Journal of Management Education最新文献

Teaching to Save the Planet: The Challenges Ahead for Instructors, Business Schools, and Universities 拯救地球的教学：教师、商学院和大学面临的挑战

IF 1.4

Journal of Management Education Pub Date : 2024-08-22 DOI: 10.1177/10525629241269035

Rae André

{"title":"Teaching to Save the Planet: The Challenges Ahead for Instructors, Business Schools, and Universities","authors":"Rae André","doi":"10.1177/10525629241269035","DOIUrl":"https://doi.org/10.1177/10525629241269035","url":null,"abstract":"In this article I review trends in teaching environmental sustainability over 50 years in the Journal of Management Education (JME) to help instructors and institutions develop effective pedagogy for this complex and consequential subject. Given the current planetary emergency many instructors now grapple with how to teach change in societal and global systems. Already they have moved the sustainability field forward by integrating climate science with management topics and enhancing integrative learning that builds individual student autonomy, agency, and leadership. This examination of the JME literature suggests that at least three fundamental challenges remain: (1) applying systems theory to frame change and make meaningful pedagogical choices, (2) balancing traditional and experiential pedagogies in light of the need to teach about macro level systems, and (3) teaching sustainability for the planet in an academic sector that mainly values sustainability for business organizations. These challenges are inspiring critical thinking that is driving the field forward. At the same time, some recent research suggests that business schools may be unlikely to recast their missions to encompass societal change. As a result, concerned educators may turn increasingly to their universities, with their broader educational missions, to develop curricula that will help save the planet.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Authors During the Writing Process: JME’s Online Manuscript Development Workshops 在写作过程中为作者提供支持：JME 在线手稿撰写研讨会

IF 1.4

Journal of Management Education Pub Date : 2024-08-05 DOI: 10.1177/10525629241269817

Jennifer S. A. Leigh, Melanie A. Robinson

引用次数: 0

Classroom Leadership Roles Activity: A Pathway to Sharing Leadership With Student Teams 课堂领导角色活动：与学生团队分享领导力的途径

IF 1.4

Journal of Management Education Pub Date : 2024-07-26 DOI: 10.1177/10525629241264548

Priyanka D. Joshi, Chenwei Li, Dayna O. H. Walker

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2023 Roethlisberger Award for Best Article presented to “An Exercise for Expanding Privilege Awareness Among Management Students and Faculty” 2023 年罗伊斯利斯伯格最佳文章奖颁发给 "在管理专业师生中提高特权意识的练习"。

IF 1.4

Journal of Management Education Pub Date : 2024-07-25 DOI: 10.1177/10525629241262745

Sarah Jean Woodside

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Exploring the Impact of ChatGPT on Business School Education: Prospects, Boundaries, and Paradoxes 探索 ChatGPT 对商学院教育的影响：前景、界限和悖论

IF 1.4

Journal of Management Education Pub Date : 2024-07-25 DOI: 10.1177/10525629241261313

Sorin Valcea, Maria Riaz Hamdani, Shuai Wang

{"title":"Exploring the Impact of ChatGPT on Business School Education: Prospects, Boundaries, and Paradoxes","authors":"Sorin Valcea, Maria Riaz Hamdani, Shuai Wang","doi":"10.1177/10525629241261313","DOIUrl":"https://doi.org/10.1177/10525629241261313","url":null,"abstract":"This essay explores the nuanced impact of generative AI technologies on management and business education, framed through three paradoxes: the Expertise Paradox suggests that AI’s adequate performance at lower-level tasks may weaken students’ development of higher-level thinking; the Innovation Paradox states that AI’s creativity aid could stifle original thinking; and the Equity Paradox highlights AI’s potential to provide immense gains to experts but disproportionately harm novices. We take the position that without “sensible” AI use guidelines in management education, AI is likely to have a net-negative effect on learning. This stance is based on our trials with ChatGPT on various cognitive tasks organized around the revised Bloom’s Taxonomy of learning. We identify areas where AI tools can enhance learning, such as comprehending established subject domains, as well as areas where they exhibit significant limitations, such as logical reasoning and critical thinking. We caution against the potential deskilling in critical thinking due to students’ overreliance on AI for basic tasks. To alleviate these challenges, we recommend sensible AI uses by students that support skill development without fostering overreliance. We also suggest how faculty, administrators, and employers may support students in getting the most out of this new tool.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Looking for Development in Leadership Development: Assessing Learning for Reflexivity Among Graduate Students 在领导力培养中寻找发展：评估研究生的反思性学习

IF 1.4

Journal of Management Education Pub Date : 2024-07-25 DOI: 10.1177/10525629241261972

Timothy O’Brien

{"title":"Looking for Development in Leadership Development: Assessing Learning for Reflexivity Among Graduate Students","authors":"Timothy O’Brien","doi":"10.1177/10525629241261972","DOIUrl":"https://doi.org/10.1177/10525629241261972","url":null,"abstract":"Scholars have identified reflexivity, the ability to question what one might be taking for granted, as a critical meta-cognitive skill that management schools should cultivate amongst students. Reflexive learning though is a complex and idiosyncratic process. Little is known about how students experience this process, what they learn, or how a range of students representing different degrees of potential for reflexivity experience such a process differently. This article reports on a study using Kegan’s Constructive Developmental Theory to assess how masters students at a professional school studying leadership and representing different developmental stages experience the same teaching methods for cultivating reflexivity. This work illuminates how students at different stages of development experience the same teaching method for cultivating reflexivity quite differently. Results indicate that for students with limited potential for reflexivity, there is profound developmental growth. Other students who began the course with existing reflexive capacity did not initially demonstrate skills of reflexivity. However, this group of students learned to practice reflexivity without actually interrogating their own assumptions in a way that represents developmental growth. I share details of the study and conclude with implications for teaching reflexivity across a diverse range of experience.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Curvilinear Effect of Entrepreneurship Education on Entrepreneurial Intentions: The Roles of Entrepreneurial Passion and Resilience 创业教育对创业意向的曲线效应：创业激情和韧性的作用

IF 1.4

Journal of Management Education Pub Date : 2024-07-25 DOI: 10.1177/10525629241263801

Giang Hoang, Tuan Trong Luu

{"title":"The Curvilinear Effect of Entrepreneurship Education on Entrepreneurial Intentions: The Roles of Entrepreneurial Passion and Resilience","authors":"Giang Hoang, Tuan Trong Luu","doi":"10.1177/10525629241263801","DOIUrl":"https://doi.org/10.1177/10525629241263801","url":null,"abstract":"Entrepreneurship education has gained significant attention from scholars and policymakers for its potential to shape students’ entrepreneurial aspirations. However, its effectiveness in influencing entrepreneurial intentions remains inconsistent and controversial. Drawing on social cognitive theory, we investigated the curvilinear impact of entrepreneurship education on entrepreneurial intentions, examining the mediating role of entrepreneurial passion and the moderating role of resilience. We conducted two studies to test these relationships. In Study 1, data from 554 technology students in Vietnamese universities revealed a U-shaped relationship between entrepreneurship education and entrepreneurial intentions. Study 2 expanded these findings with a sample of 721 business students from Vietnamese universities. The results confirmed the mediating role of entrepreneurial passion in the curvilinear relationship between entrepreneurship education and entrepreneurial intentions and showed that resilience significantly moderated the link between entrepreneurial passion and intentions. This research contributes to the literature by addressing existing gaps and highlighting key factors influencing entrepreneurial intentions. It also offers practical implications for educators and policymakers, providing insights to design more effective entrepreneurship education programs to enhance students’ entrepreneurial intentions and foster a vibrant and innovative entrepreneurial ecosystem.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cues of Caring: How Students Perceive That Faculty in Online Classes Do (or Don’t) Care 关心的暗示：学生如何看待在线课堂上教师的关心（或不关心

IF 1.4

Journal of Management Education Pub Date : 2024-07-25 DOI: 10.1177/10525629241262309

Alexander R. Bolinger, Mark T. Bolinger, Kelsey Conner, Jeffrey Morgan, Sophia Perry

{"title":"Cues of Caring: How Students Perceive That Faculty in Online Classes Do (or Don’t) Care","authors":"Alexander R. Bolinger, Mark T. Bolinger, Kelsey Conner, Jeffrey Morgan, Sophia Perry","doi":"10.1177/10525629241262309","DOIUrl":"https://doi.org/10.1177/10525629241262309","url":null,"abstract":"Caring has been an animating driver of the scholarship of teaching and learning and the founding of the Journal of Management Education 50 years ago. However, as business schools have moved quickly toward offering more online courses, researchers have not systematically explored the cues that students in online classes use to evaluate whether or not their instructors care. Drawing inspiration from Hawk and Lyons’ classic JME article on student perceptions of faculty caring in face-to-face classes, this study uses concept mapping to identify cues that students use to evaluate whether faculty do or do not care. Our findings suggest that students in online synchronous classes rely on many of the same interpersonal and attributional cues to infer that faculty care (e.g., responsiveness, personalization, faculty enthusiasm, and willingness to invest time) as students in face-to-face classes. In particular, we highlight a distinction between caring for students as people and caring for students’ learning outcomes. We also find, however, that the cues used to perceive that faculty don’t care are qualitatively different from those used to determine that faculty care. We discuss the implications of our findings for equipping management educators to communicate care to students in the 21st century.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Now More Than Ever: Emotional Intelligence, Self-Leadership, and Student Stress Coping Revisited 现在比以往任何时候都更重要：重新审视情商、自我领导和学生压力应对

IF 1.4

Journal of Management Education Pub Date : 2024-06-24 DOI: 10.1177/10525629241263804

Jeffery D. Houghton, Jinpei Wu, Jeffrey L. Godwin, Christopher P. Neck, Charles C. Manz

引用次数: 0

Impact of Connectivism on Knowledge and Willingness of Students in Higher Education 联结主义对高校学生知识和意愿的影响

IF 1.4

Journal of Management Education Pub Date : 2024-06-03 DOI: 10.1177/10525629241256317

Bharti Pandya, B. Cho, Louise Patterson, Mohamed Abaker

{"title":"Impact of Connectivism on Knowledge and Willingness of Students in Higher Education","authors":"Bharti Pandya, B. Cho, Louise Patterson, Mohamed Abaker","doi":"10.1177/10525629241256317","DOIUrl":"https://doi.org/10.1177/10525629241256317","url":null,"abstract":"This study investigates the impact of connectivism on knowledge acquisition and the willingness of higher education students to apply that knowledge in practical settings. Using an experimental design, it investigates how connectivism manifests in learning processes, particularly focusing on a collaborative online international session (COIL) with 92 business management students from the UAE and South Korea. These students participated in a COIL session aimed at enhancing their understanding of diversity and inclusion management concepts. The study utilized an independent t-test to evaluate the effectiveness of COIL, comparing groups exposed to different modes of participation (connectivism mode and nonconnectivism mode). The results highlight connectivism’s role in increasing students’ willingness to utilize acquired knowledge. As a connectivism approach, COIL proves pivotal in applying learning practically. This research offers significant insights for curriculum designers, educators, and scholars, demonstrating the impact of social connectivism on learning enhancement. It provides valuable information for incorporating connectivism into traditional educational models, thereby enriching the theoretical and methodological understanding of the relationship between connectivism, COIL, knowledge acquisition, and application willingness. This study is particularly relevant for educators looking to integrate innovative methods in their teaching and expand the scope of knowledge and skill development for future work.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0