International Journal of Management Education最新文献

{"title":"Embedding engineering literacy into undergraduate business education: A multi-method study of program models and effectiveness","authors":"Min Jae Park","doi":"10.1016/j.ijme.2026.101375","DOIUrl":"10.1016/j.ijme.2026.101375","url":null,"abstract":"<div><div>This study investigates how engineering literacy can be systematically incorporated into undergraduate business education to prepare students for technology-driven industries. Drawing on international exemplar programs and three Korean universities, we conceptualize engineering literacy as a multidimensional capability encompassing technical understanding, application in managerial decision-making, and cross-disciplinary communication. Using a sequential mixed-method design—case studies, Analytic Hierarchy Process (AHP), and fuzzy-set Qualitative Comparative Analysis (fsQCA)—we identify six recurring success factors: Industry Collaboration, Experiential Learning, Faculty Expertise, Curriculum Design, Global Exposure, and Student Engagement. AHP results highlight Industry Collaboration (0.220) and Experiential Learning (0.209) as the most decisive factors. FsQCA reveals three equifinal configurations leading to high program effectiveness, showing that multiple pathways—industry-driven, faculty-driven, or curriculum-driven—can achieve comparable outcomes. Based on these findings, we propose a modular Micro-Degree in Business &amp; Engineering Literacy (BEL) that integrates foundational engineering concepts with applied, industry-centered learning. The study contributes conceptual clarity, methodological innovation, and actionable guidance for business schools seeking to align curricula with the demands of technology-intensive sectors.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101375"},"PeriodicalIF":7.4,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090174","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":"Erasmus+ Blended Intensive Programmes' role in promoting inclusivity and sustainability in management education - A survey-based evaluation","authors":"Elizabeth Frank ,&nbsp;Petra Hogendoorn-Schweighofer","doi":"10.1016/j.ijme.2026.101358","DOIUrl":"10.1016/j.ijme.2026.101358","url":null,"abstract":"<div><div>This article analyses the innovative potential of Erasmus + Blended Intensive Programmes (BIPs) in aligning business and management education with the evolving expectations of employers and the global imperatives of responsible leadership. While the primary objective of this article is to provide empirical evidence on BIPs in promoting international academic engagement, it acknowledges that existing research on BIPs is limited in scope. Additionally, this paper aims to contribute to the advancement of responsible management education by examining how BIPs promote inclusivity and sustainability. Drawing on data from a student-centred survey with a total of 224 respondents, the study examines how BIPs foster innovative, inclusive, and internationally connected learning experiences. By capturing and analysing student perspectives, the research examines the impact of BIPs on key transversal and professional competences demanded by employers. Furthermore, the study explores how BIPs can drive the globalization of education and promote responsible management practices that support the UN Sustainable Development Goals, through accessible and resource-conscious international mobility. Findings reveal that BIPs can bridge gaps in equity and participation by lowering financial and logistical barriers, while cultivating international mindsets and social responsibility among students. This study provides a solid foundation for further research into BIP practices and impact.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101358"},"PeriodicalIF":7.4,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090695","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":"Self-directed learners’ actual use and continuance intention in the MOOCverse: an S-O-R approach","authors":"Rahul R. Lexman ,&nbsp;Arathi Krishna ,&nbsp;Rupashree Baral ,&nbsp;Ashish Malik","doi":"10.1016/j.ijme.2026.101368","DOIUrl":"10.1016/j.ijme.2026.101368","url":null,"abstract":"<div><div>In the post-pandemic digital era, management education is evolving beyond traditional pedagogies toward self-directed and reflective learning approaches. This shift has created opportunities for practicing heutagogy, emphasizing learner autonomy, critical reflection, and metacognitive growth. This study investigates how self-directed learners' cognitive evaluations of platform quality influence their re-enrolment decisions in asynchronous e-learning environments, particularly Massive Open Online Courses (MOOCs). It examines the mediating effects of confirmation and satisfaction on the relationship between platform quality, comprising information quality (IQ), system quality (SysQ), and service quality (SerQ), and learners' re-enrolment, measured through continuance intention (CI) and actual use (AU). Grounded in the Stimulus–Organism–Response (SOR) framework, the study integrates Expectation Confirmation Model (ECM) with the Information Systems Success Model (ISSM) to propose a serial mediation model. Data were collected from 323 Indian postgraduate management students who voluntarily re-engaged with the same MOOC platform. Results indicate that IQ was the strongest predictor of confirmation, followed by SerQ and SysQ. Significant serial mediation effects highlight how cognitive evaluations and psychological mechanisms-confirmation and satisfaction, translate platform quality into CI and AU. The findings highlight the importance of learner-centric, adaptive, and interactive e-learning platforms that nurture self-directed and lifelong learning competencies. The study further emphasizes the need for management educators to design experiential, autonomy-driven learning environments grounded in heutagogical principles. Extending the principles of connectivism and the S–O–R framework, this study links platform quality to learners’ cognitive evaluations-CI and AU, thereby offering a contemporary framework for designing sustainable, heutagogical digital learning ecosystems.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101368"},"PeriodicalIF":7.4,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090173","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":"From reflection to action: A student-led framework for responsible management education through community-engaged business projects in Southeast Asia","authors":"Hanbing Yu ,&nbsp;Ning Zhao ,&nbsp;Zhe Wang","doi":"10.1016/j.ijme.2026.101371","DOIUrl":"10.1016/j.ijme.2026.101371","url":null,"abstract":"&lt;div&gt;&lt;div&gt;Responsible Management Education (RME) has traditionally emphasized curriculum design and educator-driven initiatives, often overlooking the transformative potential of student-led, community-engaged projects—particularly in Global South contexts. This study proposes a conceptual framework that centers students as co-creators of RME through experiential, community-based business interventions in Southeast Asia. Using a qualitative research design, we collected reflective narrative data from 386 undergraduate and postgraduate business students at a Malaysian university who participated in structured community business projects addressing real-world challenges in sustainability, ethical entrepreneurship, and local economic empowerment. Students submitted open-ended reflections (4–78 words; M = 13.2) responding to the prompt: “Based on your experience, how would you define responsible management?” Textual co-occurrence analysis using VOSviewer identified six thematic clusters encompassing: (1) social consciousness and equity, (2) environmental awareness and sustainability, (3) enterprise and innovation, (4) ethical decision-making, (5) core responsible management values, and (6) collaborative learning and reflective practice. These emergent themes reveal a multi-level learning transformation process grounded in lived engagement with community stakeholders. Students demonstrated shifts from abstract ethical awareness to applied systems thinking and localized innovation in economic settings. Representative reflections illustrate how students reframe responsibility through action: &lt;em&gt;“It's not just about profit—it's about making sure our decisions don't harm the community or environment”&lt;/em&gt; (Student ID: UG-247); &lt;em&gt;“Responsible management means listening to people who are affected by what we do”&lt;/em&gt; (Student ID: PG-089). Grounded in these findings, we propose the &lt;strong&gt;Reflect-Engage-Transform (RET) Model&lt;/strong&gt; for Responsible Management Education, which positions community engagement as the pedagogical core of RME. The RET model integrates experiential learning theory with critical management pedagogy, emphasizing reciprocal knowledge exchange between students and communities, and fostering responsible leadership development through lived social and environmental impact. Unlike existing models that frame responsibility within organizational or abstract ethical parameters, the RET model operationalizes RME as an iterative, student-driven praxis anchored in real-world complexity and culturally situated learning contexts. This research contributes to the discourse on reorienting management education toward the Sustainable Development Goals by highlighting the power of contextually rooted, student-led action in reshaping responsible business leadership from Southeast Asia and the broader Global South. By demonstrating how structured community projects enable students to internalize Principles for Responsible Management Education (PRME)","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101371"},"PeriodicalIF":7.4,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090697","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":"Flipped learning in business and economics higher education: A systematic literature review","authors":"Sabrina Wittmann,&nbsp;Torsten Wulf,&nbsp;Katharina Wieser","doi":"10.1016/j.ijme.2026.101366","DOIUrl":"10.1016/j.ijme.2026.101366","url":null,"abstract":"<div><div>With the rise of the constructivist learning paradigm, flipped learning has become increasingly popular as an instructional design in higher education in general and in the fields of business and economics education in particular. While a few studies have analyzed the extant research in these fields, a research gap remains with regard to the theoretical foundations, i.e., the causal mechanisms underlying knowledge construction in flipped learning environments. Additionally, the extant research has devoted limited attention to relating these causal mechanisms to the pre- and in-class activities in flipped learning environments and to assessing the impact of flipped learning formats on student learning outcomes. Based on a systematic literature review, which involves 51 studies from the fields of business and economics education, we aim to shed light on these research gaps. The findings reveal an underutilization of theoretical frameworks and point to effective pre- and in-class activities as well as general drivers of cognitive and affective student learning outcomes in flipped learning environments. We discuss directions for future research and practical implications.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101366"},"PeriodicalIF":7.4,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090175","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":"The role of AI-related digital competencies in higher education students’ Fintech entrepreneurial intentions: A comparative study of Vietnam and Poland","authors":"Krzysztof Wach ,&nbsp;Anh Trong Vu ,&nbsp;Thi Viet Nga Ngo ,&nbsp;Thu Van Bui ,&nbsp;Cong Doanh Duong ,&nbsp;Trong Duc Tran ,&nbsp;Trong Nghia Vu","doi":"10.1016/j.ijme.2026.101369","DOIUrl":"10.1016/j.ijme.2026.101369","url":null,"abstract":"<div><div>This study examines how AI-related digital competencies shape Fintech entrepreneurial intentions, extending the Theory of Planned Behavior (TPB) by integrating self-efficacy and entrepreneurial identity as domain-specific constructs. Data were collected from 1117 university students, including 585 in Vietnam and 532 in Poland, representing contrasting contexts of an emerging and a developed Fintech ecosystem. Using partial least squares structural equation modeling (PLS-SEM) and multi-group analysis, the results show that AI-related digital competencies significantly enhance Fintech entrepreneurial self-efficacy and identity, which in turn foster more positive entrepreneurial attitudes. Consistent with TPB, attitudes, subjective norms, and perceived behavioral control are important predictors of entrepreneurial intentions, though their relative influence varies across contexts. In Vietnam, competencies and social norms have a stronger impact, whereas in Poland, perceived control and identity play a more prominent role. Mediation analysis further reveals that self-efficacy and attitudes serve as key mechanisms through which competencies are translated into intentions. These findings contribute to digital entrepreneurship research by demonstrating how technological competencies and psychological resources jointly shape entrepreneurial motivation, and they highlight important contextual differences between emerging and developed economies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101369"},"PeriodicalIF":7.4,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037638","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":"Post-internship career choice under organizational understanding, corporate social responsibility: The moderating role of resort image","authors":"Mingming Wu ,&nbsp;Jinquan Zhou ,&nbsp;Hong-Wai Ho ,&nbsp;Ying Zhang","doi":"10.1016/j.ijme.2026.101362","DOIUrl":"10.1016/j.ijme.2026.101362","url":null,"abstract":"<div><div>This study examines the key factors that influence interns' career choices in the resort industry and explores potential relationships with organizational understanding, corporate social responsibility (CSR), and resort image. 241 responses from student interns in Macau's integrated resorts were analyzed. The results demonstrated that organizational understanding and CSR positively impacted employment intentions among interns. CSR positively mediated the relationship between organizational understanding and career choice. Resort image also acted as a positive moderator in the relationship between CSR and employment intentions. This study contributes to the concept of organizational socialization by extending it to interns from formal employees, suggesting that organizational understanding is a useful source of policy that influences student interns' employment intentions. Effective human resource management strategies should focus on ensuring consistency among organizational understanding, corporate social responsibility, and corporate image, significantly impacting the post-internship employment intentions of students in the hotel and resort industry. These findings provide important theoretical and practical implications for hospitality organizations.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101362"},"PeriodicalIF":7.4,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037664","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":"Unpacking the determinants of students' green entrepreneurial intentions: the interplay of personal, institutional, and mediating factors in a six-country study","authors":"Emil Knezović ,&nbsp;Azra Bičo ,&nbsp;Blaž Zupan ,&nbsp;Janez Gorenc ,&nbsp;Daniel Pavlov ,&nbsp;Svilena Ruskova ,&nbsp;Dariusz Tłoczyński ,&nbsp;Joanna Czerepko ,&nbsp;Valentin Toader ,&nbsp;Monica Maria Coroş ,&nbsp;Alexandros Kakouris ,&nbsp;Sotiris Apostolopoulos","doi":"10.1016/j.ijme.2025.101344","DOIUrl":"10.1016/j.ijme.2025.101344","url":null,"abstract":"<div><h3>Purpose</h3><div>This study examines green entrepreneurial intentions among higher education institution students in Bosnia and Herzegovina, Bulgaria, Greece, Poland, Romania, and Slovenia. It assesses the interplay of several personal (e.g., entrepreneurial creativity, future self-continuity, and green cognition) and institutional factors (e.g., entrepreneurial education, entrepreneurial culture, and financial support), considering the mediating role of the desire to discover.</div></div><div><h3>Design/methodology/approach</h3><div>Based on a cross-sectional survey of 1547 students from six European countries, the study tests its hypotheses using structural equation modeling. Although countries were selected through convenience sampling via academic networks, they reflect a shared regional background and predominantly post-socialist characteristics, while also differing in their institutional and educational support for green entrepreneurship.</div></div><div><h3>Findings</h3><div>Results indicate that, with some exceptions, institutional and personal factors are positively related to green entrepreneurial intentions, while the desire to discover partially mediates these relationships.</div></div><div><h3>Originality/value</h3><div>This study presents an integrative theoretical framework grounded in social cognitive theory, constructivist learning theory, and self-regulated learning theory, highlighting the joint relationship between personal and institutional factors and green entrepreneurial intentions. It contributes novel insights by offering a multi-country dataset and identifying the desire to discover as a key psychological mechanism.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101344"},"PeriodicalIF":7.4,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037635","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 critical and creative thinking in sustainability education through reflective practice and project-based learning","authors":"Jacqueline O'Toole,&nbsp;Kelly Benati,&nbsp;Alison Beamish,&nbsp;Merideth Guy,&nbsp;Frank Interrigi","doi":"10.1016/j.ijme.2026.101364","DOIUrl":"10.1016/j.ijme.2026.101364","url":null,"abstract":"<div><div>Business and management education increasingly positions critical and creative thinking as essential graduate capabilities. However, these skills are often framed as generic graduate attributes, with limited empirical attention to how they are developed and articulated within specific pedagogical and disciplinary contexts. This gap is particularly evident in undergraduate business courses focusing on sustainability, where complex and ill-defined challenges are assumed to foster higher-order thinking, yet students’ experiences of developing these skills remain underexplored.</div><div>This study addresses this gap by examining how undergraduate business students perceive and conceptualise the development of critical and creative thinking within a sustainability-focused capstone course. Guided by the research question How do undergraduate business students experience and articulate the development of critical and creative thinking through reflective and project-based learning in a sustainability context?, the study analyses reflective assessments completed by 178 final-year business students engaged in a team-based sustainability project aligned with the United Nations Sustainable Development Goals. A deductive thematic analysis was conducted using established frameworks of critical and creative thinking.</div><div>The findings indicate that students readily identified and applied observable aspects of critical and creative thinking, particularly analysis, problem-solving, and innovation. In contrast, deeper metacognitive elements such as judgement, originality, and reflective evaluation were less consistently articulated.</div><div>The study contributes discipline-specific evidence to management education research and highlights the importance of explicitly framing higher-order thinking skills and embedding structured reflective tasks within sustainability-focused assessments to support students’ ability to recognise and articulate critical and creative thinking.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101364"},"PeriodicalIF":7.4,"publicationDate":"2026-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037639","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":"Cocreating societal impact through transdisciplinary, challenge-based learning","authors":"Kostas Nizamis ,&nbsp;Desirée H. Van Dun ,&nbsp;Brendan P. Sullivan ,&nbsp;Eduardo Hermsen ,&nbsp;Mats Van Dalen","doi":"10.1016/j.ijme.2026.101360","DOIUrl":"10.1016/j.ijme.2026.101360","url":null,"abstract":"<div><div>Transdisciplinary and Challenge-Based Learning (CBL) methods help prepare graduates to tackle increasingly complex, interconnected global challenges and create societal impact. However, they are time-intensive for teachers, challenging for students to adopt, and often yield uncertain outcomes for external stakeholders acting as challenge providers. To address these issues, a longitudinal process study of an academic module was conducted as part of a Master's program integrating management and engineering courses. Using mixed qualitative methods, including the analysis of data from project meetings, diaries, focus groups, and observations, we identified the following key enablers: clarity about the challenge, structured course organization, and proactive teacher involvement. The transdisciplinary CBL process fostered intellectual stimulation, skill development, and practical theory application, enabled by open communication and reflective practice. Students enhanced their problem-solving abilities, challenge providers gained actionable insights, and teachers facilitated deeper, more integrative learning experiences. Findings demonstrate that transdisciplinary CBL creates mutual value for students, challenge providers, and teachers, provided that curriculum design and stakeholder engagement are deliberately structured and prioritized. This study advances practical strategies for implementing transdisciplinary CBL and also proposes a new ‘prepare’ phase to the CBL framework.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 2","pages":"Article 101360"},"PeriodicalIF":7.4,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037637","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}