as the SDG Project. The study emphasizes the importance of incorporating SiME inside higher education institutions and among educators to promote sustainable development and deliver high-quality education, hence fostering a sustainability mindset among future decision-makers. The evaluation gauges students' views on sustainability and their self-reported involvement in sustainable practices, providing valuable insights into current instructional methodologies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101116"},"PeriodicalIF":6.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179514","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":"More resources or less demands? A three-wave longitudinal study on student well-being and perceived employability in entrepreneurship courses","authors":"Maike Liu ,&nbsp;Xiayu Tong ,&nbsp;Leilei Zhao ,&nbsp;Wenjun Cai","doi":"10.1016/j.ijme.2024.101120","DOIUrl":"10.1016/j.ijme.2024.101120","url":null,"abstract":"<div><div>Building on the study demands-resources model, this study investigates the relationships between study resources and demands, student well-being and their perceived employability. A total of 518 students completed a questionnaire at the beginning, middle, and end of an entrepreneurship course. Structural equation modelling revealed that study resources, such as teacher-student and student-student relationships, positively related to study engagement. In contrast, study demands, including role conflict and emotional demands, positively related to emotional exhaustion. In turn, study engagement positively related to students’ perceived employability over time, whereas the impact of emotional exhaustion on perceived employability was not significant. Additionally, we proposed the moderation effect of study resources on the relationship between study demands and emotional exhaustion. Contrary to expectations, the results showed that teacher-student relationships strengthened the effect of role conflict on emotional exhaustion. This study contributes to the literature by providing empirical insights into the relationships between study resources and demands, student well-being, and employability development. The findings also have practical implications for improving teaching pedagogies of entrepreneurship courses.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101120"},"PeriodicalIF":6.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179137","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":"Empowering future entrepreneurs: The impact of franchise courses on undergraduate and MBA students","authors":"Denise M. Cumberland ,&nbsp;Brian Holahan ,&nbsp;Gary D. Jones","doi":"10.1016/j.ijme.2024.101108","DOIUrl":"10.1016/j.ijme.2024.101108","url":null,"abstract":"<div><div>The franchise business model is a well-established form of enterprise in the U.S., crosses numerous sectors, and is expanding rapidly in developing countries. The economic impact franchises have on the economy provides an opportunity for Higher Education Institutions (HEIs) to help cultivate franchising as a viable business model or career pathway. Some HEIs are beginning to show interest in franchising as an entrepreneurial endeavor worthy of standalone courses. This study examined whether standalone courses on franchising, taught at a Midwestern University in the U.S., would increase students' knowledge regarding the franchise business model, improve students’ attitudes towards franchising, improve entrepreneurial self-efficacy, and increase intention/desire to work in a franchise. T-test results from pre-post surveys show that knowledge about the franchise business model, entrepreneurial self-efficacy, and desirability for a career in franchising all increased among undergraduate and MBA students enrolled in the franchising courses. Additionally, when these variables were examined for underrepresented minorities and women, groups historically marginalized in the entrepreneurship domain, results were significant.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101108"},"PeriodicalIF":6.0,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179515","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":"Motivation by role models: Do they inspire or discourage us? Investigating the link between role models and entrepreneurial career intentions","authors":"Noor ul Amin ,&nbsp;Ataullah Kiani ,&nbsp;Nisar Ahmad ,&nbsp;Qingxiong Weng","doi":"10.1016/j.ijme.2024.101090","DOIUrl":"10.1016/j.ijme.2024.101090","url":null,"abstract":"<div><div>While prior research has suggested links between role models and individuals' entrepreneurial career intentions (ECIs), there is a scarcity of empirical research on the impact of entrepreneurial role models (ERMs) (i.e., positive vs negative) on employees' ECIs in small and medium-sized enterprises (SMEs). To address this gap, our study draws on social learning theory (SLT) and conducts two experimental studies to examine the impact of role models in the workplace. We collected data from 216 students in Eastern China to analyse the effects of positive role models, and 198 for negative role models. Our findings demonstrate that successful role models have a significant impact on employees' ECIs. Additionally, the fear of failure (FOF) plays a substantial role in diminishing employees' ECIs. We also find that negative role models significantly impact employees' ECIs and should not be ignored while considering the importance of attaining an entrepreneurial career. Our study contributes to the literature by shedding light on the importance of ERMs in shaping employees' ECIs and highlights the role of fear of failure in this process. Finally, the study offers implications for both theory and practice.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101090"},"PeriodicalIF":6.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179518","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}